SSS 1 Christian Religious Studies Scheme of work. SS1 Schemes of Work/Syllabus Christian Religious Studies for Senior Secondary School Schemeofwork.com
SSS 1 Christian Religious Studies Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of JSS work | By the end of the exercise, students should be able to; -reflect on what they were taught in the Junior School | i. Learners in small groups discuss some of the topics learnt in Junior School. ii. Learners in small groups examine and discuss past questions. iii. Individual students make presentations on any topics of choice. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Citizenship. | AUDIOVISUAL RESOURCES The Holy Bible |
| 2 | God’s love for man and man’s love for one another John 4:7-8, 1 Cor. 13: 1-3, 1 John3:17-19 | By the end of the lesson, students should be able to: -Explain the term love – State various ways of showing love to one another -Demonstrate how God’s love brings about love for one another, – Differentiate between God’s love and man’s love. | i. Students, as a class, discuss love. ii. Students, in groups brainstorm on different ways to show love. iii. Students, in small groups, deliberate on ways of knowing love to one another iv. Students present short plays showing God’s love and how it affects man’s love for fellow man. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Citizenship. iv. Leadership and personal development | AUDIOVISUAL RESOURCES -The holy bible -Songs about the love of God -Films on Christian love story -Books, magazine on love WEB RESOURCES https://www.biblestudytools.com/topical-verses/bible-verses-about-gods-love/ |
| 3 | New life in Christ Gal 5:19-21, Col 3:5-7, Rom 6:1-4, 12-14, Rom 7:4-6 | By the end of the lesson, students should be able to: -explain what new life in Christ means. -recognize the need to change from old ways of life. – List the nature of old life – Discuss the significance of faith & baptism in Christian life | i. Students insmall groups, discuss new life in Christ ii. Students, in small groups, brainstorm on how to change from the old to the new ways of life iii. Individual students tabulate the nature of old life. | i. Communication and Collaboration ii. Critical thinking and problem solvingiii. Leadership and personal development iv. Citizenship. | AUDIO VISUAL RESOURCES – The Holy Bible – Songs about new life in Christ – Chart showing natures of old and new life |
| 4 | Characteristics of new life Col 3:1-17, Thess 4:1-8, Eph 2:1-10, Gal 52:2-24, Rom 6:12-19 | By the end of the lesson, students should be able to: -Mention the characteristics of la new life -Explain the need to stick to a new life -Highlight the importance of Christ filled life -Evaluate the importance of the new life to Christians | i. The whole class discuss the characteristics of a new life. ii, Students, n small groups, brainstorm on the need for a new life. iii. Students, in small groups, think, pair and share the importance of a new life. | i. Communication and collaboration. ii. Critical thinking and problem solving. iii. Creativity and Imagination. iv. Leadership and personal development | AUDIOVISUAL RESOURCES The Holy Bible Baptismal A resource person: clergy man |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | Sonship Rom 3:17, Rom 8:1-39, Eph 1:9, Col 3:25-28, Gal 4:7, Gal 6:2-19, 1Thess 5:4-5 | By the endof the lesson, students should be able to: -Explain the term “Sonship” what does it mean to be the son of God in the passages? -Explain that we are the son of God irrespective of our gender and races -identify people from all races as children of God | i. The whole class discuss sonship. ii. Small groups of students brainstorm on why we called son of God. iii. Students pair up to discuss why sex, age or race do not affect the sonship of God. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Citizenship. iv. Leadership and personal development | AUDIOVISUAL RESOURCES -The holy bible -Charts showing Jesus and his disciple |
| 6 | Right as citizen of Nigeria l Pet 2:13-17 | By the endof the lesson, students should be able to: -Explain what a good citizen means? -Highlight the rights and responsibilities of a Christian as a child of God and as Nigerian citizen -Recognize that all men should be a subject to all human institutions | i. Students in small groups brainstorm on a good citizen and the right and responsibilities of a Christian citizen. ii. Students pair up to share the rights and responsibilities of a Christian citizen. iii. Students in small groups discuss how to be subjected to human institutions. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Citizenship. | AUDIO VISUAL RESOURCES -The holy bible, -A resource person e.g. / policeman -Any illustration showing people queuing up at public place. -People obeying traffic rules |
