KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

HINDU RELIGIOUS EDUCATION ACTIVITIES

GRADE 1, 2 & 3
 First Published in 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-055-4

Published and printed by Kenya Institute of Curriculum Development

ii
FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

iii
PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

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4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner
to respect, appreciate and participate in the opportunities within the international community. Education should also
facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons Per Week
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
8. Pastoral/Religious Instruction Programme 1*
Total 31

LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION

By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich and diverse cultural heritage for harmonious living.

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 HINDU RELIGIOUS
EDUCATION ACTIVITIES
GRADE 2

44
ESSENCE STATEMENT
Hindu Religious Education (HRE) offers an opportunity to learn about Hinduism, Sanatan Dharma, Jainism, Buddhism, and
Sikhism. While religious knowledge is often acquired early in life from family and community, HRE provides a formal setting to
nurture faith in Paramatma (God), self-awareness, personal obligations, and duty to the immediate environment. HRE in Lower
Primary will be delivered through a combination of formal, non-formal, and informal approaches, making learning enjoyable for
students.

The curriculum instils moral values and good social habits, preparing students to be effective individuals, contributing members
of their communities, and responsible citizens. HRE goes beyond academics, promoting physical, mental, emotional, and spiritual
growth. It empowers students to develop their own beliefs while appreciating the diverse beliefs of others.

The HRE curriculum integrates pertinent and contemporary societal issues, ensuring students acquire the competencies outlined in the Basic
Education Curriculum Framework. Hindu Religious Education emphasises ethical values that foster optimism, respect for others, and
a positive outlook on life for oneself and others.

GENERAL LEARNING OUTCOMES FOR HINDU RELIGIOUS EDUCATION:

By the end of Lower Primary, the learner should be able to:
1. Develop self-awareness and a sense of identity as an individual and member of a family, community, the nation and globally,
2. Show reverence and adoration for Enlightened Beings as guides for a healthy and harmonious life,
3. Acknowledge the divinity of the Scriptures for respect and appropriate handling,
4. Demonstrate basic rituals to strengthen their faith, self-efficacy, and self-esteem,
5. Practise Sadachaar ethically and morally to care for self and others for sustainable living,
6. Perform simple age-appropriate Yoga exercises for holistic well-being and enjoyment,
7. Appreciate the creation of Paramatma by demonstrating care for themselves, others, and the environment.

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SUMMARY OF STRANDS AND SUB-STRANDS
S/N Strand Sub-Strand No. of lessons
7. 7.0 Creation 1.1Myself and my neighbours 7
1.2 Panchmahabhoot 7
8. 2.0 Manifestations of Paramatma 2.1 Enlightened Beings 6
2.2 Other names of Paramatma 7
9. 3.0 Scriptures 3.1 Basic Concepts 5
3.2 Handling of Scriptures 5
3.3 Moral Stories 4
10. 4.0 Worship 4.1 Protocols of Worship 4
4.2 Places of Worship 5
4.3 Religious Festivals 6
11. 5.0 Sadachaar 5.1 General Etiquette 5
5.2 Stories on Etiquettes 6
5.3 Sharing 5
12. 6.0 Yoga 6.1 Basic Concepts of Yoga 6
6.2 Prerequisites of Yoga 6
6.3 Pranayamas and Asanas 6
Total number of lessons 90

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STRAND 1.0: CREATION
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcome Key Inquiry
Question (S)
1.0 1.1 Myself By the end of the The learner is guided to: 1. Why
Creation and the sub-strand, the ● identify the school staff and be encouraged to should we
School learner should be show respect to them, respect
Environment able to: ● report any experience of unpleasant incidents to everyone?
a) name the teachers and parents/guardians by anybody within 2. Why is it
(7 lessons) people they the school such as inappropriate touches, important
interact with at ● avoid receiving food, drinks, sweets from to report
● Gardener school, strangers, unpleasant
● Cleaner b) report ● tell the teacher/parents when they feel sick, incidents in
● Watchman unpleasant ● respect themselves and others in the school, school?
● Timekeeper incidents to the ● keep and maintain the cleanliness in their
● Messenger class teacher classroom and around it,
● First-aid and parents for ● look after the kitchen garden of their school,
staff appropriate water the plants, and weed it under the
● School action, supervision of the teacher,
canteen c) recognise ● request their parents to attend forums to meet and
staff everyone in exchange ideas with teachers,
● Swimming school as ● assist peers with special needs in age-appropriate
pool Paramatma’s activities.
attendant creation.

