The Old Testament

The Old Testament Prophets - Meaning, Categories and Importance
The Old Testament Prophets - OT and NT Prophecies

By the end of the lesson, the learner should be able to:
- Explain the meaning of the terms prophet and prophecy
- Identify categories of prophets in the Old Testament
- Relate the role of Old Testament prophets to journalists and activists today who speak truth to power and call out wrongdoing even at great personal risk

In groups, learners are guided to:
- Define the words 'prophet' and 'prophecy' using a Bible dictionary or online sources
- Use a reputable Bible commentary to outline categories of prophets in the Old Testament and make summary notes
- Generate a table with categories of prophets and display it in class
- Discuss the importance of prophets in the Old Testament in groups

How did God use prophets in the Old Testament, and what does the existence of prophets tell us about God's desire to communicate with and guide His people?

- Hummingbird CRE Grade 10 pg. 92
- Revised Standard Version Bible
- Bible Dictionary
- Bible Commentary
- Internet Access
- Digital Devices

- Oral questions - Written assignments - Observation

The Old Testament

The Old Testament Prophets - True and False Prophets
The Old Testament Prophets - Avoiding False Prophets

By the end of the lesson, the learner should be able to:
- Examine characteristics of true and false prophets
- Establish the relevance of prophecy to Christians today
- Apply acquired knowledge to avoid being misled by false prophets just as a careful shopper checks a product's authenticity before buying to avoid being deceived by counterfeits

In groups, learners are guided to:
- Discuss characteristics of true prophets and make a presentation in class
- Outline characteristics of false prophets and make summary notes
- Debate on the topic 'Prophecies are still relevant to modern-day Christians'
- Engage with a resource person on how one can discern false prophets

How can a young Christian today distinguish between a true prophet and a false prophet, and why is this knowledge essential in the current religious landscape?

- Hummingbird CRE Grade 10 pg. 92
- Revised Standard Version Bible
- Bible Dictionary
- Digital Devices
- Internet Access

- Oral questions - Observation - Authentic Tasks

The Old Testament

Background of Prophet Amos - Background, Call and Visions
Background of Prophet Amos - Political, Social and Religious Context

By the end of the lesson, the learner should be able to:
- Elaborate on the background to the call of Prophet Amos using Amos 1:1, 3:8 and 7:10-15
- Explain the five visions of Prophet Amos and their significance using Amos 7:1-9, 8:1-3 and 9:1-4
- Relate Amos' unexpected call from being a herdsman to becoming a prophet to how an ordinary young person today can be called to influence society through integrity and courage

In groups, learners are guided to:
- Use a Bible Atlas or online resources to trace the origin of Prophet Amos
- Discuss the political, social and religious background to the call of Prophet Amos in groups
- Read Amos 1:1, 3:8 and 7:10-15 and describe the call of Prophet Amos
- Brainstorm on the meaning of the word 'vision'
- Watch a video on the visions of Prophet Amos and make notes

How does the fact that God called an ordinary herdsman like Amos to deliver such a powerful message challenge our assumptions about who God can use?

- Hummingbird CRE Grade 10 pg. 104
- Revised Standard Version Bible
- Bible Atlas
- Video Clips
- Internet Access
- Digital Devices

- Oral questions - Written assignments - Observation

The Old Testament

Background of Prophet Amos - Social Evils and Social Justice

By the end of the lesson, the learner should be able to:
- Relate the call of Prophet Amos to social evils prevalent in Israel
- Identify social evils condemned by Amos including exploitation, corruption and greed
- Relate Amos' denunciation of the exploitation of the poor to contemporary situations where workers are underpaid and vulnerable people are denied their rights

In groups, learners are guided to:
- Discuss the meaning of 'social evils' and list examples found in society today
- Read Amos 2:6-8 and identify the social injustices condemned
- Discuss how the evils condemned by Amos are still present in society today
- Brainstorm on how a nation can avoid God's judgement

How are the social evils that Amos condemned in ancient Israel, such as exploitation of the poor and corruption in the courts, still visible in Kenyan society today?

- Hummingbird CRE Grade 10 pg. 104
- Revised Standard Version Bible
- Charts
- Digital Devices

- Oral questions - Written assignments - Rating Scales

The Old Testament

Background of Prophet Amos - Relevance to Christians Today
Teachings of Prophet Amos - Social Justice and Responsibility

By the end of the lesson, the learner should be able to:
- Analyse the relevance of Prophet Amos' visions to Christians today
- Practice justice as guided by the teachings of Prophet Amos
- Relate the relevance of Amos' visions to how warning signs in a community, if heeded early, can prevent disaster and save lives

In groups, learners are guided to:
- Explain the relevance of each of Prophet Amos' visions to Christians today
- Write an anecdotal record of instances they have practiced social justice when dealing with others
- Brainstorm on how a nation can avoid God's wrath
- Share anecdotal records with the teacher for assessment

In what ways do Prophet Amos' visions of judgement and restoration give Christians today both a warning and a hope about how God responds to injustice and repentance?

- Hummingbird CRE Grade 10 pg. 104
- Revised Standard Version Bible
- Video Clips
- Digital Devices
- Hummingbird CRE Grade 10 pg. 118
- Charts

- Oral questions - Authentic Tasks - Anecdotal Records

The Old Testament

Teachings of Prophet Amos - Relevance of Social Justice Teachings
Teachings of Prophet Amos - Averting Social Evils and Avoiding Cults

By the end of the lesson, the learner should be able to:
- Analyse the relevance of Prophet Amos' teachings on social justice and responsibility to Christians today
- Make PowerPoint slides or charts on the lessons Christians learn from Amos' teachings
- Relate Amos' call for justice to how a school's anti-bullying policy protects the weak and ensures all students are treated with dignity

- Discuss the five scenarios on social justice from the learner's book and how they would respond
- Read and discuss Rita's laptop presentation on lessons from Amos' teachings
- Make PowerPoint slides or use charts to present lessons Christians learn from Amos' teachings on social justice
- Present work in class for peer assessment

How does Prophet Amos' message that God requires justice and not just religious ritual challenge Christians today to examine whether their worship is backed by how they treat others?

