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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
INTRODUCTION TO CHRISTIAN ETHICS
|
The meaning and importance of Christian ethics
|
By the end of the
lesson, the learner
should be able to:
Define ethics and morals. Define Christian ethics. Explain the importance of Christian ethics in daily life. |
In groups, learners are guided to:
Brainstorming on terms 'ethikos' and 'moralis'; Discussion of Furaha Secondary School story (Mjanja and Majani); Analysis of contemporary moral challenges facing Christians |
The Bible, Story extracts, Definition charts
|
KLB Secondary CRE Form 4, Pages 1-2
|
|
| 2 | 2 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Principles of Christian Ethics - Internal guides (Conscience)
|
By the end of the
lesson, the learner
should be able to:
Discuss internal guides as basis of Christian ethics. Explain the role of conscience in moral decision making. Identify steps in making decisions based on conscience. |
In groups, learners are guided to:
Exposition on conscience as internal guide; Discussion of four steps in conscience-based decisions; Analysis of driver-cyclist ethical dilemma scenario |
The Bible, Textbook scenarios, Decision-making worksheets
|
KLB Secondary CRE Form 4, Pages 3-4
|
|
| 2 | 3 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Principles of Christian Ethics - Internal guides (Knowledge, free will, intuition, feelings)
|
By the end of the
lesson, the learner
should be able to:
Discuss knowledge and free will as internal guides. Explain the role of intuition and feelings in decision making. Assess the limitations of internal guides. |
In groups, learners are guided to:
Exposition on knowledge, free will, intuition and feelings; Group work on limitations: ignorance, prejudice, selfishness; Practical exercises on self-criticism |
The Bible, Limitation examples, Self-reflection materials
|
KLB Secondary CRE Form 4, Pages 4-5
|
|
| 2 | 4 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Principles of Christian Ethics - Internal guides (Knowledge, free will, intuition, feelings)
|
By the end of the
lesson, the learner
should be able to:
Discuss knowledge and free will as internal guides. Explain the role of intuition and feelings in decision making. Assess the limitations of internal guides. |
In groups, learners are guided to:
Exposition on knowledge, free will, intuition and feelings; Group work on limitations: ignorance, prejudice, selfishness; Practical exercises on self-criticism |
The Bible, Limitation examples, Self-reflection materials
|
KLB Secondary CRE Form 4, Pages 4-5
|
|
| 3 | 1 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Principles of Christian Ethics
|
By the end of the
lesson, the learner
should be able to:
Highlight external guides as basis of Christian ethics. Discuss the role of authoritative persons and rules. Explain traditional African morality as external guide. |
In groups, learners are guided to:
Discussion of authoritative persons and rules; Analysis of Traditional African morality; Examination of changing customs (cultural taboos, gender roles) |
The Bible, Cultural examples, Discussion guides
|
KLB Secondary CRE Form 4, Pages 5-6
|
|
| 3 | 2 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Sacred Scriptures as basis of Christian Ethics
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical teachings as foundation of Christian ethics. Discuss Old and New Testament moral principles. Explain challenges in biblical interpretation. |
In groups, learners are guided to:
Scripture reading from Old and New Testament; Discussion of biblical interpretation challenges; Analysis of contemporary issues not in Bible (HIV/AIDS, genetic engineering) |
The Bible, Biblical timeline, Contemporary issue examples
|
KLB Secondary CRE Form 4, Pages 6-7
|
|
| 3 | 3 |
INTRODUCTION TO CHRISTIAN ETHICS
|
The Christian Community as basis of Christian Ethics
|
By the end of the
lesson, the learner
should be able to:
Cite roles of Christian community in shaping morality. Discuss church authority in moral guidance. Compare different church approaches to moral teaching. |
In groups, learners are guided to:
Discussion of church authority structures; Comparison of mainline vs Pentecostal churches; Analysis of church statements on moral issues |
The Bible, Church structure charts, Sample statements
|
KLB Secondary CRE Form 4, Pages 7-8
|
|
| 3 | 4 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Natural Law and Situational Ethics
|
