SCHEMES OF WORK

SCHOOL: ………………………………………………………………………………………………………………
GRADE: GRADE EIGHT
LEARNING AREA: CRE
TERM 1 YEAR: 2024
TEACHER’S NAME: ……………………………………………….… TSC NO……………………

Week Lesson Strand Sub Strand

Specific Learning Learning/ Teaching Key Inquiry Learning Assessment Reflectio
Outcomes Experience Questions Resources Methods n
1 OPENING AND RECEIVING LEARNERS
2 1 ORIGIN of By the end of the learner is guided to: what is the Good News Oral/Aural
CREATION SIN lesson, the learner should  in groups/pairs origin of Bible Question(s)
4 be able to: brainstorm on the sin ●CRE Written
meaning of ‘sin’ according according Course Assignment
a)state the meaning of sin to the Bible and share in to Books s
class the ●Posters Checklist
identify the origin of sin share with a friend the Bible ●Charts s
from the creation accounts sins young people ? ●Digital Rubrics
are likely to commit CourseBooks Rating
c. watch a video clip of read Genesis 3:1-13 and www.kec.ac.ke Scales
Adam and eve in the write short notes ●Flashcards
Portfolio
garden of Eden on the origin of sin ●Audio-
in pairs read Genesis 3: visual
14-19,23,4:6-12, resource
Genesis 11:1-9 and make OUP;CRE
notes on the Learner’s
consequences of sins Book Grade 8
pg.1

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2 CONSEQU By the end of the learner is guided to: hat is the Good News Oral/Aural
CREATION ENCES OF lesson, the learner should  in groups/pairs origin of Bible Question(s)
SIN be able to: brainstorm on the sin ●CRE Written
meaning of ‘sin’ according according Course Assignment
a) identify the origin of sin to the Bible and share in to Books s
from the creation accounts class the ●Posters Checklist
b)examine the share with a friend the Bible ●Charts s
consequences of sin after sins young people ? ●Digital Rubrics
the fall of man are likely to commit 2. CourseBooks Rating
c) analyse the causes of sin read Genesis 3:1-13 and How do www.kec.ac.ke Scales
today write short notes you ●Flashcards
Portfolio
on the origin of sin overcome ●Audio-
d) Discuss moral values in pairs read Genesis 3: temptation visual
and life skills needed to 14-19,23,4:6-12, s resource
overcome temptations Genesis 11:1-9 and make as a youth OUP;CRE
today. notes on the Learner’s
e)desire to pray to God consequences of sins Book Grade 8
to overcome temptations in groups discuss the pg.2
in day-to-day life causes of sin among
young people today
in pairs have a buzz
session on how to
overcome
sins/temptations/tempting
situations as a young
person today
brainstorm on moral
values and life skills
needed to overcome
temptations/sins in
their lives, write them on c
harts and display in class
make a prayer to God
every day for grace
to overcome temptations

repent whenever they fall

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 into temptation as
outlined in1John 1:9
write 1 John 1:9 on
flashcards and meditate
on it.

3 CAUSES By the end of the learner is guided to: hat is the Good News Oral/Aural
CREATION OF SIN lesson, the learner should  in groups/pairs origin of Bible Question(s)
be able to: brainstorm on the sin ●CRE Written
meaning of ‘sin’ according according Course Assignment
a) identify the origin of sin to the Bible and share in to Books s
from the creation accounts class the ●Posters Checklist
b)examine the share with a friend the Bible ●Charts s
consequences of sin after sins young people ? ●Digital Rubrics
the fall of man are likely to commit 2. CourseBooks Rating
c) analyse the causes of sin read Genesis 3:1-13 and How do www.kec.ac.ke Scales
today write short notes you ●Flashcards
Portfolio
on the origin of sin overcome ●Audio-
d) Discuss moral values in pairs read Genesis 3: temptation visual
and life skills needed to 14-19,23,4:6-12, s resource
overcome temptations Genesis 11:1-9 and make as a youth OUP;CRE
today. notes on the Learner’s
e)desire to pray to God consequences of sins Book Grade 8
to overcome temptations in groups discuss the pg.3
in day-to-day life causes of sin among
young people today
in pairs have a buzz
session on how to
overcome
sins/temptations/tempting
situations as a young
person today
brainstorm on moral
values and life skills
needed to overcome
temptations/sins in
their lives, write them on c
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 harts and display in class
make a prayer to God
every day for grace
to overcome temptations

repent whenever they fall

into temptation as
outlined in1John 1:9
write 1 John 1:9 on
flashcards and meditate
on it.

3 1 OVERCOM By the end of the learner is guided to: hat is the Good News Oral/Aural
CREATION ING lesson, the learner should  in groups/pairs origin of Bible Question(s)
TEMPTATI be able to: brainstorm on the sin ●CRE Written
ONS meaning of ‘sin’ according according Course Assignment
a) identify the origin of sin to the Bible and share in to Books s
from the creation accounts class the ●Posters Checklist
b)examine the share with a friend the Bible ●Charts s
consequences of sin after sins young people ? ●Digital Rubrics
the fall of man are likely to commit 2. CourseBooks Rating
c) analyse the causes of sin read Genesis 3:1-13 and How do www.kec.ac.ke Scales
today write short notes you ●Flashcards
Portfolio
on the origin of sin overcome ●Audio-
d) Discuss moral values in pairs read Genesis 3: temptation visual
and life skills needed to 14-19,23,4:6-12, s resource
overcome temptations Genesis 11:1-9 and make as a youth OUP;CRE
today. notes on the Learner’s
e)desire to pray to God consequences of sins Book Grade 8
to overcome temptations in groups discuss the pg.4-5
in day-to-day life causes of sin among
young people today
in pairs have a buzz
session on how to
overcome
sins/temptations/tempting
situations as a young
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 person today
brainstorm on moral
values and life skills
needed to overcome
temptations/sins in
their lives, write them on c
harts and display in class
make a prayer to God
every day for grace
to overcome temptations

repent whenever they fall

into temptation as
outlined in1John 1:9
write 1 John 1:9 on
flashcards and meditate
on it.

