CRE Grade 7 CBC Schemes of Work For Junior Secondary
2023GRADE 7 CHRISTIAN RELIGION EDUCATION (CRE) SCHEMES OF WORK
TERM 1
School ……………………………………GRADE…………………………………LEARNING AREA…………………………………YEAR…………
| Week | Lesson | Strand | Sub strand | Specific learning outcomes | Learning experiences | Key inquiry questions | Learning resources | Assessment | Refl |
| 1 | 1 | Introduction to Christian Religious Education | Importance of studying Christian Religious Education | By the end of the lesson, the learner should be able to:
a) Explain the meaning of Christian Religious Education. b) Discuss the importance of learning Christian Religious Education as a subject. c) Discuss the relevance of learning Christian Religious Education at Junior Secondary School. d) Prepare a personal journal e) Appreciate the importance of learning Christian Religious Education.
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Individually, in pairs or in groups, learners are guided to:
– Explain the meaning of Christian Religious Education. – Discuss the importance of learning Christian Religious Education as a subject. – Discuss the relevance of learning Christian Religious Education at Junior Secondary School -Prepare a personal journal on how learning Christian Religious Education has helped her/him to change their behaviour |
What is the meaning of Christian Religious Education?
What is the relevance of learning Christian Religious Education at Junior Secondary School?
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Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB; Top Scholar C.R.E page 1-3 |
·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Introduction to Christian Religious Education | Promoting sound moral and religious values through C.R.E | By the end of the lesson, the learner should be able to:
a) Identify values acquired through learning Christian Religious Education. b) Discuss how the values are acquired in the learning of Christian Religious Education. c) Prepare flashcards and write messages that promote sound moral and religious values. d) Appreciate the values learnt through Christian Religious Education.
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Individually, in pairs or in groups, learners are guided to:
-Identify values acquired through learning Christian Religious Education.
-Discuss how the values are acquired in the learning of Christian Religious Education.
-Prepare flashcards and write messages that promote sound moral and religious values.
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What are the religious values learnt through Christian Religious Education? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 4 |
·Written Quizzes
·Checklists, ·Oral questions
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| 2 | 1 | Introduction to Christian Religious Education | Applying values acquired in Christian Religious Education in interaction with others | By the end of the lesson, the learner should be able to:
a) List values needed to live harmoniously with others. b) Discuss situations in which the values identified can be applied. c) Compose a poem on how Christian Religious Education promotes sound moral and religious values. d) Apply values acquired in Christian Religious Education in interaction with others |
Individually, in pairs or in groups, learners are guided to:
-List values needed to live harmoniously with others.
-Discuss situations in which the values identified can be applied.
-Compose a poem on how Christian Religious Education promotes sound moral and religious values.
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Which values are needed to live harmoniously with others? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 4-7 |
·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Accounts of creation; The Biblical accounts of creation | By the end of the lesson, the learner should be able to:
a) Take a nature walk within the school compound nd surrounding area. b) Identify features that make up God’s creation in their surroundings. c) Discuss the different types of features found in their surroundings. d) Draw, colour and name one feature they have observed. e) Appreciate their surroundings.
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Individually, in pairs or in groups, learners are guided to:
– Take a nature walk within the school compound nd surrounding area.
-Identify features that make up God’s creation in their surroundings.
-Discuss the different types of features found in their surroundings.
-Draw, colour and name one feature they have observed.
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What is creation?
Why did God create human being? |
Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 8-9
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·Written Quizzes
·Checklists, ·Oral questions
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| 3 | 1 | Creation | Accounts of creation; The Biblical accounts of creation | By the end of the lesson, the learner should be able to:
a) Read the Bible; Genesis 1 and 2 b) Retell the biblical accounts of creation in Genesis 1 and 2 c) Discuss the two accounts of creation. d) Summarise the main points on the two accounts. e) Have fun and enjoy retelling the biblical accounts of creation.