By the end of the
lesson, the learner
should be able to:
Discuss natural law as basis of Christian ethics. Explain situational ethics and its applications. Compare natural law and situational ethics approaches. |
In groups, learners are guided to:
Exposition on natural law (Romans 2:14-16); Discussion of situational ethics; Debate on abortion scenario; Balance between law and situation |
The Bible, Romans passage, Debate scenarios
|
KLB Secondary CRE Form 4, Pages 8-9
|
|
| 4 | 1 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Christian Values - Love and Honesty
|
By the end of the
lesson, the learner
should be able to:
Highlight Christian values that enhance creation of just society. Discuss types of love (Filia, Eros, Fraternal, Agape). Explain honesty, reliability and faithfulness as Christian values. |
In groups, learners are guided to:
Introduction to just society concept; Exposition on four types of love; Scripture study (John 3:16, 13:35); Discussion of honesty examples and biblical basis |
The Bible, Love type charts, Honesty scenarios
|
KLB Secondary CRE Form 4, Pages 9-11
|
|
| 4 | 2 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Christian Values - Love and Honesty
|
By the end of the
lesson, the learner
should be able to:
Highlight Christian values that enhance creation of just society. Discuss types of love (Filia, Eros, Fraternal, Agape). Explain honesty, reliability and faithfulness as Christian values. |
In groups, learners are guided to:
Introduction to just society concept; Exposition on four types of love; Scripture study (John 3:16, 13:35); Discussion of honesty examples and biblical basis |
The Bible, Love type charts, Honesty scenarios
|
KLB Secondary CRE Form 4, Pages 9-11
|
|
| 4 | 3 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Christian Values - Justice, Respect and Humility
|
By the end of the
lesson, the learner
should be able to:
Discuss justice and fairness as Christian values. Explain respect and humility as Christian virtues. Analyze biblical examples of these values. |
In groups, learners are guided to:
Scripture study on God's justice (Psalms 89:14); Analysis of prophets condemning injustice; Discussion of respect and humility with biblical examples |
The Bible, Prophet materials, Value scenarios
|
KLB Secondary CRE Form 4, Pages 11-13
|
|
| 4 | 4 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Christian Values - Perseverance and Chastity
|
By the end of the
lesson, the learner
should be able to:
Discuss perseverance and persistence as Christian values. Explain chastity as Christian virtue. Cite biblical examples of perseverance and chastity. |
In groups, learners are guided to:
Scripture study on biblical perseverance (Noah, Moses, Jesus); Analysis of prayer persistence (Luke 18:1-8); Discussion of chastity and sexual purity |
The Bible, Perseverance examples, Purity guidelines
|
KLB Secondary CRE Form 4, Pages 13-14
|
|
| 5 | 1 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Critical and Creative Thinking
|
By the end of the
lesson, the learner
should be able to:
Define life skills and their importance. Discuss critical thinking as life skill. Explain creative thinking and its applications. |
In groups, learners are guided to:
Definition and categorization of life skills; Analysis of prophets using critical thinking; Study of Jesus' creative responses and God's creativity |
The Bible, Life skills charts, Thinking examples
|
KLB Secondary CRE Form 4, Pages 14-16
|
|
| 5 | 2 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Critical and Creative Thinking
|
By the end of the
lesson, the learner
should be able to:
Define life skills and their importance. Discuss critical thinking as life skill. Explain creative thinking and its applications. |
In groups, learners are guided to:
Definition and categorization of life skills; Analysis of prophets using critical thinking; Study of Jesus' creative responses and God's creativity |
The Bible, Life skills charts, Thinking examples
|
KLB Secondary CRE Form 4, Pages 14-16
|
|
| 5 | 3 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Critical and Creative Thinking
|
By the end of the
lesson, the learner
should be able to:
Define life skills and their importance. Discuss critical thinking as life skill. Explain creative thinking and its applications. |
In groups, learners are guided to:
Definition and categorization of life skills; Analysis of prophets using critical thinking; Study of Jesus' creative responses and God's creativity |