2 CREATION GODS the end of the sub The learner is guided to: How is Good News Oral/Aural
LOVE FOR - in pairs have a buzz God’s Bible Question(s)
MAN strand, session on the meaning plan of  
the learner should be able of redemption and redemption Digital Written
to share with the class realised in Course Assignment
: brainstorm on how the Books s
a) God demonstrated his New - 
describe how God love after the fall of Testament www.kec. Journals
demonstrated His love for mankind and make  
humankind short notes Course book Portfolio
after the fall of in groups discuss the for Grade 8 
man importance of  R
b) redemption through Pictures and ating Scal
examine how God’s plan Christ and make a photographs
of salvation is fulfilled presentation in class 
through Jesus C in turns, read Genesis Flashcard
hrist 3:15; Genesis 12:1-3 s
c) , Isaiah 53:5-12 Isaiah 
explain the importance of 63:5, Galatians 1:3-5, Charts
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 redemption after the fall Colossians 1:13-15, 2 OUP;CRE
of man Peter 3:9 on God’s plan Learner’s
d) of salvation and make Book Grade 8
take part in sharing the notes pg.6-7
love of God with others write
e) sensitisation/awareness
appreciate God’s saving messages on
ggrace in their day charts or using a digital
device on God’s
- love and plan for
to salvation for mankind
- based on John 3:16
day take part in sharing
lif God’s love through
acts of mercy in school
a) and the community
read Ephesians 1:7
and share their
reflections on God’s
saving grace
a)
3 CREATION GODS the end of the sub The learner is guided to: How is Good News Oral/Aural
PLAN - in pairs have a buzz God’s Bible Question(s)
strand, session on the meaning plan of  
the learner should be able of redemption and redemption Digital Written
to share with the class realised in Course Assignment
: brainstorm on how the Books s
a) God demonstrated his New - 
describe how God love after the fall of Testament www.kec. Journals
demonstrated His love for mankind and make  
humankind short notes Course book Portfolio
after the fall of in groups discuss the for Grade 8 
man importance of  R
b) redemption through Pictures and ating Scal
examine how God’s plan Christ and make a photographs
of salvation is fulfilled presentation in class 
through Jesus C in turns, read Genesis Flashcard
hrist 3:15; Genesis 12:1-3 s
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 c) , Isaiah 53:5-12 Isaiah 
explain the importance of 63:5, Galatians 1:3-5, Charts
redemption after the fall Colossians 1:13-15, 2 OUP;CRE
of man Peter 3:9 on God’s plan Learner’s
d) of salvation and make Book Grade 8
take part in sharing the notes pg.8-9
love of God with others write
e) sensitisation/awareness
appreciate God’s saving messages on
ggrace in their day charts or using a digital
device on God’s
- love and plan for
to salvation for mankind
- based on John 3:16
day take part in sharing
lif God’s love through
acts of mercy in school
b) and the community
read Ephesians 1:7
and share their
reflections on God’s
saving grace
b)
4 1 CREATION REDEMPTI the end of the sub The learner is guided to: How is Good News Oral/Aural
ON - in pairs have a buzz God’s Bible Question(s)
strand, session on the meaning plan of  
the learner should be able of redemption and redemption Digital Written
to share with the class realised in Course Assignment
: brainstorm on how the Books s
a) God demonstrated his New - 
describe how God love after the fall of Testament www.kec. Journals
demonstrated His love for mankind and make  
humankind short notes Course book Portfolio
after the fall of in groups discuss the for Grade 8 
man importance of  R
b) redemption through Pictures and ating Scal
examine how God’s plan Christ and make a photographs
of salvation is fulfilled presentation in class 
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 through Jesus C in turns, read Genesis Flashcard
hrist 3:15; Genesis 12:1-3 s
c) , Isaiah 53:5-12 Isaiah 
explain the importance of 63:5, Galatians 1:3-5, Charts
redemption after the fall Colossians 1:13-15, 2 OUP;CRE
of man Peter 3:9 on God’s plan Learner’s
d) of salvation and make Book Grade 8
take part in sharing the notes pg.10-11
love of God with others write
e) sensitisation/awareness
appreciate God’s saving messages on
ggrace in their day charts or using a digital
device on God’s
- love and plan for
to salvation for mankind
- based on John 3:16
day
take part in sharing
lif
God’s love through
acts of mercy in school
c)
and the community
read Ephesians 1:7
and share their
reflections on God’s
saving grace
c)

