Creation

Accounts of Creation - Features of God's creation
Accounts of Creation - The first biblical account of creation

By the end of the lesson, the learner should be able to:

- Identify features that make up God's creation in the surroundings
- Describe the different types of features found in nature
- Show appreciation for God's creation in the environment

In groups, learners are guided to:
- In groups, identify and discuss features of God's creation in the surroundings and write points on charts
- Take a nature walk within the school compound to observe creation features
- Draw, colour and name one observed feature and display drawings in class

What features of God's creation can you identify in your surroundings?

- KLB Top Scholar CRE Grade 7 pg. 8
- Charts
- Coloured pencils
- KLB Top Scholar CRE Grade 7 pg. 9
- Bible

- Observation - Oral questions - Written assignments

Creation

Accounts of Creation - The second biblical account of creation
Accounts of Creation - Similarities and differences between the two accounts

By the end of the lesson, the learner should be able to:

- Narrate the second biblical account of creation in Genesis 2:4b–25
- Explain the creation of man from dust and woman from man's rib
- Show appreciation for the biblical teaching that marriage is a plan of God

In groups, learners are guided to:
- In groups, read Genesis 2:4b–25 and retell the second account of creation
- Answer questions on how man and woman were created in the second account
- Discuss what the second account teaches about the relationship between man and woman

What does the second account of creation teach us about God's plan for marriage?

- KLB Top Scholar CRE Grade 7 pg. 11
- Bible
- Exercise books
- KLB Top Scholar CRE Grade 7 pg. 13
- Internet access

- Oral questions - Written assignments - Observation

Creation

Accounts of Creation - Attributes of God from the biblical accounts of creation
Accounts of Creation - Values from the biblical accounts and review

By the end of the lesson, the learner should be able to:

- Identify attributes of God as revealed in the biblical accounts of creation
- Explain the meaning of each attribute of God identified
- Show reverence for God as the all-powerful and all-knowing Creator

In groups, learners are guided to:
- In pairs, discuss the meaning of the word "attribute" and identify attributes of God
- Search the internet or library for attributes of God from the creation accounts
- Write attributes on a chart, present to the class and display in the classroom

What does the biblical account of creation reveal about God's character?

- KLB Top Scholar CRE Grade 7 pg. 15
- Bible
- Internet access
- KLB Top Scholar CRE Grade 7 pg. 16
- Flashcard materials
- Exercise books

- Oral questions - Observation - Written assignments

Creation

Responsibility over Animals, Fish and Birds - Biblical teaching on human responsibilities

By the end of the lesson, the learner should be able to:

- Explain the biblical teaching on responsibilities given to human beings over animals, fish and birds
- Identify different types of animals, fish and birds from the Bible
- Appreciate the God-given role of human beings as caretakers of living creatures

In groups, learners are guided to:
- In groups, identify and discuss different types of animals, fish and birds and draw labelled examples on charts
- Search the internet for different types of wild and domestic animals, fish and birds
- Read Genesis 2:15–20 and James 3:7 and discuss the biblical teaching on human responsibilities

What responsibilities did God give human beings over animals, fish and birds?

- KLB Top Scholar CRE Grade 7 pg. 18
- Bible
- Internet access

- Oral questions - Observation - Written assignments

Creation

Responsibility over Animals, Fish and Birds - Ways of protecting animals, fish and birds
Responsibility over Animals, Fish and Birds - Reasons for caring for living creatures

By the end of the lesson, the learner should be able to:

- Describe ways in which human beings can protect animals, fish and birds
- Explain why Christians should protect living creatures
- Show responsibility in caring for animals, fish and birds

In groups, learners are guided to:
- In pairs, discuss how to protect animals, fish and birds and write points on charts
- Interpret pictures showing people protecting or caring for animals, fish and birds
- Discuss how Christians apply biblical teaching to protect and care for these living creatures

Why is it important for Christians to protect and care for animals, fish and birds?