| 7 | MID TERM BREAK |
| 8 | Jesus as the lamb, The door and the good shepherd John 1:29-30 As the lamb John 10:1-18 As the door and good shepherd | By the endof the lesson, students should be able to: -identify Jesus as the lamb, the door and the good shepherd -highlight qualities bof a good shepherd -explain the significance of Jesus as the lamb, the door and the good shepherd -connect the importance of each terms to their life and experiences | i. students as a class examine and summarise the bible passages ii. student, as a class discuss Jesus as the lamb, door and the good shepherd. iii. students, as a class, brainstorm on the significance of Jesus as the lamb, door and good shepherd. iv. students pair up to share personal encounter/expericences with Jesus, the door, the lamb and the good | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Citizenship. | AUDIO VISUAL RESOURCES -The holy bible -Picture of a shepherd and his flocks WEB RESOURCES https://www.mormonchannel.org/watch/series/bible-videos |
| 9 | Jesus the light of the world and the true vine John 3:19, 8:12, 9:4-5 Light John 12:35-36 Walking in the light | By the endof the lesson, students should be able to: -Recongise Jesus as the light of the world and true vine -Indicate the consequences of walking in the darkness | i. Students, as a class demonstrate walking in darkness. ii. Students, as a class discuss Jesus as the light of the world and as the true vine. iii. Students, in small groups brainstorms on the meaning of a vine | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Citizenship. iv. Digital literacy | AUDIO VISUAL RESOURCES -The holy bible -A touch light -An artificial tree with fruits to represent the vine e.g. Christmas tree -Songs about walking in the light |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| John 15:1- 11,l John 1:5-7—true vine | -Account for the different functions of light with examples -Discuss the need for Jesus as the light and indicate the consequence so walking in darkness -Identify some social vices as walking in darkness | iv. Students pair up to discuss the consequences of re in darkness. | |||
| 10 | Jesus as the living bread and water Rom 3:23, Gal 3:1921, Rom 4:1-5, John :7-15, 6:25-50 | By the end of the lesson, students should be able to: -Recognize Jesus as the living bread and water -State the importance of the two concepts -Enumerate the importance of food and water to the growth of the body which will have effect on | i. Students, as a class examine and summarize Bible passages. ii. Students as a class, discuss Jesus as the living bread and water. iii. Students in small groups, brainstorm on the importance of food and water to the growth of the body. | i. Creativity and imagination. ii. Communication and collaboration. iii. Citizenship iv. Leadership and personal development. | AUDIO VISUAL RESOURCES The Holy bible – Students can be used as resource materials -Pictures of Jesus and His Disciples at the table during the last super Solutions to criminal behaviour WEB RESOURCES https://www.mormonchannel.org/watch/series/bible-videos/ |
| 11 | Justification by faith Gal 219-2l, Gal 5:22, Rom 3:21-24 Gal 3:19-21 | Students should be able to: – Discuss the conditions for justification – Describe the fruits of justification in relation to life | i. Students in small groups, brainstorm on the meaning of justification. ii Students, as a class examine and summarize Bible passages. iii. Students, in small groups, discuss the conditions for justification. iv, Students pair up to tabulate the fruits of the spirit and share life experiences. | i. Communication and collaboration. ii. Creativity and imagination. iii. Citizenship iv. Leadership and personal development. | AUDIO VISUAL RESOURCES – The Holy Bible – Teachers explains the relationship between justification and righteousness as contained tie passage |
| 12 | Revision | ||||
| 13 | Examination | ||||
| 14 | Examination |
ACHIEVEMENT STANDARDS FOR CHRISTIAN RELIGIOUS STUDIES SSI FIRST TERM
At the end of the first term, students are able to:-
– Discuss the meaning of love and how to show love to one another
– Explain the characteristics of new life in Christ and its importance in our day do day life.
– Explain the term “sonship” i.e. all human race irrespective of their colours, gender, race or tradition belief that we are sons of God.
-Discuss good citizen and reflect on the rights and responsibilities of a Christian citizen.
-Analyze Jesus as the lamp and equal shepherd and its importance in our day to day activities.
-Explains the importance of “light” (Jn 15:1-1 1). Consequences of walking in darkness.