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2 CREATION IMPORTA the end of the sub The learner is guided to: How is Good News Oral/Aural
NCE OF - in pairs have a buzz God’s Bible Question(s)
REDEMPTI strand, session on the meaning plan of  
ON the learner should be able of redemption and redemption Digital Written
to share with the class realised in Course Assignment
: brainstorm on how the Books s
a) God demonstrated his New - 
describe how God love after the fall of Testament www.kec. Journals
demonstrated His love for mankind and make  
humankind short notes Course book Portfolio
after the fall of in groups discuss the for Grade 8 
man importance of  R
b) redemption through Pictures and ating Scal
examine how God’s plan Christ and make a photographs
of salvation is fulfilled presentation in class 
through Jesus C in turns, read Genesis Flashcard
hrist 3:15; Genesis 12:1-3 s
c) , Isaiah 53:5-12 Isaiah 
explain the importance of 63:5, Galatians 1:3-5, Charts
redemption after the fall Colossians 1:13-15, 2 OUP;CRE
of man Peter 3:9 on God’s plan Learner’s
d) of salvation and make Book Grade 8
take part in sharing the notes
love of God with others pg.12-13
write
e) sensitisation/awareness
appreciate God’s saving messages on
ggrace in their day charts or using a digital
- device on God’s
to love and plan for
- salvation for mankind
day based on John 3:16
lif take part in sharing
God’s love through
d) acts of mercy in school
and the community
read Ephesians 1:7
and share their
reflections on God’s
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 saving grace
d)
3 CREATION Gods plan the end of the sub The learner is guided to: How is Good News Oral/Aural
for - in pairs have a buzz God’s Bible Question(s)
redemption. strand, session on the meaning plan of  
6 the learner should be able of redemption and redemption Digital Written
to share with the class realised in Course Assignment
: brainstorm on how the Books s
a) God demonstrated his New - 
describe how God love after the fall of Testament www.kec. Journals
demonstrated His love for mankind and make  
humankind short notes Course book Portfolio
after the fall of in groups discuss the for Grade 8 
man importance of  R
b) redemption through Pictures and ating Scal
examine how God’s plan Christ and make a photographs
of salvation is fulfilled presentation in class 
through Jesus C in turns, read Genesis Flashcard
hrist 3:15; Genesis 12:1-3 s
c) , Isaiah 53:5-12 Isaiah 
explain the importance of 63:5, Galatians 1:3-5, Charts
redemption after the fall Colossians 1:13-15, 2 OUP;CRE
of man Peter 3:9 on God’s plan Learner’s
d) of salvation and make Book Grade 8
take part in sharing the notes
love of God with others pg.14-15
write
e) sensitisation/awareness
appreciate God’s saving messages on
ggrace in their day charts or using a digital
- device on God’s
to love and plan for
- salvation for mankind
day based on John 3:16
lif take part in sharing
God’s love through
e) acts of mercy in school
and the community
read Ephesians 1:7
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 and share their
reflections on God’s
saving grace
e)
5 1 CREATION SHARING the end of the sub The learner is guided to: How is Good News Oral/Aural
LOVE - in pairs have a buzz God’s Bible Question(s)
strand, session on the meaning plan of  
the learner should be able of redemption and redemption Digital Written
to share with the class realised in Course Assignment
: brainstorm on how the Books s
a) God demonstrated his New - 
describe how God love after the fall of Testament www.kec. Journals
demonstrated His love for mankind and make  
humankind short notes Course book Portfolio
after the fall of in groups discuss the for Grade 8 
man importance of  R
b) redemption through Pictures and ating Scal
examine how God’s plan Christ and make a photographs
of salvation is fulfilled presentation in class 
through Jesus C in turns, read Genesis Flashcard
hrist 3:15; Genesis 12:1-3 s
c) , Isaiah 53:5-12 Isaiah 
explain the importance of 63:5, Galatians 1:3-5, Charts
redemption after the fall Colossians 1:13-15, 2 OUP;CRE
of man Peter 3:9 on God’s plan Learner’s
d) of salvation and make Book Grade 8
take part in sharing the notes
love of God with others pg.16-17
write
e) sensitisation/awareness
appreciate God’s saving messages on
ggrace in their day charts or using a digital
- device on God’s
to love and plan for
- salvation for mankind
day based on John 3:16
lif take part in sharing
God’s love through
f) acts of mercy in school
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 and the community
read Ephesians 1:7
and share their
reflections on God’s
saving grace
f)
6 2 THE BIBLE THE By the end of the The learner is guided to: Why is CRE Course Observatio
BIBLE sub read Genesis 11: 24 Abraham Books n Schedule
- -32; 12:1, referred to  
strand discuss and as Good News Oral/Aural
, the learner should be make notes for the father of Bible Qu
able to: presentation in class faith?  estion(s)
a) in pairs brainstorm 2. Charts 
describe t and share with the class How are  Rubrics
he the meaning of the God’s D 
background to the call word, ‘faith’ promises to i Anecdotal
of Abraham share experiences Abraham gi Records
b) of how they portray important to tal Course 
examine ways A faith in God Christians Books Rating
braham read Hebrews 11: 1-6 today? - Scales
demonstrated and make notes in 3. www.kec. 
faith in their exercise books or How do you ac.ke Portfolio
God use a digital device a 
c) in groups brainstorm pply God’s Video clips
apply faith in different on how Abraham promises in 
situations demonstrated faith in your Audio
as God day -
exemplified in turns read and - visual
by discuss Genesis 12:1-3, to resource
Abraham 15:1-6; 17:23-26, 21:1- - OUP;CRE
d) 7; 22:1-14 day Learner’s
analyse in groups role-play lif
Book Grade 8
the promises how God tested pg.18-19
made by God to Abraham’s faith:
Abraham and their Genesis 22 1-19
importance to Christians
develop a weekly
today
journal on how they
e)
exercise faith in God
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 apply God’s promises have a buzz session
i on the meaning of the
n word
their promises
day in pairs list the
- promises that God
to made to Abraham
- in turns read Genesis
day life 12: 2-3, 15:1-6,17:1-8,
a) 17:15-18 and outline the
promises made by God
to Abraham for
presentation in class
discuss the importance
of God’s promises
to Christians today
brainstorm on how to
apply God’s promises in
their daily lives