- KLB Top Scholar CRE Grade 7 pg. 19
- Charts
- Exercise books
- KLB Top Scholar CRE Grade 7 pg. 21

- Oral questions - Written assignments - Observation

Creation

Responsibility over Animals, Fish and Birds - Conflicts between human beings and wild animals

By the end of the lesson, the learner should be able to:

- Explain the meaning and causes of conflicts between human beings and wild animals
- Describe ways in which Christians can reduce such conflicts
- Appreciate the need for peaceful co-existence between human beings and wild animals

In groups, learners are guided to:
- In groups, discuss the meaning and causes of conflicts between human beings and wild animals
- Read and discuss points on how Christians can reduce human-wildlife conflicts
- Write sensation messages on charts about the importance of good stewardship over animals

What can Christians do to reduce conflicts between human beings and wild animals?

- KLB Top Scholar CRE Grade 7 pg. 22
- Charts
- Internet access

- Oral questions - Written assignments - Observation

Creation

Responsibility over Animals, Fish and Birds - Values guiding responsibility and review

By the end of the lesson, the learner should be able to:

- Identify values that guide Christians in taking care of animals, fish and birds
- Demonstrate how each value applies to the responsibility over living creatures
- Show commitment to being a good steward of God's living creatures

In groups, learners are guided to:
- Read and discuss values — responsibility, patriotism, social justice and love — and explain how each applies to caring for living creatures
- Visit a zoo, animal park or farm to observe how animals, fish and birds are cared for and write a report
- Review Lessons Learnt and self-assessment questions on the sub-strand

Which values should guide a Christian in fulfilling their responsibility over animals, fish and birds?

- KLB Top Scholar CRE Grade 7 pg. 24
- Exercise books
- Peer assessment rubric

- Written assignments - Oral questions - Peer assessment

Creation

Responsibility over Animals, Fish and Birds - Composing a poem on caring for living creatures

By the end of the lesson, the learner should be able to:

- Compose a poem on how to take care of animals, fish and birds
- Recite the poem to the class with expression
- Show creativity and appreciation for God's living creatures through the poem

In groups, learners are guided to:
- In pairs, compose a poem on "How you take care of animals, fish and birds"
- Read the poem aloud to one another, explain its meaning and memorise it
- Recite the poem to the class and discuss lessons learnt from the poem

How can a poem help express our responsibility towards God's living creatures?

- KLB Top Scholar CRE Grade 7 pg. 23
- Exercise books
- Dictionaries

- Oral questions - Observation - Peer assessment

Creation

Responsibility over Plants - Biblical responsibilities given to human beings over plants

By the end of the lesson, the learner should be able to:

- Identify the responsibilities God gave human beings over plants
- Explain the biblical teaching on caring for plants from Genesis 1:29–30, Genesis 2:15 and Psalm 104:14
- Value plants as part of God's creation that must be protected

In groups, learners are guided to:
- In groups, identify and discuss examples of different plants and their importance in the surroundings
- Take a nature walk to observe different plants and draw examples on charts
- Read Genesis 1:29–30, Genesis 2:15 and Psalm 104:14 and discuss the biblical teaching on responsibility over plants

What responsibilities did God give human beings over plants according to the Bible?

- KLB Top Scholar CRE Grade 7 pg. 25
- Bible
- Charts

- Oral questions - Observation - Written assignments

Creation

Responsibility over Plants - Biblical responsibilities given to human beings over plants

By the end of the lesson, the learner should be able to:

- Identify the responsibilities God gave human beings over plants
- Explain the biblical teaching on caring for plants from Genesis 1:29–30, Genesis 2:15 and Psalm 104:14
- Value plants as part of God's creation that must be protected

In groups, learners are guided to:
- In groups, identify and discuss examples of different plants and their importance in the surroundings
- Take a nature walk to observe different plants and draw examples on charts
- Read Genesis 1:29–30, Genesis 2:15 and Psalm 104:14 and discuss the biblical teaching on responsibility over plants

What responsibilities did God give human beings over plants according to the Bible?