-Discuss justification by faith (Gal 2:19-22,2,5122).
Discuss the condition for justification.
SSS 1 Christian Religious Studies Scheme of work. SS1 Schemes of Work/Syllabus Christian Religious Studies for Senior Secondary School Schemeofwork.com
Christian Religious Studies Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/Meaning of Faith and work for salvation (i) Salvation is by faith Eph 2:8-9, Heb 11:1-3 (ii) Genuine saving Faith manifest through work Jam 2:14-26 | By the end of the lesson, students should be able to: – Explain the concept of faith as a requirement for pleasing God – Identify the relationship between faith and work – Recognize that genuine faith is manifested by work as a good Christian | i. Students, as a class, examine and summarize Bible passages. ii Students as a class, discuss the faith iii Students, in small groups, brainstorm on faith as a requirement for pleasing God iv. Students pair up to discuss the relationship between faith and work | i. Communication and collaboration ii. Creativity and Imagination iii. Digital -literacy iv. Citizenship. | AUDIO VISUAL RESOURCES – The Holy Bible Relate instances where help was given to the poor and destitute in their community. |
| 2 | The fruits of the Spirit: (I) Definition of fruits (ii) The fruits of the flesh Gal 5:19-21 (iii) The fruits of the spirit. Gal 5:22-25 (iv) How to bear fruits of the spirit 1\ct 2:3-8, Rom 10:9-10 | Students should be able to –Define the word“fruits” -Distinguish between the fruits of the spirit and that of the flesh – Explain how td bear fruits of the spirit | i. Students as a class examine and summarize the Bible passages. ii. Students, in small groups, brainstorm on the fruits of the spirit and the flesh iii. Students, in small groups, discuss the metaphor of the fruits. iv. Students pair up to share ways to bear fruits of the spirit in their day to day activities v. Students in small groups draw the spiritual fruits, ttheir values and uses | i. Communication and collaboration ii. Creativity and Imagination iii. Critical thinking and problem solving. iv. Citizenship | LOCAL MATERIALS – The Holy Bible – Chart of fruits bearing trees WEB RESOURCES instaramom0v/CD5fOHp4/?iqshidzx9Ujg7ob5k |
| 3 | Spiritual gifts – Definition of spiritual gifts and talents l Corith 12:3-8, Eph 4:11-13 – Differentiate between spiritual gift and talent – l Corith 12:7- 11, Eph 4 -Spiritual gifts and hhierarchyy Rom 12:6-8, l Corith 14:1-5, – How to identify and exercise your own spiritual gift.Rom12:3-8 | Student should be able to: -Explain the term spiritual gift – Differentiate between spiritual gift and talents – State the value and uses of spiritual gifts | i. Students, as a class, examine and summarize the Bible passages ii. Students in small groups, brainstorm on seven spiritual gifts. iii. Students pair up to compare the spiritual gifts and talents. ` iv. Students, in small groups, discuss the values and uses of spiritual gifts. | i. Communication and collaboration ii. Citizenship iii. Creativity and Imagination iv. Leadership and personal development | LOCAL MATERIALS Theholy bible – A chart illustrating the spiritual gift WEB RESOURCES http://www.instaqram.com/tv/CD5b3LOHp4/?.iqshid=x907qx7d0b5k |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Meaning of forgiveness 1Corith 5:18- 19, Heb 8:12 -How to receive forgiveness for one’s sin Phil 1,1Johnl:9-10 -Jesus teaching on forgiveness Matt6:12,14,15 -Effect of unforgiveness Matt 5:21-35, Phil 1:22, Gal 6:1-2, llCorith 2:5-11 | Students should be able to. -Give the meaning of forgiveness Recognise the need to forgive others and accept others – indicate how to receive forgiveness for their sins – Explain how to intercede for others | i. Students, as a class: examine and summarise the Bible passages ii. Students, as a class, rainstorm on the meaning of forgiveness. iii. Students, in small groups, share a life experiences about forgiveness iv. Students, in small groups, discuss the effects of unforgiveness in our lives as Christians. iv. Students pair up to discuss intercession. | -Communication and collaboration – Creativity – Critical thinking | LOCAL_MATE)8IALS – The holy bible – Picture chart to illustrate the return of one Onesimus to Philemon |