7 3 THE BIBLE CALL OF By the end of the The learner is guided to: Why is CRE Course Observatio
ABRAHA sub read Genesis 11: 24 Abraham Books n Schedule
M - -32; 12:1, referred to  
strand discuss and as Good News Oral/Aural
, the learner should be make notes for the father of Bible Qu
able to: presentation in class faith?  estion(s)
a) in pairs brainstorm 2. Charts 
describe t and share with the class How are  Rubrics
he the meaning of the God’s D 
background to the call word, ‘faith’ promises to i Anecdotal
of Abraham share experiences Abraham gi Records
b) of how they portray important to tal Course 
examine ways A faith in God Christians Books Rating
braham read Hebrews 11: 1-6 today? - Scales
demonstrated and make notes in 3. www.kec. 
faith in their exercise books or How do you ac.ke Portfolio
God use a digital device a 
c) in groups brainstorm pply God’s Video clips
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 apply faith in different on how Abraham promises in 
situations demonstrated faith in your Audio
as God day -
exemplified in turns read and - visual
by discuss Genesis 12:1-3, to resource
Abraham 15:1-6; 17:23-26, 21:1- - OUP;CRE
d) 7; 22:1-14 day Learner’s
analyse in groups role-play lif Book Grade 8
the promises how God tested pg.20
made by God to Abraham’s faith:
Abraham and their Genesis 22 1-19
importance to Christians develop a weekly
today journal on how they
e) exercise faith in God
apply God’s promises have a buzz session
i on the meaning of the
n word
their promises
day in pairs list the
- promises that God
to made to Abraham
- in turns read Genesis
day life 12: 2-3, 15:1-6,17:1-8,
b) 17:15-18 and outline the
promises made by God
to Abraham for
presentation in class
discuss the importance
of God’s promises
to Christians today
brainstorm on how to
apply God’s promises in
their daily lives

8 1 THE BIBLE ABRAHA By the end of the The learner is guided to: Why is CRE Course Observatio
MS FAITH sub read Genesis 11: 24 Abraham Books n Schedule
- -32; 12:1, referred to  
strand discuss and as Good News Oral/Aural
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 , the learner should be make notes for the father of Bible Qu
able to: presentation in class faith?  estion(s)
a) in pairs brainstorm 2. Charts 
describe t and share with the class How are  Rubrics
he the meaning of the God’s D 
background to the call word, ‘faith’ promises to i Anecdotal
of Abraham share experiences Abraham gi Records
b) of how they portray important to tal Course 
examine ways A faith in God Christians Books Rating
braham read Hebrews 11: 1-6 today? - Scales
demonstrated and make notes in 3. www.kec. 
faith in their exercise books or How do you ac.ke Portfolio
God use a digital device a 
c) in groups brainstorm pply God’s Video clips
apply faith in different on how Abraham promises in 
situations demonstrated faith in your Audio
as God day -
exemplified in turns read and - visual
by discuss Genesis 12:1-3, to resource
Abraham 15:1-6; 17:23-26, 21:1- - OUP;CRE
d) 7; 22:1-14 day Learner’s
analyse in groups role-play lif
Book Grade 8
the promises how God tested
made by God to pg.21-22
Abraham’s faith:
Abraham and their Genesis 22 1-19
importance to Christians develop a weekly
today journal on how they
e) exercise faith in God
apply God’s promises
have a buzz session
i
on the meaning of the
n
word
their
promises
day
in pairs list the
-
promises that God
to
made to Abraham
-
day life in turns read Genesis
c) 12: 2-3, 15:1-6,17:1-8,
17:15-18 and outline the
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 promises made by God
to Abraham for
presentation in class
discuss the importance
of God’s promises
to Christians today
brainstorm on how to
apply God’s promises in
their daily lives

2 THE BIBLE APPLICAT By the end of the The learner is guided to: Why is CRE Course Observatio
ION OF sub read Genesis 11: 24 Abraham Books n Schedule
FAITH - -32; 12:1, referred to  
strand discuss and as Good News Oral/Aural
, the learner should be make notes for the father of Bible Qu
able to: presentation in class faith?  estion(s)
a) in pairs brainstorm 2. Charts 
describe t and share with the class How are  Rubrics
he the meaning of the God’s D 
background to the call word, ‘faith’ promises to i Anecdotal
of Abraham share experiences Abraham gi Records
b) of how they portray important to tal Course 
examine ways A faith in God Christians Books Rating
braham read Hebrews 11: 1-6 today? - Scales
demonstrated and make notes in 3. www.kec. 
faith in their exercise books or How do you ac.ke Portfolio
God use a digital device a 
c) in groups brainstorm pply God’s Video clips
apply faith in different on how Abraham promises in 
situations demonstrated faith in your Audio
as God day -
exemplified in turns read and - visual
by discuss Genesis 12:1-3, to resource
Abraham 15:1-6; 17:23-26, 21:1- - OUP;CRE
d) 7; 22:1-14 day Learner’s
analyse in groups role-play lif
Book Grade 8
the promises how God tested pg.23-24
made by God to Abraham’s faith:
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 Abraham and their Genesis 22 1-19
importance to Christians develop a weekly
today journal on how they
e) exercise faith in God
apply God’s promises have a buzz session
i on the meaning of the
n word
their promises
day in pairs list the
- promises that God
to made to Abraham
- in turns read Genesis
day life 12: 2-3, 15:1-6,17:1-8,
d) 17:15-18 and outline the
promises made by God
to Abraham for
presentation in class
discuss the importance
of God’s promises
to Christians today
brainstorm on how to
apply God’s promises in
their daily lives