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Core Competencies to be developed:
• Learning to Learn: learner develops self-discipline when identifying the school staff and are encouraged to show respect to
them.
• Self-efficacy: learner enhances the skill of self-awareness when reporting any unpleasant incidents by anybody within the
school.
Values:
Respect: learner demonstrates humility and acceptance when identifying the school staff and are encouraged to show respect
to them.
Pertinent and Contemporary Issues (PCIs):
Citizenship: learner develops social cohesion when respecting themselves and others in the school, keeping and maintaining
cleanliness in their classroom and around it.
Link to other subjects:
The learner can relate the skills learnt on maintaining cleanliness in their classroom to skills of keeping their environment
clean in Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question (S)
1.0 Creation 1.2 By the end of the sub- The learner is guided to: 1. How do
Panchmahabhoot strand, the learner should • observe the globe and point out their game parks
Prithvi (earth) be able to: continent, their country, and their help in
a) identify plants, town, conserving
animals, and insects as • visit a botanical garden, farms, and wildlife?
Paramatma’s creation, national park to see and learn about a 2. Why should
(7 lessons) variety of plants and animals existing we practise
b) care for the Earth as
Paramatma’s given on the Earth, economy in
home for all creation, • adopt a small place in the school the use of
c) appreciate plants and garden/kitchen garden to plant natural
animals on Earth as seasonal vegetables and flowers and resources
Paramatma’s creation. take care of them, from the
• draw and paint pets and wild animals Earth?
with peers in class,
• participate in cleaning their
classroom and its environment,
• practise economy in the use of
paper/water/electricity/food,
• watch videos of performing rites and
rituals/listen to parents on the
importance of rites and rituals to
worship Earth,

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 • assist peers with special needs as
they adopt a small place in the school
garden/kitchen garden to plant
seasonal vegetables and flowers and
take care of them.
Core Competencies to be developed:
• Communication and Collaboration: learner develops teamwork when participating in cleaning their classroom and its
environment.
• Decision-making and Problem-solving: learner develops judgement when practising prudence in the use of
paper/water/electricity/food.
• Digital Literacy: learner uses digital technology as they watch videos of performing rites and rituals to worship Earth.
Values:
Responsibility: learner displays self-drive when participating in cleaning their classroom and its environment in groups.
Practise prudence in the use of paper/water/electricity/food.
Pertinent and Contemporary Issues (PCIs):
Socio-economic Issues: learner acquires environmental education when adopting a small place in the school garden/kitchen
garden to plant seasonal vegetables and flowers and takes care of them.
Link to other subjects:
• The learner can relate the skills learnt in adopting a small place in the school garden/kitchen garden to planting seasonal
vegetables and flowers and taking care of them in Environmental Activities.
• The learner can relate the skills of drawing and painting pets and wild animals as a class activity learnt in Creative
Activities.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to name the The learner names the The learner names the The learner names The learner names
people they interact people they interact people they interact some of the people some of the people
with at school. with at school and with at school they interact with at they interact with at
explains their work. correctly. school. school only with
prompts.
Ability to care for the The learner cares for The learner cares for The learner cares for The learner cares for
Earth as Paramatma’s the Earth as the Earth as the Earth as the Earth as
given home for all Paramatma’s given Paramatma’s given Paramatma’s given Paramatma’s given
creation. home and encourages home. home without home only with
the peers to do the consistency. motivation.
same.

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STRAND 2.0: MANIFESTATIONS OF PARAMATMA
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question (S)
2.0 2.1 Enlightened By the end of the The learner is guided to: 1. How can
Manifestations Beings sub-strand, the ● learn the qualities of the Enlightened qualities of
of Paramatma (6 lessons) learner should be Beings Enlightened
able to: through listening to stories from Beings
Qualities of a) enumerate the parents/guardians/ using audio-visual influence our
• Hanumaan ji, qualities of the aids, life?
• Rishabhdev Enlightened ● share knowledge about the 2. Why is it
• Lord Buddha Beings for Enlightened Beings with peers, important for
• Guru Angad familiarization, ● narrate stories on the qualities of us to learn
Dev ji b) dramatize the Enlightened Beings, about our
qualities of ● dramatise the qualities of the Enlightened
Enlightened Enlightened Beings that depict how Beings?
Beings for to mitigate some common issues
inspiration, such as accepting food items from
c) appreciate the strangers,
Enlightened ● make a collage of the Enlightened
Beings for their Beings and show the faith they
contributions to belong to,
society. ● draw and paint images of the
Enlightened Beings and display them
in their classroom,