- Hummingbird CRE Grade 10 pg. 118
- Revised Standard Version Bible
- Digital Devices
- Charts

- Written assignments - Observation - Authentic Tasks

The Old Testament

Teachings of Prophet Amos - Hypocritical Religion
Teachings of Prophet Amos - God's Judgement

By the end of the lesson, the learner should be able to:
- Explain the meaning of hypocritical religion using Amos 4:4-5, 5:4-5 and 5:21-27
- Outline ways in which the Israelites were hypocritical in their religion
- Relate hypocritical religion to the way a student who recites school values publicly but cheats in exams privately demonstrates a disconnect between their stated beliefs and their actual behaviour

In groups, learners are guided to:
- Discuss the meaning of 'hypocritical religion' and write the meaning in the exercise book
- Read Amos 4:4-5 and describe God's reaction to the Israelites' religious practices
- Read Amos 5:21-27 and identify what God called for instead of empty offerings and assemblies
- Read the presentation on the relevance of Amos' teachings on hypocritical religion and discuss

Why does God reject the religious activities of those who continue to oppress others, and what does this tell us about what true worship looks like?

- Hummingbird CRE Grade 10 pg. 118
- Revised Standard Version Bible
- Bible Dictionary
- Digital Devices
- Charts

- Oral questions - Written Tests - Journals

The Old Testament

Teachings of Prophet Amos - Israel's Election and the Day of the Lord
Teachings of Prophet Amos - Second Coming of Christ

By the end of the lesson, the learner should be able to:
- Analyse the concept of Israel's election using Amos 2:9-11, 3:2 and 9:7
- Describe the 'Day of the Lord' as taught by Prophet Amos using Amos 5:18-20, 6:3-5 and 8:7-14
- Relate the 'Day of the Lord' to the way deadlines in school create urgency to complete work, reminding students that time is limited and unpreparedness has consequences

In groups, learners are guided to:
- Research the meaning of 'elect' and discuss the concept of Israel's election
- Read Amos 2:9-11, 3:2 and 9:7 and explain how Israel were chosen as God's people
- Read Amos 5:18-20 and describe how the 'Day of the Lord' would be
- Read Amos 6:3-5 and 8:7-14 and outline the events that will take place on the 'Day of the Lord'
- Draw pictures on 'the Day of the Lord' and ask classmates to interpret them

How does Prophet Amos' teaching that Israel's election comes with accountability, not just privilege, challenge Christians today who may take God's grace for granted?

- Hummingbird CRE Grade 10 pg. 118
- Revised Standard Version Bible
- Charts
- Digital Devices

- Oral questions - Written Tests - Journals

The Old Testament

Teachings of Prophet Amos - Remnant, Restoration and Values

By the end of the lesson, the learner should be able to:
- Explain Prophet Amos' teachings on the remnant and restoration of Israel using Amos 9:8-15
- Discuss the relevance of the teachings on remnant and restoration to Christians today
- Relate the concept of remnant and restoration to the way a forest that has been partially destroyed can be replanted and restored to health through deliberate effort and God's provision

- Research the meaning of 'remnant' and 'restoration' and share definitions
- Read Amos 9:8-15 and describe God's plan for the remnant of Israel
- Discuss the characteristics of the restored Kingdom of David from Amos 9:11-15
- Read the lessons on remnant and restoration from the learner's book and discuss additional lessons learnt

How does God's promise to restore the remnant of Israel after judgement give hope to individuals and communities today who are going through loss, failure or suffering?

- Hummingbird CRE Grade 10 pg. 118
- Revised Standard Version Bible
- Charts
- Digital Devices

- Written assignments - Oral questions - Journals

The Old Testament
The New Testament

Teachings of Prophet Amos - Values and Virtues
Teachings of Prophet Amos - Strand Assessment
The New Testament Books - Categories of New Testament books

By the end of the lesson, the learner should be able to:
- Compile values and virtues acquired from the teachings of Prophet Amos
- Write an anecdotal record of instances they have practiced social justice
- Relate the values of faithfulness, humility and fairness from Amos' teachings to the everyday choices a student makes when standing up for a classmate who is being treated unfairly

- Discuss the teachings of Prophet Amos and identify virtues and values from them
- Study the chart on values and virtues from the learner's book and discuss
- Explain ways they can apply the values and virtues in daily life
- Write an anecdotal record of instances they have practiced social justice and submit to teacher for assessment

How can the values of faithfulness, humility, kindness, fairness and accountability that Prophet Amos teaches help you become a better citizen at school and in your community?

- Hummingbird CRE Grade 10 pg. 118
- Revised Standard Version Bible
- Charts
- Digital Devices
- Hummingbird CRE Grade 10 pg. 1-146
- Assessment Rubrics
- Journals
- Hummingbird CRE Learner's Book pg. 147

- Authentic Tasks - Anecdotal Records - Journals

The New Testament

The New Testament Books - Why the Bible is a library
The New Testament Books - Uses of the Bible in society today
Infancy and Early Life of Jesus Christ - Fulfilment of Old Testament prophecies about the Messiah

By the end of the lesson, the learner should be able to:
- Explain at least five reasons why the Bible is described as a library
- Compare the Bible's structure to a school library using specific examples such as different authors, subjects and literary styles
- See the Bible the way a student sees a well-stocked school library — full of different voices, styles and purposes all in one place

In groups, learners are guided to:
- Brainstorm on common features of books in a school library and relate them to the Bible
- In groups, discuss observations from the table on library book features and justify why the Bible is a library
- Research using digital devices or print materials on the Bible as a library and present findings using charts or PowerPoint slides

In what ways is the Bible similar to a school library?