- KLB Top Scholar CRE Grade 7 pg. 25
- Bible
- Charts

- Oral questions - Observation - Written assignments

Creation

Responsibility over Plants - Applying biblical teachings to conserve the environment

By the end of the lesson, the learner should be able to:

- Explain how biblical teachings on caring for plants apply to environmental conservation
- Identify ways in which Christians conserve the environment through care for plants
- Show willingness to apply biblical teachings in caring for the environment

In groups, learners are guided to:
- In groups, discuss how biblical teachings on caring for plants apply to conserving the environment and write points on posters
- Observe pictures of people caring for plants and identify the methods being used
- Discuss and list ways of taking care of plants such as planting, watering, weeding, mulching and pruning

How do biblical teachings on plants guide Christians in conserving the environment?

- KLB Top Scholar CRE Grade 7 pg. 27
- Bible
- Posters

- Oral questions - Written assignments - Observation

Creation

Responsibility over Plants - Ways of taking care of plants

By the end of the lesson, the learner should be able to:

- Describe various ways in which Christians take care of plants
- Explain reasons why Christians show responsibility over plants
- Embrace the value of environmental stewardship in caring for plants

In groups, learners are guided to:
- In groups, list activities carried out to care for plants and write points on charts
- Read and discuss reasons why Christians take care of trees and plants
- Discuss a scenario of a community that does not care for plants and advise what should be done

Why should Christians take care of plants as part of their God-given responsibility?

- KLB Top Scholar CRE Grade 7 pg. 28
- Charts
- Exercise books

- Oral questions - Observation - Written assignments

Creation

Responsibility over Plants - Responsible use of plants and economic growth

By the end of the lesson, the learner should be able to:

- Explain how responsible use of plants contributes to economic growth
- Identify income-generating crops and their economic value
- Appreciate the role of responsible plant use in improving livelihoods

In groups, learners are guided to:
- Brainstorm how responsible use of plants contributes to economic growth and write on charts
- Listen to a resource person such as an environmentalist or forest officer on economic benefits of plants
- Discuss and identify income-generating crops at school and plan how to grow one as a class activity

How does responsible use of plants contribute to the economic development of a community?

- KLB Top Scholar CRE Grade 7 pg. 29
- Charts
- Internet access

- Oral questions - Written assignments - Observation

Creation

Responsibility over Plants - Values guiding responsibility over plants and review

By the end of the lesson, the learner should be able to:

- Identify values that guide Christians in taking responsibility over plants
- Apply the identified values in decisions about caring for plants
- Show commitment to the responsible use of plants in the community

- Read and discuss values identified by fellow learners for guiding responsibility over plants
- Discuss how to apply each value when caring for plants at home and school
- Review Lessons Learnt, What Will I Do and self-assessment questions for the sub-strand

Which values should guide a Christian in fulfilling their responsibility over plants?

- KLB Top Scholar CRE Grade 7 pg. 30
- Flashcard materials
- Exercise books

- Written assignments - Oral questions - Peer assessment

Creation

Responsibility over Plants - Home and school planting activity

By the end of the lesson, the learner should be able to:

- Plan and carry out a planting activity at home or at school
- Keep a record of the growing process of planted seedlings
- Demonstrate responsibility and care for plants through practical action

In groups, learners are guided to:
- Buy tree or crop seedlings and plant them in an allocated section of the school or home garden
- Prepare a schedule for caring for the seedlings including watering, weeding and mulching
- Take progressive photos and write a report on the planting experience to present to the class

How does participating in a planting activity demonstrate Christian stewardship over plants?