The Bible, Life skills charts, Thinking examples
|
KLB Secondary CRE Form 4, Pages 14-16
|
|
| 5 | 4 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Decision Making
|
By the end of the
lesson, the learner
should be able to:
Discuss decision making as essential life skill. Explain the decision-making process. Analyze biblical examples of good and poor decisions. |
In groups, learners are guided to:
Analysis of decision-making process; Study of Adam/Eve vs Jesus' decisions; Discussion of consequences and responsible choices |
The Bible, Decision scenarios, Genesis 3 materials
|
KLB Secondary CRE Form 4, Pages 16-17
|
|
| 6 | 1 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Self-Esteem and Assertiveness
|
By the end of the
lesson, the learner
should be able to:
Discuss self-esteem and its importance. Explain assertiveness as life skill. Analyze biblical examples of self-esteem and assertiveness. |
In groups, learners are guided to:
Discussion of self-esteem building; Biblical examples (David, Solomon, apostles); Analysis of assertiveness (Moses, Joseph) vs aggression |
The Bible, Self-esteem tools, Assertiveness examples
|
KLB Secondary CRE Form 4, Pages 17-19
|
|
| 6 | 2 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Self-Esteem and Assertiveness
|
By the end of the
lesson, the learner
should be able to:
Discuss self-esteem and its importance. Explain assertiveness as life skill. Analyze biblical examples of self-esteem and assertiveness. |
In groups, learners are guided to:
Discussion of self-esteem building; Biblical examples (David, Solomon, apostles); Analysis of assertiveness (Moses, Joseph) vs aggression |
The Bible, Self-esteem tools, Assertiveness examples
|
KLB Secondary CRE Form 4, Pages 17-19
|
|
| 6 | 3 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Self-Esteem and Assertiveness
|
By the end of the
lesson, the learner
should be able to:
Discuss self-esteem and its importance. Explain assertiveness as life skill. Analyze biblical examples of self-esteem and assertiveness. |
In groups, learners are guided to:
Discussion of self-esteem building; Biblical examples (David, Solomon, apostles); Analysis of assertiveness (Moses, Joseph) vs aggression |
The Bible, Self-esteem tools, Assertiveness examples
|
KLB Secondary CRE Form 4, Pages 17-19
|
|
| 6 | 4 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Life Skills - Self-Esteem and Assertiveness
|
By the end of the
lesson, the learner
should be able to:
Discuss self-esteem and its importance. Explain assertiveness as life skill. Analyze biblical examples of self-esteem and assertiveness. |
In groups, learners are guided to:
Discussion of self-esteem building; Biblical examples (David, Solomon, apostles); Analysis of assertiveness (Moses, Joseph) vs aggression |
The Bible, Self-esteem tools, Assertiveness examples
|
KLB Secondary CRE Form 4, Pages 17-19
|
|
| 7 | 1 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Integration of Christian Ethics in Daily Life
|
By the end of the
lesson, the learner
should be able to:
Apply Christian ethical principles to contemporary issues. Demonstrate decision-making using Christian values. Create action plans for ethical living. |
In groups, learners are guided to:
Analysis of Gidraf's ethical dilemma; Application of Christian values to modern situations; Development of personal ethical action plans |
The Bible, Gidraf case study, Action plan templates
|
KLB Secondary CRE Form 4, Pages 1-19
|
|
| 7 | 2 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Integration of Christian Ethics in Daily Life
|
By the end of the
lesson, the learner
should be able to:
Apply Christian ethical principles to contemporary issues. Demonstrate decision-making using Christian values. Create action plans for ethical living. |
In groups, learners are guided to:
Analysis of Gidraf's ethical dilemma; Application of Christian values to modern situations; Development of personal ethical action plans |
The Bible, Gidraf case study, Action plan templates
|
KLB Secondary CRE Form 4, Pages 1-19
|
|
| 7 | 3 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Integration of Christian Ethics in Daily Life
|
By the end of the
lesson, the learner
should be able to:
Apply Christian ethical principles to contemporary issues. Demonstrate decision-making using Christian values. Create action plans for ethical living. |
In groups, learners are guided to:
Analysis of Gidraf's ethical dilemma; Application of Christian values to modern situations; Development of personal ethical action plans |
The Bible, Gidraf case study, Action plan templates
|
KLB Secondary CRE Form 4, Pages 1-19
|
|
| 7 | 4 |
INTRODUCTION TO CHRISTIAN ETHICS
|
Review and Assessment
|
By the end of the
lesson, the learner
should be able to:
Review all concepts covered in Christian Ethics. Assess understanding of Christian values and life skills. Prepare for examinations. |
In groups, learners are guided to:
Comprehensive review of ethics, values and life skills; Practice examination questions; Peer teaching and concept synthesis |
The Bible, Review materials, Practice papers
|
KLB Secondary CRE Form 4, Pages 1-19
|
|
| 8 | 1 |
HUMAN SEXUALITY
|
Definition of human sexuality
|
By the end of the
lesson, the learner
should be able to:
Define human sexuality. Discuss sexuality as integral part of human personality. Explain the difference between sex and sexuality. |
In groups, learners are guided to:
Brainstorming on male and female differences; Discussion on biological and psychological differences; Analysis of how sexuality affects thinking, attitudes and behavior; Examination of sexuality as God's gift |
The Bible, Gender role charts, Discussion guides
|
KLB Secondary CRE Form 4, Pages 21-22
|
|
| 8 | 2 |
HUMAN SEXUALITY
|
Definition of human sexuality
|
By the end of the
lesson, the learner
should be able to:
Define human sexuality. Discuss sexuality as integral part of human personality. Explain the difference between sex and sexuality. |
In groups, learners are guided to:
Brainstorming on male and female differences; Discussion on biological and psychological differences; Analysis of how sexuality affects thinking, attitudes and behavior; Examination of sexuality as God's gift |
The Bible, Gender role charts, Discussion guides
|
KLB Secondary CRE Form 4, Pages 21-22
|
|
| 8 | 3 |
HUMAN SEXUALITY
|
Definition of human sexuality
|
By the end of the
lesson, the learner
should be able to:
Define human sexuality. Discuss sexuality as integral part of human personality. Explain the difference between sex and sexuality. |
In groups, learners are guided to:
Brainstorming on male and female differences; Discussion on biological and psychological differences; Analysis of how sexuality affects thinking, attitudes and behavior; Examination of sexuality as God's gift |
The Bible, Gender role charts, Discussion guides
|
KLB Secondary CRE Form 4, Pages 21-22
|
|
| 8 | 4 |
HUMAN SEXUALITY
|
Traditional African understanding of human sexuality
|
By the end of the
lesson, the learner
should be able to:
Discuss traditional African view of human sexuality. Explain the sacredness and secrecy of sexuality in African communities. Analyze sex education methods in traditional African societies. |
In groups, learners are guided to:
Exposition on sexuality as sacred and secret; Discussion of grandparents' role in sex education; Analysis of initiation ceremonies and sexual education; Examination of age group controls and virginity preservation |
The Bible, Traditional practice examples, Cultural materials
|
KLB Secondary CRE Form 4, Pages 22-24
|
|
| 9 | 1 |
HUMAN SEXUALITY
|
Traditional African understanding (continued)
|
By the end of the
lesson, the learner
should be able to:
Describe division of labor based on sexuality. Explain distinctive roles of men and women from birth to adulthood. Analyze community practices in announcing births and role modeling. |
In groups, learners are guided to:
Discussion of gender-specific activities (wrestling, netball, domestic chores); Analysis of birth announcement practices (Gikuyu ululation example); Examination of childhood role modeling and adolescent responsibilities |
The Bible, Community practice examples, Role demonstration materials
|
KLB Secondary CRE Form 4, Pages 22-24
|
|
| 9 | 2 |
HUMAN SEXUALITY
|
Traditional African understanding (continued)
|
By the end of the
lesson, the learner
should be able to:
Describe division of labor based on sexuality. Explain distinctive roles of men and women from birth to adulthood. Analyze community practices in announcing births and role modeling. |
In groups, learners are guided to:
Discussion of gender-specific activities (wrestling, netball, domestic chores); Analysis of birth announcement practices (Gikuyu ululation example); Examination of childhood role modeling and adolescent responsibilities |
The Bible, Community practice examples, Role demonstration materials
|
KLB Secondary CRE Form 4, Pages 22-24
|
|
| 9 | 3 |
HUMAN SEXUALITY
|
Traditional African understanding (continued)
|
By the end of the
lesson, the learner
should be able to:
Describe division of labor based on sexuality. Explain distinctive roles of men and women from birth to adulthood. Analyze community practices in announcing births and role modeling. |
In groups, learners are guided to:
Discussion of gender-specific activities (wrestling, netball, domestic chores); Analysis of birth announcement practices (Gikuyu ululation example); Examination of childhood role modeling and adolescent responsibilities |
The Bible, Community practice examples, Role demonstration materials
|
KLB Secondary CRE Form 4, Pages 22-24
|
|
| 9 | 4 |
HUMAN SEXUALITY
|
Traditional African understanding (continued)
|
By the end of the
lesson, the learner
should be able to:
Describe division of labor based on sexuality. Explain distinctive roles of men and women from birth to adulthood. Analyze community practices in announcing births and role modeling. |
In groups, learners are guided to:
Discussion of gender-specific activities (wrestling, netball, domestic chores); Analysis of birth announcement practices (Gikuyu ululation example); Examination of childhood role modeling and adolescent responsibilities |
The Bible, Community practice examples, Role demonstration materials
|
KLB Secondary CRE Form 4, Pages 22-24
|
|
| 10 | 1 |
HUMAN SEXUALITY
|
Christian teaching on human sexuality
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical foundation of human sexuality. Discuss creation of male and female in God's image. Explain sexuality as message of love and mutual fidelity. |
In groups, learners are guided to:
Scripture reading Genesis 1:27, 1:31, 2:18-25; Discussion of complementary nature of man and woman; Analysis of sexuality as divine love expression; Examination of Old Testament regulations on sexual conduct |
The Bible, Genesis creation passages, Love concept charts
|
KLB Secondary CRE Form 4, Page 24
|
|
| 10 | 2 |
HUMAN SEXUALITY
|
Christian teaching on human sexuality
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical foundation of human sexuality. Discuss creation of male and female in God's image. Explain sexuality as message of love and mutual fidelity. |
In groups, learners are guided to:
Scripture reading Genesis 1:27, 1:31, 2:18-25; Discussion of complementary nature of man and woman; Analysis of sexuality as divine love expression; Examination of Old Testament regulations on sexual conduct |
The Bible, Genesis creation passages, Love concept charts
|
KLB Secondary CRE Form 4, Page 24
|
|
| 10 | 3 |
HUMAN SEXUALITY
|
Christian teaching (continued) and New Testament perspective
|
By the end of the
lesson, the learner
should be able to:
Discuss New Testament teachings on sexuality. Explain Paul's instructions on sexual relationships. Analyze Christian emphasis on chastity and abstinence. |
In groups, learners are guided to:
Scripture study 1 Corinthians 7:4, 6:13-20; Discussion of body as temple of Holy Spirit; Analysis of equality of men and women in God's eyes; Examination of abstinence and virginity values |
The Bible, 1 Corinthians passages, Chastity discussion materials
|
KLB Secondary CRE Form 4, Page 24
|
|
| 10 | 4 |
HUMAN SEXUALITY
|
Christian teaching (continued) and New Testament perspective
|
By the end of the
lesson, the learner
should be able to:
Discuss New Testament teachings on sexuality. Explain Paul's instructions on sexual relationships. Analyze Christian emphasis on chastity and abstinence. |
In groups, learners are guided to:
Scripture study 1 Corinthians 7:4, 6:13-20; Discussion of body as temple of Holy Spirit; Analysis of equality of men and women in God's eyes; Examination of abstinence and virginity values |
The Bible, 1 Corinthians passages, Chastity discussion materials
|
KLB Secondary CRE Form 4, Page 24
|
|
| 11 | 1 |
HUMAN SEXUALITY
|
Male and female relationships in traditional African practice
|
By the end of the
lesson, the learner
should be able to:
Discuss how age, customs and taboos determine relationships. Explain childhood and adolescent relationship patterns. Analyze supervision and controls during social occasions. |
In groups, learners are guided to:
Analysis of gradual separation of boys and girls; Discussion of gender identification with parents; Examination of supervision during feasts and dances; Study of puberty education and initiation teachings |
The Bible, Traditional relationship examples, Supervision scenarios
|
KLB Secondary CRE Form 4, Pages 24-26
|
|
| 11 | 2 |
HUMAN SEXUALITY
|
Male and female relationships in traditional African practice
