Republic of Malawi

Syllabus for

Bible knowledge

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Bible knowledge

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: miedirector@sdnp.org.mw

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for Bible knowledge:

Amicable C Banda - The Malawi National Examinations Board

Samuel MJ Mandauka
Lenata S Chawinga
Godfrey Mkandawire
Naireti K Molande
Yohane L Mkwamba
Charles J Kasunda
Chrissie P Khoropa
Joe EN Gumbala
Gabriel B Moyo
(MANEB)
- Shire Highlands Education Division (SHED)
- Central West Education Division (CWED)
- Malawi Council of Churches (MCC)
- Malawi Institute of Education (MIE)
- Lilongwe Girls’ Secondary School
- Likangala Secondary School
- St Mary’s Secondary School
- Lakeview SDA Mission
- HHI Secondary School

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank George N Chawanda and Br H Murakho who helped in
the refining of the syllabus. Finally, thanks should also go to Peter Chilenje, M Ghobede and
Robert Mdoka for providing expert advice on the syllabus during its development.

Production team

Editing: Grames Chirwa

Typesetting and
layout: Mary Nguluwe
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements............................................................................................................ ...... iii
Foreword.............................................................................................................................. ...... v
The secondary school curriculum in Malawi........................................................................ vii
Developmental outcomes.................................................................................................. ...... viii
Rationale for Bible knowledge.......................................................................................... ...... xi
Scope and sequence chart for Forms 1 and 2.................................................................. ...... 1
Scope and sequence chart for Forms 3 and 4.................................................................. ...... 3
Teaching syllabus for Forms 3 and 4...................................................................................... 5
Appendix.............................................................................................................................. ...... 24
References............................................................................................................................... 29
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for Bible knowledge
Bible knowledge aims at equipping students with the appropriate knowledge, skills and
attitudes to enable them function as responsible and productive citizens in the society. The
knowledge, skills and attitudes gained help the students to deal with challenges such as
environmental degradation, moral decay, corruption, drug and substance abuse, HIV and
AIDS, STIs, violence and juvenile delinquency. The subject also helps students to develop
acceptable moral standards of conduct and sound judgement.

Biblical beliefs, skills and practices assist the students to live in harmony with the spiritual and
physical world. These also help the students to apply the biblical principles in handling life
experiences.

Core elements and their outcomes

The Bible and its divisions

The students will be able to demonstrate an understanding of the Bible and its literature.

God in the Old Testament

The students will be able to demonstrate an understanding of the interaction of God and His
people as recorded in the Old Testament.

The Life of Jesus Christ

The students will be able to demonstrate an understanding of how God worked in the New
Testament through the birth, teachings, death, resurrection and ascension of Jesus Christ.

The relationship between the Old and the New Testaments

The students will be able to demonstrate an understanding of how Jesus Christ fulfilled the Old
Testament concepts of Messiah, Lord and Servant.

Biblical beliefs and practices

The students will be able to demonstrate an understanding of Biblical beliefs and practices.

Christian approaches to contemporary issues

The students will be able to demonstrate an understanding of Christian approaches to
contemporary issues such as human rights and responsibilities, democracy, politics, gender,
corruption, HIV and AIDS, STIs, the environment, drug and substance abuse and vulnerable
people.

xi

Core element
The Bible and its divisions
God in the Old Testament
Scope and sequence chart for Forms 1 and 2
Form 1 Form 2
 meaning of the Bible
 divisions of the Bible
- books in the Old Testament
- books in the New Testament
 types of literary forms of the Bible
 the Patriarchs
- Abraham
- Isaac
- Jacob
- Joseph
 the work of Moses
- miracles in Egypt
- crossing the Red Sea
- The Covenant at Mount Sinai
 entry into the Promised Land
 the Judges
- Deborah
- Gideon
- Samson
 the story of Ruth
 the story of Samuel
 the Monarchy
- King Saul
- King David
- King Solomon
1
Core element Form 1 Form 2
 the Prophets
- Elijah and Elisha (pre-
exillic)
- Amos (pre-exillic)
- Ezekiel (exillic)
- Haggai (post-exillic)
The life of Jesus Christ  the early life of Jesus Christ
 the ministry of Jesus Christ

The relationship between the Old and New Testaments  Jesus Christ and the Old Testament
Biblical beliefs and practices  beliefs about God
 beliefs about Jesus Christ
 Biblical practices
- naming of a child
- circumcision
- baptism
- Holy communion
- prayer
- fasting
- worship
Christian approaches to contemporary issues  Christian response to STI’s including HIV and
AIDs
 gender issues in the Bible
 drug and substance abuse