- Hummingbird CRE Learner's Book pg. 147
- Revised Standard Version Bible
- Reference books
- Digital devices
- Hummingbird CRE Learner's Book pg. 149
- Internet access
- Hummingbird CRE Learner's Book pg. 157
- Charts

- Oral questions - Observation - Written tests

The New Testament

Infancy and Early Life of Jesus Christ - Role of John the Baptist as a link between Old and New Testaments
Infancy and Early Life of Jesus Christ - Annunciation and birth of John the Baptist and Jesus Christ
Infancy and Early Life of Jesus Christ - Mary's visit to Elizabeth, Magnificat and Benedictus
Infancy and Early Life of Jesus Christ - Birth of Jesus Christ and presentation at the temple

By the end of the lesson, the learner should be able to:
- Explain the role of John the Baptist as a forerunner of Jesus Christ using Isaiah 40:3-5 and Malachi 3:1
- Describe at least five ways John the Baptist prepared the way for the Messiah
- Relate the role of John the Baptist to real life the way a school prefect prepares the assembly ground before the principal arrives

In groups, learners are guided to:
- Read Isaiah 40:3-5, Malachi 3:1, 4:5-6 and Luke 7:20-35 and discuss John's role as a link between the Old and New Testaments
- Complete Table 2.5 on the role of John the Baptist using the guiding questions provided
- Prepare PowerPoint presentations on the role of John the Baptist and present in class

How did John the Baptist bridge the gap between the Old and New Testaments?

- Hummingbird CRE Learner's Book pg. 163
- Revised Standard Version Bible
- Bible maps
- Digital devices
- Hummingbird CRE Learner's Book pg. 169
- Charts
- Hummingbird CRE Learner's Book pg. 172
- Hymn books
- Hummingbird CRE Learner's Book pg. 176
- Video clips

- Oral questions - Observation - Written tests

The New Testament

Infancy and Early Life of Jesus Christ - Teachings of John the Baptist and their relevance to Christians today
Infancy and Early Life of Jesus Christ - Baptism of Jesus Christ and its relevance to Christians today

By the end of the lesson, the learner should be able to:
- Identify at least five specific teachings of John the Baptist from Luke 3:1-20
- Explain the relevance of John the Baptist's teachings to Christians today
- Relate John's call to fairness and sharing to real life the way a student is expected to return borrowed items and report honestly during group work

In groups, learners are guided to:
- Read Luke 3:1-20 and analyse the teachings of John the Baptist on sharing, honest tax collection and soldiers' conduct
- Create a two-column chart: Column A for John's teaching and Column B for how Christians can apply it in daily life
- Discuss how John's teachings challenge Christians to be honest, just and compassionate

How do the teachings of John the Baptist challenge the way Christians behave in public and private life today?

- Hummingbird CRE Learner's Book pg. 181
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 184

- Oral questions - Written assignments - Observation

The New Testament

Infancy and Early Life of Jesus Christ - Temptations of Jesus Christ and their relevance to Christians today
Infancy and Early Life of Jesus Christ - Virtues exemplified by Jesus Christ to overcome temptations

By the end of the lesson, the learner should be able to:
- Narrate the three temptations of Jesus Christ from Luke 4:1-13
- Explain the relevance of each temptation to challenges Christians face today
- Relate the temptations of Jesus to real life the way a student faces pressure to cheat in an exam — using known truth and self-control to resist

In groups, learners are guided to:
- Read Luke 4:1-13 and fill in the blanks exercise on Jesus' temptations and His responses
- Brainstorm on temptations they encounter as youths and how they can apply Jesus' responses in similar situations
- Create a three-section chart: The Temptation, Jesus' Response, and Relevance to Christians Today

How can the way Jesus responded to temptation guide young Christians when they face similar pressures today?

- Hummingbird CRE Learner's Book pg. 186
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 189
- Journals

- Written assignments - Oral questions - Observation

The New Testament

Galilean Ministry - Jesus Christ's rejection in Nazareth
Galilean Ministry - Significance of the miraculous catch of fish

By the end of the lesson, the learner should be able to:
- Explain the events of Jesus' rejection in Nazareth as described in Luke 4:14-30
- Identify at least four reasons why the people of Nazareth rejected Jesus
- Relate Jesus' rejection to real life the way a reformer in a local community is often opposed most by those who knew them before their transformation

- Share experiences on instances when learners were rejected because of their faith
- Read Luke 4:14-30 and outline the reasons why Jesus was rejected in Nazareth using the group findings in Table 2.7
- Discuss ways in which Christians are persecuted today and how they can support one another

Why do people who are familiar with someone sometimes find it hardest to accept their authority or calling?

- Hummingbird CRE Learner's Book pg. 191
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 196
- Hymn books

- Oral questions - Observation - Written tests

The New Testament

Galilean Ministry - Events in Luke 5:12-39

By the end of the lesson, the learner should be able to:
- Describe the key events in Luke 5:12-39 including the healing of the leper, the paralytic, the call of Levi and the question about fasting
- Explain the meaning of the parables of the garment and the wineskins
- Relate Jesus' healing and fellowship with sinners to real life the way a good doctor treats all patients without discrimination, regardless of their social standing

In groups, learners are guided to:
- Read Luke 5:12-39 and describe in detail each event listed in the flashcard activity
- Discuss Jesus' encounters with the leper, the paralytic man, the scribes and Pharisees, and Levi the tax collector
- Explain the parables of the garment and wineskins and what they teach about Jesus' new order

What do Jesus' actions in Luke 5:12-39 reveal about how He viewed social and religious boundaries?

