Christian Religious Studies (CRS) helps students understand Christian beliefs, values, and history, which are important for their moral and spiritual development. This subject encourages respect for different religions and ethical behavior, providing students with the tools to deal with complex social issues and apply their faith in everyday life.
The Lagos State Unified Scheme of Work for CRS focuses on improving students’ knowledge of the Bible, encouraging ethical living, offering insights into church history, fostering spiritual growth, and enhancing critical thinking. Students will study key themes and figures from the Old Testament, the life and teachings of Jesus Christ, Christian ethics, and the development of Christianity. They will also learn about different forms of Christian worship and the importance of religious tolerance.
Overall, CRS in SS2 deepens students’ understanding of the Bible, shaping their character and spirituality and preparing them for making ethical decisions, contributing positively to society, and developing a strong personal faith.
SSS2 First Term
At the end of SSS2 first term, students can;
SSS2 Second Term
At the end of SSS2 second term, students can;
SSS2 Third Term
At the end of SSS2 third term, students can;
In senior secondary school 2, students are assessed in Christian Religious Studies based on the school’s prerogative. However, typically, they are evaluated through tests or quizzes (Continuous Assessment Tests), and end-of-term exams.
Grading follows a scale from A to F, with A representing excellent performance, typically scoring around 70% or 80%, and F indicating failure, usually below 50% or 45%.
| LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Christian Religious Studies Scheme of Work for Senior Secondary Schools 2 | ||
| CLASS | S.S.S 2 | |
| SUBJECT | Christian Religious Studies | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Welcome Test/God the creator of man and all things Gen 1:1-26, Ps 19:1-6 | By the end of the lesson, students should be able to: 1. give the chronological order of the creation 2. explain how God created man 3. discuss the power Man has over all creation |
| 2 | The sovereignty of God God the creator Gen 1&2. ps 19:1-6. Isa 45 10-12. Dan 4:4-37 | By the end of the lesson, students should be able to: 1. explain the word sovereignty 2. describe how God demonstrated His sovereignty over His creatures 3. discuss essence of bream during the creation of man |
| 3 | God the controller 0f the universe Gen 26-31. Arnos 9;1-6, Jer 18 1-6. Psalm 127.1-3. Jer 29 11,Rom e 28 | By the end of the lesson, students should be able to: 1. identify how the creation stories illustrate God as the controller of the universe 2. explain the sovereignty of God 3. explain the sovereignty of God in the affairs of man and the nation |
| 4 | Leadership:Joseph as a leader Gen 37 1-28, Gen. 41; 1-57 Gen 45 1-15 | By the end of the lesson, students should be able to 1. describe a leader 2. state the qualities of a good leader 3.give an account of the early life of Joseph and how he became a Governor in Egypt 4. identify the leadership qualities of Joseph |
| 5 | Moses as a leader Ex 1-3, Ex 17:1-5. Ex 6; 23-30 eX 7:1-7, Ex 14:1-31, 32:1-14 Num 13: 1-33, 14:1-19 | By the end of the lesson, students should be able to: 1. describe the early life of Moses 2. give an account of how Moses led the Israelites out of Egypt 3. list the leadership qualities of Moses |
| 6 | Joshua as a leader | By the end of the lesson, students should be able to: 1. describe briefly the life of Joshua 2.discuss why and how Joshua succeed as a leader 3. explain the fall of the wall of Jericho under the leadership of Joshua |
| 7 | MID TERM BREAK | |
| 8 | Deborah as a leader Judges 4: 1-24 | By the end of the lesson, students should be able to: 1. discuss the political situation in Israel before Deborah became a judge 2. give an account of how Deborah became a judge in Israel 3. explain Deborah victory over the Canaanites 4. give a list of Deborah ‘s leadership qualities |
| 9 | God cares for his people through guidance Ex 13 17-23 Joshua 8:1-12 Heb 1 1. MaT 11 27-30. | By the end of the lesson, students should be able to: 1. identify different ways God guided the Israelites 2. recognize the significance of God’s guidance over the Israelites 3. recognize the significance of God’s guidance over the Israelites 4. list different ways of which God is guiding his people today |
| 10 | Provision Ex 16 1-2.Ex 13 20-22. 1 Kings 17:10-16, Joshua 5.11-12 1 Kings 4: 1-6 | By the end of the lesson, students should be able to: 1.list different ways in which God provided for the people of Israel 2. explain why provisions were given and why they were stopped 3. state God’s promise and conditions for provision 4. recognize that God will provide for the people today |
| 11 | Protection Ex 14: 10-34 Dan 6:1-23. Psalm 91 | By the end of the lesson, students should be able to: 1. mention God’s protective device for the Israelites 2. explain that God’s power of protection exists at all times 3. identify incidents that illustrate God’s protective powers in the passage |
| 12 | Revision | |
| 13 | Examination | |
| CLASS | S.S.S 2 | |
| SUBJECT | Christian Religious Studies | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Welcome test/Parental Responsibility Eli and Samuel 1 Sam2: 12-25, 8: 1-9, 1 Sam 2:27-36, 3:1-18 1 Sam 4: 10-22 | By the end of the lesson, students should be able to: 1. describe a family and the duties of parents in the family 2. explain the extent to which Eli and Samuel were responsible for the disobedience of their children 3. highlight the irresponsible behaviour of the sons of Eli and Samuel 4. explain God’s reaction to the sin’s of Eli and his children 5. mention the consequences of the behaviour of the sons of Eli and Samuel |
| 2 | Parental responsibilities Asa 1 king 15:9-15, 1king 22:41-44 | By the end of the lesson, students should be able to: 1. summarize the biblical passage 2. discuss the various ways in which Jehoshaphat lived a godly life 3. explain the roles of the parents in the upbringing of their children |
| 3 | Consequences of obedience and disobedience Ex 20:1-17, Gen 39: 7-12, Ex 20: 13, 1Sam 26: 1-12, Ex, 20:3, Dan 3: 1-30, Esther 4:1-16 | By the end of the lesson, students should be able to: 1. explain the word consequences 2. summarize the bible passage 3. describe how King Asa and his son Jehoshaphat pleased God 4. explain why children should live a Godly life |
| 4 | Consequences of obedience Ex 20: 1-17, Gen 39: 7-12, Ex 20: 13, 1Sam 26: 1-12, Ex, 20:3, Dan 3: 1-30, Esther 4:1-16 | By the end of the lesson, students should be able to: 1. summarize the bible passage 2. discuss Joseph rejection of adultery though it would have been saved 3. indicate the rewards of obedience to divine law 4. discuss what inner qualities enabled the three Hebrew youth to obey God rather than man 5. point out some rewards to civil law |
| 5 | Consequences of disobedience: Saul’s disobedience 1 Sam 15:1-19, 1Sam 15: 20-26, 1Sam 16: 14-23, 1 Sam 31:1-13 1 king 13:11-24, 1Sam 2: 22-25 1 Sam 4: 10-11 | By the end of the lesson, students should be able to: 1. summarize the bible passage 2. discuss the effect of Saul’s disobedience 3. recognize the sinful disobedience that is common among senior secondary school students 4. point out to them that the consequences of disobedience may or may not be immediate |
| 6 | Friendship Luke 10:32-42. John 1:1-14, 1Sam 18:19, John 6: 60-71 | By the end of the lesson, students should be able to: 1. define a friend 2. enumerate the types of friendship 3. differentiate between healthy and unhealthy relationship 4. list the characteristics of good and bad friend 5. discuss the types of friendship that exist among their peer group |
| 7 | MID TERM | |
| 8 | Making decision as a Christian Wisdom of Solomon 1 Kings 3:3-23, 1 Kings 29-34. 1 Kings 5:1-12, 1 king 8 1-53 | By the end of the lesson, students should be able to: 1. read and understand the bible passages 2. identify the source of Solomon’s wisdom 3. explain how Solomon used his wisdom 4. point out importance of making wise decisions |
| 9 | Making decision as a christian Unwise decision of Solomon and Rehoboam 1King 9:15-23 11:1-13 | By the end of the lesson, students should be able to 1. summarize the bible passage 2. identify Solomon’s unwise decision 3. describe the circumstances that led to Rehoboam decision 4. discuss the consequences of unwise decision |