2
 Scope and sequence chart for Forms 3 and 4

Core element Form 3 Form 4

 the Bible as the inspired word of God
The Bible and its divisions  uses of the Bible
God in the Old Testament  the work of Prophet Isaiah
- First Isaiah
- Second Isaiah
- Third Isaiah
The life of Jesus Christ  the Gospels  authorship of the book of Acts
- meaning  the birth of the Church
- the Synoptic Gospel  the work of the Church
 infancy narratives - performing miracles
- John the Baptist - praying
- Jesus Christ - preaching
 the Ministry of Jesus Christ - sharing belongings
- teachings  Paul’s missionary journeys
- miracles  the nine themes in the book of Acts
- passion
- resurrection
- ascension
 Jesus’ fulfillment of the Old
The relationship between the Old and New Testament concepts of:
Testaments - Messiah
- Servant
- Lord

3
Core element Form 3 Form 4
Biblical beliefs and practices  Biblical beliefs
- second coming
- salvation and judgment
- life after death
 Biblical practices
- baptism
- Holy communion
- marriage
Christian approaches to contemporary issues  Christian response towards
contemporary issues
- environmental degradation
- the church and state
- HIV and AIDS

4
 Teaching syllabus for Forms 3 and 4

Form 3
Core element: The Bible and its divisions
Outcome: The students will be able to demonstrate an understanding of the Bible and its literature

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment methods resources
We will know this The students
when the students must be able to:
are able to: 1 explain the The uses of  brainstorming the Bible as the  discussion  chalkboard
 demonstrate an Bible as the the Bible inspired word of God  group work  textbooks
understanding of inspired word  discussing the Bible as the inspired  demonstration  computers
the Bible as the of God word of God  question and  Bible commentary
inspired word of  researching on the Bible as the answer  Good News Bibles
God inspired word of God  written exercises
2 explain the  peer assessment
uses of the  brainstorming the uses of the  self evaluation
Bible Bible  pair work
 discussing the uses of the Bible  role-play
- worshipping
- swearing
- source of healing
- meditation
- preaching
- academics
- guidance and counselling
 story telling on the uses of the
Bible

5
Core element: God in the Old Testament
Outcome: The students will be able to demonstrate an understanding of the interaction of God and His people
as recorded in the Old Testament

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested teaching
standards activities learning and and learning
assessment methods resources
We will know this The students must
when the students be able to:
are able to:
 demonstrat 1 explain the Prophet Isaiah  brainstorming the meaning of the term  discussions  chalkboard
e an meaning of the ‘prophet’  group work  textbooks
understanding of term ‘prophet’  discussing the meaning of the term  demonstration  computers
the work of the ‘prophet’  question and answer  chart paper
prophets (First,  written exercises  pictures
Second and 2 describe the  researching on the roles of the prophets  peer assessment  Good News Bibles
Third) roles of prophets  discussing the roles of the prophets  self evaluation
 role-play
3 analyse the work  discussing the work of First (Proto) Isaiah  pair work
of First (Proto) - call of the prophet Isaiah
Isaiah - social, religious and political sins of Israel
- the Messiah and the New Jerusalem
- Prophet Isaiah and King Ahaz
- Prophet Isaiah and King Hezekiah
 identifying the main message of First Isaiah
- rebuked sins
- called for repentance
- predicted judgement
- gave message of hope

6
Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested
standards teaching, learning teaching and
and assessment learning
methods resources
4 analyse the  discussing the work of Second (Deutero) Isaiah
work of Second - message of hope for the exiles
(Deutero) Isaiah - Cyrus as an instrument of salvation
- God’s condemnation of idolatry
- judgement on Babylon
- the servant songs
- God’s invitation
 identifying the main message of Second (Deutro) Isaiah
- call for the return
- attack on idolatry
- the Lord’s Servant

5 analyse the  discussing the work of Third (Trito) Isaiah

work of Third - universal salvation
(Trito) Isaiah - bad leadership
- people’s complaint and God’s answer
- the good news of deliverance
 identifying the main message of Third (Trito) Isaiah
- universal salvation
- conditions for the return of the exiles
- message of restoration

7
Core element: The Life of Jesus Christ
Outcome: The students will be able to demonstrate an understanding of how God worked in the New Testament through birth, teachings,
death, resurrection and ascension of Jesus Christ

Assessment standards Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
learning activities learning and and learning
assessment methods resources
We will know this when The students must
the students are able to: be able to:
 demonstrate an 1 define the term The  brainstorming the meaning of  discussion  chalkboard
understanding of the ‘Gospel’ Gospels the term ‘Gospel’  group work  textbooks
Gospels  discussing the meaning of the  demonstration  computers
term ‘Gospel’  question and  chart paper
answer  map of Palestine
 written exercises  Good News Bibles
2 identify the  identifying the Synoptic Gospels  peer assessment
Synoptic  explaining the Synoptic Gospels  self evaluation
Gospels - authorship  role-play
- similarities  enter-educate
- differences  drama
 pair work

8
Assessment standards Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
learning activities learning and and learning
assessment methods resources
We will know this when The students must
the students are able to: be able to:
 demonstrate an 1 narrate the birth Infancy  narrating the birth of John the  discussion  chalkboard
understanding of the of John the narratives Baptist  group work  textbooks
birth stories of John the Baptist  discussing the birth of John the  demonstration  computers
Baptist and Jesus Christ Baptist  question and  chart paper
answer  map of Palestine
2 narrate the birth  narrating the birth of Jesus  written exercises  Good News Bibles
of Jesus Christ Christ  peer assessment
 discussing the birth of Jesus  self evaluation
Christ  role-play
 researching on the Jewish birth  enter-educate
rituals that Jesus’s parents  drama
followed  pair work

9
Core element: The Life of Jesus Christ
Outcome: The students will be able to demonstrate an understanding of how God worked in the New Testament through birth, teachings,
death, resurrection and ascension of Jesus Christ

Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested
standards teaching, learning teaching and
and assessment learning
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 outline the The ministry of  analysing the message of John the Baptist  discussion  chalkboard
understanding of preaching of John Jesus Christ  role-playing the preaching of John the Baptist  group work  textbooks
the ministry of the Baptist  demonstration  computers
Jesus Christ  question and  chart paper
2 discuss the  describing the baptism of Jesus Christ answer  Good News
beginning of Jesus’  narrating the temptations of Jesus Christ  written exercises Bibles
ministry  peer assessment
 self evaluation
3 define the term  brainstorming the meaning of the term  role-play
‘miracle’ ‘miracle’  enter-educate
 discussing the meaning of the term ‘miracle’  drama
 pair work
4 discuss the types of  identifying the types of miracles performed by
miracles perfomed Jesus Christ
by Jesus Christ - healing
- exorcism
- power over nature

10
 - raising from the dead
 giving examples for each type of miracle
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standards activities teaching, teaching and
learning and learning
assessment resources
methods

5 state the meaning of the term  brainstorming the meaning of the term
‘parable’ ‘parable’
 discussing the meaning of the term ‘parable’

6 identify parables in Jesus’  listing parables in Jesus’ teachings

teachings - the Good Samaritan
- the rich fool
- the parables of the lost
 discussing lessons from each parable

7 explain why Jesus used  brainstorming reasons for the use of parables
parables in His teachings in Jesus’ teachings
 discussing reasons for the use of parables in
Jesus’ teachings

11
Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested
standards teaching, teaching and
learning and learning
assessment resources
methods

8 distinguish a  brainstorming the meanings of the terms ‘disciple’ and

disciple from an ‘apostle’
apostle  discussing the meanings of the terms ‘disciple’ and
apostle’
 researching on the difference between a disciple and an
apostle

9 discuss Jesus’  analysing Jesus’ teaching on discipleship

teaching on  discussing Jesus’ teaching on discipleship
discipleship
 brainstorming the mission of the 12 disciples
10 explain the mission
 discussing the mission of the 12 disciples
of the 12 disciples

11 describe Jesus’  defining the term ‘Sabbath’

teaching about the  describing Jesus’ teaching about the Sabbath
Sabbath

12 state Jesus’ teaching  explaining what Jesus taught about paying tax
about paying tax  discussing why tax collectors were considered sinners
during the time of Jesus Christ
 discussing the importance of paying taxes today

12
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested teaching
standards activities learning and and learning
assessment methods resources

13 discuss Jesus’  defining the term ‘prayer’

teaching about  analysing Jesus’ teaching on prayer
prayer  discussing the importance of prayer

14 discuss Jesus’  brainstorming Jesus’ other

other teachings teachings
 discussing what Jesus taught about:
- fasting
- forgiveness
-humility and hospitality
-social responsibility
-riches
-authority
-life after death
-the Messiah
-offerings
-end times
-His identity
-welcoming children
- women in service
- respect for the Temple

13
Core element: The Life of Jesus Christ
Outcome: The students will be able to demonstrate an understanding of how God worked in the New Testament through birth, teachings,
death, resurrection and ascension of Jesus Christ