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 ● sing songs glorifying the qualities of
the Enlightened Beings from the four
faiths with peers,
● visit places of worship with their
parents/guardians/teacher during the
celebration of birth/death
anniversaries of the Enlightened
Beings,
● assist peers with special needs in
painting and colouring images of the
Enlightened Beings.
Core Competencies to be developed:
• Communication: learner develops speaking skills when singing songs glorifying the qualities of the Enlightened Beings in
groups.
• Learning to Learn: learner shares learnt knowledge about the Enlightened Beings in pairs/groups.
Values:
Respect: learner develops acceptance when singing songs glorifying the qualities of the Enlightened Beings with peers.
Pertinent and Contemporary Issues (PCIs):
Health issues: learner is sensitised on preventive health when dramatising the qualities of the Enlightened Beings that depict
how to mitigate some common issues such as food substance and accepting food items from strangers.
Links to other subject(s):
• Learner can relate to the skills of narrating stories on the qualities of the Enlightened Beings, dramatise the qualities of the
Enlightened Beings, create a collage of the Enlightened Beings. They can also show the faith they belong to, draw and
paint images of the Enlightened Beings, and sing songs glorifying the qualities of the Enlightened Beings from the four
faiths with peers as learnt in Creative Activities.
• Learner can relate the skills of narrating stories on the qualities of the Enlightened Beings to the speaking skills learnt in
English Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcome Key Inquiry
Question (S)
2.0 2.2 Role of By the end of the sub- The learner is guided to: How is role
Manifestations Trimurti strand, the learner should • listen to stories from their of Trimurti
of Paramatma (7 lessons) be able to: parents/guardians/teachers/resource related to the
a) recall the role of persons, concept of
• Brahma Trimurti for • watch pictures/use audio-visual aids that Creation?
(Creator), internalisation, show the role of Trimurti,
• Vishnu b) deduce the role of • look for examples of the role of Trimurti
(Sustainer Trimurti for balanced in everyday life such as growing,
• Shiva/Mahesh living, nourishing, and utilising the products of
(Liberator) c) appreciate the role of farming,
Trimurti for spiritual • role-play on short stories from the lives of
growth. Brahma, Vishnu, and Mahesh,
• assist peers with special needs in painting
and colouring images of Brahma, Vishnu,
and Mahesh.
Core Competencies to be developed:
• Digital Literacy: learner connects using technology while watching pictures/using audio-visual aids that show the role of
Trimurti.
• Critical thinking: learner develops critical thinking when analysing examples of the roles of Trimurti from everyday life
such as growing, nourishing and utilising the products of farming.

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 Values:
Responsibility: learner develops excellence while role-playing short stories from the lives of Brahma, Vishnu, and Mahesh.

Pertinent and Contemporary Issues (PCIs):

Life Skills: learner learns developmental perspectives when looking for examples of the role of Trimurti from everyday life
such as growing, nourishing, and utilising the products of farming.
Links to other subject(s):
• Learner can relate the skills of role-playing short stories from the lives of Brahma, Vishnu, and Mahesh to the creative
skills learnt in Creative Activities.
• Learner can relate the skills of listening to stories about Brahma (Creator), Vishnu (Sustainer), and Shiva/Mahesh
(Liberator) from parents/guardians/teachers/resource persons to the listening skills learnt in English Language Activities.

SUGGESTED ASSESSMENT RUBRIC

Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to enumerate The learner The learner The learner The learner enumerates
the qualities of the enumerates the enumerates the enumerates the the qualities of the
Enlightened Beings qualities of the qualities of the qualities of the Enlightened Beings with
for familiarisation. Enlightened Beings, Enlightened Beings. Enlightened Beings major omissions.
citing relevant with minor omissions.
examples.
Ability to recall the The learner recalls the The learner recalls the The learner recalls the The learner recalls the
role of Trimurti for role of Trimurti role of Trimurti. role of Trimurti fairly. role of Trimurti only with
internalisation precisely. prompts.

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3.0 SCRIPTURES
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcome Key Inquiry
Question (S)
3.0 Scriptures 3.1 Basic By the end of the sub- The learner is guided to: 1. How do the
Concepts strand the learner • watch videos/ pictures on the basic Scriptures
(7 lessons) should be able to: concepts of the Scriptures, guide us to
a) identify Kalpasutra • listen to a resource person giving live a
• Kalpasutra and Tipitaka as a information on the basic concepts of the peaceful life?
• Tipitaka. source of divine Scriptures, 2. How should
knowledge, • get additional information about Scriptures we respect
b) live the teachings from parents/guardians/teachers/library, our
of Kalpasutra and • visit Derasar and Stupa on special days Scriptures?
Tipitaka for when these Scriptures are read
spiritual growth, accompanied by their parents/guardians,
c) appreciate the • engage parents/guardians to tell stories
importance of from Scriptures that can help to resolve
Kalpasutra and age-appropriate issues in the learner’s life,
Tipitaka as holy • visit places of worship when resource
Scriptures. persons give discourses on the Scriptures
accompanied by parents/guardians,
• attend Youth camps conducted in places of
worship to sensitise children on the basic
concepts in Scriptures accompanied by
parents,

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 • participate in age-appropriate community
services such as keeping the surroundings
clean and avoiding junk food as prescribed
in Scriptures under the guidance of
parents/guardians,
• assist learners with special needs as per
their abilities through peer teaching to
make them understand the basic concepts
from Kalpasutra and Tipitaka in their
class.
Core Competencies to be developed:
• Communication: learner enhances listening skills when listening to a resource person giving information on the basic
concepts about the Scriptures.
• Digital Literacy: learner connects using technology while watching videos/pictures on the basic concepts of the Scriptures
Kalpasutra and Tipitaka.
Values:
• Peace: learner acquires compassion when visiting Derasar and Stupa on special days when these Scriptures are read,
accompanied by their parents/guardians.
• Patriotism: learner becomes devoted when visiting places of worship when resource persons give discourses on Scriptures
accompanied by parents/guardians.
Pertinent and Contemporary Issues (PCIs):
Citizenship: learner enhances social cohesion when visiting places of worship, and when resource persons give discourses on
Scriptures accompanied by parents/guardians.
Links to other subject(s):
Learner can relate to the skills of listening when listening to a resource person giving information on the basic concepts about
the Scriptures in English Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcome Key Inquiry
Question (S)
3.0 3.2 Moral stories By the end of the sub- The learner is guided to: How can the
Scriptures strand, the learner ● watch video clips on the stories derived value of
(7 lessons) should be able to: from the lives of Lord Mahavir and Lord compassion
a) recall the moral Buddha help us in
• Lord stories derived ● dramatise the moral stories that are based life?
Mahavir’s from the lives of on health-related issues such as
bravery Lord Mahavir and - food substance
• Quest for Lord Buddha for - taking wrong medication
knowledge character - inappropriate touch
• Story on formation, - accepting food items from strangers,
compassion of
lord Buddha b) dramatise moral ● draw and paint some incidents from the
• Stories based stories based on stories and display in the classroom,
on truthful health-related ● listen to moral stories from
living issues for healthy parents/guardians that encourage them to
living, keep the surroundings clean, and on
c) appreciate moral eating food that is good for keeping good
stories in health,
inculcating ● role-plays age-appropriate moral stories
values. as a classroom activity with including
children with disabilities,
● participate in chanting mantras on morals
during morning assembly/festivals in
places of worship,

58
 ● listen to the mantras using digital
devices/resource persons with peers.
● assist learners with special needs as per
their abilities through peer teaching in the
correct pronunciation of mantras.
Core Competencies to be developed:
• Communication: learner develops listening skills when listening to the mantras using digital devices/resource person.
• Digital Literacy: learner connects using technology while watching videos of the stories of Lord Mahavir’s bravery, Quest
for knowledge, and Story of compassion of Lord Buddha. The learners listen to the mantras using digital devices/resource
persons.
Values:
Love: learner develops compassion while watching a story on the compassion of lord Buddha.
Pertinent and Contemporary Issues (PCIs):
Health Issues: learner sensitizes on preventive health when dramatising the moral stories on drug and substance abuse,
inappropriate touch, and accepting food items from strangers.
Link to other subjects:
• Learner can relate to the listening skills while listening to the mantras using digital devices/resource persons with peers,
and moral stories from parents/guardians that encourage keeping the surroundings clean and on eating food that is good for
keeping good health in English Language Activities.
• Learner can relate to the skills of dramatising the moral stories, draw and paint some incidents from the stories, display
them in the classroom, and chant mantras on morals during morning assembly/festivals in places of worship as learnt in
Creative Activities.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Meets Expectations Approaches Below Expectations
Indicator Expectations Expectations
Ability to identify The learner identifies The learner identifies The learner identifies The learner identifies
Kalpasutra and Kalpasutra and Kalpasutra and Kalpasutra and Kalpasutra and
Tipitaka as a source of Tipitaka as a source Tipitaka as a source of Tipitaka as a source Tipitaka as a source of
divine knowledge. of divine knowledge divine knowledge. of divine knowledge divine knowledge
providing examples. without details. only when prompted.
Ability to dramatise The learner The learner dramatises The learner The learner
moral stories based on dramatises moral moral stories. dramatises moral dramatises moral
health-related issues stories creatively and stories fairly. stories only with mix-
for good health. explains them. ups.

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STRAND 4.0 WORSHIP
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question (S)
4.0 4.1 Religious By the end of the The learner is guided to: Why is it
Worship Symbols sub-strand, the • visit places of worship to familiarise him/her important to
learner should be with religious symbols from the four faiths learn about
(6 lessons) able to: accompanied by parents/guardians/teachers, religious
• Hindu Aum and a) identify the • draw and colour the religious symbols of the symbols?
Swastika, religious four faiths,
• Jain Aum and symbols for
Swastika • cross-match the symbols with their respective
familiarisation,
• Wheel of faiths using digital devices/manually in groups,
b) match the
Dharma
religious • make a collage of religious symbols and
• Ik-Oang-Kaar display them in class,
and Khanda, symbols to
places of • participate in inter-school art competitions/at
worship, community centers as an activity to raise funds
c) revere the for the less fortunate members of the
religious community,
symbols for • assist learners with special needs as per their
religious abilities through peer teaching to draw and
practises. color religious symbols.

