Grade 10 C.R.E Term 3 Scheme of Work
Christian Religious Education • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 2 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 | Christian Living Today | 4.2 Human Rights (Gender Based Violence) | By the end of the lesson, the learner should be able to: a> identify five forms of GBV in Kenya; b> discuss root causes (inequality, culture, poverty); c> value human dignity as God’s image-bearer. |
The learners will be guided to: i> brainstorm types of GBV; ii> read Genesis 1:26–27 and Galatians 3:28; iii> create a 'Human Dignity' collage. |
1. Why has gender-based violence increased in Kenya today? 2. How can victims of gender based violence get help? |
Bible; collage materials | Collage rubric with CC: Respect; PCI: Global citizenship | — |
| 2 | 2 | Christian Living Today | 4.2 Human Rights (Gender Based Violence) | By the end of the lesson, the learner should be able to: a> explain effects of GBV on families and society; b> interview a counselor (live or video) on support services; c> show empathy for survivors. |
The learners will be guided to: i> listen to a resource person or video testimony; ii> note key support services (helplines, shelters); iii> write a sensitization message for school noticeboard. |
1. Why has gender-based violence increased in Kenya today? 2. How can victims of gender based violence get help? |
Interview guide; noticeboard space | Sensitization message with CC: Communication; PCI: Guidance and counselling services | — |
| 2 | 3 | Christian Living Today | 4.2 Human Rights (Gender Based Violence) | By the end of the lesson, the learner should be able to: a> analyze 1 Corinthians 13 on love as a GBV prevention tool; b> compose a 'Love in Action' pledge; c> commit to peaceful relationships. |
The learners will be guided to: i> read 1 Corinthians 13:1–8; ii> identify love traits that prevent violence; iii> write and sign a class pledge. |
1. Why has gender-based violence increased in Kenya today? 2. How can victims of gender based violence get help? |
Bible; pledge cards | Pledge rubric with CC: Responsibility; PCI: Decision-making | — |
| 2 | 4 | Christian Living Today | 4.2 Human Rights (Gender Based Violence) | By the end of the lesson, the learner should be able to: a> role-play healthy vs. abusive relationships; b> identify red flags and safe responses; c> promote respect in peer interactions. |
The learners will be guided to: i> prepare short skits; ii> perform with peer feedback; iii> debrief using a safety checklist. |
1. Why has gender-based violence increased in Kenya today? 2. How can victims of gender based violence get help? |
Scenario cards; checklist | Role-play assessment with CC: Critical thinking; PCI: Healthy interpersonal relationships | — |
| 2 | 5 | Christian Living Today | 4.2 Human Rights (Gender Based Violence) | By the end of the lesson, the learner should be able to: a> design a GBV awareness poster; b> include biblical and national resources; c> display in school to educate peers. |
The learners will be guided to: i> research national helplines and Bible verses; ii> create compelling visuals; iii> present posters to class. |
1. Why has gender-based violence increased in Kenya today? 2. How can victims of gender based violence get help? |
Poster materials; resource list | Poster rubric with CC: Creativity; PCI: Social cohesion | — |
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