Assessment standards
We will know this when
the students are able to:
 demonstrate an
understanding of the
suffering of Jesus Christ
Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested teaching
activities learning and and learning
assessment methods resources
The students must
be able to:
1 describe Jesus’ The Passion of  describing Jesus’ triumphant entry  discussion  chalkboard
entry into Jesus Christ into Jerusalem  group work  textbooks
Jerusalem  explaining why Jesus drove the  demonstration  computers
merchants out of the Temple  question and  chart paper
2 analyse the answer  Good News Bibles
events leading  describing the events leading to the  written exercises
to the suffering, death and ascession of Jesus Christ:  peer assessment
death, - the death predictions of Jesus  self evaluation
resurrection Christ  role-play
and ascension - the betrayal of Jesus Christ  enter-educate
of Jesus Christ - the Lord’s Supper  drama
- events on Mount of Olives  pair work
- the arrest of Jesus Christ
- Peter’s denial
- trials of Jesus Christ
- crucifixion
- death and burial
- resurrection

14
 - ascension
 role-playing Peter’s denial of Jesus
Christ
Form 4
Core element: The Life of Jesus Christ
Outcome: The students will be able to demonstrate an understanding of how God worked in the New Testament through Jesus Christ (birth,
teachings, death, resurrection, and ascension) and the Church

Assessment standards Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
learning activities learning and and learning
assessment methods resources
We will know this when The students must
the students are able to: be able to: The birth of  brainstorming the authorship of  discussion  chalkboard
 demonstrate an 1 discuss the the Church the book of Acts  group work  textbooks
understanding of the authorship of the  discussing the authorship of the  demonstration  computers
birth of the early Church book of Acts book of Acts  question and  chart paper
answer  Good News Bibles
 written exercises
2 explain the birth  researching on the birth of the  peer assessment
of the early early Church  self evaluation
Church  discussing the birth of the early  pair work
Church
- Ascension
- Pentecost

15
Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested
standards teaching, teaching and
learning and learning
assessment resources
methods
We will know this The students must
when the students be able to:
are able to: 1 describe the life The spread of  brainstorming the work of the early church in Judea  discussion  chalkboard
 demonstrate an of the early the Church  discussing the work of the early Church in Judea  group work  textbooks
understanding of Church in Judea - performing miracles  demonstration  computers
the spread of the - praying  question and  chart paper
early Church - preaching answer  Good News
- sharing belongings  written Bible
 analysing the work of the early Church in Judea exercises
 peer
 discussing the growth of the early Church assessment
- preaching  self evaluation
- miracles  role-play
2 explain how the  describing the spread of the early Church  drama
early Church - through persecution  inter-educate
spread  narrating Paul’s missionary journeys
- Paul’s conversion
- Paul’s first missionary journey
- meeting in Jerusalem
- Paul’s second missionary journey
- Paul’s third missionary journey

16
 - Paul’s arrest and trial
- Paul’s appeal to the Emperor and the journey to
Rome
Assessment Success Theme/topic Suggested teaching and learning activities Suggested teaching, Suggested
standards criteria learning and teaching and
assessment learning
methods resources
We will know The students
this when the must be able
students are able to:
to:
 demonstrate 1 identify the Themes in the  stating the 9 themes in the book of Acts:  discussion  chalkboard
an nine themes book of Acts 1 God saves mankind through Jesus Christ  group work  textbooks
understanding in the book 2 Jesus works through the Holy Spirit  demonstration  computers
of the nine of Acts 3 Jesus uses the Church as an instrument of salvation  question and  chart paper
themes in the 4 The power of the Holy Spirit is irresistible answer  Good News
book of Acts 5 The Holy Spirit guides the Church  written exercises Bibles
6 The Church shares in the sufferings of Jesus Christ  peer assessment
7 The importance of prayer in the life of the Church  self evaluation
8 Salvation is offered first to the Jews and then to the  role-play
Gentiles  drama
9 The author’s sympathy for the Romans  inter-educate
2 analyse the  explaining the meaning of each theme
nine themes
in the book  explaining the relationship between the themes and
of Acts the stories in the book of Acts
 applying the stories in the book of Acts to the nine
themes

17
 Core element: The relationship between the Old and the New Testaments
Outcome: The students will be able to demonstrate an understanding of how Jesus Christ fulfilled the Old Testament concepts of Messiah,
Lord and Servant

