CBE · Pre-Primary
PP2 Religious Education Activity Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education Activity scheme of work for PP2 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
- PP2
- Subject
- Religious Education Activity
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP2 Religious Education Activity scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creation
God the Creator · Caring for God’s Creation
The Holy Bible
Handling the Holy Bible · Bible Story; Noah and the boat
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Creation | God the Creator | By the end of the lesson, the learner should be able to: name five things created by God in the school environment. | The learner is guided to: take turns to talk about things found in the school environment. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Creation | God the Creator | By the end of the lesson, the learner should be able to: draw two things created by God found in their environment. | The learner is guided to: take a nature walk in the school environment to identify things created by God. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Creation | God the Creator | By the end of the lesson, the learner should be able to: appreciate God’s creation by keeping the environment clean. | The learner is guided to: observe road safety rules as they take the nature walk; collect some flowers or seeds found in the school environment and display them in the CRE learning corner. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Creation | God the Creator | By the end of the lesson, the learner should be able to: name five things created by God in the school environment. | The learner is guided to: picture read the story of creation from the children’s Bible. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Creation | God the Creator | By the end of the lesson, the learner should be able to: draw two things created by God found in their environment. | The learner is guided to: draw the sun, moon and stars to appreciate God’s creation. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Creation | God the Creator | By the end of the lesson, the learner should be able to: appreciate God’s creation by keeping the environment clean. | The learner is guided to: colour the sun moon and stars. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Creation | God the Creator | By the end of the lesson, the learner should be able to: name five things created by God in the school environment. | The learner is guided to: recite a memory verse from Genesis 1:25; in groups, sing simple songs related to creation story. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Creation | God the Creator | By the end of the lesson, the learner should be able to: draw two things created by God found in their environment. | The learner is guided to: say simple prayers to thank God for His creation. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Creation | God the Creator | By the end of the lesson, the learner should be able to: appreciate God’s creation by keeping the environment clean. | The learner is guided to: use appropriate protection equipment, such as gloves as they clean or collect litter from the school or home environment. | How do we appreciate God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Creation | Caring for God’s Creation | By the end of the lesson, the learner should be able to: take care of self and others at home and school. | The learner is guided to: take turns to talk about ways they care for self. | How do you take care of God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Creation | Caring for God’s Creation | By the end of the lesson, the learner should be able to: list three plants found at home and school. | The learner is guided to: care for self by carrying out basic hygiene practices; care for others by informing the teacher about learners who are not feeling well or absent from school. | How do you take care of God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Creation | Caring for God’s Creation | By the end of the lesson, the learner should be able to: mention three animals found at home or school. | The learner is guided to: ensure that their classmates/desk mates are safe and well. | How do you take care of God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Creation | Caring for God’s Creation | By the end of the lesson, the learner should be able to: tell three ways of caring for God’s creation. | The learner is guided to: mention three plants found at home or school; draw and colour plants in the school environment. | How do you take care of God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Creation | Caring for God’s Creation | By the end of the lesson, the learner should be able to: desire to care for God’s creation. | The learner is guided to: list three animals found at home or in the school environment. | How do you take care of God’s creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Creation | Caring for God’s Creation | By the end of the lesson, the learner should be able to: take care of self and others at home and school. | The learner is guided to: model animals in the school environment; observe drawn pictures based on Genesis 2:15. | How do you take care of God’s creation? | 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 — PP2 Religious Education Activity scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The Holy Bible
Bible Story; Noah and the boat
The Life of Jesus Christ
The Birth of Jesus Christ · Celebrating the Birth of Jesus
Christian Values
Respecting Parents
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | The Holy Bible | Bible Story; Noah and the boat | By the end of the lesson, the learner should be able to: state three actions that show obedience to parents. | The learner is guided to: tell how they obey their parents at home; mention three actions that show obedience to teachers. | How did Noah show obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | The Holy Bible | Bible Story; Noah and the boat | By the end of the lesson, the learner should be able to: tell three ways he or she obeys God. | The learner is guided to: mention three ways that show obedience to God; picture-read the story of Noah from the Children’s Bible. | How did Noah show obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | The Holy Bible | Bible Story; Noah and the boat | By the end of the lesson, the learner should be able to: retell the story of Noah and the boat. | The learner is guided to: watch a video clip on the story of Noah in Genesis 6:14, 17,18,19,20; colour drawn pictures of a boat. | How did Noah show obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | The Holy Bible | Bible Story; Noah and the boat | By the end of the lesson, the learner should be able to: desire to obey the teachings of God. | The learner is guided to: name some of the animals that went into the boat; match drawn pictures of animals that went into the boat. | How did Noah show obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | The Holy Bible | Bible Story; Noah and the boat | By the end of the lesson, the learner should be able