- Hummingbird CRE Learner's Book pg. 200
- Revised Standard Version Bible
- Charts
- Flashcards

- Oral questions - Observation - Written tests

The New Testament

Galilean Ministry - Events in Luke 6:1-11
Galilean Ministry - Why Jesus faced opposition from the Pharisees and Scribes

By the end of the lesson, the learner should be able to:
- Describe the events that took place in Luke 6:1-11 including the question about the Sabbath and the healing of the man with a withered hand
- Explain how Jesus challenged the Pharisees' understanding of the Sabbath law
- Relate the Sabbath controversy to real life the way rules made to help people can sometimes become barriers to compassion when applied rigidly

In groups, learners are guided to:
- Read Luke 6:1-11 and complete Table 2.9 on the events in the Bible text
- Discuss how Jesus defended His disciples on the question about fasting and the Sabbath
- Make flashcards on the events in Luke 5:12-39 and 6:1-11 and arrange them in the correct order

Why did Jesus prioritise human need over strict observance of religious rules, and what does this mean for Christians today?

- Hummingbird CRE Learner's Book pg. 205
- Revised Standard Version Bible
- Charts
- Flashcards
- Hummingbird CRE Learner's Book pg. 207
- Digital devices

- Oral questions - Observation - Written assignments

The New Testament

Galilean Ministry - Lessons learnt from the Sermon on the Plain — Beatitudes and Woes
Galilean Ministry - Lessons learnt from the Sermon on the Plain — Love, Judging and the Wise Builder

By the end of the lesson, the learner should be able to:
- Identify and explain the Beatitudes and the Woes from Luke 6:17-49
- Summarise the main lessons from the Beatitudes in a three-column blessings chart
- Relate the Beatitudes to real life the way a student who remains humble and hardworking eventually earns the respect and rewards that proud students chase without finding

In groups, learners are guided to:
- Read Luke 6:17-49 and explain each Beatitude using the three-column chart: Beatitude, Simplified in your own words, Why it is a blessing
- Discuss how the Woes contrast with the Beatitudes and what they warn against
- Share experiences on how the Beatitudes can be applied in day-to-day life

How do the Beatitudes challenge the values that the world around us promotes, such as wealth, power and popularity?

- Hummingbird CRE Learner's Book pg. 211
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 213
- Journals

- Oral questions - Written assignments - Observation

The New Testament

Galilean Ministry - Jesus' works of compassion — healing and raising the dead
Galilean Ministry - Jesus' works of compassion — assurance to John and forgiveness of a sinful woman

By the end of the lesson, the learner should be able to:
- Describe Jesus' works of compassion in Luke 7:1-17 including the healing of the centurion's servant and the raising of the widow's son at Nain
- Explain lessons learnt from each act of compassion
- Relate Jesus' compassion to real life the way a community health worker visits the sick and vulnerable not because they are asked to, but because they genuinely care

In groups, learners are guided to:
- Read Luke 7:1-10 and describe the healing of the centurion's servant, noting the centurion's faith and Jesus' response
- Read Luke 7:11-17 and describe the raising of the widow's son, focusing on Jesus' compassion and its effect on the crowd
- Complete Table 2.11 on Jesus' works of compassion and discuss lessons learnt from each event

What do the healing of the centurion's servant and the raising of the widow's son reveal about the nature of Jesus' compassion?

- Hummingbird CRE Learner's Book pg. 216
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 218

- Oral questions - Observation - Written tests

The New Testament

Galilean Ministry - Relevance of Jesus' works of compassion to Christians today

By the end of the lesson, the learner should be able to:
- Explain the relevance of Jesus' works of compassion to Christians today using specific examples from Luke 7
- Create a timeline of compassion events from Luke 7 and add a modern-day lesson to each event
- Relate Jesus' compassion to real life the way a nurse who stays beyond their shift to comfort a distressed patient reflects the same spirit of selfless care that Jesus showed

In groups, learners are guided to:
- Create a class timeline of events in Luke 7, noting who received compassion, what need was met and the response of witnesses
- For each event on the timeline, add a modern-day lesson about how Christians can show similar compassion today
- Present and discuss a short skit on one of Jesus' works of compassion and how it relates to situations Christians face today

How can a Christian today practically reflect the compassion of Jesus in their school, home and community?

- Hummingbird CRE Learner's Book pg. 221
- Revised Standard Version Bible
- Charts
- Digital devices

- Observation - Oral questions - Written tests

The New Testament

Galilean Ministry - Parables of Jesus Christ — the Parable of the Sower
Galilean Ministry - Parables of Jesus Christ — the Parable of the Lamp

By the end of the lesson, the learner should be able to:
- Narrate the Parable of the Sower from Luke 8:4-15
- Explain what each type of soil represents in the life of a Christian
- Relate the different soils to real life the way a student's performance depends not just on the quality of teaching but on how attentive, rooted and distraction-free they are as a learner

In groups, learners are guided to:
- Read Luke 8:4-15 and fill in the gap exercise on the Parable of the Sower using the provided word bank
- In groups, discuss what each type of soil represents and write summary notes
- Deduce lessons learnt from the parable and discuss how they apply in a Christian's daily life

What kind of "soil" best describes how you receive God's word in your daily life, and what would help you become more receptive?

- Hummingbird CRE Learner's Book pg. 222
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 226
- Journals

- Oral questions - Written assignments - Observation

The New Testament

Galilean Ministry - Relevance of parables of Jesus Christ to Christians today
Galilean Ministry - Mighty works of Jesus Christ — casting out demons and calming the storm

By the end of the lesson, the learner should be able to:
- Explain the significance of both the Parable of the Sower and the Parable of the Lamp to Christians today
- Perform skits based on the two parables and explain their relevance to modern life
- Relate the lessons from both parables to real life the way a farmer selects good soil deliberately and positions a lantern where it gives the most light — both requiring intentional action

In groups, learners are guided to:
- In groups, come up with skits from the two parables, assign roles, present in class and record using a digital device
- After performance, discuss how the parables apply to situations Christians face today
- Write a weekly journal on how you have been a light to others and share with a parent or guardian

How do the Parables of the Sower and the Lamp together challenge a Christian to both receive and share God's word actively?

- Hummingbird CRE Learner's Book pg. 229
- Revised Standard Version Bible
- Digital devices
- Journals
- Hummingbird CRE Learner's Book pg. 224
- Charts
- Video clips

- Observation - Journals - Oral questions

The New Testament

Galilean Ministry - Mighty works of Jesus Christ — healing the Gerasene demoniac and the woman with flow of blood
Galilean Ministry - Mighty works of Jesus Christ — raising of Jairus' daughter and feeding of five thousand

By the end of the lesson, the learner should be able to:
- Describe the healing of the Gerasene demoniac in Luke 8:26-39
- Narrate the healing of the woman with flow of blood in Luke 8:40-48
- Relate the woman's act of reaching out to Jesus to real life the way a person in desperate need who takes one step of faith — even something as small as making a phone call to ask for help — can find a breakthrough

In groups, learners are guided to:
- Read Luke 8:26-39 and describe the state of the demon-possessed man, the miracle and the reaction of the witnesses
- Read Luke 8:40-48 and explain how the woman with flow of blood demonstrated faith by touching Jesus' garment
- Discuss lessons learnt from both miracles and how they show that no one is beyond the reach of God's power

What do the healing of Legion and the woman with flow of blood reveal about the kinds of people Jesus was willing to help?

- Hummingbird CRE Learner's Book pg. 225
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 227
- Video clips

- Oral questions - Observation - Written assignments

The New Testament

Galilean Ministry - Significance of the mighty works of Jesus Christ
Galilean Ministry - The transfiguration of Jesus Christ and its significance

By the end of the lesson, the learner should be able to:
- Deduce at least six lessons learnt from the mighty works of Jesus Christ in Luke 4:31-41, 8:22-56 and 9:10-17
- Explain what each miracle teaches about the identity and authority of Jesus Christ
- Relate the significance of the miracles to real life the way a school's reputation is built not just on its rules but on the actual transformation it produces in students who pass through it

In groups, learners are guided to:
- Watch video clips on the mighty works of Jesus Christ and write notes on what each miracle teaches about Jesus
- In groups, write responses on charts for the questions: What did you learn about Jesus from the miracles? How can you apply the lessons in your day-to-day life?
- Prepare a prayer thanking God for the lessons learnt from Jesus' mighty works

What do the mighty works of Jesus Christ collectively reveal about His authority over nature, evil, sickness and death?

- Hummingbird CRE Learner's Book pg. 231
- Revised Standard Version Bible
- Video clips
- Digital devices
- Hummingbird CRE Learner's Book pg. 232
- Charts

- Oral questions - Written assignments - Rating scales

The New Testament

Paul's First Letter to the Corinthians - Causes of divisions in the Church of Corinth

By the end of the lesson, the learner should be able to:
- Explain at least five causes of divisions in the Church of Corinth from 1 Corinthians 1:10-31 and 3:1-9
- Compare the causes of divisions in the early church with those found in churches today
- Relate church divisions to real life the way a sports team that argues over which coach is best loses focus on training and eventually loses matches they could have won together

In groups, learners are guided to:
- Read 1 Corinthians 1:10-31 and 3:1-9 and complete Table 2.12 on causes of divisions in the Church of Corinth
- Discuss causes of divisions in the church today and compare them with those in Corinth
- Present findings on causes of divisions in class using charts or PowerPoint slides

Why do Christians who share the same faith sometimes become divided, and what damage does division cause to the Church's mission?

- Hummingbird CRE Learner's Book pg. 235
- Revised Standard Version Bible
- Charts
- Digital devices

- Oral questions - Observation - Written assignments

The New Testament

Paul's First Letter to the Corinthians - Ways Paul addressed divisions in the Church of Corinth
Paul's First Letter to the Corinthians - Moral challenges facing the youth and possible solutions

By the end of the lesson, the learner should be able to:
- Explain at least five ways Paul addressed the divisions in the Church of Corinth from 1 Corinthians 1:10-31 and 3:1-9
- Match the causes of division with Paul's solutions using Table 2.13
- Relate Paul's approach to real life the way a skilled mediator in a workplace dispute reminds all parties that they share the same goal and that no single person's status should override the team's unity

In groups, learners are guided to:
- Read 1 Corinthians 1:10-31 and 3:1-9 and match each cause of division with Paul's solution using Table 2.13
- Visit a nearby church and interview members on factors that unite them, then organise findings into a digital report
- Present the digital report using PowerPoint slides or a short video and ask follow-up questions

How did Paul use the example of servant leadership to challenge the pride and rivalry that were tearing the Church of Corinth apart?

- Hummingbird CRE Learner's Book pg. 240
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 243

- Oral questions - Written assignments - Rating scales

The New Testament

Paul's First Letter to the Corinthians - Ways Paul addressed immorality in the Church of Corinth
Paul's First Letter to the Corinthians - Modelling good morals as guided by the teachings of Apostle Paul

By the end of the lesson, the learner should be able to:
- Explain how Paul confronted sexual immorality in the Church of Corinth using 1 Corinthians 5:1-5, 9-13 and 6:9, 12-20
- Describe Paul's warning that the body is a temple of the Holy Spirit
- Relate Paul's teaching to real life the way a person who respects a government building avoids vandalism and misuse — just as a Christian who recognises their body as God's temple avoids defiling it

In groups, learners are guided to:
- Read 1 Corinthians 5:1-5 and explain the immoral act Paul condemned and the two ways he addressed it
- Read 1 Corinthians 6:9 and list the forms of immorality condemned and the consequences stated
- Read 1 Corinthians 6:12-20 and discuss Paul's argument that the body belongs to the Lord and is a temple of the Holy Spirit

What does Paul mean when he says "your body is a temple of the Holy Spirit," and how should this change the way a young Christian makes decisions about their body?

