By E. B. CASTLE THE concern for Christian education is the child of fear and shame—fear of triumphant paganism and shame of Christian failure. But the response is being made ; a response which is important although not altogether satisfying. The Times has opened its columns to weighty correspondence on moral rearmament; manifestoes by Church leaders on the social relations of mankind are followed by conferences of Christian people concerned to rebuild society and bring religion to the common man ; enlightened syllabuses of Scripture teaching have been prepared by progressive local authorities ; 224 Members of Parliament have declared for ” a pervading spiritual influence which shall permeate the whole range of education and far beyond it.” If these words carry their full meaning a very big and unusual thing has happened in England.

But what is religious knowledge? It is first a knowledge of the nature of God and the nature of man. But for Christians the definition has to be extended: it is knowledge• of the nature of God and the nature of man as expressed in the life and death of Jesus. But it is even more than that. It is a knowledge of ourselves in relation to the nature of God and the teaching of Jesus. This means that it is also a knowledge of ourselves in relation to our neighbour ; an unremitting consciousness of our relation to man through God and to God through man ; the realisation that we have not understood. God or the nature of God until we have expressed it in action on behalf of our neighbour with imaginative sincerity and selflessness. Religious knowledge is not knowing only ; it is also being and doing. It comes of devotional experience when this is in unity with social experience; it is a knowledge of the relationship between the highest inward experience of divine love and its highest outward expression among men.

This unity between personal religion and the social content of Christianity must be a vital part of any attempt to impart religious knowledge. Without it any attempt to produce Christian character and the Christian citizen will fail. The qualities we associate with Christian character surely are these: Faith in the Creator Spirit, God, and a lively consciousness of the contemporary presence of Christ, alive today as in his first revelation 2,000 years ago ; discipline to truth in whatever form it may be revealed ; willingness to submit to the leadings of conscience when tested by Christian standards ; sensitiveness to social obligation ; reverence for men of every race and colour as part of the great family of God ; an inner integrity of spirit which gives serenity of mind in the midst of hurry and excitement ; courage to co-operate by good means for all good ends. Something like this is the aim of religious knowledge.

It is clear, then, that we cannot teach religious knowledge in the usual way, because it is not a ” subject ” but life itself. Those, therefore, who want to see more adequate arrange- ments for the inculcation of such knowledge must be clear about the kind of life for which they wish to prepare the pupil. This requires us to have a philosophy of education which is related to our idea of a Christian community ; for it must not be forgotten that education takes place in an essentially social setting. We must see education as a means of attaining throughout the nation an integrated Christian culture ; a means of developing a community-sense which has for its purpose the fullest expression of the Christian way of life. For we can no longer teach Christian principles without declaring what they mean in terms not only of personal dens don but also of community-life. In the ancient phrase of our Master we have, indeed, to seek first the Kingdom of God, realising at the same time its essential inwardness and also its complementary outwardness. In terms of teaching-technique this means that the pupil must be made aware that these high things he is learning are related to a high purpose. But it is vital to the process that he should also be aware that his teachers, and still more those who organise the social structure in which he lives, are also conscious of this high purpose.

This requires that those who appeal for ” a pervading spiritual influence which shall permeate the whole range of education and far beyond it ” shall realize that their aim will not be attained by changes in syllabus, teachers’ training and primary-school time-tables, but only in a cultural, social religious venture capable of creating a social framework worthy of a Christian people. Imagine the power given to the young teacher, and to the older disillusioned teacher, if he felt himself to be playing his part in a community which was in very deed implementing those divine principles of Christian love and justice which the Board of Education required him to teach. This power has been denied him, for the educational system of which he is a part is not even a reflection of what a Christian community might be. Today religious knowledge, if properly taught, can only be a criticism d things as they are. And yet in none of the social services is there greater chance of approximating social structure to Christian requirements than in that of education.

It may be thought that I have strayed far from the subject But I hope I have made it clear that we have no right to expect the highest response from children unless we respond by creating conditions wherein these high things may grow. Can it be seriously maintained that the noble appeal of Members of Parliament can have any substantial bearing 00 the lives of the millions of children who leave school half educated at 14.o? When love is active among them they will know what love is. That is why Jesus fed the five thousand.

It is fortunate that the great truths of religion are simple and can be comprehended by the young. Jesus was quilt clear on that point. There is nothing in my ‘definition religious knowledge which cannot be grasped by children if presented in simple forms and subsequently developed as maturity approaches, and if constantly related ‘to the experience of the child. The old antiquarian approach to the Hebr. Scriptures has almost killed youthful interest in them ; the stress on a credal basis for Christianity in early years been unhelpful to the acceptance of the New Testament by depriving it of relevance to the light of Christ in children’s own hearts and his living Spirit active in the world to-day. II dealing with the Scriptures we have to remember that nor aim is always to transform Scripture knowledge into religious knowledge. For instance, we older folk know that the greatest message in the Old Testament is that of the Hebrew Prophets: separate with God’s intention for man and society and win ; greeks strange gods and perish. Build your life and your social institutions on justice and mercy and you will have a full e; build them on greed and hate and you will reap the nits of vice. This message, born out of deep religious experience, is the message for the twentieth century. It is religious knowledge. Young people will understand it and fortified by it, for it is a challenge, and gives them a real b to do. And in doing the job they will find religion and single spirit.

similarly the story of the Gospels is not that of ” an ideally ood man brought to an ideally bad end,” for which we can e sorry and pass on. Its theme is God and neighbour ; the cure of God expressed in Christ ; the nature of neighbourli- ess expressed by Jesus. But, again, it was God now and ur neighbour now ; then, as today. Throughout our treat- ent of the inward and outward expressions of Christ’s teach- g, the stress should always be on the timelessness of God nd Christ. These things of long ago are for us now. Stretch our imaginations and see where they take you today. I am minded of Penn’s challenging words on the Scriptures: Can you set your seal they are true by the work of the me spirit in you that gave them forth to the holy ancients? ” his unity in the mind of the thinking child is so important ; nly through it can we begin to teach religious knowledge.

At a time when Europe had been devastated by a bloody ar and darkness seemed to have submerged Europe and lotted out his homeland, Comenius wrote these brave words o the English Royal Society in 1668: ” Yet when the fire of war was spreading beyond her borders to seize first the neighbouring countries and then the whole of Europe, and was threatening the Christian world with disaster and desolation, I had no greater comfort than I found in the ancient promises of God concerning the supreme and final Light, that it should in the end put darkness to flight. And if any human aid were needed for this I thought that it could only come from the better instruction of the young in all matters from the most elementary and fundamental, if they were to be delivered from the mazes of the world.”


Christian Religious Knowledge (CRK) Syllabus from JAMB

The aim of this 2016/2017 Unified Tertiary Matriculation Examination (UTME) syllabus in Christian Religious Studies is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives, which are to:

1. acquire the knowledge and understanding of the tenets of the Christian faith as contained in the Bible
2. interpret biblical teachings and themes;
3. apply biblical teachings and tenets to life in society;
4. evaluate the level of application of biblical teachings and tenets to life in society.
The syllabus is divided into four sections, namely:
SECTION A: Themes from Creation to the Division of the Kingdom
SECTION B: Themes from the Division of the Kingdom to the Return from Exile and the Prophets
SECTION C: Themes from the four Gospels and Acts of the Apostles
SECTION D: Themes from selected Epistles


Themes from Creation to the Division of the Kingdom

1. The Sovereignty of God

God as Creator and Controller of the Universe (Gen. 1 and 2) cf. Amos 9:5-6; Is. 45:5-12
Ps. 19:1-6

Candidates should be able to:

i. define the term ‘sovereignty;
ii. analyse God’s process of creation;
iii. interpret the sequence of creation;
iv. identify man’s role in advancing God’s purpose in creation.


2. The Covenant

(a) The flood and God’s covenant with Noah (Gen. 6:1-22; 7:1-24; 9:1-17)
(b) God’s covenant with Abraham (Gen. 11:31-32; 12:1-9; 17:1-21; 21:1-13; 25:19-26)
(c) God’s covenant with Israel (Ex. 19; 20; 24:1-11) cf. Deut. 28:1-19
(d) The New Covenant (Jer. 31:31-34; Ezek 36:25-28)

Candidates should be able to:

i. explain the concept of covenant;
ii. examine the importance and implication of the covenants;
iii. distinguish between God’s covenants with Noah, Abraham and Israel;
iv. Distinguish between the old and the new covenants


3. Leadership qualities:

Examples of
(a) Joseph (Gen. 37:1-28; 41:1-57; 45:1-15)
(b) Moses (Ex. 1; 2; 3; 4:1-17; 5; 12; Num. 13:1-20; 14:1-19)
(c) Joshua (Num. 13:21-33; 27:15-23; Josh. 1:1-15; 6; 7; 24:1-31)
(d) Judges (Deborah – Judges. 4:1-24; Gideon: Judges 6:11-40; Samson : Judges 13:1-7, 21-25; 16:4-31)

Candidates should be able to:

i. examine the circumstances that gave rise to the leadership of Joseph, Moses, Joshua and the Judges;
ii. identify the major talents of these leaders;
iii. assess God’s role in the works of these leaders;
iv. analyse the achievements of these leaders.


4. Divine providence, Guidance and Protection

(a) Guidance and Protection (Gen. 24:1-61; 28:10-22; 46:1-7: Ex. 13:17-22; 14:1-4; 10-31)
(b) Provision (Gen. 21:14-18; 22:1-14; Ex. 16:1-21; 17:1-7; Num. 20:1-13; 1 Kings 17:1-16)

Candidates should be able to:

i. identify the different ways by which God guided and protected the people of Israel;
ii. specify how God provided for His people;
iii. identify the different occasions when God provided for Israel.


5. Parental responsibility:

Examples of
(a) Eli and Samuel (1 Sam. 2:11-36; 3:2-18; 4:10-22: 8:15)
(b) David (11 Sam. 13; 15:1-29; 18; 19:1-8)
(c) Asa (1 Kings 15:9-15; 22:41-44; cf. Deut. 6:4-9; Prov. 4:1-10; 13:1; 24; 22:6; 23:13-14; 31:10-31)

Candidates should be able to:

i. determine the extent to which Eli, Samuel and David were responsible for the short-comings of their children:
ii. describe how Asa pleased God.


6. Obedience and Disobedience

(i) Obedience and Rewards:
Examples of
(a) Abraham (Gen. 22:1-19)
(b) Hebrew Midwives (Ex. 1:8-22)
(c) David (1 Sam. 30:1-20)
ii) Disobedience and Consequences:
Examples of
(a) Adam (Gen. 2:15-25; 3)
(b) Collection of Manna (Ex. 16:22-30)
(c) The Golden Calf (Ex. 32)
(d) Moses (Num. 20:7-12; Deut. 34:1-6)
(e) Saul (1 Sam. 10:1-16; 15:1-25; 16:14-23; 31:1-13)

ii. indicate the reasons for their disobedience;
iii. identify the consequences of disobedience

7. A man after God’s own heart

(a) The early life of David (1 Sam. 16:1-13; 17; 18:17-30; 22:1-5; 24:1-23; II Sam. 2:1-7; 3:1-39)
(b) David’s submission to the will of God (I Sam. 26:1-25); II Sam 12:15-25
(c) David’s repentance and forgiveness (II Sam. 11; 12:1-15, cf. Ps. 51:130)

Candidates should be able to:

i. identify David’s childhood experiences;
ii. specify how David submitted to the will of God;
iii. examine the situations that led to David’s sin and repentance;
iv. identify why God forgave David.


8. Decision – Making

(a) Reliance on a medium (I Sam. 28:3-25)
(b) The wisdom of Solomon (I Kings 3:3-28; 4:29-34; 5:1-12; 8:1-53)
(c) Unwise policies of Solomon and Rehoboam (I Kings 9:15-23; 11:1-40; 12:1-20)

Candidates should be able to:

i. identify the source of Solomon’s wisdom;
ii. compare the different ways used by Saul and Solomon in making decisions;
iii. analyse the decisions made by Saul, Solomon and Rehoboan.
iv. assess the consequences of Solomon and Rehoboam’s unwise decisions.


Themes from the Division of the Kingdom to the Return from Exile and the Prophets


1. Greed and its effects

Examples of
(a) Ahab (I Kings 21:1-29; 22:1-40; II Kings 9:30-37)
(b) Gehazi (II Kings 5:1-27 cf (Josh 7)

Candidates should be able to:

i. deduce the meaning of greed;
ii. distinguish between Ahab and Gehazi’s greed;
iii. analyse the consequences of Ahab and Gehazi’s greed.


2. The Supremacy of God

Religious tension and the power of God on Mount Carmel (I Kings 16:29-34; 17:1-7; 18; 19:1-18)

Candidates should be able to:

i. assess the religious situation in Israel at the time of Elijah and Ahab;
ii. identify the characters involved in the contest on Mount Carmel
iii. differentiate between God’s power and that of Baal.


3. Religious reforms in Judah

(a) Cleansing of the Temple (II Kings 22)
(b) Renewal of the Covenant (II Kings 23:1-30)

Candidates should be able to:

i. analyse Josiah’s religious reforms;
ii. determine the reasons for the renewal of the covenant;
iii. assess the significance of the reforms.


4. Concern for Judah

(a) The fall of Jerusalem (II kings 24; 25:1-17)
(b) Condition of Judah (Neh. 1:1-11; Ezra 1:1-11)
(c) Response to the state of Judah (Neh. 2; 4:1-23 Ezra 3:4; 5; 6; 7)

Candidates should be able to:

i. identify the reasons for the fall of Jerusalem;
ii. examine the condition of Judah during the exile;
iii. analyse the people’s response to the call of Nehemiah and Ezra to rebuild Jerusalem
iv. distinguish between Nehemiah and Ezra’s responses to the opposition of their enemies


5. Faith, Courage and Protection:

Examples of Daniel, Shadrach, Meshach and Abednego (Dan. L; 3:1-30: 6:1-28

Candidates should be able to:

i. analyse the stories of Shadrach, Meshach, Abednego and Daniel;
ii. determine the occasions in which the four men demonstrated faith;
iii. analyse the effects of the faith of the four men on the Babylonians.


6. God’s message to Nineveh

Jonah and his message (Jonah 1; 2; 3 and 4)

Candidates should be able to:

i. analyse the story of Jonah’s call;
ii. describe the consequences of Jonah’s disobedience;
iii. assess the effect of Jonah’s message on the Ninevites;
iv. emulate the example of the Ninevites.


7. Social justice, True religion and Divine love

(a) Social justice and true religion (Amos 2:6-8; 4; 5:1-25; 6:1-14; 7:10-17; 8:4-14) cf James 1:19-27
(b) Divine love and human response (Hosea 1; 2; 3; 4; 6:1-11; 14)

Candidates should be able to

i. determine what true religion is;
ii. identify the ills that led to the call for social justice in Amos’ time;
iii. examine the condition in Israel during Hosea’s time;
iv. analyse Hosea’s portrayal of divine love and human response.


8. Holiness and Divine call

(Isaiah 6:1-13; Ezek. 2; 3:1-11; Jer. 1:4-10)

Candidates should be able to:

i. distinguish the calls of Isaiah, Ezekiel and Jeremiah;
ii. compare the assignments given to these prophets;
iii. determine the need for God’s people to be holy.


9. Punishment and Hope

(Jer. 3:11-18; 32:26-35; Ezek. 18; 37:1-14; Isaiah 61)

Candidates should be able to:

i. describe the situations that led to the punishment of Israel;
ii. identify the conditions for hope;
iii. determine the benefits of restoration.


Themes from the four Gospels and the Acts of the Apostles


1. The birth and early life of Jesus

(a) John, the forerunner of Jesus (Lk. 1:5-25; 57-66; 3:1-20; 7:18-35; Mk. 1:1-8; 6:14-29; Mt. 3:1-12: Matt.11:2-19 Jn. 1:6-8; 19-37; 3:22-36)
(b) The birth and boyhood of Jesus (Mt. 1:18-25; 2; Lk. 1:26-45:2)

Candidates should be able to:

i. compare the stories of the births of John and Jesus;
ii. assess the importance of John as the forerunner of Jesus;
iii. describe the boyhood of Jesus


2. The baptism and temptation of Jesus

(Mt. 3:13-17; 4:1-11; Mk. 1:9-13; Lk. 3:21-22; 4:1-13)

Candidates should be able to:
i. determine the meaning and purpose of the baptism of Jesus
ii. enumerate the temptations of Jesus;
iii. examine the significance of the temptations of Jesus.

3. Discipleship

(a) The call of the first disciples (Mt. 4:18 22; 9:9-13; Mk. 1:16-20; 2:13-17; Lk. 5:1-11; 27-32)
(b) The demands of discipleship (Mt. 8:19-22; Lk. 9:57-63; 14:25-33)

Candidates should be able to:

i. identify the first disciples to be called by Jesus;
ii. determine the demands of discipleship


4. Miracles

(a) Nature miracles
(i) Stilling the storm (Mt. 8:23-27; Mk. 4:35-41; Lk.8:22-25)
(ii) Feeding of the five thousand (Mt. 14:13-24; Mk. 6:30-44; Lk, 9:10-17; Jn. 6:1-13)
(iii) Walking on the sea (Mt. 14:22-26; Mk. 6:45-52; Jn. 6:16-21)
(iv) Changing water to wine (Jn. 2:1-11)
(b) Miracles of resuscitation
(i) The raising of Lazarus (Jn. 11:1-45)
(ii) The raising of Jairus’ daughter (Lk. 8:41-42, 49-56; Mk. 5:21-43)
(iii) The raising of the widow’s son at Nain (Lk. 7:11-17)
(c) Healing miracles
(i) The lepers (Mt. 8:1-4; Mk. 1:40-45; Lk. 5:12-16; 17:11-19)
(ii) The paralytic at the pool (Jn. 5:1-17)
(iii) The centurion’s servant (Mt. 8:5-13; Lk. 7:1-10)
(iv) The blind (Jn. 9:1-12; Mk. 10:46-52;
Lk. 18:35-43)
(d) Exorcism
(i) The Gerasene (Gadarene) demoniac (Mt. 8:28-34; Mk. 5:1-20; Lk. 8:26-39)
(ii) The epileptic boy (Mk. 9:14-29; Lk. 9:37-43a; Mt. 17:14-21)

Candidates should be able to:

i. classify the different miracles of Jesus;
ii. indicate the occasion of each of the miracles;
iii. examine the significance of each of the miracles;


5. The Parables

(a) Parables of the kingdom
(i) The sower (Mt. 13:1-23; Mk. 4:1-20)
(ii) The weeds (Mt. 13:24-30; 36-43)
(iii) The drag-net (Mt. 13:47-50)
(iv) The wedding garment (matt 22:1-14)
(b) Parables about love of God (Mt. 18:12- 14; Lk. 15:1-32)
(c) Parables about love for one another (Lk.10:25-37; 16:19-31)
(d) Parable about wealth: The rich fool (Lk. 12:13-21)
(e) Parables on prayer (Lk 18:2-14)

Candidates should be able to:

i. classify the different parables of Jesus;
ii. identify the occasion of each parable;
iii. interpret the meaning of each parable;
iv. give reasons why Jesus taught in parables.


6. Sermon on the Mount

(Mt. 5; 6; Lk. 6:17-26)

Candidates should be able to:

i. analyse the teachings on the Mount;
ii. identify the demands of the Kingdom;
iii. determine the consequences of worldly possessions;
iv. associate the rewards for obedience with the sermon on the Mount.


7. Mission of the disciples

(a)The mission of the twelve
(Mt. 10:5-15; Mk. 6:7-13; Lk. 9:1-16)
(b)The mission of the seventy (Lk. 10:1-24)

Candidates should be able to:

i. distinguish between the mission of the twelve and the seventy;
ii. specify the instructions to the disciples;
iii. assess the outcomes of the missions.


8. The Great Confession

(Mt. 16:13-20; Mk. 8:27-30; Lk. 9:18-22)

Candidates should be able to:

i. analyse the confession by Peter;
ii. identify the occasion of the Great Confession;
iii. examine the significance of the Great Confession


9. The Transfiguration

(Mt. 17:1-13; Mk. 9:2-13; Lk. 9:28-36)

Candidates should be able to:

i. trace the events leading to the Transfiguration;
ii. determine the significance of the Transfiguration to the disciples;
iii. identify the personalities involved in the Transfiguration account


10. The Triumphal Entry and the cleansing of the Temple

(Mt. 21:1-17; Mk. 11:1-19; Lk. 19:29-48)

Candidates should be able to:

i. recount the Triumphal Entry and the cleansing of the Temple;
ii. determine the significance of the Triumphal Entry and the cleansing of the Temple;
iii. examine how the cleansing of the Temple caused hostility towards Jesus.


11. The Last Supper

(Mt. 26:17-30; Mk. 14:10-26
Lk. 22:7-23; Jn. 13:2-38)

Candidates should be able to:

i. trace the story of the Last Supper;
ii. evaluate the significance of the Last Supper.


12. The trials and the death of Jesus

(a) The trials of Jesus before
(i) the High Priest
(Mt. 26:36-75;
Mk. 14:53-72
Lk. 22:66-71)
(ii) Pilate
(Mt. 27:11-26; Mk. 15:1-15;
Lk. 23:1-5; 13-25;
Jn. 18:28-40; 19:1-16)
(iii) Herod
(Lk. 23:6-12)
(b) Crucifixion and burial of Jesus
(Mt. 27:32-66; Lk. 23:26-56;
Mk. 15:16-47; Jn. 19:17-42)

Candidates should be able to:

i. analyse the different trials of Jesus;
ii. describe the crucifixion and burial of Jesus;
iii. deduce the lessons of the death of Jesus.


13. Resurrection, appearances and ascension of Jesus

(Mt. 28:1-20; Mk. 16:1-20;
Lk. 24:1-53; Jn. 20:1-31;
Acts 1:1-11)

Candidates should be able to:

(i) trace the stories of the resurrection, appearances and ascension of Jesus;
(ii) compare the personalities involved in the stories.
(iii) analyse the relevance of the resurrection
and ascension of Jesus


14. Jesus’ teachings about Himself

(a) The Bread of Life and the
Living Water (Jn. 4:7-15;
(b) The Light of the World
(Jn. 1:4-8; 3:19-21; 8:12
9:1-5; 12:35-36 1 Jn. 1:5-7)
(c) The Door the Lamb and the Good
Shepherd (Jn 1:29-34; 10:1-18)
(d) The True Vine (Jn. 15:1-11)
(e) The resurrection (Jn.11:25)

Candidates should be able to:

(i) analyse the different teachings
of Jesus about Himself;
(ii) deduce the reasons for Jesus’ teachings about
(iii) interpret the meanings of the
symbols used by Jesus about


15. Love

(a) God’s love for man
(Jn. 3:16-18)
(b) Love for one another
(Jn. 13:34-35; 15:12-13
cf. I Jn. 4:7-21)

Candidates should be able to:

(i) describe God’s love for man;
(ii) specify the ways they can love one another;
(iii) evaluate the significance of love.


16. Fellowship in the Early Church

(a) Communal living
(Acts 1:15-26; 2:41-47;
(b) Problems of communal
living and solutions
(Acts 5:1-11, 6:1-6)

Candidates should be able to:

(i) identify the reasons for communal living in the Early Church;
(ii) identify the problems of communal living and their solutions;
(iii) examine how communal living helped the growth of the Early Church.


17. The Holy Spirit and the mission of the Church

(a) The pentecost (Acts 1:8;
(b) The mission of the Church
(Acts 8:4-40)

Candidates should be able to:

(i) trace the story of the pentecost;
(ii) examine the significance of the pentecost
(iii) analyse the mission of the Church.


18. Opposition to the Gospel message

(a) The arrest and imprisonment of
Peter and John
(Acts 3; 4:1-22; 5:17-42
(b) The martyrdom of Stephen
(Acts 6:8-15; 7)
(c) Persecution by Saul
(Acts 8:1-3; 9:1-2)
cf. Gal. 1:11-17
(d) Persecution of Paul (Acts 16:11-40;19:23- 41;21:27-36) cf 2 Cor:11:23-33

Candidates should be able to:

(i) trace the story of the arrest and
imprisonment of Peter and John;
(ii) trace the events that led to the
martyrdom of Stephen;
(iii) describe the role of Saul in the persecution of the
(iv) evaluate the importance of persecution to the growth of the Church.
(v) account for the persecution of paul.


19. Mission to the Gentiles

(a) Conversion of Saul
(b) Conversion of Cornelius
(Acts 10:1-48)
(c) The commissioning and mission of Paul
(Acts 13; 14:1-20);
(d) The Council of Jerusalem
(Acts 15:1-35; Gal. 2:1-21)

Candidates should be able to:

(i) compare the conversions of Saul
and Cornelius;
(ii) analyse the commissioning and
mission of Paul;
(iii) examine the main decisions at the Council of
(iv) identify the personalities
involved at the Council of Jerusalem;
(v) examine the relevance the main decisions at the Council of Jerusalem;
(vi) assess Paul’s role in the mission
to the Gentiles.

Themes from Selected Epistles

1. Justification by Faith

(Rom. 3:21-24; 5:1-11; 10:1-13)

Candidates should be able to:

(i) interpret the phrase ‘justification’
by faith;
(ii) identify the basic conditions for justification;
(iii) determine the fruits of justification


2. The Law and Grace

(Rom. 4:13-25; 5:18-21;
Gal. 3:10-14; 19-29)

Candidates should be able to:

(i) examine the purpose and significance of the law and grace;
(ii) identify the place of the Law among the Jews.


3. New life in Christ

(Rom. 6:1-4; 12-14; Col. 3:1-17;
Gals. 5:16-26; II Cor. 5:16-19;
I Thess. 4:1-8; Rom. 12)

Candidates should be able to:

(i) describe the characteristics of
the old life;
(ii) analyse the new life in Christ;
(iii) identify the conditions of the
new life;
(iv) examine the benefits of the new life


4. Christians as joint heirs with Christ

(Gal. 3:23-29; 4:1-7)

Candidates should be able to:

(i) describe how Christians are
joint heirs with Christ;
(ii) indicate the benefits of being
joint heirs with Christ


5. Humility

(Phil. 2:1-11; I Pet. 5:5-11)

Candidates should be able to:

(i) determine the meaning of humility
(ii) identify the requirements of humility;
(iii) identify the rewards of humility.


6. Forgiveness

(Philemon; II Cor. 2:5-11)

Candidates should be able to:

(i) analyse Paul’s teaching on forgiveness;
(ii) assess the benefits of forgiveness


7. Spiritual gifts

(I Cor. 12; Rom. 12:3-18; I Cor. 14)

Candidates should be able to:

(i) identify the different spiritual gifts;
(ii) analyse the benefits of spiritual gifts to the individual and the church.


8. Christian Giving

(Phil. 4:14-20; II Cor. 8:1-5; 9)
Cf. Matt 6:2-4

Candidates should be able to:

(i) interpret the concept of Christian giving;
(ii) relate the teachings of Paul on Christian giving.
(iii) identify the importance of Christian giving


9. Civic responsibility

(Rom. 13; I Tim. 2:1-4)

Candidates should be able to:

(i) identify the need for obedience to authority;
(ii) specify the requirements of good citizenship.


10. Dignity of labour

(II Thess. 3:6-15; Col. 3:23-25)

Candidates should be able to:

(i) interpret the concept of dignity of labour;
(ii) analyse the benefits of labour


11. The second coming of Christ

a) The signs of the Coming of Christ
(1 Thess. 4:13-18; II Thess. 2:1-12)
b) Preparation for His coming
(I Thess. 5:1-11; II Pet. 3:1-13)

Candidates should be able to:

(i) identify the signs of the Second Coming of Christ;
(ii) specify the preparations for His coming;
(iii) indicate what will happen during His Second Coming.
(iv) examine the importance of His coming


12. Impartiality

(James 2:1-13)
cf. Acts 10:34-35; Matt 7:1-5

Candidates should be able to:

(i) interpret the concept of impartiality;
(ii) identify causes of partiality
(iii) examine the consequences of partiality


13. Effective prayer

(James 1:2-8; 4:1-3; 5:13-18) cf.
Matt 6:5-13

Candidates should be able to:

(i) identify the requirements of effective prayer;
(ii) distinguish between effective and ineffective prayer.
(iii) identify the importance of prayer.


14. Christian living in the community

(a) Interpersonal relationships
among Christians (I Pet. 5:1-4;
Rom. 12:3-21; 2 Pet. 1:3-11;
(b) Christians living among non- Christians
(I Pet. 2:3-25; Rom. 15:1-2)
(c) Christian attitude to persecution
(I Pet. 1:5-9; 4:1-19; 1 Pet. 3:13-22)
(d) Relationship in the Christian family
(Eph. 6: 1-9; Col. 3:18-21;
I Pet. 3:1-7)

Candidates should be able to:

(i) determine interpersonal relationships among
(ii) analyse Christian living among non-Christians;
(iii) relate Christian attitude to persecution;
(iv) determine the relationship in the Christian family;
(v) examine the importance of maintaining good relationships.


15. Corruption

(1 Tim 6:6-11; 2 Tim 3:8; 2 Pet. 1:4-11; James 5:1-6)

Candidates should be able to:

(i) define the term corruption.
(ii) identify the causes of corruption.
(iii) determine the effects and consequences of corruption.
(iv) identify ways of curbing corruption.


16. Sexual Immorality

(a) Prostitution
cf. Prov.7:10-27;23:27-28
(b) Adultery and Fornication
(Heb. 13:4, Eph. 5:3-10)
cf. Matt 5:28-32;Deut. 22:22; Lev. 20:10
(c) Homosexuality
(Rom. 1:24-32)
cf. Lev.18:21-30; 20:13

Candidates should be able to:

(i) identify what constitute sexual immorality.
(ii) determine the causes of sexual immorality.
(iii) examine the effects and consequences of sexual immorality.
(iv) identify ways of curbing sexual immorality.


Life is a gift that has been given to you. It is in your hands to make the best out of it–dare to believe that you can. Through the ups and downs, you’ll find a lesson to learn that will make you a better person. Each experience–good and bad–makes you grow. Get along with life and surely, things will become easier for you. Live for today and enjoy every moment. Capture the best that life has to offer you.
Here’s a collection of valuable quotes about life to inspire you to make the best out of it:
“In the end, it’s not the years in your life that count. It’s the life in your years.”

“The greatest day in your life and mine is when we take total responsibility for our attitudes. That’s the day we truly grow up.”

“Life is not a problem to be solved, but a reality to be experienced.” Soren Kierkegaard

“What we think determines what happens to us, so if we want to change our lives, we need to stretch our minds.”

“Change is the law of life. And those who look only to the past or present are certain to miss the future.”


My Graphics Work

I am not a perfect graphic designer, but i can assure that, i only try my best to put together my thought and feelings when it comes in time of designs, i know that you guys might not be impressed, but also consider the fact that nobody is perfect in life, whatever i do or design today, i learnt it, so you can learn it as well.

take it the way you see it, but don’t hesitate to like it and also follow my site, @ http://www.calistog.wordpress.com

for more info about the designer, you can visit my twitter handle @iamcalistog

thanks to you all, one love.

2face breaks silence, says I’m happy to be a coward’

POP star, Innocent Idibia, popularly called 2baba, has spoken up for the first time after backing out from the widely publicized #IstandWithNigeria# protest, which held Monday, in Lagos, Abuja and other parts of the country. 2face was expected to lead the nationwide march, but pulled out one day before the commencement of the protest.


But breaking his silence on Tuesday, in a video he shared on his Instagram page, the “African Queen” crooner said, he would continue to speak for the people, even though he had been labelled as a coward. Courage to carry  on with the protest

Read more at: http://www.vanguardngr.com/2017/02/2face-breaks-silence-says-im-happy-coward/

Obasanjo, Kogi Governor, Receive Phone Call From Buhari

To fecilitate with Former President Olusegun Obasanjo on his 80th birthday, President Muhammadu Buhari on Sunday, March 5 spoke with the celebrant to congratulate him.

The Special Adviser to the President on Media and Publicity, Femi Adesina confirmed this development in a statement he issued in Abuja on Sunday.

According to the president, who is on medical vacation in London, a time like this provides opportunity to reflect on Mr. Obasanjo’s invaluable roles and contributions to the unity and cohesion of Nigeria, the brotherhood of all Africans, as well as peace and amity over the globe.

Mr. Buhari described the former president as “a true citizen of the world”.

While recalling their days in the military, President Buhari said: “”Those of us who served under you in various capacities recall a man with boundless energy, with razor sharp mind, and one who does not suffer fools gladly. