Miracles of Jesus Christ

Calming the Storm - Meaning of a Storm and Events of the Miracle

By the end of the lesson, the learner should be able to:
- Define the term storm in both its literal and symbolic senses
- Describe the events of the miracle of calming the storm from Mark 4:35-41
- Show willingness to call on Jesus Christ during storms and challenges in life

In groups, learners are guided to:
- Use a digital device or dictionary to search for the meaning of the word storm and brainstorm on its symbolic meaning
- Read Mark 4:35-41 in turns and describe the miracle of calming the storm
- Study figure 3.2 and narrate the story of the calming of the storm to classmates

What does the miracle of calming the storm teach about the power of Jesus Christ?

- Distinction CRE Grade 8 pg. 55
- Bible (Mark 4:35-41)
- Digital devices
- Charts

- Oral questions - Observation - Written assignments

Miracles of Jesus Christ

Calming the Storm - Summary of Events of the Miracle
Calming the Storm - Lessons from the Miracle of Calming the Storm

By the end of the lesson, the learner should be able to:
- Outline the sequence of events in the miracle of calming the storm
- Explain what the disciples' fear and Jesus' response reveal about His identity
- Value the assurance that Jesus Christ has power over all circumstances in life

In groups, learners are guided to:
- Use a digital device to watch a video clip on Jesus calming the storm and make notes in exercise books
- Write the events of the miracle of calming the storm on a chart and display in the CRE corner
- Discuss what the disciples' question "Who is this man?" reveals about the identity of Jesus Christ

What does Jesus' ability to calm the storm reveal about who He is?

- Distinction CRE Grade 8 pg. 56
- Bible (Mark 4:35-41)
- Digital devices
- Charts
- Distinction CRE Grade 8 pg. 57

- Observation - Oral questions - Written assignments

Miracles of Jesus Christ

Calming the Storm - Challenges Young People Face in Day-to-Day Life
Calming the Storm - Overcoming Challenges in Day-to-Day Life

By the end of the lesson, the learner should be able to:
- Identify challenges that young people face in day-to-day life
- Discuss solutions to the moral and social challenges facing young people today
- Show resilience in facing daily challenges by trusting in God's guidance

In groups, learners are guided to:
- Read Rachael's youth seminar story and identify challenges young people face from the facilitator's talk
- Write a list of personal challenges and suggest ways of overcoming each in table 3.1
- Share and discuss challenges and solutions with classmates then write findings on a flip chart

What challenges do young people face today and how can they overcome them?

- Distinction CRE Grade 8 pg. 58
- Bible (Psalms 91:1-6)
- Flip charts
- Reference books
- Distinction CRE Grade 8 pg. 59
- Journals
- Charts

- Written assignments - Oral questions - Observation

Miracles of Jesus Christ

Calming the Storm - Review and Application
Healing of the Paralytic - Events of the Healing of the Paralytic

By the end of the lesson, the learner should be able to:
- Summarise lessons learnt from the miracle of calming the storm
- Apply the lessons from the miracle to resolve real-life challenges such as Lucy's poor performance
- Show confidence in God's ability to calm the storms in their personal lives

In groups, learners are guided to:
- Answer review questions on lessons from the miracle of calming the storm
- Read Lucy's story about poor performance and discuss how she can apply lessons from the miracle
- Write down personal ways of depending on God in day-to-day life and share with the class

How can lessons from the miracle of calming the storm help you face your own storms?

- Distinction CRE Grade 8 pg. 61
- Bible (Mark 4:35-41; Psalms 91)
- Reference books
- Distinction CRE Grade 8 pg. 62
- Bible (Luke 5:17-26)
- Dictionary

- Written assignments - Oral questions - Observation

Miracles of Jesus Christ

Healing of the Paralytic - Poem on Healing and Summary of Events

By the end of the lesson, the learner should be able to:
- Recite the poem on Jesus healing the sick and describe what it teaches about His power
- Outline the sequence of events in the healing of the paralytic
- Explain the significance of Jesus forgiving the paralytic's sins before healing him

In groups, learners are guided to:
- Recite the poem on Jesus healing the sick and describe what it teaches about His power over sickness
- Use a digital device to watch a movie on the healing of the paralytic and describe the miracle
- Write a summary of the healing of the paralytic and share the presentation with the class

What is the significance of Jesus forgiving the paralytic's sins before healing him?

- Distinction CRE Grade 8 pg. 63
- Bible (Luke 5:17-26)
- Digital devices

- Observation - Oral questions - Written assignments

Miracles of Jesus Christ

Healing of the Paralytic - Lessons from the Healing of the Paralytic
Healing of the Paralytic - The Pharisees' Opposition and Meaning of Blasphemy

By the end of the lesson, the learner should be able to:
- Outline lessons Christians learn from the healing of the paralytic
- Relate the determination of the four friends to personal responsibility in supporting others
- Value compassion, determination and faith as virtues demonstrated in the miracle

In groups, learners are guided to:
- Read Luke 5:17-26 and outline lessons learnt from the healing of the paralytic
- Discuss why Jesus healed the paralysed man and what it reveals about His character and authority
- Write a summary of lessons and present findings to the class

What lessons does the healing of the paralytic teach Christians about faith and determination?