- Hummingbird CRE Learner's Book pg. 246
- Revised Standard Version Bible
- Charts
- Digital devices
- Hummingbird CRE Learner's Book pg. 248
- Journals

- Oral questions - Observation - Written assignments

The New Testament
Church in Action

Paul's First Letter to the Corinthians - Review of Strand 2.0: The New Testament
Sacraments - Meaning of baptism from scripture

By the end of the lesson, the learner should be able to:
- Summarise key learning outcomes across all four Learning Sections of Strand 2.0
- Respond accurately to review questions drawn from 2.1 through 2.4
- Connect the overall teachings of the New Testament strand to real life the way a student who reviews all their notes before an exam gains confidence not just in passing but in genuinely understanding what they have learned

In groups, learners are guided to:
- Answer the consolidation questions at the end of each Learning Section covering New Testament Books, Infancy and Early Life of Jesus, Galilean Ministry and Paul's Letter
- In pairs, quiz each other on key Bible texts, characters and lessons from across Strand 2.0
- Write a summary reflection on the most impactful lesson learnt from Strand 2.0 and how they will apply it in their daily life

Looking back across all the topics in Strand 2.0, which teaching of Jesus or Paul do you find most relevant to your life today, and why?

- Hummingbird CRE Learner's Book pg. 147–248
- Revised Standard Version Bible
- Charts
- Journals
- Hummingbird CRE Learner's Book pg. 283
- Bible (Mark 16:16; John 3:5)
- Flashcards
- Bible dictionary

- Written tests - Oral questions - Journals

Church in Action

Sacraments - Importance of baptism in the life of a Christian

By the end of the lesson, the learner should be able to:
- Read Romans 6:1-14 and elaborate the importance of baptism in the life of a Christian
- Explain how baptism symbolises dying to sin and rising to a new life in Christ
- Embrace baptism as a transformative commitment, similar to how signing a contract formally marks the start of a new professional or personal commitment

In groups, learners are guided to:
- Read Romans 6:1-14 and answer guided questions on baptism and new life in Christ
- Elaborate the importance of baptism using the Bible text
- Research additional points on the importance of baptism and share findings with classmates
- Write notes on the importance of baptism in the life of a Christian

How does baptism as described in Romans 6:1-14 change the way a Christian thinks and lives?

- Hummingbird CRE Learner's Book pg. 283
- Bible (Romans 6:1-14)
- Charts
- Digital devices

- Written tests - Rubrics - Rating scales

Church in Action

Sacraments - Celebration of the Lord's Table or Eucharist in the church today
Sacraments - Significance of the Lord's Table in the life of a Christian

By the end of the lesson, the learner should be able to:
- Read Luke 22:14-20 and make notes on the institution of the Lord's Supper
- Describe the steps followed in the celebration of the Lord's Table in the church today
- See Holy Communion as a powerful communal act, similar to how a national celebration brings a whole community together to remember and honour a shared history

In groups, learners are guided to:
- Share experiences of how the Lord's Table is celebrated in different churches
- Read Luke 22:14-20 and make notes on the Last Supper
- Watch a video clip on the Last Supper and write notes
- Discuss the key elements common in most Christian traditions during the Eucharist

What are the key steps in celebrating the Lord's Table, and how do they connect back to what Jesus did with His disciples?

- Hummingbird CRE Learner's Book pg. 283
- Bible (Luke 22:14-20)
- Digital devices
- Video clips
- Journals
- Charts

- Oral questions - Observation - Anecdotal records

Church in Action
Christian Living Today
Christian Living Today

Sacraments - Desire to participate in sacraments to strengthen faith in God
Christian Ethics - Meaning of Christian ethics
Christian Ethics - Sources of Christian ethics

By the end of the lesson, the learner should be able to:
- Summarise the importance of both baptism and the Lord's Table in the life of a Christian
- Present guidance on the steps followed during the Lord's Table to a group seeking direction
- Develop a personal desire to participate in the sacraments as a consistent source of spiritual renewal and strength, just as an athlete regularly trains to stay in peak condition

In groups, learners are guided to:
- Outline the various sacraments that Christians take part in
- Discuss how a believer should prepare themselves before receiving the Lord's Table (1 Corinthians 11:27)
- Present during a simulated Christian Union meeting the importance of baptism and the Lord's Table
- Write reflection notes on how participating in sacraments deepens personal faith in God

How does regular and sincere participation in the sacraments help a Christian remain committed to God and grow in faith?

- Hummingbird CRE Learner's Book pg. 283
- Bible (1 Corinthians 11:27; Luke 22:14-20)
- Charts
- Journals
- Hummingbird CRE Grade 10 pg. 291
- RSV Bible
- Digital devices
- Charts

- Oral questions - Checklists - Journals

Christian Living Today

Christian Ethics - Peer pressure and alcohol, drug and substance abuse
Christian Ethics - Addiction to social media and grooming
Christian Ethics - Solutions to ethical issues and road safety regulations
Christian Ethics - Ethical values needed to make appropriate moral decisions

By the end of the lesson, the learner should be able to:
- Describe peer pressure and alcohol, drug and substance abuse as ethical issues
- Analyse causes and effects of peer pressure and substance abuse among youth
- Relate the consequences of drug abuse to real-life outcomes such as school dropout, broken families, and health problems

In groups, learners are guided to:
- Read the story of Mrs Mutembei's son and discuss the moral challenge described
- Discuss causes and effects of peer pressure and drug abuse
- List unhealthy behaviours caused by peer pressure and substance abuse

How does peer pressure lead young people into harmful behaviour?