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this The students must
when the students are be able to:
able to:
 demonstrate an 1 analyse the Jesus’ fulfilment  researching on the concepts of  discussion  chalkboard
understanding of concepts of of the Old Messiah, Servant and Lord  group work  textbooks
how Jesus Christ Messiah, Lord Testament  discussing the concepts of  demonstration  computers
fulfilled the Old and Servant as Messiah, Servant and Lord  question and  chart paper
Testament used in the Old - meaning of the concepts answer  pictures
and New - significance of the concepts  written exercises  Good News Bibles
Testaments  peer assessment
 self evaluation
2 explain how  comparing the characteristics  role-playing
Jesus Christ of Messiah, Lord and Servant  pair work
fulfills the as used in the Old and New
concepts of Testaments
Messiah, Lord  discussing how Jesus Christ
and Servant fulfills the concepts of Messiah,
Lord and Servant

18
Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested
standards teaching, learning teaching and
and assessment learning
methods resources
We will know The students must be
this when the able to:
students are able
to:
 demonstrate 1 explain the meaning Worship  brainstorming the meaning of the term  discussion  chalkboard
an of the term ‘worship’ ‘worship’  group work  textbooks
understanding  discussing the meaning of worship  demonstration  computers
of worship as 2 discuss worship as  question and  chart papers
practised in practised in the Old  researching on worship as practised in the answer  Good News
the Old and Testament Old Testament  written exercises Bibles
New  discussing worship as practised in the Old  peer assessment
Testaments Testament  self evaluation
3 discuss worship as  pair work
practised by the early  researching on worship as practised by the
Christian Community early Christian Community
 discussing worship as practised by the early
Christian Community
4 identify common
features of worship  researching on common features of worship
in the Old Testament in the Old Testament and the early Christian
and the early Community
Christian  discussing the common features of worship

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 Community in the Old Testament and the early Christian
Community

Core element: Biblical beliefs and practices

Outcome: The students will be able to demonstrate an understanding of biblical beliefs and practices

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning resources
and assessment
methods
We will know this The students must
when the students are be able to:
able to:
 demonstrate an 1 discuss biblical Biblical beliefs  researching on biblical beliefs  discussions  chalkboard
understanding of beliefs -second coming  group work  textbooks
some biblical -salvation and judgement  demonstration  computers
beliefs -life after death  question and  chart paper
 discussing the biblical beliefs answer  Bible dictionaries
 written exercises  Bible commentaries
 peer assessment  Good News Bibles
2 explain the  brainstorming the significance  self evaluation
significance of of the biblical beliefs  pair work
the biblical  discussing the significance of
beliefs the biblical beliefs

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Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standards activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The students must
when the students are be able to:
able to:
 demonstrate an 1 identify biblical Biblical practices  discussing the meaning of the term  discussions  chalkboard
understanding of symbols ‘symbol’  group work  Bible
some biblical  discussing the biblical symbols  demonstration commentaries
practices - baptism  question and  textbooks
- Holy Communion answer  computers
 written exercises  chart paper
 peer assessment  Good News
2 explain what the  researching on what the Bible  self evaluation Bibles
Bible teaches teaches about marriage  role-play
about marriage  discussing what the Bible teaches  drama
about marriage  pair work
- composition of marriage
- characteristics of marriage

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Core element: Christian approaches to contemporary issues
Outcome: The students will be able to demonstrate an understanding of Christian approaches to contemporary issues such as human rights
and responsibilities, democracy, politics, gender, corruption, HIV and AIDS, the environment, drug and substance abuse and
vulnerable people

Assessment Success criteria Theme/ Suggested teaching and learning activities Suggested Suggested
standards topic teaching, teaching and
learning and learning
assessment resources
methods
We will know The students must
this when the be able to:
students are able 1 explain the Christianity  brainstorming the meaning of the term ‘environmental  discussion  chalkboard
to: term and degradation’  group work  textbooks
 demonstrate ‘environmental contemporary  discussing the meaning of the term ‘environmental  demonstration  computers
an degradation’ issues degradation’  question and  chart paper
understanding answer  Bible
of Christian  discussing the role of Christians in conserving the  written commentaries
approaches to 2 explain the environment exercises  Bible
contemporary role of  carrying out a project on environmental conservation  peer dictionaries
issues Christians in - any project aimed at conserving water, soil or vegetation assessment  Good News
conserving the  self evaluation Bibles
environment  researching on Christian teaching on the relationship  role-play
between the Church and state  drama
3 analyse  discussing the Christian teaching on the relationship between  debate
Christian the Church and state  enter-educate
teaching on the  discussing the role of the Church in the society  pair work