| 5 | Rights and obligation of family members – Types of family – Rights and duties of family members Col 3:18- 22, 1Pet 3:1-7, Eph 5:21-33 – Behavior which could destabilize a family | Students should be able to Define and identify two types of family – Enumerate on the consequences of failure of a family member to perform their duties as parent and children. | i. Students, in small groups, examine and summarise bbible passages. ii. Students, as a class, discuss types of family, their rights, and duties of family members, iii. Students, in small groups, discuss behaviour that can destabilise the family. iv. Students pair up to share pictures and stories about their family. | -Communication and collaboration – Creativity – Critical thinking | LOCAL MATERIALS – The holy bible – Family tree to be drawn on a cardboard – Picture of family members interacting with one another |
| 6 | Humility -Meaning of humility, Phil 2:1-11 -Ways of demonstrating humility James 4:10, lPet 5:5-9, John 11:3-5 Consequences of pride James 4:6, lPet 5:5,Matt 23:12 2 (The message of humility) | Students shouldd be able to: – Explain what humility means in the relations to Christian living, – Identify the benefits of humility -List the consequences of pride | i. Students, as a class, examine and summarise the Bible passages. ii. Students, as a class, discuss humility and how to demonstrate it. iii. Students, in small groups, act a play on humility or pride. iv. Students, in small groups, brainstorm on the consequences of pride | -Communication and collaboration – Creativity – Critical thinking | LOCAL MATERIALS – The holy bible – Pictorial illustration. |
| 7 | MID TERM BREAK |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | Civic responsibility – The need for order in the society a Submission to those in authority b People in authority sense with the fear of God Rom 13:1-7 | Students should be able to: – Explain what civic responsibility means – Describe the need for orderliness in the society – Mention those authority to submit to in the society – Identity some ways by which they can help to maintain law and order in the society | Students, as a class, examine and summarize Bible passages. ii. Students, in small groups, discuss civic responsibilities. iii. Students pair up to identify various forms of civic responsibilities iv. Students in small groups, discuss the used for orderliness in society. | i. Communication and collaboration ii. Leadership ant personal development. iii. Citizenship iv. Critical thinking and problem solving | LOCAL MATERIAL -The holy Bible – Nigeria 1999 constitution book -Photographs of school prefects accepting responsibility or post in the society e.g. judges, ministers. WEB RESOURCES www.order.com |
| 9. | Civic responsibility contd. – Constitution a. Nigeria b. African character on human rights and peoples right c. UN Declaration on human rights Good citizenship – Peters message n the duties of a good citizen 1 Peter 13-17: – Meaning of good citizenship – Our duties to those in authorities I Tim 2:1-4 | Students should be able to: -Explain the term ‘constitution’ – Mention at least 5 important human rights and people’s rights – What is the purpose of declaration of human rights. | i. Students as a groups discuss constitution ii. Students, in small groups, tabulate various institutions that facilitate law and order in Nigeria. iii. Students, in small groups, brainstorm on human rights and the role of the United Nations. iv. Students pair up to share newspaper cuttings on human rights abuse in Nigeria. | i. Communication and collaboration ii. Citizenship iii. Leadership ant personal development. iv. Digital literacy | LOCAL MATERIAL -The holy Bible – Nigeria 1999 constitution |
| Students should be able to: – Explain the overcoming of citizenship – Identify 5 duties of a good citizen – List the duties to those in authority. | i. Students, as a class, examine and summarize Bible passages. ii. Students, as a class, brainstorm on the meaning and nature of good citizenship iii. Students in small groups tabulate the differences between Peters expectations and the reality of today. iv. Students in small groups discuss the duties of a good citizen and those in authority. | i. Citizenship ii. Leadership ant personal development. iii. Critical Thinking and problem solving iv. Communication and collaboration | LOCAL MATERIALS – The holy bible – A resource person e.g. policemen, Soldier, Army Naval Officer WEB RESOURCES -www.constitution, com | ||
| 11 | Revision | ||||
| 12 | Revision and Examination |
ACHIEVEMENT STANDARDS FOR SSI SECOND TERM
At end of the-term, students are able to:
– Explain the concept of faith and work for salvation.