- Hummingbird CRE Grade 10 pg. 291
- RSV Bible
- Digital devices
- Charts
- Road safety charts
- Flash cards

- Oral questions - Observation - Written assignments

Christian Living Today

Human Rights (Gender Based Violence) - Types and causes of gender-based violence
Human Rights (Gender Based Violence) - Causes of gender-based violence
Human Rights (Gender Based Violence) - Effects of gender-based violence on individuals and families

By the end of the lesson, the learner should be able to:
- Define gender-based violence
- Identify types of gender-based violence including physical, sexual, psychological, economic, and online GBV
- Relate GBV to real-life scenarios such as forced marriages, FGM, and workplace harassment in Kenyan communities

In groups, learners are guided to:
- Brainstorm the meaning of gender-based violence
- Study the chart of GBV types and list examples under each category
- Read the conversation between Nasieku and Mona and identify types of GBV mentioned

What are the different forms of gender-based violence experienced in Kenya today?

- Hummingbird CRE Grade 10 pg. 313
- RSV Bible
- Charts on types of GBV
- Digital devices
- Charts

- Oral questions - Observation - Written assignments

Christian Living Today

Human Rights (Gender Based Violence) - Values and virtues needed to avoid gender-based violence
Human Rights (Gender Based Violence) - The value of love and its characteristics

By the end of the lesson, the learner should be able to:
- Identify values and virtues needed to stop GBV
- Explain how love, respect, empathy, and self-control prevent violent behaviour
- Connect the value of love to real-life actions such as resolving conflicts peacefully and treating partners with dignity

In groups, learners are guided to:
- Categorise the flashcard values and virtues into a table
- Discuss how each value and virtue helps prevent GBV
- Read Genesis 1:26-27 and Galatians 3:28 and outline lessons on equality and human dignity

How can values like love and respect help prevent gender-based violence in families and communities?

- Hummingbird CRE Grade 10 pg. 313
- RSV Bible
- Flashcards
- Digital devices

- Oral questions - Written assignments

Christian Living Today

Human Rights (Gender Based Violence) - Guidance and counselling services for survivors of GBV
Human Sexuality - Meaning of human sexuality

By the end of the lesson, the learner should be able to:
- State reasons why survivors of GBV may not seek help
- Recommend guidance and counselling services to GBV survivors
- Relate counselling support to real-life situations by identifying where survivors in their community can get help, such as hospitals, churches, or NGOs

In groups, learners are guided to:
- Discuss reasons survivors hesitate to seek help
- Read the conversation on how to help a GBV survivor and outline steps to take
- Debate the motion: "Survivors of gender-based violence are mostly women and girls"
- Design sensitisation posters on stopping domestic violence

Why is it important to recommend professional counselling services to survivors of gender-based violence?

- Hummingbird CRE Grade 10 pg. 313
- RSV Bible
- Digital devices
- Poster-making materials
- Hummingbird CRE Grade 10 pg. 328
- Charts

- Oral questions - Observation - Written assignments

Christian Living Today

Human Sexuality - Christian teachings on male-female relationships

By the end of the lesson, the learner should be able to:
- Elaborate Christian teachings on male-female relationships
- Distinguish characteristics of healthy and unhealthy boy-girl relationships
- Relate healthy relationship values such as trust, respect, and communication to real-life school and family interactions

In groups, learners are guided to:
- Read Genesis 1:27, Genesis 2:20-24, and Mark 10:6-9 and outline teachings on male-female relationships
- Study the poster on signs of an unhealthy relationship and discuss
- List values that characterise a healthy boy-girl relationship
- Interview a resource person on appropriate male-female relationships

What are the signs of a healthy boy-girl relationship according to Christian teachings?

- Hummingbird CRE Grade 10 pg. 328
- RSV Bible
- Digital devices
- Charts

- Oral questions - Observation

Christian Living Today

Human Sexuality - Differences between dating and courtship
Human Sexuality - Types and causes of irresponsible sexual behaviour

By the end of the lesson, the learner should be able to:
- Define dating and courtship
- Differentiate between dating and courtship using a table
- Relate the risks of dating in school to real-life consequences such as poor academic performance, emotional stress, and distraction from goals

In groups, learners are guided to:
- Research meanings of dating and courtship
- Complete Table 4.10 on differences between dating and courtship
- Read the story of Stanley and Daisy and outline negative effects of dating
- Brainstorm the right time for courtship and give reasons

Why should young people in school avoid dating and wait for the right time for courtship?

- Hummingbird CRE Grade 10 pg. 328
- RSV Bible
- Digital devices
- Charts

- Oral questions - Written assignments

Christian Living Today

Human Sexuality - Ways of avoiding irresponsible sexual behaviour
Human Sexuality - Applying 1 Corinthians 6:19-20 in daily life

By the end of the lesson, the learner should be able to:
- State ways of avoiding irresponsible sexual behaviour
- Explain values needed to avoid irresponsible sexual behaviour
- Relate the value of self-control and chastity to real-life choices such as avoiding parties that promote immorality, not walking alone at night, and declining pornographic content

In groups, learners are guided to:
- Read the conversation with Reverend Martha and identify ways of avoiding irresponsible sexual behaviour
- Discuss moral values in Table 4.12 and explain how each can be applied
- Debate the motion: "Young people should remain chaste until marriage"
- Design posters with sensitisation messages on avoiding irresponsible sexual behaviour

How can a young person use Christian values to avoid irresponsible sexual behaviour?

- Hummingbird CRE Grade 10 pg. 328
- RSV Bible
- Digital devices
- Poster-making materials
- Flash cards

- Oral questions - Observation - Written assignments

Christian Living Today

Marriage and Family - Christian teachings on marriage
Marriage and Family - Christian teachings on family

By the end of the lesson, the learner should be able to:
- Elaborate Christian teachings on marriage from selected scriptures
- Describe the roles of husbands and wives as taught in the Bible
- Relate Christian marriage values such as faithfulness and love to real-life examples of stable couples in the community or church

In groups, learners are guided to:
- Read Genesis 1:26-28, 2:18, 2:23-24 and outline the purpose of marriage
- Complete Table 4.13 using Mark 10:1-12, 1 Corinthians 7:4, Ephesians 5:25-33, and Colossians 3:18-19
- Write a summary of lessons learnt from the Bible texts

Why is marriage described as a divine institution in Christian teaching?