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 relationship  debating the relationship between the Church and the state
between the today
Church and the
state
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested teaching and
standards activities teaching, learning learning resources
and assessment
methods

4 outline indicators of  identifying indicators of moral decay

moral decay that that lead to the spread of HIV and
lead to the spread AIDS
of HIV and AIDS - premarital sex
- multiple sexual partners
- prostitution
- extra-marital sex
- polygamy
- same-sex marriages
- pornography
- drug and substance abuse
 discussing indicators of moral decay
that lead to the spread of HIV and
AIDS

5 outline biblical  listing biblical teachings that help

teachings that help preventing the spread of HIV and
prevent the spread AIDS
of HIV and AIDS  discussing biblical teachings that help
preventing the spread of HIV and

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AIDS

24
Appendix

Bible references

Use of the Bible

2 Timothy 3:16-17, 2 Peter 1:21, Joshua 1:8, Deuteronomy 6:6-7, Psalm 103:1-3,
Proverbs 4:20-22
Call of Isaiah Isaiah 6:1-13
Sin Isaiah 1:2-31, 3:1-26, 4:1, 5:1-7
New Jerusalem Isaiah 2:1-4, 4:2-6, 9:2-7, 11:1-9
Isaiah and Ahaz Isaiah 7:1-25, 8:1-4, 8:16-22, 9:1
Message of hope for the exiles Isaiah 40:1-17
Cyrus as an instrument of salvation Isaiah 41:1-20, 45:1-13
God condemns idolatory Isaiah 44: 9-20, Isaiah 45:20-25
Judgement on Babylon Isaiah 47:1-15
The servant songs Isaiah 42:1-7, 49:1-6, 50:4-9, 52:13-15, 53:1-12
God’s invitation Isaiah 55:1-9
Universal salvation Isaiah 56:1-8
Bad leadership Isaiah 56: 9-12, Isaiah 57:1-13
People’s complaint and God’s answer Isaiah , 59:1-4
The good news of deliverance Isaiah 61:1-11

Infancy narratives
Birth of John the Baptist Luke 1:1-80
Birth of Jesus Christ Luke 2:1-52

The ministry of Jesus Christ

Preachings of John the Baptist Luke 3:1-20
Baptism of Jesus Christ Luke 3:21-22
Temptations of Jesus Christ Luke 4:1-13,
Healing Luke 4:38-41, 5:12-16, 5:17-26, 7:1-10, 8:43-48, 17:11-19, 18:35-43
Exorcism Luke 4:31-37, 8:26-39, 9:37-43
Nature miracles Luke 8:22-25, 9:10-17
Raising of the dead Luke 7:11-17, 8:40-43, 49-56
The Good Samaritan Luke 10:25-37,
The rich fool Luke 12:13-21
The lost Luke 15:1-32
Mission of the 12 Luke 5:1-11 5:27-32, 6:12-16, 9:1-6
Discipleship 9:57-62, 14:25-33
Sabbath teaching Luke 6:1-11, 13:10-17, 14:1-6
Paying tax Luke 19:1-10, Luke 20:19-26
Prayer Luke 11:1-13, Luke 18:1-8, 18:9-14
Fasting Luke 5:33-39

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 Forgiveness Luke 7:36-50
Humility and hospitality Luke 14:7-24
Social responsibility Luke 16:19-31
Riches Luke 18:18-30
Authority Luke 20:1-8
Life after death Luke 20:27-40
The Messiah Luke 20:41-44
Offerings Luke 21:1-4
End times Luke 21:5-38
His identity Luke 9:28-36
Welcoming children Luke 18:15-17
Women in service Luke 8:1-3, 10:38-42
Respect for the Temple Luke 19:45-48
Death predictions Luke 9:21-22, 43-45, 18:31-34
Betrayal Luke 22:1-6
The Lord’s supper Luke 22:7-23

The passion of Jesus Christ

Peter’s denial Luke 22:31-34, 54-62
Events on Mount of Olives Luke 22:39-46
The arrest of Jesus Christ Luke 22:47-53
Trials of Jesus Christ Luke 22:63-71, 23:1-25
The Crucifixion Luke 23:26-43
Death and burial Luke 23 :44-56
The Resurrection Luke 24:1-49
The Ascension Luke 24:50-53, Acts 1:6-11