- Distinction CRE Grade 8 pg. 64
- Bible (Luke 5:17-26)
- Exercise books
- Charts
- Distinction CRE Grade 8 pg. 65
- Dictionary
- Library resources

- Oral questions - Written assignments - Observation

Miracles of Jesus Christ

Healing of the Paralytic - Reasons for the Pharisees' Accusation of Blasphemy
Healing of the Paralytic - Having Faith in God When Faced with Challenges

By the end of the lesson, the learner should be able to:
- Outline the specific reasons the Pharisees and teachers of the law accused Jesus of blasphemy
- Explain how Jesus proved His authority to forgive sins through the healing of the paralytic
- Discuss occasions when they faced resistance or rejection and how they handled it

In groups, learners are guided to:
- Read Luke 5:17-26 and discuss why the Pharisees opposed the healing of the paralytic
- Write on a flip chart the reasons the Pharisees accused Jesus of blasphemy and display in class
- Discuss occasions when they faced resistance or rejection and how they overcame it

How did Jesus Christ respond to opposition from the Pharisees and what does it teach us?

- Distinction CRE Grade 8 pg. 66
- Bible (Luke 5:17-26)
- Flip charts
- Distinction CRE Grade 8 pg. 67
- Bible (Isaiah 53:4-5; Luke 5:17-26)
- Journals
- Reference books

- Oral questions - Observation - Written assignments

Teachings of Jesus Christ

Teaching on Prayer - Importance of Prayer in Day-to-Day Life
Teaching on Prayer - Importance of Having Faith When Praying to God
Teaching on Prayer - Praying for All People as Taught by Jesus Christ

By the end of the lesson, the learner should be able to:
- Explain the importance of prayer in day-to-day life
- Describe how prayer transformed Joshua's family and work situation
- Appreciate prayer as a key tool for communicating with God and overcoming challenges

In groups, learners are guided to:
- Read Joshua's story and outline the importance of prayer from his experience
- Share personal experiences of times God answered their prayers and write notes in exercise books
- Use digital devices to watch a video on the importance of prayer and make short notes for class presentation

Why should a Christian pray every day?

- Distinction CRE Grade 8 pg. 68
- Bible (Matthew 6:5-15)
- Digital devices
- Journals
- Distinction CRE Grade 8 pg. 69
- Bible (Mark 11:22-24; Hebrews 11:1)
- Exercise books and tables
- Distinction CRE Grade 8 pg. 70
- Bible (Matthew 5:44-45)
- Hymn books
- Charts

- Oral questions - Observation - Written assignments

Teachings of Jesus Christ

Teaching on Prayer - Application of Jesus Christ's Teachings on Prayer
Teaching on Prayer - Teachings of Jesus Christ about Prayer
Teaching on Prayer - Review and Application

By the end of the lesson, the learner should be able to:
- Analyse the main teachings of Jesus Christ on prayer from Matthew 6:5-8
- Develop a personal daily prayer schedule covering personal petitions and intercessions
- Apply the teachings of Jesus Christ on prayer in personal daily prayer life

In groups, learners are guided to:
- Read Matthew 6:5-8 and fill table 4.2 on what Jesus discourages, encourages and comments on concerning prayer
- Study the sample prayer schedule in table 4.3 and make a personal weekly prayer schedule for all days
- List the main teachings of Jesus Christ on prayer on charts and display in class

How should a Christian put the teachings of Jesus Christ on prayer into daily practice?

- Distinction CRE Grade 8 pg. 71
- Bible (Matthew 6:5-8)
- Charts
- Journals
- Distinction CRE Grade 8 pg. 72
- Bible (Matthew 6:5-15; Mark 11:22-24)
- Distinction CRE Grade 8 pg. 73
- Bible (Matthew 5:44-45; 6:5-15; Mark 11:22-24)
- Reference books

- Written assignments - Observation - Oral questions

Teachings of Jesus Christ

The Lost Sheep - God's Love for the Sinner
The Lost Sheep - Events of the Parable of the Lost Sheep
The Lost Sheep - Poem and Lessons from the Parable

By the end of the lesson, the learner should be able to:
- Describe God's love for sinners from the parable of the lost sheep in Luke 15:1-7
- Relate Verian's persistent concern for Dennis to the shepherd's search for the lost sheep
- Show willingness to demonstrate God's love towards those who have gone astray

In groups, learners are guided to:
- Brainstorm on God's love for the sinner and share findings in class
- Read Verian and Dennis's story and answer questions on how Verian showed love and concern for Dennis
- Read Luke 15:1-7 and make notes on the parable of the lost sheep

How does the parable of the lost sheep portray God's love for the sinner?