3 THE BIBLE PROMISES By the end of the The learner is guided to: Why is CRE Course Observatio
OF GOD sub read Genesis 11: 24 Abraham Books n Schedule
TO - -32; 12:1, referred to  
ABRAHA strand discuss and as Good News Oral/Aural
M , the learner should be make notes for the father of Bible Qu
able to: presentation in class faith?  estion(s)
a) in pairs brainstorm 2. Charts 
describe t and share with the class How are  Rubrics
he the meaning of the God’s D 
background to the call word, ‘faith’ promises to i Anecdotal
of Abraham share experiences Abraham gi Records
b) of how they portray important to tal Course 
examine ways A faith in God Christians Books Rating
braham read Hebrews 11: 1-6 today? - Scales
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 demonstrated and make notes in 3. www.kec. 
faith in their exercise books or How do you ac.ke Portfolio
God use a digital device a 
c) in groups brainstorm pply God’s Video clips
apply faith in different on how Abraham promises in 
situations demonstrated faith in your Audio
as God day -
exemplified in turns read and - visual
by discuss Genesis 12:1-3, to resource
Abraham 15:1-6; 17:23-26, 21:1- - OUP;CRE
d) 7; 22:1-14 day Learner’s
analyse in groups role-play lif Book Grade 8
the promises how God tested pg.25-26
made by God to Abraham’s faith:
Abraham and their Genesis 22 1-19
importance to Christians develop a weekly
today journal on how they
e) exercise faith in God
apply God’s promises have a buzz session
i on the meaning of the
n word
their promises
day in pairs list the
- promises that God
to made to Abraham
- in turns read Genesis
day life 12: 2-3, 15:1-6,17:1-8,
e)
17:15-18 and outline the
promises made by God
to Abraham for
presentation in class
discuss the importance
of God’s promises
to Christians today
brainstorm on how to
apply God’s promises in
their daily lives

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9 1 THE BIBLE IMPORTS By the end of the The learner is guided to: Why is CRE Course Observatio
NCE OF sub read Genesis 11: 24 Abraham Books n Schedule
FAITH - -32; 12:1, referred to  
strand discuss and as Good News Oral/Aural
, the learner should be make notes for the father of Bible Qu
able to: presentation in class faith?  estion(s)
a) in pairs brainstorm 2. Charts 
describe t and share with the class How are  Rubrics
he the meaning of the God’s D 
background to the call word, ‘faith’ promises to i Anecdotal
of Abraham share experiences Abraham gi Records
b) of how they portray important to tal Course 
examine ways A faith in God Christians Books Rating
braham read Hebrews 11: 1-6 today? - Scales
demonstrated and make notes in 3. www.kec. 
faith in their exercise books or How do you ac.ke Portfolio
God use a digital device a 
c) in groups brainstorm pply God’s Video clips
apply faith in different on how Abraham promises in 
situations demonstrated faith in your Audio
as God day -
exemplified in turns read and - visual
by discuss Genesis 12:1-3, to resource
Abraham 15:1-6; 17:23-26, 21:1- - OUP;CRE
d) 7; 22:1-14 day Learner’s
analyse in groups role-play lif
Book Grade 8
the promises how God tested pg.27-28
made by God to Abraham’s faith:
Abraham and their Genesis 22 1-19
importance to Christians
develop a weekly
today
journal on how they
e)
exercise faith in God
apply God’s promises
have a buzz session
i
on the meaning of the
n
word
their
promises
day
- in pairs list the
to promises that God
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 - made to Abraham
day life in turns read Genesis
f) 12: 2-3, 15:1-6,17:1-8,
17:15-18 and outline the
promises made by God
to Abraham for
presentation in class
discuss the importance
of God’s promises
to Christians today
brainstorm on how to
apply God’s promises in
their daily lives

2 THE BIBLE MEANING By the end of the The learner is guided to: How was the Pictures and Observatio
OF sub in pairs debate the covenant photographs n Schedule
COVENAN - meaning of the term between ● 
T strand covenant and share God CRE Course Wri
, the learner should be with the class and Abraha Books tten
able to: brainstorm on modern m ● Assignment
a) covenants and their made Digital s
elaborate the meaning importance, make notes ? Course 
of the term ‘covenant’ or PowerPoint 2. Books, Oral/Aural
b) presentations Why is the www.kec. Question(s)
identify covenants in in turns read and covenant ac.ke 
modern life discuss Genesis 15:1- between ● Rubrics
and their 18; make a presentation God Flashcard 
importance to the class using and s Anecdotal
c) PowerPoint slides or Abraham ● Records
evaluate the charts important to Charts
characteristics of watch a video clip on Christians ●
ungodly covenants God’s covenant with today? Video clips
today Abraham ●
d) brainstorm on TV/radio
d characteristics of un lesson
iscuss the importance godly covenants today OUP;CRE
of God’s covenant with in pairs search/read Learner’s
Abraham scriptures on how to Book Grade 8
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 e) distinguish godly and pg.29-30
analyse ungodly covenants
the importance read James
of circumcision to 4:7,Mathew 4: 8-10,
Abraham and his 1Peter 5:8-9,Mathew
descendants 7:1
a) 5-20and discuss how
to resist/discern ungodly
covenants
discuss the importance
of God’s covenant with
Abraham
in turns read Genesis
17:1-14andmake notes
discuss the
circumcision of
Abraham and its
importance to him and
his descendants
have a buzz session
on how to apply faith
in difficult situations