- KLB Top Scholar CRE Grade 7 pg. 31
- Seedlings
- Garden tools

- Observation - Written assignments - Oral questions

Creation

Use and Misuse of God's Creation - Ways human beings use natural resources

By the end of the lesson, the learner should be able to:

- Define the meaning of natural resources
- Identify different natural resources and how they are used by communities
- Appreciate the importance of natural resources in supporting human life

In groups, learners are guided to:
- In pairs, find the meaning of natural resources using a dictionary or internet and identify those found in the community
- Discuss how different natural resources — soil, air, minerals, wildlife, forests — are used by people
- Write points on flashcards and present findings to the class

What are natural resources and how do they support human life?

- KLB Top Scholar CRE Grade 7 pg. 32
- Flashcards
- Internet access

- Oral questions - Observation - Written assignments

Creation

Use and Misuse of God's Creation - Ways human beings misuse natural resources

By the end of the lesson, the learner should be able to:

- Identify ways in which human beings misuse natural resources
- Explain the harmful effects of misusing natural resources on the environment
- Show concern for the proper use and conservation of natural resources

- In groups, discuss how communities misuse natural resources and write points on charts
- Interpret pictures depicting misuse of natural resources and discuss the effects shown
- Read and write a summary of points on the misuse of natural resources presented by fellow learners

How does the misuse of natural resources affect the environment and human life?

- KLB Top Scholar CRE Grade 7 pg. 34
- Charts
- Internet access

- Oral questions - Written assignments - Observation

Creation

Use and Misuse of God's Creation - Ways human beings misuse natural resources

By the end of the lesson, the learner should be able to:

- Identify ways in which human beings misuse natural resources
- Explain the harmful effects of misusing natural resources on the environment
- Show concern for the proper use and conservation of natural resources

- In groups, discuss how communities misuse natural resources and write points on charts
- Interpret pictures depicting misuse of natural resources and discuss the effects shown
- Read and write a summary of points on the misuse of natural resources presented by fellow learners

How does the misuse of natural resources affect the environment and human life?

- KLB Top Scholar CRE Grade 7 pg. 34
- Charts
- Internet access

- Oral questions - Written assignments - Observation

Creation

Use and Misuse of God's Creation - Benefits of natural resources to human beings

By the end of the lesson, the learner should be able to:

- Describe ways in which human beings benefit from natural resources
- Explain the importance of each natural resource to human survival
- Appreciate the value of God's natural resources in sustaining life

In groups, learners are guided to:
- In pairs, discuss how human beings benefit from natural resources and write on a poster
- Search the internet or library for information on how human beings use and benefit from natural resources
- Prepare a PowerPoint presentation on the uses and benefits of natural resources

In what ways do human beings benefit from the natural resources God has provided?

- KLB Top Scholar CRE Grade 7 pg. 35
- Internet access
- Posters

- Oral questions - Written assignments - Observation

Creation

Use and Misuse of God's Creation - Effects of misusing natural resources

By the end of the lesson, the learner should be able to:

- Explain the effects of misusing natural resources on the environment and on people
- Debate the motion that misuse of natural resources affects the environment
- Show responsibility in speaking out against the misuse of natural resources

- In groups, brainstorm the effects of misusing natural resources and write on posters
- Read and discuss points on the effects of misusing natural resources presented by fellow learners
- Hold a debate on the motion: "Misuse of natural resources affects the environment"

What are the consequences of misusing natural resources for communities and the environment?

- KLB Top Scholar CRE Grade 7 pg. 36
- Posters
- Exercise books

- Oral questions - Observation - Written assignments

Creation

Use and Misuse of God's Creation - Biblical teachings on good use of God's creation

By the end of the lesson, the learner should be able to:

- Explain what the Bible teaches on the good use of God's creation
- Apply biblical teachings from Genesis 2:15, Exodus 23:10–11 and Deuteronomy 20:19 to conservation
- Commit to using God's creation responsibly as taught in the Bible

In groups, learners are guided to:
- In groups, read Genesis 2:15, Exodus 23:10–11 and Deuteronomy 20:19 and discuss what the Bible teaches on good use of creation
- Write points on charts, present to the class and display in the classroom
- Compose and sing a song about God's creation and write lessons learnt from the song

What does the Bible teach us about using God's creation responsibly?