- Distinction CRE Grade 8 pg. 74
- Bible (Luke 15:1-7)
- Reference books
- Distinction CRE Grade 8 pg. 75
- Digital devices
- Charts
- Distinction CRE Grade 8 pg. 76
- Exercise books and tables

- Oral questions - Observation - Written assignments

Teachings of Jesus Christ

The Lost Sheep - Role-Play of the Parable of the Lost Sheep
The Lost Sheep - Summary of Lessons and Responding to God's Saving Grace

By the end of the lesson, the learner should be able to:
- Re-enact the parable of the lost sheep through role-play outside the classroom
- Identify the different characters in the parable and what each represents
- Show commitment to seeking out those who are lost as demonstrated by the shepherd

In groups, learners are guided to:
- Assign roles for the role-play: tax collectors, Pharisees, Jesus, ninety-nine sheep, lost sheep, shepherd and neighbours
- Improvise costumes using locally available materials and rehearse until each participant masters their role
- Perform the role-play and outline lessons learnt from the parable based on the performance

What does each character in the parable of the lost sheep represent in real life?

- Distinction CRE Grade 8 pg. 77
- Bible (Luke 15:1-7)
- Locally available materials for costumes
- Distinction CRE Grade 8 pg. 78
- Exercise books
- Charts

- Observation - Oral questions - Written assignments

Teachings of Jesus Christ

The Lost Sheep - Reaching Out to the Lost through Mission Work

By the end of the lesson, the learner should be able to:
- Describe ways the youth can reach out to the lost in society
- Relate the child-to-child mission article to the parable of the lost sheep
- Show commitment to actively participating in reaching out to lost and vulnerable people in the community

In groups, learners are guided to:
- Study figure 4.2 and describe the mission activity and how it helps in reaching out to the lost
- Fill table 4.5 on ways to reach out to street children, drug users, school dropouts and pickpockets
- Read the child-to-child magazine excerpt and identify ways children can support victims of disasters

How can young Christians actively reach out to those who are lost in the community?

- Distinction CRE Grade 8 pg. 79
- Bible (Luke 15:4-7)
- Charts
- Digital devices

- Observation - Oral questions - Written assignments

Teachings of Jesus Christ
The Church
The Church
The Church

The Lost Sheep - Evangelism, Song and Review
The Holy Spirit - Outpouring of the Holy Spirit on the Day of Pentecost
The Holy Spirit - Events of Pentecost: Video and Notes
The Holy Spirit - Ways Christians Exemplify the Fruit of the Holy Spirit

By the end of the lesson, the learner should be able to:
- Take part in evangelising to the lost through a class visit to the less fortunate
- Compose and sing a song on God's love for the lost
- Apply lessons of the parable to evaluate correct ways of responding to peers engaged in wrong behaviour

In groups, learners are guided to:
- Organise a class visit to a rehabilitation centre to share God's love by evangelising and donating items
- Compose a song on God's love for the sinner, practise and present during the school assembly or parents' day
- Answer review questions on the parable and discuss Cynthia's intervention actions towards Jane and Loyce

How does the parable of the lost sheep challenge you to change how you treat people who do wrong?

- Distinction CRE Grade 8 pg. 80
- Bible (Luke 15:1-7)
- Good News Bible
- Digital devices
- Distinction CRE Grade 8 pg. 81
- Bible (Acts 2:1-11)
- Bible dictionary
- Distinction CRE Grade 8 pg. 82
- Charts
- Distinction CRE Grade 8 pg. 83
- Bible (Galatians 5:22-23)
- Flashcards
- Dictionary

- Written assignments - Oral questions - Observation

The Church

The Holy Spirit - Fruit of the Holy Spirit in Practice: Yohana's Story
The Holy Spirit - Reflection Journal and Song on Fruit of the Holy Spirit
The Holy Spirit - Importance of Participating in Church Activities

By the end of the lesson, the learner should be able to:
- Identify specific Fruit of the Holy Spirit demonstrated in Yohana's leadership and character
- Relate each fruit to concrete examples from Yohana's life using table 5.1
- Commit to emulating the Fruit of the Holy Spirit in personal conduct at home, school and church

In groups, learners are guided to:
- Read Yohana's story and identify which Fruit of the Holy Spirit he exemplifies
- Copy and fill table 5.1 showing the Fruit of the Holy Spirit displayed by Yohana with examples from his life
- Explain how Christians should exemplify the Fruit of the Holy Spirit in day-to-day life

What specific Fruit of the Holy Spirit made Yohana the best candidate for church leadership?

