CBE · Junior School
Grade 9 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 9 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 9
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATION
Work: God Worked
THE BIBLE
Christian · Woman Judge: Deborah · Kings David and Solomon
THE LIFE AND MINISTRY OF JESUS CHRIST
Raising the Widow’s Son · Healing the 10 Lepers
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATION | Work: God Worked | By the end of the lesson, the learner should be able to: interpret the scriptures on work to foster responsibility. | The learner is guided to: discuss why it is important to work hard at home, school and the community; share experiences on the chores/roles they perform at home, school, church and the community. | Why should you work hard as a Christian? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATION | Work: God Worked | By the end of the lesson, the learner should be able to: discuss virtues related to Christian work ethics. | The learner is guided to: conduct a buzz session on; a lazy person should not eat; 2 Thessalonians 3:10-12; team up to read Proverbs 6:6-11, Proverbs 10:4 Exodus 20:11, Genesis 2:1-3; outline the teachings, and write them on charts or PowerPoint slides for presentation in class. | Why should you work hard as a Christian? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATION | Work: God Worked | By the end of the lesson, the learner should be able to: choose career paths based on his/her gifts talents and abilities. | The learner is guided to: conduct a library or online research on virtues related to work and share the findings with the class; compose a poem on,’ God worked, we should also work.’. | Why should you work hard as a Christian? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATION | Work: God Worked | By the end of the lesson, the learner should be able to: demonstrate a positive attitude towards work in daily activities. | The learner is guided to: write their career aspirations (what they want to become in future) on flashcards and share with the class. | Why should you work hard as a Christian? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATION | Work: God Worked | By the end of the lesson, the learner should be able to: desire to work hard to achieve his/her goals and aspirations. | The learner is guided to: brainstorm on requirements for the different careers and how to work towards attaining them; interview a resource person and ask question(s) on different careers and the subjects/learning areas that one should undertake to qualify (note key points). | Why should you work hard as a Christian? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATION | Work: God Worked | By the end of the lesson, the learner should be able to: interpret the scriptures on work to foster responsibility. | The learner is guided to: discuss the statement, ‘Having a positive attitude towards work ‘and write key points in their notebooks for presentation in class; write and keep a journal on careers they aspire to undertake and how to work towards them and share them with peers/guardians/parents/teachers. | Why should you work hard as a Christian? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | THE BIBLE | Christian | By the end of the lesson, the learner should be able to: By the end of the sub- The learner is guided:. | The learner is guided to: 1. How can. | you | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | THE BIBLE | Woman Judge: Deborah | By the end of the lesson, the learner should be able to: analyse qualities portrayed by Deborah as a judge in Israel. | The learner is guided to: The learner is guided:. | How did Deborah portray wisdom as a Judge in Israel? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | THE BIBLE | Woman Judge: Deborah | By the end of the lesson, the learner should be able to: deduce lessons learnt from the leadership of Judge Deborah. | The learner is guided to: list women leaders (at school, church or in government positions) and identify good leadership qualities you can emulate from them. | How did Deborah portray wisdom as a Judge in Israel? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | THE BIBLE | Woman Judge: Deborah | By the end of the lesson, the learner should be able to: appreciate those in leadership by respecting them. | The learner is guided to: outline leadership qualities portrayed by Deborah as a woman Judge in Israel. | How did Deborah portray wisdom as a Judge in Israel? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | THE BIBLE | Woman Judge: Deborah | By the end of the lesson, the learner should be able to: analyse qualities portrayed by Deborah as a judge in Israel. | The learner is guided to: read the story in Judges 4:1-24 and make notes. | How did Deborah portray wisdom as a Judge in Israel? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | THE BIBLE | Woman Judge: Deborah | By the end of the lesson, the learner should be able to: deduce lessons learnt from the leadership of Judge Deborah. | The learner is guided to: watch a movie on, ‘Judge Deborah.’. | How did Deborah portray wisdom as a Judge in Israel? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | THE BIBLE | Woman Judge: Deborah | By the end of the lesson, the learner should be able to: appreciate those in leadership by respecting them. | The learner is guided to: brainstorm on lessons learnt from the leadership of Judge Deborah and make short notes. | How did Deborah portray wisdom as a Judge in Israel? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | THE BIBLE | Kings David and Solomon | By the end of the lesson, the learner should be able to: analyse the importance of David as a king and ancestor of Jesus Christ. | The learner is guided to: jointly list names of members in their family tree. | Why did King Solomon fail as a leader in Israel?; Why was King David a man after God’s own heart? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | THE BIBLE | Kings David and Solomon | By the end of the lesson, the learner should be able to: outline qualities of a good leader from King David’s leadership. | The learner is guided to: brainstorm on the meaning of the word ‘ancestor.’. | Why did King Solomon fail as a leader in Israel?; Why was King David a man after God’s own heart? | 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 9 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