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Individually, in pairs or in groups, learners are guided to:
-Read the Bible; Genesis 1 and 2
-Retell the biblical accounts of creation in Genesis 1 and 2
-Discuss the two accounts of creation.
-Summarise the main points on the two accounts.
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How many days did God take to create the universe?
How was the universe before creation? |
Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 9-11
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Similarities and differences in the two biblical accounts of creation | By the end of the lesson, the learner should be able to:
a) Search the internet/library on similarities and differences of the two biblical accounts of creation. b) Describe the main similarities and differences in the two biblical accounts of creation. c) Prepare a PowerPoint presentation on the identified points. d) Appreciate the two biblical accounts of creation.
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Individually, in pairs or in groups, learners are guided to:
– Search the internet or library on similarities and differences of the two biblical accounts of creation.
-Describe the main similarities and differences in the two biblical accounts of creation.
-Prepare a PowerPoint presentation on the identified points.
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What are the similarities of two biblical accounts of creation?
What are the differences of the two biblical accounts of creation? |
Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 11-12
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·Written Quizzes
·Checklists, ·Oral questions
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| 4 | 1 | Creation | Attributes of God from the Biblical accounts of creation | By the end of the lesson, the learner should be able to:
a) Define attribute. b) Identify the attributes of God from the Biblical accounts of creation. c) Discuss how the values are demonstrated in the stories of creation and write the points on charts. d) Appreciate the attributes of God from the Biblical accounts of creation.
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Individually, in pairs or in groups, learners are guided to:
-Define attribute.
-Identify the attributes of God from the Biblical accounts of creation.
-Discuss how the values are demonstrated in the stories of creation and write the points on charts.
-Compose a song on the second account of creation.
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What is attribute?
What are the attributes of God from the Biblical accounts of creation? |
Good News Bible
Flash cards Digital devices
KLB: Top Scholar; C.R.E page 12-15
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Responsibilities over animals, fish and birds | By the end of the lesson, the learner should be able to:
a) Discuss where animals, fish and birds are found. b) Read the Bible Genesis 2:15-20 and James 3:7 c) Draw and label an example of an animal, fish and bird on charts. d) Have a desire to take care of animals.
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Individually, in pairs or in groups, learners are guided to:
– Discuss where animals, fish and birds are found.
-Read the Bible Genesis 2:15-20 and James 3:7
-Draw and label an example of an animal, fish and bird on charts.
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Which animals, fish and birds do you know? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 15-16
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·Written Quizzes
·Checklists, ·Oral questions
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| 5 | 1 | Creation | Ways in which human beings can protect animals, fish and birds. | By the end of the lesson, the learner should be able to:
a) Identify ways in which human beings can protect animals, fish and birds. b) Discuss why we should take care of animals, fish and birds. c) Compose a poem on “How you take care of animals, fish and birds” d) Have a desire to take care of living creatures.
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Individually, in pairs or in groups, learners are guided to:
– Identify ways in which human beings can protect animals, fish and birds.
-Discuss why we should take care of animals, fish and birds.
-Compose a poem on “How you take care of animals, fish and birds”
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How do you take care of animals, fish and birds? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 19-23
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Practising good stewardship by taking care of animals, fish and birds | By the end of the lesson, the learner should be able to:
a) Define good stewardship. b) Discuss the importance of good stewardship over animals, fish and birds. c) Identify factors that cause conflicts between human beings and wild animals. d) Prepare a talk on why Christians should take care of animals, fish and birds. e) Practising good stewardship by taking care of animals, fish and birds.
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Individually, in pairs or in groups, learners are guided to:
-Define good stewardship.
-Discuss the importance of good stewardship over animals, fish and birds.
-Identify factors that cause conflicts between human beings and wild animals.
-Prepare a talk on why Christians should take care of animals, fish and birds.