- Distinction CRE Grade 8 pg. 84
- Bible (Galatians 5:22-23)
- Exercise books and tables
- Distinction CRE Grade 8 pg. 85
- Journals
- Charts
- Distinction CRE Grade 8 pg. 86
- Bible (Galatians 5:22-23; Acts 2:1-11)
- Reference books

- Written assignments - Oral questions - Observation

The Church

The Holy Spirit - Review and Application
Acts of Compassion - Role of the Church in Helping the Needy
Acts of Compassion - Biblical Basis for Helping the Needy

By the end of the lesson, the learner should be able to:
- Summarise the meaning of Pentecost, its events and the Fruit of the Holy Spirit
- Identify the specific Fruit of the Holy Spirit a Christian needs in situations of anger or conflict
- Appreciate the Holy Spirit as the source of the fruit that guides Christian behaviour

In groups, learners are guided to:
- Answer end-of-sub-strand review questions on Pentecost, events, Fruit of Holy Spirit and church activities
- Discuss which Fruit of the Holy Spirit a friend who lost his temper and shouted at a deskmate needs
- Share experiences on how they depend on the guidance of the Holy Spirit in daily life

How does the outpouring of the Holy Spirit at Pentecost continue to affect the lives of Christians today?

- Distinction CRE Grade 8 pg. 87
- Bible (Acts 2:1-11; Galatians 5:22-23)
- Reference books
- Distinction CRE Grade 8 pg. 88
- Bible (Matthew 25:35-46)
- Charts
- Distinction CRE Grade 8 pg. 89
- Bible (Leviticus 19:32-33; Psalms 82:3; Matthew 25:31-46)
- Flashcards

- Written assignments - Oral questions - Observation

The Church

Acts of Compassion - Unrighteous Acts and Role-Play

By the end of the lesson, the learner should be able to:
- Distinguish unrighteous acts specified in Matthew 25:41-46
- Explain what distinguishes those who inherit the Kingdom from those who do not
- Show resolve to avoid unrighteous acts and demonstrate compassion as a lifestyle

In groups, learners are guided to:
- Discuss who the unrighteous are according to Matthew 25:41-46 and write notes
- Role-play Matthew 25:31-46 and identify acts of compassion and unrighteous acts in the performance
- Collect pictures of people showing acts of compassion, make a collage and display in class

What is the difference between the righteous and the unrighteous according to Matthew 25:31-46?

- Distinction CRE Grade 8 pg. 90
- Bible (Matthew 25:31-46)
- Digital devices
- Charts

- Observation - Oral questions - Written assignments

The Church

Acts of Compassion - Ways Christians Help the Needy
Acts of Compassion - Participating in Community Service Activities

By the end of the lesson, the learner should be able to:
Acts of Compassion - Ways Christians Help the Needy and Community Service

By the end of the lesson, the learner should be able to:
- Outline ways in which Christians can help the needy in society
- Describe community service activities learners can participate in as acts of compassion
- Commit to participating in at least one community service activity that demonstrates Christian love

- Discuss ways in which Christians help the needy in society and share findings with the class - Use digital devices to download videos of Christians helping the needy and identify acts of compassion shown - List acts of charity they will participate in as individuals or as a group

What community service activities can young Christians carry out as acts of compassion?
- Distinction CRE Grade 8 pg. 91
- Bible (Matthew 25:35-46)
- Good News Bible
- Donation items

- Distinction CRE Grade 8 pg. 90 - Bible (Matthew 25:35-46; Leviticus 19:32-33) - Digital devices - Charts

The Church

Acts of Compassion - Poem on Helping the Needy and Review
Acts of Compassion - Review and Application

By the end of the lesson, the learner should be able to:
- Compose a poem on helping the needy and destitute
- Summarise the role of the church and Christians in helping the needy
- Show desire to participate in acts of charity as a response to God's love

- Compose a poem on helping the needy or destitute and present it in class or during the school assembly
- Answer review questions on the role of the church, acts of compassion and community service
- Write acts of compassion the chairperson of St John's Ambulance Club can lead learners to perform

How can you lead others in your school or community to show compassion to those in need?

- Distinction CRE Grade 8 pg. 92
- Bible (Matthew 25:35-46; Leviticus 19:32-33)
- Reference books
- Bible (Matthew 25:31-46; Leviticus 19:32-33; Psalms 82:3)

- Written assignments - Oral questions - Observation

Christian Living Today

Family Relationships - Roles of Family Members and Healthy Families
Family Relationships - Causes of Conflicts in Families Today
Family Relationships - Solutions to Conflicts in Families Today

By the end of the lesson, the learner should be able to:
- Outline roles played by different family members
- Identify practices which depict healthy family relationships
- Appreciate that each family member has a God-given responsibility to contribute to family unity

In groups, learners are guided to:
- Brainstorm on the responsibilities of parents, children and other members of the family
- Discuss how a healthy family should live and share findings in class
- Write down roles of family members on a chart and display in class

How do you relate with your family members?