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Core Competencies to be developed:
• Communication and Collaboration: learner acquires teamwork skills when engaging in cross matching the symbols with
their respective faiths using digital devices/manually in groups.
• Digital Literacy: learner connects using technology when cross-matching the symbols with their respective faiths using
digital devices in groups.
Values:
Respect: learner becomes open-minded when drawing and colouring the religious symbols from the four faiths.
Pertinent and Contemporary Issues (PCIs):
Socio-economic issues: learner develops financial literacy talents and abilities when participating in inter-school art
competitions/at community centres as an activity to raise funds for the less fortunate members of the community.
Link to other subjects:
Learner can relate to the skills learnt on drawing and colouring the religious symbols of the four faiths, crossmatch
the symbols with their respective faiths and making collages of religious symbols to the creative skills learnt in Creative
Activities.

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Strand Sub-Strand Specific Learning Outcome Suggested Learning Experiences Suggested
Key Inquiry
Question (S)
4.0 4.2 Religious By the end of the sub-strand, The learner is guided to: How does the
Worship Festivals the learner should be able to: • watch pictures/videos on the celebration of
a) mention religious festivals celebration of religious festivals and festivals bring
(7 lessons) and morning prayers that the prayers that are performed in peace and
are performed while morning hours during the celebration harmony in
● Ram Navmi celebrating birthdays of of festivals, society?
● Mahavir Jayanti Enlightened Beings for • visit places of worship accompanied
● Buddha Jayanti social cohesion, by parents/guardians during the
● Gurpurab b) use appropriate greetings celebration of festivals and greet
and the prayers while interacting with people appropriately,
such as
● Pratahkal
people during festivals, • listen/sing appropriate Bhajan/
Sandhya c) appreciate festivals for their stavan/ shabad and chanting related
● Samayik role in promoting peace and to festivals,
● Tisarana (refuge friendship. • participate in age-appropriate
in triple gem). activities for keeping the venue clean
● Japji Sahib. in places of worship during the
celebration of festivals under the
supervision of elders,
• share their experiences in the
classroom in a group activity about
the celebration of festivals,

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 • create greeting cards at the time of
the celebrating different religious
festivals in groups,
• assist learners with special needs as
per their abilities through peer
teaching while making greeting
cards,
• sensitise their peers with special
needs about the safety measures to
be observed during the celebration of
festivals.
Core Competencies to be developed:
Communication: learner enhances networking when creating greeting cards at the time of celebrating different religious
festivals in groups.
Values:
Respect: learner enhances open-mindedness when sharing their experiences in the classroom in a group activity about the
celebration of festivals.
Pertinent and Contemporary Issues (PCIs):
Citizenship: learner enhances social cohesion and nationalism when visiting places of worship accompanied by
parents/guardians during the celebration of festivals and greeting people appropriately, participating in age-appropriate
activities for keeping the venue clean in places of worship during the celebration of festivals under the supervision of elders.
Links to other subject(s):
Learner can relate to the skills of singing appropriately Bhajan/stavan/shabad and chanting related to festivals and creating
greeting cards at the time of celebrating different religious festivals to the creative skills learnt in Creative Activities.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Meets Approaches Below Expectations
Indicator Expectations Expectations Expectations
Ability to identify the The learner The learner The learner The learner identifies
religious symbols for identifies the identifies the identifies some of some of the religious
familiarisation. religious symbols religious symbols. the religious symbols with guidance.
correctly. symbols.
Ability to match the religious The learner The learner The learner The learner matches some
symbols to places of worship. matches the matches the matches some of of the religious symbols
religious symbols religious symbols the religious to places of worship with
to places of to places of symbols to places help.
worship worship. of worship.
appropriately.
Ability to mention religious The learner The learner The learner The learner mentions
festivals and morning prayers mentions religious mentions religious mentions some some religious festivals
that are performed while festivals and festivals and religious festivals and morning prayers with
celebrating birthdays of the morning prayers morning prayers. and morning guidance.
Enlightened Beings for social correctly. prayers.
cohesion.