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What is the importance of good stewardship over animals, fish and birds? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 16-19
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·Written Quizzes
·Checklists, ·Oral questions
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| 6 | 1 | Creation | Responsibilities given to human beings over plants | By the end of the lesson, the learner should be able to:
a) Give examples of different plants that they know. b) Read the Bible; Genesis 1:29-30, Genesis 2:15 and Psalms 104:14 c) Draw the some of the plants that they know. d) Appreciate the responsibilities given to human beings over plants.
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Individually, in pairs or in groups, learners are guided to:
-Give examples of different plants that they know.
-Read the Bible; Genesis 1:29-30, Genesis 2:15 and Psalms 104:14
-Draw the some of the plants that they know.
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What types of plants are found in their surroundings areas?
How are plants important? |
Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 23-25
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Applying biblical teachings on the care for plants to conserve the environment | By the end of the lesson, the learner should be able to:
a) Identify ways in which we conserve the environment. b) List the activities they can do to take care of plants and conserve the environment. c) Discuss how they can apply biblical teachings of caring for plants to conserve the environment. d) Applying biblical teachings on the care for plants to conserve the environment
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Individually, in pairs or in groups, learners are guided to:
-Identify ways in which we conserve the environment.
-List the activities they can do to take care of plants and conserve the environment.
-Discuss how they can apply biblical teachings of caring for plants to conserve the environment.
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Why do you take care of plants? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 26-28
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·Written Quizzes
·Checklists, ·Oral questions
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| 7 | 1 | Creation | Contribution of responsible use of plants to economic growth | By the end of the lesson, the learner should be able to:
a) Brainstorm how responsible use of plants contributes to economic growth. b) Carry out an income generating activity and write a report. c) Appreciate the values that help them take care of plants.
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Individually, in pairs or in groups, learners are guided to:
– Brainstorm how responsible use of plants contributes to economic growth.
-Carry out an income generating activity and write a report.
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How do plants contribute to economic growth? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 28-31
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Use and misuse of natural resources as God’s creation: Way in which human beings use and misuse natural resources.
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By the end of the lesson, the learner should be able to:
a) Define natural resources. b) Identify ways in which human beings use and misuse natural resources. c) Discuss how human beings benefit from natural resources. d) Have a desire to take care of natural resources. |
Individually, in pairs or in groups, learners are guided to:
– Define natural resources.
-Identify ways in which human beings use and misuse natural resources.
-Discuss how human beings benefit from natural resources.
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What are natural resources? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 31-35
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·Written Quizzes
·Checklists, ·Oral questions
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| 8 | 1 | Creation | Effects of misusing natural resources | By the end of the lesson, the learner should be able to:
a) Brainstorm on the effects of misusing natural resources. b) Hold a debate on the effects of misusing natural resources. c) Enjoy the debate. |
Individually, in pairs or in groups, learners are guided to:
-Brainstorm on the effects of misusing natural resources.
-Debate the motion “Misuse of natural resources affect the environment”
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What the effects of misusing natural resources? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 35-36
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | Creation | Biblical teachings on good use of God’s creation | By the end of the lesson, the learner should be able to:
a) Read the Bible; Genesis 2:15, Exodus 23:10-11, Deuteronomy 20:19 b) Identify the values that would guide them in good use of natural resources. c) Compose and sing a song about God’s creation. d) Appreciate Biblical teachings on good use of God’s creation.
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Individually, in pairs or in groups, learners are guided to:
– Read the Bible; Genesis 2:15, Exodus 23:10-11, Deuteronomy 20:19
-Identify the values that would guide them in good use of natural resources.
-Compose and sing a song about God’s creation.
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How do you conserve the environment at home? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 37-40
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·Written Quizzes
·Checklists, ·Oral questions
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| 9 | HALF TERM BREAK | ||||||||
| 10 | 1 | The Bible | Functions of the Bible; Importance of the Bible in the society today | By the end of the lesson, the learner should be able to:
a) Brainstorm how the Bible is used in different occasions and places. b) Read 2 Timothy 3: 16-17, Hebrew 4:12 c) Discuss the importance of the Bible in the society today. d) Discuss how the Bible is used in spreading the Word of God. e) Appreciate the importance of the Bible in the society today.