3 THE BIBLE COVENAN By the end of the The learner is guided to: How was the Pictures and Observatio
TS TODAY sub in pairs debate the covenant photographs n Schedule
- meaning of the term between ● 
strand covenant and share God CRE Course Wri
, the learner should be with the class and Abraha Books tten
able to: brainstorm on modern m ● Assignment
a) covenants and their made Digital s
elaborate the meaning importance, make notes ? Course 
of the term ‘covenant’ or PowerPoint 2. Books, Oral/Aural
b) presentations Why is the www.kec. Question(s)
identify covenants in in turns read and covenant ac.ke 
modern life discuss Genesis 15:1- between ● Rubrics
and their 18; make a presentation God Flashcard 
importance to the class using and s Anecdotal
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 c) PowerPoint slides or Abraham ● Records
evaluate the charts important to Charts
characteristics of watch a video clip on Christians ●
ungodly covenants God’s covenant with today? Video clips
today Abraham ●
d) brainstorm on TV/radio
d characteristics of un lesson
iscuss the importance godly covenants today OUP;CRE
of God’s covenant with in pairs search/read Learner’s
Abraham scriptures on how to Book Grade 8
e) distinguish godly and pg.31
analyse ungodly covenants
the importance read James
of circumcision to 4:7,Mathew 4: 8-10,
Abraham and his 1Peter 5:8-9,Mathew
descendants 7:1
b) 5-20and discuss how
to resist/discern ungodly
covenants
discuss the importance
of God’s covenant with
Abraham
in turns read Genesis
17:1-14andmake notes
discuss the
circumcision of
Abraham and its
importance to him and
his descendants
have a buzz session
on how to apply faith
in difficult situations

10 1 THE BIBLE CHARACT By the end of the The learner is guided to: How was the Pictures and Observatio
ERISTICS sub in pairs debate the covenant photographs n Schedule
OF - meaning of the term between ● 
GODLY strand covenant and share God CRE Course Wri
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 COVENAN , the learner should be with the class and Abraha Books tten
TS able to: brainstorm on modern m ● Assignment
a) covenants and their made Digital s
elaborate the meaning importance, make notes ? Course 
of the term ‘covenant’ or PowerPoint 2. Books, Oral/Aural
b) presentations Why is the www.kec. Question(s)
identify covenants in in turns read and covenant ac.ke 
modern life discuss Genesis 15:1- between ● Rubrics
and their 18; make a presentation God Flashcard 
importance to the class using and s Anecdotal
c) PowerPoint slides or Abraham ● Records
evaluate the charts important to Charts
characteristics of watch a video clip on Christians ●
ungodly covenants God’s covenant with today? Video clips
today Abraham ●
d) brainstorm on TV/radio
d characteristics of un lesson
iscuss the importance godly covenants today OUP;CRE
of God’s covenant with in pairs search/read Learner’s
Abraham scriptures on how to Book Grade 8
e) distinguish godly and pg.32
analyse ungodly covenants
the importance read James
of circumcision to 4:7,Mathew 4: 8-10,
Abraham and his 1Peter 5:8-9,Mathew
descendants 7:1
c) 5-20and discuss how
to resist/discern ungodly
covenants
discuss the importance
of God’s covenant with
Abraham
in turns read Genesis
17:1-14andmake notes
discuss the
circumcision of
Abraham and its
importance to him and
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 his descendants
have a buzz session
on how to apply faith
in difficult situations

2 THE BIBLE CHARACT By the end of the The learner is guided to: How was the Pictures and Observatio
ERISTICS sub in pairs debate the covenant photographs n Schedule
OF - meaning of the term between ● 
UNGODLY strand covenant and share God CRE Course Wri
COVENAN , the learner should be with the class and Abraha Books tten
TS able to: brainstorm on modern m ● Assignment
a) covenants and their made Digital s
elaborate the meaning importance, make notes ? Course 
of the term ‘covenant’ or PowerPoint 2. Books, Oral/Aural
b) presentations Why is the www.kec. Question(s)
identify covenants in in turns read and covenant ac.ke 
modern life discuss Genesis 15:1- between ● Rubrics
and their 18; make a presentation God Flashcard 
importance to the class using and s Anecdotal
c) PowerPoint slides or Abraham ● Records
evaluate the charts important to Charts
characteristics of watch a video clip on Christians ●
ungodly covenants God’s covenant with today? Video clips
today Abraham ●
d) brainstorm on TV/radio
d characteristics of un lesson
iscuss the importance godly covenants today OUP;CRE
of God’s covenant with in pairs search/read Learner’s
Abraham scriptures on how to Book Grade 8
e) distinguish godly and pg.33
analyse ungodly covenants
the importance read James
of circumcision to 4:7,Mathew 4: 8-10,
Abraham and his 1Peter 5:8-9,Mathew
descendants 7:1
d)
5-20and discuss how
to resist/discern ungodly
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 covenants
discuss the importance
of God’s covenant with
Abraham
in turns read Genesis
17:1-14andmake notes
discuss the
circumcision of
Abraham and its
importance to him and
his descendants
have a buzz session
on how to apply faith
in difficult situations

3 THE BIBLE IMPORTA By the end of the The learner is guided to: How was the Pictures and Observatio
NCE OF sub in pairs debate the covenant photographs n Schedule
GODS - meaning of the term between ● 
COVENAN strand covenant and share God CRE Course Wri
T WITH , the learner should be with the class and Abraha Books tten
ABRAHA able to: brainstorm on modern m ● Assignment
M a) covenants and their made Digital s
elaborate the meaning importance, make notes ? Course 
of the term ‘covenant’ or PowerPoint 2. Books, Oral/Aural
b) presentations Why is the www.kec. Question(s)
identify covenants in in turns read and covenant ac.ke 
modern life discuss Genesis 15:1- between ● Rubrics
and their 18; make a presentation God Flashcard 
importance to the class using and s Anecdotal
c) PowerPoint slides or Abraham ● Records
evaluate the charts important to Charts
characteristics of watch a video clip on Christians ●
ungodly covenants God’s covenant with today? Video clips
today Abraham ●
d) brainstorm on TV/radio
d characteristics of un lesson
iscuss the importance godly covenants today OUP;CRE
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 of God’s covenant with in pairs search/read Learner’s
Abraham scriptures on how to Book Grade 8
e) distinguish godly and pg.33
analyse ungodly covenants
the importance read James
of circumcision to 4:7,Mathew 4: 8-10,
Abraham and his 1Peter 5:8-9,Mathew
descendants 7:1
e) 5-20and discuss how
to resist/discern ungodly
covenants
discuss the importance
of God’s covenant with
Abraham
in turns read Genesis
17:1-14andmake notes
discuss the
circumcision of
Abraham and its
importance to him and
his descendants
have a buzz session
on how to apply faith
in difficult situations

11 1 THE BIBLE CIRCUMSI By the end of the The learner is guided to: How was the Pictures and Observatio
CION OF sub in pairs debate the covenant photographs n Schedule
ABRAHA - meaning of the term between ● 
M strand covenant and share God CRE Course Wri
, the learner should be with the class and Abraha Books tten
able to: brainstorm on modern m ● Assignment
a) covenants and their made Digital s
elaborate the meaning importance, make notes ? Course 
of the term ‘covenant’ or PowerPoint 2. Books, Oral/Aural
b) presentations Why is the www.kec. Question(s)
identify covenants in in turns read and covenant ac.ke 
modern life discuss Genesis 15:1- between ● Rubrics
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 and their 18; make a presentation God Flashcard 
importance to the class using and s Anecdotal
c) PowerPoint slides or Abraham ● Records
evaluate the charts important to Charts
characteristics of watch a video clip on Christians ●
ungodly covenants God’s covenant with today? Video clips
today Abraham ●
d) brainstorm on TV/radio
d characteristics of un lesson
iscuss the importance godly covenants today OUP;CRE
of God’s covenant with in pairs search/read Learner’s
Abraham scriptures on how to Book Grade 8
e) distinguish godly and pg.34
analyse ungodly covenants
the importance read James
of circumcision to 4:7,Mathew 4: 8-10,
Abraham and his 1Peter 5:8-9,Mathew
descendants 7:1
f) 5-20and discuss how
to resist/discern ungodly
covenants
discuss the importance
of God’s covenant with
Abraham
in turns read Genesis
17:1-14andmake notes
discuss the
circumcision of
Abraham and its
importance to him and
his descendants
have a buzz session
on how to apply faith
in difficult situations

2 THE BIBLE KINGSHIP By the end of the sub The learner is guided to: Why did the Good News Written
IN ISRAEL - brainstorm in small Israelites Bible Assignment
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 strand, groups reasons why the demand ● s
the learner should be able Israelites demanded for a King? Workbooks 
to: for a king 2. ● Oral/Aural
a) in turns read 1 Samuel Why was Charts/ Question(s)
discuss reasons for 8: 1-9 and make short Samuel posters 
kingship in Israel notes opposed to ● Rating
b) conduct an internet or kingship in Pictures and Scales
examine reasons against library search on Israel? photographs 
kingship in Israel reasons against 3. ● Peer
according to Prophet kingship in Israel What Audio visual Assessmen
Samuel read 1 Samuel 8:10-20 lessons do resources t
c) and outline reasons you learn OUP;CRE 
evaluate King Saul’s against kingship in from the Learner’s Journals
failures Israel failures of Book Grade 8
and the read and discuss King pg.35
consequences king Saul’s failures Saul?
d) in 1 Samuel 13:8-14,
deduce lessons learn 15:7-25
t in groups discuss
from the failures of King lessons learnt from
Saul the failures of King Saul
e) write a journal on how
desire to be a God you exercise leadership
- at home, school and
fearing in the community.
leader at home, school
and the community
.
a)
3 THE BIBLE REASONS By the end of the sub The learner is guided to: Why did the Good News Written
AGAIST - brainstorm in small Israelites Bible Assignment
KINGSHIP strand, groups reasons why the demand ● s
IN ISRAEL the learner should be able Israelites demanded for a King? Workbooks 
to: for a king 2. ● Oral/Aural
a) in turns read 1 Samuel Why was Charts/ Question(s)
discuss reasons for 8: 1-9 and make short Samuel posters 
kingship in Israel notes opposed to ● Rating
b) conduct an internet or kingship in Pictures and Scales