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STRAND 5.0 SADACHAAR
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question (S)
5.0 Sadachaar 5.1 General By the end of the The learner is guided to: 1. How do we
Étiquettes: sub-strand, the ● get information from greet visitors
learner should be parents/guardians/teachers on the who visit us
able to: appropriate words used in the hospitality of at home?
(6 lessons)
a) identify 2. Why is it
visitors at home and school,
appropriate important to
• Welcoming ● watch videos based on moral stories
words used to welcome
visitors depicting appropriate words used in the
welcome visitors visitors to
• Attending to
hospitality of visitors,
at home and our school?
visitors
school, ● role-play on moral stories that portray the
Bidding b) use appropriate advantages of appropriate words used in
farewell to words to
visitors welcoming visitors,
welcome visitors
● prepare a colorful chart/posters/fliers having
for social
cohesion, all possible polite words used in welcoming
c) nurture the habit visitors and display in their classroom as a
of using group activity,
appropriate ● make a portfolio using collected pictures of
words to hospitality,
welcome visitors.
● participate in community service-learning
activity organised on a tree planting drive in

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 which learners can be assisted by parents to
raise funds to buy plants/trees,
● assist their peers with special needs in
community service learning activities
appropriate to their abilities.
Core Competencies to be developed:
Learning to Learn: learner enhances self-discipline when working collaboratively and preparing a chart having all possible
polite words used in welcoming visitors and display them in their classroom as a group activity.
Values:
Respect: learner practises etiquette by using polite words in welcoming visitors at home.
Pertinent and Contemporary Issues (PCIs):
Life Skills: learner enhances developmental perspective when role-playing on moral stories that portray the advantages of
appropriate words used in welcoming visitors.
Links to other subject(s):
• Learner can relate to the skills of role-playing on moral stories that portray the advantages of appropriate words used in
the hospitality of visitors to creative skills learnt in Creative Activities.
• Learner can relate to the skills of speaking as learners learn new words used in Hospitality to the speaking skills learnt in
English Language Activity.

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Strand Sub-Strand Specific Learning Outcome Suggested Learning Experiences Suggested Key
Inquiry Question (S)
5.0 5.2 Moral By the end of the sub-strand, The learner is guided to: How does the story of
Sadachaar stories on the learner should be able to: ● get knowledge of moral stories Sheru and the beggar
etiquettes a) identify moral stories on from parents/guardians, help us to instill the
etiquettes for knowledge, ● watch videos on moral stories value of honesty?
b) apply the teachings from prescribed by the teacher,
(6 lessons)
moral stories in their daily ● practise values learnt from the
● Story of life for solving problems, moral stories and apply them in
Sheru and c) desire to learn from solving certain problems in
the Beggar stories with moral daily life,
● Story of teachings for spiritual ● dramatise prescribed moral
Mamta growth. stories on annual day function,
(Truth) ● prepare a colorful chart on
values learnt from different
moral stories in groups,
● narrate and share moral stories
in their own words in groups,
● visit children’s homes/learners
with disabilities, share stories,
sing songs, dance with them,
and share some stationery
items with them,

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 ● assist peers with special needs
to participate in activities
appropriate to their abilities.
Core Competencies to be developed:
Critical thinking and Problem-solving: learner practises values learnt from moral stories and applies them in solving certain
problems in daily life.
Values:
Love: learner practises sharing when visiting children’s homes and can share stories, sing songs/dance with them and donate
some stationary items to them.
Pertinent and Contemporary Issues (PCIs):
Socio-economic issues: learner addresses socio-economic issues when visiting children’s homes/learners with disabilities and
can share stories, sing songs/dance with them and share some stationery items with them.
Links to other subject(s):
• Learner can relate to the skills of speaking when narrating and sharing moral stories in their own words with peers to the
speaking skills in English Language Activities.
• Learner can relate to the skills of dramatising prescribed moral stories on annual day function, prepare a colorful chart on
values learnt from different moral stories with peers to the creative skills learnt in Creative Activities.

69
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry Question (S)
5.0 5.3 Sewa By the end of the sub- The learner is guided to: How do our words
Sadachaar (Community strand, the learner ● listen to stories on sewa affect the listener?
Service) should be able to: (community service) from
a) define sewa parents/guardians and read
(6 lessons) (community stories,
service) for ● watch animated videos on Sewa
Selfless service familiarisation, in different faiths,
● at home, b) demonstrate ● participate in collecting litter
● school and willingness to do lying in their immediate
● places of community service surrounding as an act of
worship. for social welfare, community service learning in
c) appreciate the use groups,
of polite words ● visit and participate in age-
while doing appropriate tasks such as the
community service. distribution of
prasaad,/serviettes to the
congregation,
● participate in a charity walk to
raise funds to assist less
fortunate members as part of
community service with the
help of parents,