The birth and spread of the Church

Authorship of the Book of Acts Acts 1:1-2
Birth of the Church Acts 2:1-4
Life of the early Church in Judea Acts 2:42-47, 3:1-26, 4:1-37, 5:1-42, 6:1-15, 7:1-
60, 8:1-40, 9:1-43, 11:1-30, 12:1-25
Paul’s work and missionary journeys Acts 13:1-52, 14:1-28, 15:1-41, 16:1-40,
17:-34, 18:1-28, 19:1-41, 20:1-38, 21:1-40, 22:1-30, 23:1-35, 24:1-27, 25:1-27, 26:1-
32, 27:1-44, 28:1-31

Themes in the Book of Acts

1 God saves mankind through Jesus Christ
a The Apostles (and others) were called to witness to Christ, especially to
His resurrection.
Acts1:8, 22, 2:22-24, 32-36, 3:13-15, 4:10, 33, 5:30-32, 7:56, 8:4-5, 12, 35, 9:15,
10:39-43, 11:19-20, 13: 30-31, 17:3, 31, 18:5, 20:21, 23:11, 26:23

25
 b Christ is Lord and Master of all, the Messiah, the Leader, the Only Saviour
and the Judge.
Acts 2:32-36, 3:14-15, 3:22-23, 3:25, 4:12, 5:31, 5:42, 9:20, 22, 29 10:36, 42,
13:38, 39, 15:11, 16:31, 17:3, 31, 26:22,23
c To be saved by Christ supposes repentance, faith, trust and the gift of
ourselves.
Acts 2:21 ,38, 3:19-20, 5:31, 8:22, 10:44, 13:38, 39, 16:31, 17:30-31, 20:21, 26:20
d Jesus Himself intervenes in the spreading of the Gospel.
Acts 9:4-6, 22:18-21, 23:11

2 Jesus works through the Holy Spirit

a Jesus works through His Spirit, promises Him and sends Him and helps the
apostles to preach and perform wonders.
Acts 1:2, 4-5, 8, 2:33
b Again and again the Holy Spirit is given to those who believe.
Acts 2:38, 5:32, 8:15-17, 9:17, 10:44ff, 15:7-8
c The Holy Spirit proves Himself visibly in the life of Christian communities
and of the Christians.
Acts 4:8, 31, 6:3, 7:55, 9:31, 10:44ff, 11:24, 28, 13:2,4,9, 15:28, 20:28

3 Jesus uses the Church as an instrument of salvation

a God uses men to dispense salvation through words and actions.
Acts 2:4, 2:37-41, 3:11ff, 4:4,31, 6:1,8ff, 8:4ff, 9:15,20-29, 10:1ff, 11:19-21, 24,
13:2, 19:6
b Christ’s healing mission continues through men.
Acts 3:6,16, 5:12, 15- 16, 8:6-7, 9:32-35, 14:8ff, 16:16ff, 19:11, 28:8-9
c Jesus uses the Church’s prayer to save all men.
Acts 1:14, 24, 2:42, 4:24ff, 6:4, 6, 8:14ff, 9:40, 12:5, 12, 28:8

4 The power of the Holy Spirit is irresistible

Using weak instruments, God effects wonders which no human force seems
able to stop.
Acts 2:4, 14ff, 4:8 -31, 5:9, 38-39, 6:10, 9:17, 22, 29, 9:31, 10:44, 46, 11:21, 28:28-31

5 The Holy Spirit guides the Church

a The Holy Spirit transforms the Apostles and gives them courage.
Acts 1:16, 2:4, 4:8, 7:55ff, 9:17-20, 13:9ff
b The Spirit guides the choice of leaders.
Acts 1:26, 6:6, 9:10-17, 13:2-4, 20:28
c The Holy Spirit directs the Apostles’ activities.
Acts 5:3, 9, 32, 6:3, 10, 8:26, 39, 10:19-20, 11:22ff, 16:6-10
d The Holy Spirit controls the Apostles’ decisions. Acts 1:16ff, 10:19-20,
15:28

26
6 The Church shares in Jesus’ sufferings
a Jesus’ sufferings are part of His mission.
Acts 3:13, 18, 4:26-28, 8:32-35, 13:27, 29, 17:3, 26:23
b The Church also has to suffer (and does suffer).
Acts 4:3, 5:40-41, 6:11-12, 8:1-4, 9:4-5, 16, 23, 12:1-2, 14:19, 22, 20:23,
21:13-14