- Distinction CRE Grade 8 pg. 93
- Bible (Ephesians 6:1-4)
- Charts
- Reference books
- Distinction CRE Grade 8 pg. 94
- Bible (Ephesians 6:1-4; Colossians 3:20)
- Distinction CRE Grade 8 pg. 95

- Oral questions - Observation - Written assignments

Christian Living Today

Family Relationships - How Children Should Relate to Their Parents
Family Relationships - Values Needed for Harmonious Family Living
Family Relationships - Review and Application

By the end of the lesson, the learner should be able to:
- Describe ways children should relate to their parents as guided by the scriptures
- Explain the promise given in Exodus 20:12 for those who honour their parents
- Show respect and honour towards parents as a Christian responsibility

In groups, learners are guided to:
- Read Ephesians 6:1-4, Exodus 20:12 and Colossians 3:20 and state how they should treat their parents
- Write the promise given in Exodus 20:12 on a flashcard and recite it
- Discuss how honouring parents contributes to family harmony and share experiences

What does the Bible teach about how children should treat their parents?

- Distinction CRE Grade 8 pg. 96
- Bible (Ephesians 6:1-4; Exodus 20:12; Colossians 3:20)
- Flashcards
- Distinction CRE Grade 8 pg. 97
- Bible (Ephesians 6:1-4; Colossians 3:20)
- Journals
- Charts
- Distinction CRE Grade 8 pg. 99
- Reference books

- Oral questions - Observation - Written assignments

Christian Living Today

Human Sexuality - Meaning of Human Sexuality and Forms of Sexual Abuse
Human Sexuality - Reporting Sexual Abuse and Causes of Teenage Pregnancy
Human Sexuality - Forms and Consequences of Irresponsible Sexual Behaviour

By the end of the lesson, the learner should be able to:
- Explain the meaning of human sexuality for holistic development
- Identify forms of sexual abuse and how to avoid or overcome abuse
- Show awareness of places and settings to avoid for personal safety

In groups, learners are guided to:
- Discuss the meaning of human sexuality and share findings in class
- Research on forms of sexual abuse and make presentations using PowerPoint slides or charts
- List places or settings they should avoid for their own safety and discuss ways to stay safe

Why should you live responsibly as a youth?

- Distinction CRE Grade 8 pg. 101
- Bible (1 Corinthians 6:18-20)
- Charts
- Digital devices
- Distinction CRE Grade 8 pg. 102
- Bible (1 Thessalonians 4:3-5)
- Resource person (CPO)
- Distinction CRE Grade 8 pg. 104
- Reference books

- Oral questions - Observation - Written assignments

Christian Living Today

Human Sexuality - Values and Life Skills to Avoid Irresponsible Sexual Behaviour
Human Sexuality - Biblical Guidance on Responsible Sexual Living

By the end of the lesson, the learner should be able to:
- Discuss values and life skills needed to avoid irresponsible sexual behaviour
- Explain how values such as self-control and integrity protect a young person from sexual sin
- Show commitment to living responsibly as guided by the word of God

In groups, learners are guided to:
- Discuss values and life skills needed to avoid irresponsible sexual behaviour and write on a chart
- Listen to a resource person on values and life skills guiding good morals and summarise key points
- Role-play how to overcome a tempting situation using values and life skills discussed

How can values and life skills help a young person maintain responsible sexual behaviour?

- Distinction CRE Grade 8 pg. 105
- Bible (Galatians 5:23; 1 Thessalonians 4:3-5)
- Charts
- Resource person
- Distinction CRE Grade 8 pg. 107
- Bible (1 Corinthians 6:9; 6:18; Philippians 4:8-9; Galatians 5:23; 1 Thessalonians 4:3)
- Flashcards
- Journals

- Oral questions - Observation - Written assignments

Christian Living Today

Human Sexuality - Review and Application

By the end of the lesson, the learner should be able to:
- Summarise forms of sexual abuse, causes of teenage pregnancy and values for responsible living
- Apply lessons on responsible sexual behaviour to evaluate real-life scenarios
- Show resolve to respect their bodies and live a morally upright life as guided by the Bible

In groups, learners are guided to:
- Answer review questions on forms of sexual abuse, causes of pregnancy and consequences of irresponsible behaviour
- Debate on whether it is possible for a young person to remain chaste until marriage
- Write and display values and life skills needed for responsible living on the school notice board

Why should you live responsibly as a youth?