- KLB Top Scholar CRE Grade 7 pg. 37
- Bible
- Charts

- Oral questions - Written assignments - Observation

Creation

Use and Misuse of God's Creation - Values guiding good use of natural resources and review

By the end of the lesson, the learner should be able to:

- Identify values — responsibility, respect, unity and love — that guide good use of natural resources
- Explain how each value applies to the use and conservation of natural resources
- Show commitment to conserving the environment through responsible use of natural resources

- Read and discuss values written by fellow learners on flashcards guiding good use of natural resources
- Organise a school cleaning activity, assign roles to groups and write a report on lessons learnt
- Review Lessons Learnt, What Will I Do and self-assessment questions and answer end-of-strand review questions

How do Christian values guide us in using and conserving God's natural resources?

- KLB Top Scholar CRE Grade 7 pg. 39
- Flashcard materials
- Exercise books

- Written assignments - Oral questions - Peer assessment

The Bible

Functions of the Bible - Importance of the Bible in society today
Functions of the Bible - The Bible as a guide for daily Christian living

By the end of the lesson, the learner should be able to:

- Explain the importance of the Bible in society today
- Describe how the Bible is used in different occasions and places
- Appreciate the Bible as the inspired Word of God that is different from other books

In groups, learners are guided to:
- In pairs, brainstorm how the Bible is used in different occasions and places and write points on charts
- Interpret pictures showing different ways the Bible is used and discuss why it is different from other books
- Read 2 Timothy 3:16–17 and Hebrews 4:12 and discuss what they teach about the importance of the Bible

Why is the Bible considered the most important book for Christians?

- KLB Top Scholar CRE Grade 7 pg. 41
- Bible
- Charts
- KLB Top Scholar CRE Grade 7 pg. 42
- Internet access

- Oral questions - Observation - Written assignments

The Bible

Functions of the Bible - The role of the Bible in holistic growth

By the end of the lesson, the learner should be able to:

- Explain the meaning of holistic growth and its different aspects
- Describe how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth
- Show commitment to reading the Bible for personal holistic development

In groups, learners are guided to:
- Search the internet or library for the meaning of holistic growth and how the Bible promotes each aspect of growth
- Write points in exercise books and present to the class
- Sing a song about the Bible and discuss what is learnt about its role in personal growth

In what ways does the Bible contribute to the holistic growth of a person?

- KLB Top Scholar CRE Grade 7 pg. 44
- Internet access
- Exercise books

- Oral questions - Written assignments - Observation

The Bible

Functions of the Bible - Ways God's Word inspires Christian service
Functions of the Bible - Planning and participating in Christian service

By the end of the lesson, the learner should be able to:

- Identify different types of services Christians engage in inspired by God's Word
- Explain how the Bible motivates Christians to serve God and humanity
- Embrace a spirit of service to others as inspired by the Word of God

In groups, learners are guided to:
- In pairs, discuss different types of services Christians engage in within their local community
- Read the story of Janet and Jones and answer questions on how the Word of God inspired their service
- Prepare a presentation on how God's Word inspires good service among Christians

How does the Word of God inspire Christians to serve God and other people?

- KLB Top Scholar CRE Grade 7 pg. 46
- Bible
- Charts
- KLB Top Scholar CRE Grade 7 pg. 47
- Exercise books
- Dictionaries

- Oral questions - Observation - Written assignments

The Bible

Functions of the Bible - Review and consolidation
Divisions of the Bible - The two major divisions of the Bible

By the end of the lesson, the learner should be able to:

- Summarise the key functions of the Bible in the life of a Christian
- Answer self-assessment questions on the importance, holistic role and service-inspiring functions of the Bible
- Show appreciation for the Bible as a source of guidance, growth and inspiration

In groups, learners are guided to:
- Review Lessons Learnt and What Will I Do sections from the course book
- Complete the self-assessment table on the three concepts: importance of the Bible, its role in holistic growth and how it inspires service
- Write a personal commitment on how to apply lessons learnt from the functions of the Bible

How do the different functions of the Bible apply to your life as a Christian learner?