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Individually, in pairs or in groups, learners are guided to:
– Brainstorm how the Bible is used in different occasions and places.
-Read 2 Timothy 3: 16-17, Hebrew 4:12
-Discuss the importance of the Bible in the society today.
-Discuss how the Bible is used in spreading the Word of God.
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What is the importance of the Bible in the society today? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 41-43
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | The Bible | The role of the Bible in holistic growth | By the end of the lesson, the learner should be able to:
a) State the role of the Bible in holistic growth. b) Sing the song in learner’s book. c) Appreciate the role of the Bible in holistic growth.
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Individually, in pairs or in groups, learners are guided to:
– State the role of the Bible in holistic growth.
-Sing the song in learner’s book.
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What is the role of the Bible in holistic growth? | Good News Bible
Digital devices Charts
KLB: Top Scholar; C.R.E page 43-44
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·Written Quizzes
·Checklists, ·Oral questions
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| 11 | 1 | The Bible | Ways in which God’s Word inspires different services among Christians | By the end of the lesson, the learner should be able to:
a) Discuss different types of services Christians engage in their local community in service to God and humanity. b) Search the word puzzle and identify the values acquired by learning about functions of the Bible. c) Appreciate the ways in which God’s Word inspires different services among Christians.
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Individually, in pairs or in groups, learners are guided to:
– Discuss different types of services Christians engage in their local community in service to God and humanity.
-Identify the ways in which God’s Word inspires different services among Christians.
-Search the word puzzle and identify the values acquired by learning about functions of the Bible.
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Which values can we acquire by learning about the functions of the Bible? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 45-48
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·Written Quizzes
·Checklists, ·Oral questions
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| 2 | The Bible | The two divisions of the Bible; Importance of the two divisions of the Bible to Christians | By the end of the lesson, the learner should be able to:
a) Discuss the two major divisions of the Bible. b) Discuss why it is important to know the books of the Bible. c) Appreciate the importance of the two divisions of the Bible to Christians |
Individually, in pairs or in groups, learners are guided to:
Identify the books of the Bible from flashcards and arrange the books of the Bible in order.
-Discuss the two major divisions of the Bible.
-Discuss why it is important to know the books of the Bible.
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What is the importance of the two divisions of the Bible to Christians? | Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 48-49
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·Written Quizzes
·Checklists, ·Oral questions
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| 12 | 1 | The Bible | Classification of the books of the Old and New Testament | By the end of the lesson, the learner should be able to:
a) Identify the books of the Old and New Testament. b) Draw, colour and label the different sections of books in the library. c) Design a bookmark on the books of the Bible. d) Appreciate the books of the Old and New Testament.
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Individually, in pairs or in groups, learners are guided to:
– Identify the books of the Old and New Testament.
-Draw, colour and label the different sections of books in the library.
-Design a bookmark on the books of the Bible.
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Which are the main groups of the Old Testament books?
What are the group of the New Testament books?
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Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 48-49
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·Written Quizzes
·Checklists, ·Oral questions
|
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| 2 | The Bible | Classification of the books of the Old and New Testament | By the end of the lesson, the learner should be able to:
a) Identify the values acquired from studying the Bible. b) Create a tune and sing a song that shows appreciation for the books of the Bible. c) Have a desire to read the Bible.
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Individually, in pairs or in groups, learners are guided to:
– Identify the values acquired from studying the Bible.
-Create a tune and sing a song that shows appreciation for the books of the Bible.
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How many books are in the Old Testament?
Which values are acquired from studying the Bible? |
Good News Bible
Flash cards Pictures Songs Digital devices Charts
KLB: Top Scholar; C.R.E page 54-56
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·Written Quizzes
·Checklists, ·Oral questions
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| 13 | ASSESSMENT | ||||||||