to: state three actions that show obedience to parents. | The learner is guided to: trace pictures of birds that went into the boat from picture cut-outs; sing songs related to Noah and the boat. | How did Noah show obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: dramatize the birth of Jesus Christ. | The learner is guided to: picture-read the story of the birth of Jesu Christ: Luke 2: 7-13. | Why is the birth of Jesus Christ 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 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: tell one importance of the birth of Jesus Christ. | The learner is guided to: role-play the events that took place during the birth of Jesus Christ. | Why is the birth of Jesus Christ 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 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: acknowledge Jesus Christ as the son of God. | The learner is guided to: in turns talk about one importance of the birth of Jesus Christ. | Why is the birth of Jesus Christ 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 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: dramatize the birth of Jesus Christ. | The learner is guided to: watch a video clip about the birth of Jesus Christ. | Why is the birth of Jesus Christ 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 Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: tell one importance of the birth of Jesus Christ. | The learner is guided to: colour drawn pictures about events that took place during the birth of Jesus Christ. | Why is the birth of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: acknowledge Jesus Christ as the son of God. | The learner is guided to: sing songs about the birth of Jesus Christ. | Why is the birth of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: dramatize the birth of Jesus Christ. | The learner is guided to: picture-read the story of the birth of Jesu Christ: Luke 2: 7-13. | Why is the birth of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: tell one importance of the birth of Jesus Christ. | The learner is guided to: role-play the events that took place during the birth of Jesus Christ. | Why is the birth of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The Life of Jesus Christ | The Birth of Jesus Christ | By the end of the lesson, the learner should be able to: acknowledge Jesus Christ as the son of God. | The learner is guided to: in turns talk about one importance of the birth of Jesus Christ. | Why is the birth of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | The Life of Jesus Christ | Celebrating the Birth of Jesus | By the end of the lesson, the learner should be able to: tell how they celebrate the birth of Jesus Christ. | The learner is guided to: share experiences of how they celebrate their birthdays. | 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 — PP2 Religious Education Activity scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Christian Values
Respecting Parents · Responsibility
The Church
A House of God · Church Activities
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Christian Values | Respecting Parents | By the end of the lesson, the learner should be able to: mention four ways they show respect to parents; recite a Bible verse about respecting parents. | The learner is guided to: tell how they show respect to the elderly; role play ways of showing respect to parents/elders for example, use of polite words, greeting elders with respect; in turns, recite Ephesians 6:1. | How do you show respect to parents? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Christian Values | Respecting Parents | By the end of the lesson, the learner should be able to: show respect to people at home, and in school. | The learner is guided to: take turns to tell why he or she should respect parents: Ephesians 6:2-3; role play ways of showing respect to parents; sing songs about respecting parents. | How do you show respect to parents? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: mention items they carry to school. | The learner is guided to: listen to Colossians 3:23. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: take care of the items they use in school. | The learner is guided to: mention items they use in school; display and count the items they carry to school. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: list three chores they do at home and school. | The learner is guided to: in pairs list the use of each item. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: desire to show responsibility by taking care of their items. | The learner is guided to: draw and colour items they carry to school; say how they take care of items they use at school. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: mention items they carry to school. | The learner is guided to: sing a song about items they carry to school. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: take care of the items they use in school. | The learner is guided to: say why they should not forget school items at home; talk about the simple chores they do at home. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: list three chores they do at home and school. | The learner is guided to: in turns talk about the activities they do in school. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: desire to show responsibility by taking care of their items. | The learner is guided to: take part in collecting litter, sweeping or watering plants; use protective gear as they collect litter in the school compound. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Christian Values | Responsibility | By the end of the lesson, the learner should be able to: mention items they carry to school. | The learner is guided to: recite a simple poem on responsibility. | How do you take care of your items? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | The Church | A House of God | By the end of the lesson, the learner should be able to: tell how children should behave in church. | The learner is guided to: draw and colour a Church model a church. | Why is the church a Holy place? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The Church | A House of God | By the end of the lesson, the learner should be able to: dramatize how they behave in church. | The learner is guided to: in turns talk about how they behave in church. | Why is the church a Holy place? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The Church | A House of God | By the end of the lesson, the learner should be able to: recite a simple Bible verse about the church. | The learner is guided to: watch a video clip of children behaving well in church. | Why is the church a Holy place? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | The Church | A House of God | By the end of the lesson, the learner should be able to: behave appropriately when in Church. | The learner is guided to: role play how to behave while in Church. | Why is the church a Holy place? | 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 PP2 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 PP2 Religious Education Activity 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.