– Define the word ‘fruits” of the spirit and fruits of the flesh.
– Analyse and differentiate between the spiritual gift and talents.
– Explain the meaning of ‘forgiveness” and the need to imbibe the spirit of Forgiveness
– Identity the types of family and enumerate the consequences of failure of a family member in performing
their duties ad parents and childhood.
– Explain the meaning of humility in relation to Christian living.
– Benefits of humility.
– Explain the meaning of civic responsibility and the need to submit to constitutional authority – Analyse Apst. Peter’s message on duties of a good citizen. (I Pet 2:5-17)
SSS 1 Christian Religious Studies Scheme of work. SS1 Schemes of Work/Syllabus Christian Religious Studies for Senior Secondary School Schemeofwork.com
Christian Religious Studies Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test Effective prayer -Meaning of prayer James 1:6-8, John 5:14-15, James 1:1-8,4:1-3, 5:13-20 | Students should be able to: -Explain the meaning of prayers as a means of communicating with God -Explain why some prayers are not answered -Mention any three factors that may hinder effectiveness of prayers | i. Students, as a class, examine and summarise Bible passages. ii. Students as a class, discuss the meaning and nature of prayer. iii. Students pair up share the factors that hinder prayers from being answered. iv. individual students write personal prayer testimonies and share in class. | i. Communication and collaboration ii. Critical thinking and problem solving. iii. Creativity and imagination. iv. Leadership and personal development. | LOCAL MATERIALS -The holy bible -Picture of people praying in church |
| 2 | Types of prayer -Jesus teaching on prayer Math 6:7-13 | Students should be able to: -Discuss various kinds of prayers that could be prayed as stated by Saint James and the conditions that can necessitate those kinds of praying -Identify types of prayer -Recognize right attitude to prayers | i. Students, as a class, examine and summarise the Bible passages. ii. Students, as a class, discuss various kinds of prayer and conditions that can make prayers to be answered ii. Students in small groups discuss the right attitude to prayers. iii. Students pair up to share praying experiences. | i. Communication and collaboration ii. Creativity and imagination. iii. Critical thinking and problem solving. iv. Citizenship. | LOCAL MATERIALS -The Holy Bible -Pictures of Jesus at prayer -Picture/films of people praying in church |
| 3 | Christian living in the – common1y -Living a life of witnessing far Christ I Pet l;13- 17,29-25,41-19 -Paul statement on the children of the light Rom 13:11-14 -Social vices and witnessing to Christ I Pet 5:7-11 | Student should be able to: -Explain the meaning of being true witness for Christ -Mention four duties of a good church leader -Identify factor that may cause conflicts in the society | i. Students as a class examine and summarize The holy Bible passages. ii Students, as a class, discuss the true witness for Christ. iii. Students, in small groups, brainstorm on the qualities of a good church leader. iv. Students in small group, examine and discuss the factors that cause conflict in society. v. Students pair up to research leadership and succession in some Nigerian churches | i. Communication and collaboration ii. Creativity and imagination. iii. Critical thinking and problem solving. iv. Citizenship. | LOCAL MATERIALS -The Holy Bible |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Lying a life of witnessing for Christ l Pet 1:13- 27,2:9-25,4:1-19, Matt 13:55, Mk 6:3, Malt 4: 18-20 | By the end of the lesson, students should be able to: -Explain the meaning of being a true witness for Christ -State the importance of living through good examples -Discuss the social vices in the society such as corruption, drug abuse, sexual immoralities | i. Students, as a class examine and summarise the Bible passages ii. Students, as a class, brainstorm on being a true witness for Christ and living as a good example for Him, Si. Students, in small groups, collect pictorial evidence of social vices in society. | i. Communication. And Collaboration. ii. Critical thinking and problem solving, iii. Leadership and personal development. iv. Citizenship | LOCAL MATERIALS -The Holy Bible -Paper clippings on social vices -Pictures of drug addict and alcoholic -Tv adverts on combating social vices WEB RESOURCES www.socialvice.com |
