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The Christian Religious Education syllabus covers three main areas: the Bible (Old and New Testaments) African Religious heritage and Contemporary Christian Living. The syllabus aims at creating awareness in the learner of his/her life and relationship with God as revealed in Jesus Christ in a changing and developing society in which he/s he is a member. The approach adopted for the study of these broad areas is thematic. This calls for a learning situation in which the learner together with the teacher use Christian insights to critically analyse, evaluate, judge and discover the implications of the issues raised, for his/her own life. The study of this course is progressive in that it begins with the creation of the universe, the fall of man, the promise of salvation and its fulfilments in Jesus Christ.

St. Luke’s gospel has been selected for study because it has a more chronological account of the life and teaching of Jesus Christ. The use of Christian teaching in the syllabus refers to the biblical teaching on various issues.

The African Religious Heritage aims at educating the learner on his or her cultural background. It also acts as a major bond of integration with Christianity. In this study the African heritage should be presented as a living experience and not as a living phenomenon of the past. Emphasis should be on the positive aspects of the African heritage. The term “society” is used to refer to African people in general, whereas the term “African Community” refers to a particular ethnic community.

The course on Contemporary Christian Living enhances appreciation of pertinent social, political, religious, ethical and economic issues affecting the world today.

Finally it is important to note that Christian Religious Education seeks to develop a positive attitude in the learner, towards God, the self, others and the environment in which he/she lives. Attitudes are naturally subjective and therefore difficult to measure reliably and to validate using a paper and pencil test. However, the classroom teacher through observation and through a period of time can assess attitudes with a considerable degree of reliability. It is for this reason, that, although the attitudinal objectives may not seem to have content directly linked to them, they are closely related to the content covered.