|
By the end of the
lesson, the learner
should be able to:
Discuss how age, customs and taboos determine relationships. Explain childhood and adolescent relationship patterns. Analyze supervision and controls during social occasions. |
In groups, learners are guided to:
Analysis of gradual separation of boys and girls; Discussion of gender identification with parents; Examination of supervision during feasts and dances; Study of puberty education and initiation teachings |
The Bible, Traditional relationship examples, Supervision scenarios
|
KLB Secondary CRE Form 4, Pages 24-26
|
|
| 11 | 3 |
HUMAN SEXUALITY
|
Male and female relationships in traditional African practice
|
By the end of the
lesson, the learner
should be able to:
Discuss how age, customs and taboos determine relationships. Explain childhood and adolescent relationship patterns. Analyze supervision and controls during social occasions. |
In groups, learners are guided to:
Analysis of gradual separation of boys and girls; Discussion of gender identification with parents; Examination of supervision during feasts and dances; Study of puberty education and initiation teachings |
The Bible, Traditional relationship examples, Supervision scenarios
|
KLB Secondary CRE Form 4, Pages 24-26
|
|
| 11 | 4 |
HUMAN SEXUALITY
|
Male and female relationships in traditional practice (continued)
|
By the end of the
lesson, the learner
should be able to:
Describe post-initiation interactions and courtship. Explain marriage relationships and responsibilities. Analyze community role in maintaining proper relationships. |
In groups, learners are guided to:
Discussion of age group interactions and traditional dances; Analysis of courtship rules and erotic games without sex; Examination of marriage rights and procreation focus; Study of community enforcement and punishment systems |
The Bible, Courtship examples, Community control materials
|
KLB Secondary CRE Form 4, Pages 24-26
|
|
| 12 | 1 |
HUMAN SEXUALITY
|
Christian teaching on male and female relationships
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical foundation of male-female equality. Discuss marriage relationship principles. Analyze Christian standards for moral relationships. |
In groups, learners are guided to:
Scripture study Genesis 1:27-28, Matthew 5:31-32; Analysis of Ephesians 5:21-29 on marriage roles; Discussion of 1 Corinthians 7:2-5 on conjugal rights; Examination of Christian virtues: chastity, respect, self-control |
The Bible, Marriage scripture passages, Virtue charts
|
KLB Secondary CRE Form 4, Pages 26-27
|
|
| 12 | 2 |
HUMAN SEXUALITY
|
Christian teaching on male and female relationships
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical foundation of male-female equality. Discuss marriage relationship principles. Analyze Christian standards for moral relationships. |
In groups, learners are guided to:
Scripture study Genesis 1:27-28, Matthew 5:31-32; Analysis of Ephesians 5:21-29 on marriage roles; Discussion of 1 Corinthians 7:2-5 on conjugal rights; Examination of Christian virtues: chastity, respect, self-control |
The Bible, Marriage scripture passages, Virtue charts
|
KLB Secondary CRE Form 4, Pages 26-27
|
|
| 12 | 3 |
HUMAN SEXUALITY
|
Christian teaching on male and female relationships
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical foundation of male-female equality. Discuss marriage relationship principles. Analyze Christian standards for moral relationships. |
In groups, learners are guided to:
Scripture study Genesis 1:27-28, Matthew 5:31-32; Analysis of Ephesians 5:21-29 on marriage roles; Discussion of 1 Corinthians 7:2-5 on conjugal rights; Examination of Christian virtues: chastity, respect, self-control |
The Bible, Marriage scripture passages, Virtue charts
|
KLB Secondary CRE Form 4, Pages 26-27
|
|
| 12 | 4 |
HUMAN SEXUALITY
|
Christian teaching on male and female relationships
|
By the end of the
lesson, the learner
should be able to:
Highlight biblical foundation of male-female equality. Discuss marriage relationship principles. Analyze Christian standards for moral relationships. |
In groups, learners are guided to:
Scripture study Genesis 1:27-28, Matthew 5:31-32; Analysis of Ephesians 5:21-29 on marriage roles; Discussion of 1 Corinthians 7:2-5 on conjugal rights; Examination of Christian virtues: chastity, respect, self-control |
The Bible, Marriage scripture passages, Virtue charts
|
KLB Secondary CRE Form 4, Pages 26-27
|
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