- KLB Top Scholar CRE Grade 7 pg. 48
- Exercise books
- Peer assessment rubric
- KLB Top Scholar CRE Grade 7 pg. 49
- Bible
- Flashcard materials

- Written assignments - Oral questions - Peer assessment

The Bible

Divisions of the Bible - Classification of Old Testament books
Divisions of the Bible - Classification of New Testament books

By the end of the lesson, the learner should be able to:

- Classify the books of the Old Testament into their four groups: Law, Historical, Poetic and Prophetic
- Name the books and authors in each group of the Old Testament
- Show interest in reading the different categories of Old Testament books

In groups, learners are guided to:
- Refer to the table of contents in the Bible and identify books of the Old Testament
- Read about the Law books, Historical books, Poetic books and Prophetic books and their authors
- Answer questions on the groups, number of books and authors of Old Testament books

How are the books of the Old Testament classified and who are their authors?

- KLB Top Scholar CRE Grade 7 pg. 51
- Bible
- Exercise books
- KLB Top Scholar CRE Grade 7 pg. 53

- Oral questions - Written assignments - Observation

The Bible

Divisions of the Bible - Values from Bible divisions and review

By the end of the lesson, the learner should be able to:

- Identify values acquired from studying the divisions of the Bible
- Demonstrate how the identified values can be applied in daily life
- Show commitment to familiarising themselves with all books of the Bible

In groups, learners are guided to:
- Discuss values shown on flashcards from the study of Bible divisions and how to demonstrate them in daily life
- Sing a song on the books of the Bible and list reasons why the Bible is the best book to read
- Review Lessons Learnt and complete the peer-assessment table on identifying and classifying books of the Bible

Which values do we acquire from studying the two divisions of the Bible and how do they apply in daily life?

- KLB Top Scholar CRE Grade 7 pg. 55
- Flashcard materials
- Exercise books

- Written assignments - Oral questions - Peer assessment

The Bible

Bible Translations - Different Bible translations used in Kenya today

By the end of the lesson, the learner should be able to:

- Explain the meaning of Bible translation and version
- Identify different translations and versions of the Bible used in Kenya
- Appreciate the availability of the Bible in various versions for easier understanding

In groups, learners are guided to:
- In groups, discuss the meaning of translation and list different Bible translations they know
- Search the internet for different translations and versions of the Bible
- Read and discuss the history of Bible translation from Hebrew and Greek to local Kenyan languages

What are the different Bible translations and versions available in Kenya and why are they important?

- KLB Top Scholar CRE Grade 7 pg. 56
- Internet access
- Various Bible versions

- Oral questions - Observation - Written assignments

The Bible

Bible Translations - Different Bible translations used in Kenya today

By the end of the lesson, the learner should be able to:

- Explain the meaning of Bible translation and version
- Identify different translations and versions of the Bible used in Kenya
- Appreciate the availability of the Bible in various versions for easier understanding

In groups, learners are guided to:
- In groups, discuss the meaning of translation and list different Bible translations they know
- Search the internet for different translations and versions of the Bible
- Read and discuss the history of Bible translation from Hebrew and Greek to local Kenyan languages

What are the different Bible translations and versions available in Kenya and why are they important?

- KLB Top Scholar CRE Grade 7 pg. 56
- Internet access
- Various Bible versions

- Oral questions - Observation - Written assignments

The Bible

Bible Translations - Skills required for Bible translation

By the end of the lesson, the learner should be able to:

- Describe the skills required by a Bible translator
- Identify the challenges faced by Bible translators
- Show respect for the work of Bible translators and their contribution to the spread of the Gospel

In groups, learners are guided to:
- In groups, discuss skills required by a Bible translator and write on charts
- In pairs, discuss challenges faced by Bible translators and write in exercise books
- Read the story of Reverend Bessy and answer questions on the importance of translating the Bible into local languages

What skills and challenges are involved in the work of Bible translation?

- KLB Top Scholar CRE Grade 7 pg. 58
- Bible
- Exercise books

- Oral questions - Written assignments - Observation

The Bible

Bible Translations - Reasons for translating the Bible into local languages

By the end of the lesson, the learner should be able to:

- Explain the reasons that led to the translation of the Bible into local languages
- Discuss how people benefit from the translation of the Bible into their local language
- Show gratitude for the translation of the Bible into Kenyan local languages

In groups, learners are guided to:
- In groups, discuss how people have benefited from Bible translation into local languages and write on charts
- Discuss and record the reasons that led to Bible translation into local languages
- Debate on the topic: "Is Bible translation still necessary in our society today?"

Why was the Bible translated into local languages and what benefits does this bring to communities?

- KLB Top Scholar CRE Grade 7 pg. 59
- Bible
- Charts

- Oral questions - Observation - Written assignments

The Bible

Bible Translations - Social and economic effects of Bible translation

By the end of the lesson, the learner should be able to:

- Explain the social and economic effects of translating the Bible into local languages
- Identify job opportunities and businesses created by Bible translation
- Appreciate the wide-ranging positive impact of Bible translation on communities

In groups, learners are guided to:
- Observe pictures and discuss what social and economic effects of Bible translation they show
- Interview a resource person such as a Bible translator or theologian on the social and economic effects of Bible translation
- Watch a video clip of a community celebrating Bibles translated in their language and write lessons learnt

How has the translation of the Bible into local languages affected society and the economy?

- KLB Top Scholar CRE Grade 7 pg. 61
- Internet access
- Exercise books

- Oral questions - Written assignments - Observation

The Bible

Bible Translations - Values from Bible translation and review

By the end of the lesson, the learner should be able to:

- Identify values demonstrated in the process of Bible translation
- Apply the identified values in daily life situations
- Show commitment to reading different Bible translations for better understanding

In groups, learners are guided to:
- In pairs, identify values demonstrated in Bible translation and write on flashcards
- Discuss how to apply the identified values in daily life and write in exercise books
- Review Lessons Learnt, What Will I Do and self-assessment questions on the three concepts of Bible translation

Which values are demonstrated in Bible translation and how do they apply to our lives?

- KLB Top Scholar CRE Grade 7 pg. 63
- Flashcard materials
- Exercise books

- Written assignments - Oral questions - Peer assessment

The Bible

Leadership in the Bible: Moses - How God prepared Moses for leadership

By the end of the lesson, the learner should be able to:

- Describe how God prepared Moses for leadership from Exodus 2:1–15, 3:1–22, 4:1–20
- Identify specific experiences through which Moses was prepared for his calling
- Appreciate how God uses life experiences to prepare people for leadership roles

In groups, learners are guided to:
- Observe pictures representing leadership and discuss what they depict
- In groups, read Exodus 2:1–15, 3:1–22 and 4:1–20 in turns and identify ways God prepared Moses for leadership
- Search the internet for how God prepared Moses for leadership and prepare a PowerPoint presentation

How did God use Moses' experiences to prepare him for the task of leading the Israelites?

- KLB Top Scholar CRE Grade 7 pg. 64
- Bible
- Internet access

- Oral questions - Observation - Written assignments

The Bible

Leadership in the Bible: Moses - Importance of good leadership and roles of Moses during the Exodus

By the end of the lesson, the learner should be able to:

- Explain why good leadership is important in society
- Identify the roles played by Moses during the Exodus from Exodus 14:10–16, 15:22–25, 18:5–26
- Show appreciation for courageous and servant leadership as demonstrated by Moses

- Read and discuss why good leadership is important as presented by fellow learners
- In groups, read Exodus 14:10–16, 21; 15:22–25; 18:5–10, 13–26 and Deuteronomy 4:1–6 and discuss the roles Moses played
- Download and watch a video clip on the roles Moses performed during the Exodus and write lessons learnt

Why is good leadership important and what roles did Moses play during the Exodus?