- Distinction CRE Grade 8 pg. 108
- Bible (1 Corinthians 6:18-20; 1 Thessalonians 4:3)
- Reference books

- Written assignments - Oral questions - Observation

Christian Living Today

Human Sexuality - Community Service Learning Application
Sacredness of Life - Meaning and Biblical Basis of Sacredness of Life

By the end of the lesson, the learner should be able to:
- Reflect on the importance of community service learning in relation to responsible living
- Compile values and life skills needed for responsible sexual behaviour for a community awareness activity
- Demonstrate commitment to serving the community using knowledge and values acquired

In groups, learners are guided to:
- Discuss how CSL project milestones apply to responsible sexual behaviour awareness in the community
- Write sensitisation messages on charts or posters on values and life skills needed for responsible living
- Share sensitisation messages at the school assembly or with peers in the school community

How can you use what you have learnt on responsible sexual behaviour to help others in the community?

- Distinction CRE Grade 8 pg. 109
- Bible (1 Corinthians 6:18-20; Philippians 4:8)
- Charts and posters
- Distinction CRE Grade 8 pg. 110
- Bible (Genesis 4:10-11; 9:6; Exodus 20:13; Proverbs 6:16-17)
- Charts

- Observation - Oral questions - Written assignments

Christian Living Today

Sacredness of Life - How the Right to Life is Violated Today
Sacredness of Life - Causes and Effects of Suicide

By the end of the lesson, the learner should be able to:
- Discuss how the right to life is violated today
- Read Matthew 6:25 and explain why God values human life
- Show commitment to upholding and protecting the right to life of all people

In groups, learners are guided to:
- Discuss how the right to life is violated today and write key points on a chart
- Read Matthew 6:25 and explain why human life is valuable to God
- Explain why killing is morally wrong using the biblical texts and present to the class

In what ways is the right to life being violated in society today?

- Distinction CRE Grade 8 pg. 111
- Bible (Matthew 6:25; Exodus 20:13; Genesis 9:6)
- Charts
- Reference books
- Distinction CRE Grade 8 pg. 112
- Bible (Proverbs 6:16-17; Matthew 6:25)
- Resource person

- Written assignments - Oral questions - Observation

Christian Living Today

Sacredness of Life - Causes of Abortion and Why Abortion is a Sin

By the end of the lesson, the learner should be able to:
- Examine the causes of abortion among teenage girls today
- Discuss why abortion is a sin using Psalms 139:13-16 and Jeremiah 1:5
- Show respect for unborn life as a God-given gift

In groups, learners are guided to:
- Jointly list the causes of abortion among teenage girls today and discuss each cause
- Team up to discuss why abortion is a sin using Psalms 139:13-16 and Jeremiah 1:5
- Write key points on a chart on why abortion is morally and biblically wrong and display in class

Why is abortion considered a sin according to the Bible?

- Distinction CRE Grade 8 pg. 114
- Bible (Psalms 139:13-16; Jeremiah 1:5)
- Charts

- Written assignments - Oral questions - Observation

Christian Living Today

Sacredness of Life - Consequences of Violating the Right to Life
Sacredness of Life - Values and Life Skills to Uphold Sacredness of Life

By the end of the lesson, the learner should be able to:
- Analyse the consequences of violating the right to life
- Debate on the consequences of abortion to an individual and the family
- Show commitment to upholding life in all circumstances

In groups, learners are guided to:
- Debate on the consequences of abortion to an individual and the family
- Discuss the consequences of murder, suicide and other violations of the right to life
- Write the consequences of violating the right to life on a chart and present in class

What are the consequences of violating the right to life for individuals and families?

- Distinction CRE Grade 8 pg. 115
- Bible (Genesis 4:10-11; Proverbs 6:16-17)
- Charts
- Reference books
- Distinction CRE Grade 8 pg. 116
- Bible (Matthew 6:25; Exodus 20:13)
- Resource person

- Oral questions - Written assignments - Observation

Christian Living Today

Sacredness of Life - Song on Road Safety and Review
Bullying - Meaning and Types of Bullying

By the end of the lesson, the learner should be able to:
- Compose and sing a song on how safe road use can preserve life
- Summarise key teachings on sacredness of life from scripture and class discussions
- Commit to preserving their own life and the lives of others as a sacred duty

In groups, learners are guided to:
- Compose a song on how safe road use can preserve life and sing it at the school assembly
- Conduct a debate in clubs and societies on the sacredness of life
- Answer review questions on meaning of sacredness, biblical basis, violations, suicide, abortion and values

How do you uphold sacredness of life?

- Distinction CRE Grade 8 pg. 118
- Bible (Exodus 20:13; Psalms 139:13-16; Matthew 6:25)
- Reference books
- Distinction CRE Grade 8 pg. 120
- Bible (1 John 3:15)
- Charts

- Written assignments - Oral questions - Observation

Christian Living Today

Bullying - Causes of Bullying and Debate

By the end of the lesson, the learner should be able to:
- Identify causes of bullying at school and in the community
- Argue convincingly that bullying is morally wrong and unacceptable
- Show commitment to creating a bully-free environment in their school

In groups, learners are guided to:
- Discuss why young people bully or dislike others and share findings with the class
- Debate on the topic: bullying is morally wrong and unacceptable
- Buzz on where and whom to report to in case they are bullied and write key points on a chart

What causes young people to bully others and what can be done to stop it?