7 The importance of prayer in the life of the Church

a. The Christians, in their life, preaching and prayers call on the name of the
Lord.
Acts 2:38, 3:6, 16, 4:10-12, 5:40, 9:21, 11:26
b. The common Prayer of Christians.
Acts 2:42, 4:24-30, 12:5, 12, 13:2, 16:25, 20:36, 21:5
c. The Christians continued for a while to join in the Jewish liturgical
prayers.
Acts 2:46, 3:1, 5:42, 13:14, 44, 16:13, 17:1-2
d. The Christians offer the Eucharist prayer together.
Acts 2:42-46, 20:7
e. The Christians pray at important moments and before important decisions.
Acts 1:24, 6:4, 6, 7:59, 8:15, 9:40, 13:3, 14:23, 28:8
f. At first, before building churches, the Christians prayed in small groups, in
each others’ houses.
Acts 12:12, 16:40, 17:5, 18:2, 7

8 Salvation is offered first to the Jews, and then to the Gentiles

a The Jews are the first to receive the message and respond to it. Acts 1:8, 11,
13-14, 2:5, 14, 22, 41, 3:12, 26, 4:4, 5:31, 7:37, 9:20, 10:36, 11:19, 13:5
b Through providencial circumstances (persecutions) the word spread
further from Jerusalem. Acts 2:10, 8:1, 4-5, 8, 8:25ff, 9:15, 10:11ff, 11:20,
13:23, 46, 48, 14:27, 15:3, 16:1, 18:6, 21:21, 23:11, 26:20-23, 28:26-28

9 The author’s sympathy for the Romans

a The Romans are well-spoken of. They are to be sympathetic to the
Christians from whom they have nothing to fear. Acts 3:13, 10:1-2, 4, 22,
10:7, 13:7-12, 16:35-39, 19:31, 24:22
b Luke often mentions the fact that Paul was well-treated and protected by
the Roman officials. Acts 18:7, 14-17, 19:37, 21:31ff, 22:25ff, 23:10, 23ff,
24:10, 22-23, 25:4, 25, 26:31, 27:3, 31, 43, 28:7-10, 28:16, 28:30-31
c In contrast, Luke mentions very often the stubbornness, opposition,
hatred and persecutions of the Jews towards the message of salvation
and the Christian preachers and people. Acts 2:13, 33, 36, 4:1ff, 5:17ff,
6:11-14, 7:51-53, 8:1, 3, 9:1-2, 23, 29, 13:6, 8, 50, 14:2, 5, 19, 17:5-7, 13, 18:6,
12, 20:33, 19:9, 21:11, 27-31, 22:22, 23:12, 24:1ff, 25:3, 28:24

27
Fulfillment of the Old Testament
Messiah Luke 4:16-22 vs Isaiah 61:1-3
Lord Acts 2:21 vs Psalm 110:1 Acts 2:21-28 vs Psalm 16:8-11
Servant Isaiah 52:13-15, 53:1-12 vs Luke 22-24

Worship in the Old Testament

Isaiah 45:23, 1 Samuel 1:10-17, 2 Samuel 7:18-27, Deuteronomy 32:43 Genesis
20:7, Genesis 47:31

Worship by the early Christian Church Acts 2:43-47, 3:1, 4:24, 16:16-25

Common features of worship

Sharing Exodus 12:1-4 vs Acts 4:32-34
Praying together-Acts 1:14,15, 2:1 vs Isaiah 56:7
Offering Isaiah 1:13 vs Acts 21:26
Fasting Acts 13 vs 35 Isaiah 58:6-9

Biblical beliefs
Second coming Luke17:20-37, Luke 21:25-28, Acts1:11
Life after death 1Thessalonians 4:13-18, John 5:28-29
Judgement Hebrews 9:27, Matthew 12:36-37
Salvation John 3:16, Acts 4:12

Biblical practices
Baptism Romans 6:3-4, Acts 2:38-41, Acts 13:24, Luke 3:21-22
Holy Communion Luke 22:14-20, Mark 14:22-26
Marriage Matthew 5:32, Romans 7:2-3, Hebrews 13:4, Romans 1:25-27,
Matthew 19:3-6, Malach: 2:10-16

Contemporary isssues
Environment Genesis 1:1-2, 31, 2:15, 3:1-24
Church and State Romans 13:1-14
HIV and AIDS Proverbs 5:15-23, 1Thessalonians 4:2-8
Moral decay 1Thessalonians. 4:4-7, Romans 1:25-27, Leviticus 20:10-20,
Malachi 2:10-16

28
References
Anderson BW (1978). The living world of the Old Testament. (3rd ed.), London:
Longman
Bright J, (1980). A history of Israel.London: Westminister Press.
Good News Bible, (1994). American Bible Society.
Brown RF, (1968). Jerome Biblical commentary (edited).
Walton RC (ed), (1968). A source book of the Bible for teachers. London: SCM
Press.

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