- KLB Top Scholar CRE Grade 7 pg. 66
- Bible
- Internet access

- Oral questions - Written assignments - Observation

The Bible

Leadership in the Bible: Moses - Leadership qualities to emulate from Moses

By the end of the lesson, the learner should be able to:

- Identify leadership qualities demonstrated by Moses including humility, courage, empathy, prayerfulness, obedience and mentorship
- Explain how each quality can be applied in school, church and community
- Embrace good leadership qualities in personal conduct and interactions

In groups, learners are guided to:
- In pairs, discuss the characteristics of a good leader and qualities to consider when choosing leaders in school or church
- Search the internet for leadership qualities portrayed by Moses and summarise on charts
- In groups, discuss how to apply leadership qualities from Moses and write a journal on being a good leader in school, church and community

Which leadership qualities of Moses should Christians emulate and how can they be applied today?

- KLB Top Scholar CRE Grade 7 pg. 68
- Internet access
- Charts

- Oral questions - Observation - Written assignments

The Bible

Leadership in the Bible: Moses - Leadership qualities to emulate from Moses

By the end of the lesson, the learner should be able to:

- Identify leadership qualities demonstrated by Moses including humility, courage, empathy, prayerfulness, obedience and mentorship
- Explain how each quality can be applied in school, church and community
- Embrace good leadership qualities in personal conduct and interactions

In groups, learners are guided to:
- In pairs, discuss the characteristics of a good leader and qualities to consider when choosing leaders in school or church
- Search the internet for leadership qualities portrayed by Moses and summarise on charts
- In groups, discuss how to apply leadership qualities from Moses and write a journal on being a good leader in school, church and community

Which leadership qualities of Moses should Christians emulate and how can they be applied today?

- KLB Top Scholar CRE Grade 7 pg. 68
- Internet access
- Charts

- Oral questions - Observation - Written assignments

The Bible

Leadership in the Bible: Moses - Values portrayed by Moses in leadership

By the end of the lesson, the learner should be able to:

- Identify values such as responsibility, love and social justice as portrayed by Moses in leadership
- Explain how Moses demonstrated each value in his leadership role
- Show willingness to apply leadership values learnt from Moses in daily life

In groups, learners are guided to:
- In pairs, discuss how Moses demonstrated responsibility, love and social justice in his leadership
- Identify other values Moses portrayed and how each applies in daily life
- Debate the topic: "Choosing good leaders has advantages in the society"

How did Moses demonstrate values such as responsibility, love and social justice in his leadership?

- KLB Top Scholar CRE Grade 7 pg. 70
- Bible
- Exercise books

- Oral questions - Written assignments - Observation

The Bible

Leadership in the Bible: Moses - Applying leadership lessons and review

By the end of the lesson, the learner should be able to:

- Apply leadership lessons learnt from Moses to real-life situations in school and community
- Summarise the key concepts from all four sub-strands of Strand 3
- Show confidence in articulating how lessons from the Bible apply to personal leadership and daily Christian living

In groups, learners are guided to:
- Prepare a talk on qualities of a student leader with the guidance of the Christian Union patron
- Write main points on posters and present to Christian Union or Young Christian Students members
- Review Lessons Learnt and complete peer-assessment and end-of-strand exercises

How do the lessons learnt from Moses' leadership guide you in your own responsibilities as a young Christian?

- KLB Top Scholar CRE Grade 7 pg. 71
- Posters
- Exercise books

- Written assignments - Oral questions - Peer assessment