- Distinction CRE Grade 8 pg. 121
- Bible (Proverbs 22:10)
- Charts

- Written assignments - Oral questions - Observation

Christian Living Today

Bullying - Effects of Bullying on Individuals and Families
Bullying - Biblical Values for Peaceful Coexistence

By the end of the lesson, the learner should be able to:
- Analyse the negative effects of bullying on an individual and the family
- Explain how bullying affects self-esteem, mental health and family relationships
- Show empathy for victims of bullying and resolve to protect them

In groups, learners are guided to:
- Discuss the negative results of bullying on the individual and family and make notes
- Share experiences of occasions they witnessed bullying and how it affected the victim
- Write sensitisation messages on the effects of bullying and present at the school assembly

What are the negative effects of bullying on individuals and their families?

- Distinction CRE Grade 8 pg. 122
- Bible (1 John 3:15; 1 Peter 3:8)
- Charts
- Distinction CRE Grade 8 pg. 123
- Bible (1 John 3:15; 1 Peter 3:8; Romans 14:19; Proverbs 22:10)
- Flashcards

- Oral questions - Observation - Written assignments

Christian Living Today

Bullying - Sensitisation Messages and Journal on Overcoming Bullying
Bullying - Review and Application

By the end of the lesson, the learner should be able to:
- Share sensitisation messages on the effects of bullying and how to live peacefully with others
- Journal their personal resolve to avoid bullying as guided by the scriptures
- Demonstrate love as a practical virtue in overcoming bullying

- Share sensitisation messages on the effects of bullying and how to live peacefully with others at school assembly
- Journal their resolve to avoid bullying as guided by the scriptures and share with teacher
- Give a talk on the effects of bullying during the school assembly to sensitise other learners

How can you use your faith to help you overcome and prevent bullying?

- Distinction CRE Grade 8 pg. 124
- Bible (1 John 3:15; Romans 14:19)
- Journals
- Distinction CRE Grade 8 pg. 125
- Bible (1 John 3:15; 1 Peter 3:8; Romans 14:19; Proverbs 22:10)
- Reference books

- Journals - Observation - Oral questions

Christian Living Today

Work: Talents, Gifts and Abilities - Identifying God-Given Talents, Gifts and Abilities

By the end of the lesson, the learner should be able to:
- Identify their God-given talents, gifts and abilities
- Read James 1:17 and Romans 11:29 and appreciate God as the giver of gifts, talents and abilities
- Show gratitude to God for the unique gifts, talents and abilities they possess

In groups, learners are guided to:
- Brainstorm on what they enjoy doing at home, school and in the community and share findings
- Share experiences of the talents, gifts and unique abilities they possess with the class
- Read and recite James 1:17 and Romans 11:29 and appreciate God as the giver of unique gifts

How do you discover your talents, gifts and abilities?

- Distinction CRE Grade 8 pg. 126
- Bible (James 1:17; Romans 11:29)
- Reference books

- Oral questions - Observation - Written assignments

Christian Living Today

Work: Talents, Gifts and Abilities - Showcasing Talents and Participating in Competitions
Work: Talents, Gifts and Abilities - Parable of the Talents

By the end of the lesson, the learner should be able to:
- Take part in different activities to nurture their God-given talents, gifts and abilities
- Write a report on activities or competitions they participated in
- Appreciate the diversity of God-given talents in the classroom

In groups, learners are guided to:
- Showcase gifts, abilities and talents they possess through role-play, drawing, singing or reciting poems
- Participate in activities or competitions such as drawing, painting, singing, cooking, sports or acting
- Write a report for presentation in class on the activity or competition participated in

How do you use your God-given talents, gifts and abilities?

- Distinction CRE Grade 8 pg. 127
- Bible (James 1:17; Romans 11:29)
- Locally available materials
- Distinction CRE Grade 8 pg. 128
- Bible (Matthew 25:14-30)
- Charts

- Observation - Written assignments - Oral questions

Christian Living Today

Work: Talents, Gifts and Abilities - Lessons from the Parable of the Talents

By the end of the lesson, the learner should be able to:
- Discuss lessons learnt from the parable of the talents
- Relate the lessons from the parable to personal responsibility in developing God-given talents
- Show commitment to developing and using their talents for the benefit of others

- Outline lessons learnt from the parable of the talents and make a presentation in class
- Discuss in groups the key lessons from the parable and write them on a chart for display
- Share personally how each learner plans to use their talents, gifts and abilities to serve others

What lessons from the parable of the talents apply to how you use your own gifts and abilities?