| 5 | Dignity of Labour (i) Obligation to work Thess. 3:6-15, 2:9, Col 3:23-25, Eph (1:5-8, Titus 3:1 (5) Importance of hardwork to human life . Scriptural condemnation idleness 2 Tim 3:14-15. | Students should be able to: -Explain the term – obligation -Discuss the importance of dignity of labour, -Identify the role of different types of Work in the society | i. Students, as a class, examine and summarise Bible passages. ii. Students, in small groups, share and discuss information about obligation and the importance of dignity of labour iii. Students, in small groups, brainstorm on the roles and different types-of work in society. iv. Students pair up to discuss why they like a particular vocation or profession. | i. Communication. And Collaboration. ii. Critical thinking and problem solving, iii. Leadership and personal development. iv. Citizenship | LOCAL MATERIALS The Holy Bible WEB RESOURCES www.dignity.com |
| 6 | Christian and Persecution Jesus message on the love of enemies (Matt 5:38-48) | Students should be able to: -Describe how persecution andsuffering are part of the effect of witnessing for Christ -Mention virtues Christian should manifest to show their joy. | i. Students, as a class, examine and summarise Bible passages. ii. Students, as a class, discuss persecution and suffering as part of witnessing for Christ. ii. Students, in small groups, brainstorm on why it’s a virtue for a Christian to be joyful in the face of persecute on. iv. Students pair up to create a digital album of Christians that have been persecuted. | i. Communication and Collaboration. ii. Critical thinking and problem solving, iii. Leadership and personal development. iv. Citizenship | LOCAL MATERIALS The Holy Bible |
| 7 | MID TERM BREAK | Audio Visual Resources The Holy Bible (RSV) |
| 8 | Impartiality James 2:1-13 | Students should be able to: | i. Students, as a class, examine and summarise Bible passages on |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | -Describe the meaning of impartiality -explain the factors responsible for impartiality -explain the Bible position about impartiality. -explain how to put an end to impartiality, – justify how to treat people equally. | Impartiality. ii. Students, as a class, discuss different forms of discrimination, iii. Students, in small groups, tell Biblical stories of Christ love for all. iv. Students, in small groups, discuss the effect of favoritism and tribalism in society. | i. Leadership and personal development ii. Critical thinking and problem solving. | ||
| 9 | The Resurrection | By the end of the lesson, students should be able to – explain the resurrection of Jesus Christ – Discuss the lessons o learnt from the resurrection of Jesus Christ. Explain the significance of resurrection to the, Christian faith. | i. Communication and Collaboration. ii. Critical thinking and problem solving, iii. Leadership and personal development. iv. Citizenship | AUDIO VISUAL The Holy Bible (RSV) WEB RESOURCE https://mormonchannel.org. watch/series/bible-videos |
| 10 | By the end of the lesson, students should be able to – Narrate what second coming is all about – Discuss the significance of the second coming of Jesus Christ – Describe the signs of the second coming of Jesus Christ. | i. Learners, as a class, examine and summarise Bible passages ii. Learners discuss Christian belief about resurrection. iii. Students, in small groups x-ray the different gospel accounts of the resurrection and point out the activities of the women in the resurrection story iv. Students brainstorm on Christian resurrection on the Last Day. | i. Communication and Collaboration. ii. Critical thinking and problem solving, iii. Leadership and personal development. iv. Citizenship | AUDIO VISUAL The Holy Bible (RSV) WEB RESOURCE https://mormonchannel.org. watch/series/bible-videos | |
| 11 | i. Learners, as a class, examine and summarise Bible passages. ii. Learners, in small groups, discuss the Second Coming of Jesus Christ and the signs that accompany it. iii. Students, in small groups, brainstorm on the significance of the Second Coming of Jesus Christ. iv. Students pair up to share how they are preparing for the day. | ||||
| 12 | Revision | ||||
| 13 | Examination | ||||
| 14 | Examination |
ACHIEVEMENT STANDARDS FOR SS1 THIRD TERM
At the end of SS1 third term, students are able to:
– Explain the meaning of prayer as stated in the bible (James 1 : 6-8) ad why some prayers are not answered. . .
– State why Christians should live a life of for Christ stated in (l Pet 1:3-1T).
– Explain the resurrection of Jesus Christ its significance and the role played at the resurrection.
– Narrate the second coming of Jesus Christ and the signs that accompany his second coming.