70
 ● participate in fundraising
activities along with their
parents for a tree-planting drive
to mitigate climate change that
has affected the whole world,
● assist their peers with special
needs to participate in activities
that are suitable to their abilities
in a place of worship.
Core Competencies to be developed:
• Citizenship: learner develops active community life skills while participating in collecting litter in their immediate
surroundings as an act of community service learning, in groups.
• Digital Literacy: learner connects using technology while watching animated videos on Sewa in different faiths.
Values:
Responsibility: learner demonstrates self-drive while participating in fundraising activities along with their parents for a tree-
planting drive to mitigate the effects of the global climate change.
Pertinent and Contemporary Issues (PCIs):
Socio-economic Issues: learner practises financial literacy while participating in fundraising activities along with their parents
for a tree-planting drive to mitigate the effects of the global climate change.
Links to other subject(s):
• Learner can relate the skill of participating in collecting litter lying in their immediate surroundings as an act of
community service with peers to the skills learnt in Environmental Activities.
• Learner can relate the skill of listening and reading while listening to stories on sewa (community service) from
parents/guardians and read stories to the skills learnt in English Language Activities.

71
SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Approaches Below Expectations
Indicator Expectations Expectations
Ability to identify The learner identifies The learner The learner The learner identifies
appropriate words appropriate words used to identifies identifies some of some of the
used to welcome welcome visitors using appropriate words the appropriate appropriate words
visitors at home and examples. used to welcome words used to used to welcome
school. visitors. welcome visitors. visitors only when
prompted.
Ability to identify The learner identifies moral The learner The learner The learner identifies
moral stories on stories on etiquettes and the identifies moral identifies some of some of the moral
etiquettes for lessons learnt. stories on the moral stories stories on etiquettes
knowledge. etiquettes on etiquettes. with major mix-ups.
correctly.
Ability to The learner demonstrates a The learner The learner The learner
demonstrate willingness to do community demonstrates a demonstrates a demonstrates a
willingness to do service regularly. willingness to do willingness to do willingness to do
community service. community community service community service
service. partially. with motivation.

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STRAND 6.0 YOGA
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question (S)
6.0 Yoga 6.1 Basic By the end of the The learner is guided to: How does
Concepts of sub-strand, the ● use digital devices responsibly to watch/listen to practise of
Yoga learner should be videos/talks on the general benefits of Yoga, Yoga help us in
able to: ● discuss the following benefits/concepts of Yoga, life?
(6 lessons) a) define the basic including
● Introduction concepts of Inner Calmness and Peace:
● Inner Yoga to enhance Imagination and Creativity:
Calmness and self-discipline, Unity and Togetherness
Peace: b) model the ● role-play the benefits of Yoga individually,
● Imagination benefits of Yoga ● ask parents/guardian/resource person for
and Creativity:
for general well- additional information on the benefits of Yoga,
● Unity and
Togetherness being, ● create presentations depicting the concepts and
c) desire to adopt benefits of Yoga,
Yoga in daily ● assist learners with special needs as per their
life. abilities through peer teaching to make them
understand the basic concepts of Yoga.
Core Competencies to be developed:
• Creativity and Imagination: learner explores new ideas while creating presentations depicting the concepts and benefits of
Yoga.
• Digital Literacy: learner develops the skill of interacting with technology while using digital devices responsibly to
watch/listen to videos/talks on the general benefits of Yoga.

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Values:
Respect: learner practises patience while creating presentations depicting the concepts and benefits of Yoga.
Pertinent and Contemporary issues (PCIs):
Health Promotion Issues: learner sensitises on health-related issues addressed through Yoga while discussing the following
benefits/concepts of Yoga, including
- Inner Calm and Peace:
- Imagination and Creativity:
- Unity and Togetherness
Link to other subjects:
Learner can relate to the skills of discussing the following benefits/concepts of Yoga, including
- Inner Calm and Peace:
- Imagination and Creativity: Unity and Togetherness
to the skill of enhancing environmental knowledge learnt in Environmental activities.

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Strand Sub-Strand Specific Learning Outcome Suggested Learning Experiences Suggested Key
Inquiry Question (S)
6.0 6.2 Pranayam By the end of the sub-strand, The learner is guided to: 1. Why do we
Yoga the learner should be able to: ● use audio-visual practise
(6 lessons) a) identify exercises for aids/charts/Resource Pranayama?
● Sheetali physical development, person/teacher to gather 2. How does
Pranayam b) demonstrate the posture information on, Pranayam help us
(cooling breath), of performing simple ● practise pranayam as a group to keep healthy?
● Sheet kari breathing exercises for activity,
Paranayam physical well-being, ● follow instructions from the
(hissing breath) c) appreciate pranayam as a Yoga expert on the correct ways
way of coping with of performing the breathing
emotions. exercises,
● practise correct rhythmic
breathing to help increase
attention span and ways of
coping with emotions,
● assist learners with special needs
as per their abilities through peer
teaching correct rhythmic
breathings that help to increase
attention span and ways of
coping with emotions.

75
Core Competencies to be developed:
Communication: learner enhances listening skills when following instructions from the Yoga expert on the correct ways of
breathing and performs in groups.
Values:
Integrity: learner demonstrates consistency when practising correct rhythmic breathings to increase the attention span and
ways of coping with emotions.
Pertinent and Contemporary issues (PCIs):
Life Skills: learner acquires developmental perspective when practising the correct rhythmic breathing to increase attention
span and ways of coping with emotions.
Links to other subject(s):
Learner can relate to the skills of practising correct rhythmic breathing to increase attention span and ways of coping with
emotions to the creative skills learnt in Creative Activities.

76
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcome Key Inquiry
Question (S)
6.0 6.3 Asanas By the end of the sub- The learner is guided to: How does the
Yoga strand, the learner should ● watch videos/pictures of people performing of
(6 lessons) be able to: performing asanas, Padamasan
a) label the age- ● practise asanas in appropriate attire, in help us?
● Padahastasana(h appropriate asanas for groups or pairs,
● and to foot pose), familiarisation, ● perform asanas on International Yoga
● Ashwa sanchalan b) demonstrate asanas Day,
aasan (equestrian for physical well- ● encourage peers with special needs and
pose) being, assist them in performing simple
● Parvat aasan c) appreciate the pranayams and asanas suitable to their
(Mountain pose)
performance of asanas level of performance.
in Yoga.
Core Competencies to be developed:
• Digital Literacy: learner connects using technology while watching videos/pictures of people performing asanas: padahastasana
(hand to foot pose), Ashwa sanchalan aasan (equestrian pose), Parvat aasan (mountain pose)
• Learning to Learn: learner enhances self-discipline when performing Asanas on International Yoga Day.
Values:
Responsibility: learner practises self-drive when performing asanas in appropriate attire, in groups or pairs.
Pertinent and Contemporary issues (PCIs):
Citizenship: learner embraces social cohesion and nationalism when participating in performing Asanas on International Yoga Day.
Links to other subject (s):
Learner can relate to the skills of practising asanas in appropriate attire in groups or pairs to creative skills learnt in Creative
Activities.

77
SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Define the basic The learner defines the The learner defines The learner defines The learner defines
concepts of Yoga. basic concepts of Yoga the basic concepts of some of the basic some of the basic
precisely. Yoga. concepts of Yoga. concepts of Yoga
with prompts.
Model the benefits of The learner models the The learner models The learner models The learner models
Yoga. benefits of Yoga the benefits of Yoga. the benefits of Yoga the benefits of Yoga
appropriately. partially. with omissions.
Ability to demonstrate The learner demonstrates The learner The learner The learner
the posture of the posture of demonstrates the demonstrates the demonstrates the
performing simple performing simple posture of posture of posture of
breathing exercises. breathing exercises performing simple performing simple performing simple
systematically. breathing exercises breathing exercises breathing exercises
correctly. with missing minor missing major steps.
steps.
Ability to label the age- The learner labels the The learner labels The learner labels The learner labels
appropriate asanas. age-appropriate asanas the age-appropriate some of the age- some of the age-
accurately. asanas. appropriate asanas. appropriate asanas
with prompts.

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LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand Sub-Strand Suggested Assessment Suggested learning Suggested Non-
Methods resources Formal Activities
Creation Myself as • Oral questioning • Digital resources • Visit to places of
Parmatma’s • Projects (Authenticated worship and
Creation • Portfolio Online) community centres
• Observations • Library • Interact with
• Magazines Community service
• Artwork activities
• Resource persons • Role-play
• Tactile
illustrations
Manifestations of Enlightened Beings • Oral questioning • Digital resources • Visit to places of
Supreme Beings • Projects (Authenticated worship and
(Paramatma) • Portfolio Online) community centres
• Observations • Library • Interact with
• Magazines Community service
• Artwork activities
• Resource persons • Role-play
• Tactile
illustrations
Scriptures Names of • Oral questioning • Resource • Visit to places of
Scriptures • Projects persons worship
• Portfolio • Digital media • Discussing with
• Observations • Library parents
• Scriptures • Skit performances

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 • Tactile
illustrations
Worship Basic • Oral questioning • Resource • Visit to places of
Chants/Mantras • Projects persons worship
• Portfolio • Digital media • Discussing with
• Observations • Library parents
• Scriptures • Skit performances
• Tactile
illustrations
Sadachaar General etiquettes • Self and peer review • Parents as • Visiting to places of
• Oral questioning resource persons worship
• Projects • Library • Visiting elderly
• Portfolio • Scriptural stories homes
• Observations • Tactile • Dramatisation
illustrations
Yoga Basic Concepts of • Oral questioning • Resource • Visit to charity
Yoga • Portfolio persons organisations and
• Observations • Digital devices sites
• Self and peer review • Library
• Quiz • Tactile
illustrations
• Yoga Mat

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