- Hummingbird CRE Grade 10 pg. 345
- RSV Bible
- Digital devices

- Oral questions - Written assignments

Christian Living Today

Marriage and Family - Celibacy as an alternative to marriage

By the end of the lesson, the learner should be able to:
- Define celibacy and identify people who practise it in the church
- Explain Jesus' and Paul's teachings on celibacy
- Relate the concept of celibacy to real-life examples of nuns, priests, and monks who dedicate their lives to serving God fully

In groups, learners are guided to:
- Research the meaning of celibacy and share findings
- Complete Table 4.15 using Matthew 19:10-12, Revelation 14:4-5, and 1 Corinthians 7:7-9
- Explain why some people choose celibacy as a calling from God

How should those who have taken a vow of celibacy live according to the Bible?

- Hummingbird CRE Grade 10 pg. 345
- RSV Bible
- Digital devices

- Oral questions - Written assignments

Christian Living Today

Marriage and Family - How the church prepares young people for marriage and family life
Marriage and Family - Challenges related to marriage and family life

By the end of the lesson, the learner should be able to:
- Describe how the church prepares young people for marriage through mentorship, counselling, and seminars
- Explain what is expected during betrothal, courtship, and the wedding ceremony
- Relate pre-marital counselling to real-life benefits such as better communication, financial planning, and conflict resolution in marriage

In groups, learners are guided to:
- Study Figure 4.10 and Figure 4.11 and discuss how the church prepares young people for marriage
- Interview a priest, pastor, or chaplain on qualities for choosing a marriage partner
- Make notes on betrothal, courtship, and wedding ceremony stages

How does the church guide young people to prepare for a God-centred marriage?

- Hummingbird CRE Grade 10 pg. 345
- RSV Bible
- Digital devices
- Charts

- Oral questions - Observation

Christian Living Today

Marriage and Family - Solutions to problems facing families and values for stable families
Christian Response to Modern Medicine, Science and Technology - Role of technology in spreading the Gospel

By the end of the lesson, the learner should be able to:
- Recommend solutions to challenges facing families today
- Compile values needed to contribute to stable families
- Relate values such as forgiveness, prayer, and cooperation to real-life examples of how families overcome conflict, financial stress, or generational gaps

In groups, learners are guided to:
- Read the poem on marriage and identify values important in marriage
- Interview a marriage counsellor on solutions to family challenges
- Solve the word search puzzle and identify four family values
- Explain how each value contributes to a stable family

Which values are most essential for building a stable and God-centred family?

- Hummingbird CRE Grade 10 pg. 345
- RSV Bible
- Digital devices
- Word search puzzle
- Hummingbird CRE Grade 10 pg. 362
- Charts

- Oral questions - Written assignments - Self-assessment

Christian Living Today

Christian Response to Modern Medicine, Science and Technology - Christian views on euthanasia and the right to life
Christian Response to Modern Medicine, Science and Technology - Christian views on cosmetic plastic surgery

By the end of the lesson, the learner should be able to:
- Define euthanasia and explain its forms
- Articulate Christian views on euthanasia based on scripture
- Relate the sanctity of life to real-life medical dilemmas such as life-support decisions, assisted dying debates, and end-of-life care in hospitals

In groups, learners are guided to:
- Read the story of Peninah and brainstorm whether to switch off the life-support machine
- Research Christian views on euthanasia and share findings
- Read Genesis 2:7, Exodus 20:13, Psalms 139:13-16, and Hebrews 9:27 and discuss the sanctity of life
- Debate on the motion: "Euthanasia should not be legalised"

Why do Christians believe that God alone has the authority over human life and death?

- Hummingbird CRE Grade 10 pg. 362
- RSV Bible
- Digital devices

- Oral questions - Written assignments - Observation

Christian Living Today

Christian Response to Modern Medicine, Science and Technology - Examples of creative skills outlined in the Bible
Christian Response to Modern Medicine, Science and Technology - Lessons from Daniel and King Solomon's aptitude and wisdom

By the end of the lesson, the learner should be able to:
- Give examples of creative skills outlined in the Bible
- Describe the skills of Bezalel, Uzziah, and Daniel as demonstrated in scripture
- Relate biblical creative skills to real-life career choices such as engineering, architecture, arts, and technology, seeing them as God-given gifts

In groups, learners are guided to:
- Read John 1:3 and discuss God as the source of all creativity
- Read Exodus 31:1-6 and describe Bezalel's skills
- Read 2 Chronicles 26:14-15 and Daniel 5:11-12 and list creative skills demonstrated
- Discuss how creativity in one's career or talent can be an act of worship

How does the Bible show that creativity and skills are God-given gifts to be used for His glory?

- Hummingbird CRE Grade 10 pg. 362
- RSV Bible
- Digital devices

- Oral questions - Written assignments - Observation

Christian Living Today

Christian Response to Modern Medicine, Science and Technology - God as the source of witty inventions and creativity

By the end of the lesson, the learner should be able to:
- Explain the meaning of Proverbs 8:12 in relation to wisdom and inventions
- Discuss how God is the ultimate source of human creativity and innovation
- Relate God-given creativity to real-life innovations such as using technology to evangelise, create digital content, or start social enterprises for community impact

In groups, learners are guided to:
- Read and meditate on Proverbs 8:12 and identify characteristics of wisdom
- Watch a movie on Daniel and brainstorm innovative ways of using technology for evangelism
- Use digital devices to create content for evangelism and share ideas in class
- Write a short prayer asking God for wisdom and creativity

How can you use your God-given creativity and wisdom to make a positive impact in your community?

- Hummingbird CRE Grade 10 pg. 362
- RSV Bible
- Digital devices

- Oral questions - Self-assessment - Written assignments