THE LIFE AND MINISTRY OF JESUS CHRIST
Parable on prayer · Nicodemus’ Encounter with Jesus Christ · Jesus’ Ministry in Jerusalem · Jesus’ Passion, Death and Resurrection
THE CHURCH
The Early Church · The Gifts of the Holy Spirit
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | THE LIFE AND MINISTRY OF JESUS CHRIST | Parable on prayer | By the end of the lesson, the learner should be able to: elaborate the parable of a friend at midnight. | The learner is guided to: The learner is guided:. | Why should Christians pray at all times?; How do you exercise faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | THE LIFE AND MINISTRY OF JESUS CHRIST | Parable on prayer | By the end of the lesson, the learner should be able to: interpret lessons learnt from the parable of a friend at midnight for application in day-to-day life. | The learner is guided to: brainstorm the meaning of the word parable, write it on flashcards and share with the class. | Why should Christians pray at all times?; How do you exercise faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | THE LIFE AND MINISTRY OF JESUS CHRIST | Parable on prayer | By the end of the lesson, the learner should be able to: appreciate the parable by praying to God always. | The learner is guided to: share experiences of how they prayed persistently for an issue/challenge; share with peers how God answered their prayers. | Why should Christians pray at all times?; How do you exercise 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 LIFE AND MINISTRY OF JESUS CHRIST | Parable on prayer | By the end of the lesson, the learner should be able to: elaborate the parable of a friend at midnight. | The learner is guided to: read Luke 11:5-13 and discuss in groups the parable of a friend at midnight. | Why should Christians pray at all times?; How do you exercise 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 LIFE AND MINISTRY OF JESUS CHRIST | Parable on prayer | By the end of the lesson, the learner should be able to: interpret lessons learnt from the parable of a friend at midnight for application in day-to-day life. | The learner is guided to: role-play the parable of a friend at midnight. | Why should Christians pray at all times?; How do you exercise 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 LIFE AND MINISTRY OF JESUS CHRIST | Parable on prayer | By the end of the lesson, the learner should be able to: appreciate the parable by praying to God always. | The learner is guided to: team up to prepare PowerPoint slides or charts on lessons learnt from the parable of a friend at midnight and make a presentation in class. | Why should Christians pray at all times?; How do you exercise 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 LIFE AND MINISTRY OF JESUS CHRIST | Nicodemus’ Encounter with Jesus Christ | By the end of the lesson, the learner should be able to: describe Nicodemus’ encounter with Jesus Christ as guided by the scriptures; relate the significance of the bronze serpent to the mission of Jesus Christ. | The learner is guided to: read John 3:1-16 and make summary notes on Nicodemus’ encounter with Jesus Christ; team up to role-play the story of Nicodemus encounter with Jesus Christ; watch a video on Nicodemus’ conversion; sing a song on Nicodemus’ conversion. | How did Nicodemus’ encounter with Christ change his life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | THE LIFE AND MINISTRY OF JESUS CHRIST | Nicodemus’ Encounter with Jesus Christ | By the end of the lesson, the learner should be able to: deduce lessons learnt from John 3:5-7 and its relevance in the life of a Christian; desire to apply lessons learnt in day-to-day life. | The learner is guided to: read Numbers 21:4-8 and John 3:14-15 and brainstorm on how the bronze serpent is related to Jesus Christ and His mission on earth (Luke 4:18-21, Acts 10:38,); in groups discuss John 3:5-7 and write lessons learnt on charts/PowerPoint slides for presentation in class; read John 3:16 and write a. | How did Nicodemus’ encounter with Christ change his life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: elaborate Jesus Christ’s triumphant entry into Jerusalem. | The learner is guided to: The learner is guided:; share experiences on what happens on Palm Sunday, as practiced by some churches. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: illustrate Jesus Christ’s cleansing of the temple. | The learner is guided to: watch a video clip on Jesus Christ’s triumphant entry into Jerusalem. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: analyse Jesus Christ’s conflict with the Jewish leaders. | The learner is guided to: read Luke 19:38, compose and sing a song related song related to the scripture in class or during Programme of Pastoral Instruction. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: desire to avoid conflicts at home, school and the community. | The learner is guided to: read in turns Luke 19:28-40 and note key points on a chart or use a digital device for presentation in class; brainstorm on ways the Church premise is misused today. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: elaborate Jesus Christ’s triumphant entry into Jerusalem. | The learner is guided to: read Luke 19:45-48 on Jesus Christ’s cleansing of the temple; discuss lessons learnt from the cleansing of the Temple and make notes. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: illustrate Jesus Christ’s cleansing of the temple. | The learner is guided to: share experiences on how they resolve conflicts at home, school and the community. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | THE LIFE AND MINISTRY OF JESUS CHRIST | Jesus’ Ministry in Jerusalem | By the end of the lesson, the learner should be able to: analyse Jesus Christ’s conflict with the Jewish leaders. | The learner is guided to: read Luke 20:1-8,20-39 and discuss conflicts between Jesus Christ and the Jewish leaders. | Why was Jesus’ triumphant entry into Jerusalem important?; Why was Jesus opposed by the Jewish leaders? | 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 9 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
THE CHURCH
The Gifts of the Holy Spirit
CHRISTIAN LIVING TODAY
Courtship and Marriage · Responsible parenthood · Leisure · Wealth, Money and Poverty
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: discuss the teachings of Jesus Christ on the role of the Holy Spirit. | The learner is guided to: brainstorm on the role of the Holy Spirit in the life of a Christian. | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: identify the nine gifts of the Holy Spirit. | The learner is guided to: read John 14:15-26, 16:5-15, Acts 1:7-8 on the role of the Holy Spirit and make notes for presentation in class; jointly search/read the meaning of; Gifts of the Holy Spirit share the findings in class. | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: classify the gifts of the Holy Spirit according to their categories. | The learner is guided to: read 1Corithinians 12:8-11 and list the nine gifts of the Holy Spirit. | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: utilise discerning gifts to avoid joining ungodly cults/idol worship/religious extremism. | The learner is guided to: team up to classify the gifts according to their three categories (Gifts of Knowledge, Power and Divine Utterance). | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: desire to be guided by the Holy Spirit in day-to-day life. | The learner is guided to: brainstorm on the importance of the gifts of the Holy Spirit in Church today. | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: discuss the teachings of Jesus Christ on the role of the Holy Spirit. | The learner is guided to: discuss characteristics of cults/idol worship/religious extremism/devil worship; use the word of God to discern and identify cults/religious extremism/devil worship (1 Timothy 4:1; Matthew 7:15- 20, 2 Peter 2:1, Galatians 5:19- 23,1Corithians 12:2-3,10. | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | THE CHURCH | The Gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: identify the nine gifts of the Holy Spirit. | The learner is guided to: pray to God always for guidance and discernment so as not to be misled by false teachings/doctrines/cults. | How do you utilize the gifts of the Holy Spirit? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CHRISTIAN LIVING TODAY | Courtship and Marriage | By the end of the lesson, the learner should be able to: elaborate the causes and consequences of early marriage. | The learner is guided to: The learner is guided:; conduct a buzz session on the causes of early marriages today. | Why is courtship important before marriage? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CHRISTIAN LIVING TODAY | Courtship and Marriage | By the end of the lesson, the learner should be able to: discuss moral values and life skills needed to avoid early marriage. | The learner is guided to: discuss the consequences of early marriage; brainstorm on moral values and life skills needed to avoid early marriage; read, write on flashcards and reflect on 1Timothy 4:12. | Why is courtship important before marriage? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CHRISTIAN LIVING TODAY | Courtship and Marriage | By the end of the lesson, the learner should be able to: analyse Christian approaches to courtship and marriage. | The learner is guided to: team up to debate the meaning of the word, courtship and share findings with the class; discuss qualities to consider when choosing a marriage partner. | Why is courtship important before marriage? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CHRISTIAN LIVING TODAY | Courtship and Marriage | By the end of the lesson, the learner should be able to: appreciate marriage as a sacred institution ordained by God. | The learner is guided to: outline virtues that both marriage partners should uphold before marriage; in turns read 2 Corinthians 6:14-15 and discuss lessons from the Bible text. | Why is courtship important before marriage? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CHRISTIAN LIVING TODAY | Courtship and Marriage | By the end of the lesson, the learner should be able to: elaborate the causes and consequences of early marriage. | The learner is guided to: brainstorm on how to avoid being unequally yoked with unbelievers; interview a resource person on courtship and its importance before marriage and present findings in class using a poster or PowerPoint slides; discuss the role of the church in pre-marital counselling. | Why is courtship important before marriage? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CHRISTIAN LIVING TODAY | Courtship and Marriage | By the end of the lesson, the learner should be able to: discuss moral values and life skills needed to avoid early marriage. | The learner is guided to: read Hebrews 13:4, Mathew 19:4-6 write the verses on flashcards and their meaning; team up to debate on the motion, “Courtship is important before marriage.”. | Why is courtship important before marriage? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CHRISTIAN LIVING TODAY | Responsible parenthood | By the end of the lesson, the learner should be able to: describe biblical teachings on responsible parenthood. | The learner is guided to: The learner is guided:. | How is responsible parenting achieved? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CHRISTIAN LIVING TODAY | Responsible parenthood | By the end of the lesson, the learner should be able to: discuss causes of irresponsible parenting today. | The learner is guided to: use relevant textbooks or internet sources to search for the meaning of responsible parenthood and share findings with the class; in turns read, Exodus 20:12, Deuteronomy 11:18-21, Psalms 103:13, Proverbs 15:20, Proverbs 22:6, and Colossians 3:21, discuss and write lessons learnt on a chart or use PowerPoint slides for presentation in class. | How is responsible parenting achieved? | 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 9 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 9 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.