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 examine reasons against library search on Israel? photographs 
kingship in Israel reasons against 3. ● Peer
according to Prophet kingship in Israel What Audio visual Assessmen
Samuel read 1 Samuel 8:10-20 lessons do resources t
c) and outline reasons you learn OUP;CRE 
evaluate King Saul’s against kingship in from the Learner’s Journals
failures Israel failures of Book Grade 8
and the read and discuss King pg.36
consequences king Saul’s failures Saul?
d) in 1 Samuel 13:8-14,
deduce lessons learn 15:7-25
t in groups discuss
from the failures of King lessons learnt from
Saul the failures of King Saul
e) write a journal on how
desire to be a God you exercise leadership
- at home, school and
fearing in the community.
leader at home, school
and the community
.
b)
12 1 THE BIBLE KING By the end of the sub The learner is guided to: Why did the Good News Written
SAULS - brainstorm in small Israelites Bible Assignment
FAILURE strand, groups reasons why the demand ● s
the learner should be able Israelites demanded for a King? Workbooks 
to: for a king 2. ● Oral/Aural
a) in turns read 1 Samuel Why was Charts/ Question(s)
discuss reasons for 8: 1-9 and make short Samuel posters 
kingship in Israel notes opposed to ● Rating
b) conduct an internet or kingship in Pictures and Scales
examine reasons against library search on Israel? photographs 
kingship in Israel reasons against 3. ● Peer
according to Prophet kingship in Israel What Audio visual Assessmen
Samuel read 1 Samuel 8:10-20 lessons do resources t
c) and outline reasons you learn 
evaluate King Saul’s against kingship in from the Journals
failures Israel failures of

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 and the read and discuss King
consequences king Saul’s failures Saul?
d) in 1 Samuel 13:8-14,
deduce lessons learn 15:7-25
t in groups discuss
from the failures of King lessons learnt from
Saul the failures of King Saul
e) write a journal on how
desire to be a God you exercise leadership
- at home, school and
fearing in the community.
leader at home, school
and the community
.
c)
2 THE BIBLE GOOD By the end of the sub The learner is guided to: Why did the Good News Written
LEADERS - brainstorm in small Israelites Bible Assignment
HIP strand, groups reasons why the demand ● s
the learner should be able Israelites demanded for a King? Workbooks 
to: for a king 2. ● Oral/Aural
a) in turns read 1 Samuel Why was Charts/ Question(s)
discuss reasons for 8: 1-9 and make short Samuel posters 
kingship in Israel notes opposed to ● Rating
b) conduct an internet or kingship in Pictures and Scales
examine reasons against library search on Israel? photographs 
kingship in Israel reasons against 3. ● Peer
according to Prophet kingship in Israel What Audio visual Assessmen
Samuel read 1 Samuel 8:10-20 lessons do resources t
c) and outline reasons you learn OUP;CRE 
evaluate King Saul’s against kingship in from the Learner’s Journals
failures Israel failures of Book Grade 8
and the read and discuss King pg.36
consequences king Saul’s failures Saul?
d) in 1 Samuel 13:8-14,
deduce lessons learn 15:7-25
t in groups discuss
from the failures of King lessons learnt from
Saul the failures of King Saul
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 e) write a journal on how
desire to be a God you exercise leadership
- at home, school and
fearing in the community.
leader at home, school
and the community
.

3 THE BIBLE Leadership By the end of the sub The learner is guided to: Why did the Good News Written
ii school - brainstorm in small Israelites Bible Assignment
and home strand, groups reasons why the demand ● s
the learner should be able Israelites demanded for a King? Workbooks 
to: for a king 2. ● Oral/Aural
a) in turns read 1 Samuel Why was Charts/ Question(s)
discuss reasons for 8: 1-9 and make short Samuel posters 
kingship in Israel notes opposed to ● Rating
b) conduct an internet or kingship in Pictures and Scales
examine reasons against library search on Israel? photographs 
kingship in Israel reasons against 3. ● Peer
according to Prophet kingship in Israel What Audio visual Assessmen
Samuel read 1 Samuel 8:10-20 lessons do resources t
c) and outline reasons you learn OUP;CRE 
evaluate King Saul’s against kingship in from the Learner’s Journals
failures Israel failures of Book Grade 8
and the read and discuss King pg.37
consequences king Saul’s failures Saul?
d) in 1 Samuel 13:8-14,
deduce lessons learn 15:7-25
t in groups discuss
from the failures of King lessons learnt from
Saul the failures of King Saul
e) write a journal on how
desire to be a God you exercise leadership
- at home, school and
fearing
in the community.
leader at home, school
and the community
.

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 d)
1 THE BIBLE Leadership By the end of the sub The learner is guided to: Why did the Good News Written
in the - brainstorm in small Israelites Bible Assignment
community strand, groups reasons why the demand ● s
the learner should be able Israelites demanded for a King? Workbooks 
to: for a king 2. ● Oral/Aural
a) in turns read 1 Samuel Why was Charts/ Question(s)
discuss reasons for 8: 1-9 and make short Samuel posters 
kingship in Israel notes opposed to ● Rating
b) conduct an internet or kingship in Pictures and Scales
examine reasons against library search on Israel? photographs 
kingship in Israel reasons against 3. ● Peer
according to Prophet kingship in Israel What Audio visual Assessmen
Samuel read 1 Samuel 8:10-20 lessons do resources t
c) and outline reasons you learn OUP;CRE 
evaluate King Saul’s against kingship in from the Learner’s Journals
failures Israel failures of Book Grade 8
and the read and discuss King pg.38
consequences king Saul’s failures Saul?
d) in 1 Samuel 13:8-14,
deduce lessons learn 15:7-25
t in groups discuss
from the failures of King lessons learnt from
Saul the failures of King Saul
e) write a journal on how
desire to be a God you exercise leadership
- at home, school and
fearing in the community.
leader at home, school
and the community
.
e)
13-14 END OF TERM ONE EXAMINATION AND
CLOSING

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