- Distinction CRE Grade 8 pg. 129
- Bible (Matthew 25:14-30)
- Charts
- Exercise books

- Written assignments - Oral questions - Observation

Christian Living Today

Work: Talents, Gifts and Abilities - Applying Lessons from the Parable in Daily Life
Work: Talents, Gifts and Abilities - Income-Generating Enterprise and Financial Literacy

By the end of the lesson, the learner should be able to:
- Apply lessons learnt from the parable of the talents in daily life
- Explain how they will develop and use their God-given talents to serve others
- Demonstrate accountability by planning to save money from a personal enterprise

In groups, learners are guided to:
- Buzz on how they will apply lessons learnt from the parable of the talents in their daily lives
- Brainstorm on income-generating ideas they can invest in as young people and write on a chart
- Discuss acts of mercy they can carry out as a way of giving back to society

How can you apply the lessons from the parable of the talents in your own life?

- Distinction CRE Grade 8 pg. 130
- Bible (Matthew 25:14-30; James 1:17)
- Charts
- Distinction CRE Grade 8 pg. 131
- Bible (Matthew 25:14-30)
- Exercise books
- Notebooks

- Oral questions - Observation - Written assignments

Christian Living Today

Work: Talents, Gifts and Abilities - Review and Application
Leisure - Meaning of Leisure and How Young People Spend Their Free Time

By the end of the lesson, the learner should be able to:
- Summarise how to identify and nurture God-given talents, gifts and abilities
- Apply lessons from the parable of the talents to evaluate responsible use of gifts
- Utilise their God-given talents, gifts and abilities to serve others

In groups, learners are guided to:
- Answer review questions on God-given talents, the parable of the talents and income-generating activities
- Participate in acts of mercy as a way of giving back to the society using their talents
- Originate and start an income-generating activity and report on progress to the teacher

How can you use your God-given talents, gifts and abilities to serve God and others?

- Distinction CRE Grade 8 pg. 132
- Bible (Matthew 25:14-30; James 1:17; Romans 11:29)
- Reference books
- Distinction CRE Grade 8 pg. 134
- Bible (Exodus 20:11)

- Oral questions - Written assignments - Observation

Christian Living Today

Leisure - Reasons for Misuse of Leisure among Youths

By the end of the lesson, the learner should be able to:
- Identify reasons for misuse of leisure among youths today
- Discuss the different ways in which young people misuse their leisure time
- Show resolve to avoid influences that lead to misuse of leisure time

In groups, learners are guided to:
- Debate on why and how youths misuse leisure today and note key points from the debate
- List the ways young people misuse their leisure time and discuss the causes of each
- Share personal experiences or observations of how leisure is misused by young people today

Why do young people misuse their leisure time and what influences them?

- Distinction CRE Grade 8 pg. 135
- Bible (1 Corinthians 10:23)
- Charts
- Reference books

- Written assignments - Oral questions - Observation

Christian Living Today

Leisure - Consequences of Misusing Leisure Time
Leisure - Constructive Ways of Using Leisure Time

By the end of the lesson, the learner should be able to:
- Analyse the negative consequences of misusing leisure time
- Explain how misuse of leisure leads to addiction, poor academic performance and moral decline
- Show commitment to using leisure time responsibly to avoid negative consequences

In groups, learners are guided to:
- Discuss the negative results of misusing leisure time and write key points on a chart
- Identify examples of young people who misused leisure and the consequences they faced
- Share findings on consequences of misusing leisure and present to the class

What are the consequences of misusing leisure time for young people?

- Distinction CRE Grade 8 pg. 136
- Bible (1 Corinthians 10:23; 10:31)
- Charts
- Distinction CRE Grade 8 pg. 137
- Bible (Philippians 4:8)
- Charts and posters

- Oral questions - Observation - Written assignments

Christian Living Today

Leisure - Biblical Guidance on the Use of Leisure Time
Leisure - Values and Life Skills for Proper Use of Leisure Time
Leisure - Posters on Leisure and Review

By the end of the lesson, the learner should be able to:
- Outline lessons learnt on good use of free time from Exodus 20:11; 1 Corinthians 10:23; 10:31 and Philippians 4:8
- Explain how biblical teachings guide Christians to use leisure appropriately
- Utilise leisure time appropriately as guided by the scriptures

In groups, learners are guided to:
- Read Exodus 20:11; 1 Corinthians 10:23; 1 Corinthians 10:31 and Philippians 4:8 and outline lessons on good use of leisure
- Discuss how each Bible text applies to the way young people spend their free time
- Write key points on a chart and display in class for reference

How does the Bible guide a Christian to use their leisure time wisely?

- Distinction CRE Grade 8 pg. 138
- Bible (Exodus 20:11; 1 Corinthians 10:23; 10:31; Philippians 4:8)
- Charts
- Distinction CRE Grade 8 pg. 139
- Bible (Philippians 4:8; 1 Corinthians 10:31)
- Journals
- Distinction CRE Grade 8 pg. 140
- Charts and posters

- Oral questions - Written assignments - Observation