| 10 | Submission to the will of God 1Sam 26:1-25, 2 Sam 12:15-25 Jonah 1-2 | By the end of the lesson, students should be able to 1. recounts the story of David’s submission to the will of God 2. recognize the effect of the will of God on David 3. summarize the story of Jonah’s submission to the will of God |
| 11 | Greed and its effect 1 King 21:1-16, 1 King 21:17-29 2king 5:1-27 | By the end of the lesson, students should be able to 1. explain the meaning of greed 2. discuss the stories of Ahab and Gehazi 3. recognize it as a cancerous vice that is injurious to the individual and the society 4. discuss possible ways cutting |
| 12 | REVISION | |
| 13 | REVISION | |
| 14 | EXAMINATION |
| CLASS | S.S.S 2 | |
| SUBJECT | Christian Religious Studies | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Welcome Test/Supremacy of God 1 Kg 16:29-32, 1Kg 17: 1-17 1Kg 18:1-9, 1 king 19:1-18 | By the end of the lesson, students should be able to 1. summarize the bible passage 2. discuss religious situation in israel at the time of Elijah and Obadiah 3. recognize the manifestation of God’s power 4. identify the main lesson in the passage and relate them to their own lives |
| 2 | Elijah at Mount Carmel 1 Kings 18:17-46, 1 Sam 5:1-12 | By the end of the lesson, students should be able to 1. summarize the bible passage 2. narrate the contest of mount carmel 3.recognize the supremacy of the almighty God over Baal 4. point out the reasons for failure of baar |
| 3 | Religious reform 2king 22, 2king 23:4-30 | By the end of the lesson, students should be able to 1. summarize the bible passage 2. describe King Josiah reform 3. point out religious evil at the time of King Josiah 4. discuss the various stages of Josiah reform 5. identify possible various reforms in Nigeria and their own lives |
| 4 | True religion and social justice Amos 5:21-27, 4:4-5, 5:14-24, 2:6-8, 4:1-13, 7:10-17, 8:9-10 | By the end of the lesson, students should be able to 1. summarize the bible passage 2. explain the word true religion 3. pour out the social vices at the time of Amos and in nigeria 4. discuss what will be God’s punishments on evil doers 5. points out that our christian leaders need courage to speak up against the vices in the society |
| 5 | Concern for one’s nation 2 kings 24, 2 king 25:1-17, Neh1:3, ezra 1:5-11, 7:1-10 | By the end of the lesson, students should be able to 1. describe the events that led to the collapse of the jewish nation 2. relate the lessons from the unit to our responsibility towards our nation 3. describe the condition of the people that are left in Jerusalem after deportation |
| 6 | Faith in God Daniel 3:1-7 | By the end of the lesson, students should be able to 1. narrate the story of Shadrach, Meshach and Abednego 2. explain how the men demonstrated faith in God and their miraculous deliverance 3. recognize that law or decree can be made for selfish reasons by the leadership |
| 7 | MID TERM BREAK | |
| 8 | Faith and power of God Dan 6:1-9, Dan 6:10-15, Dan 6: 11-18, Dan 6:9-24. Effect of Daniel’s faith Dan 6:25-28, Dan 1:3-8, Dan 6: 3, 10, 16, Dan 6:22-23 | By the end of the lesson, students should be able to 1.identify the passage, the qualities of Daniel worthy of emulation 2. discuss the effect our faith can have on others 3. point out what leaders need to examine critically advice given by their cabinet members 4. narrate the story of Daniel deliverance |
| 9 | The religion and social justice Hosea 2:5, Hosea 6:1-11, 6:6, 6:1-4, 14 | By the end of the lesson, students should be able to 1. explain what true religion is 2.recount the social vices at the time of Amos and in Nigeria today 3. recognize that there is punishment for evil doers 4. point out a time when those who speak the truth are in danger of losing their lives or facing opposition by their compromising colleagues |
| 10 | Divine love Hosea 1,2,3,4 Hosea 1:2 Hosea 1:4 | By the end of the lesson, students should be able to 1. compare the unfaithfulness of Gomer (Hosea’s wife) with that of Israel to God 2. discuss the need to respond positively to God’s love through patience 3. recognize God’s steadfast love for israel and all human being despite our unfaithfulness |
| 11 | Revision | |
| 12 | Revision | |
| 12 | Examination | |
The recommended Christian Religious Studies textbooks for SSS2 include but are not limited to the following:
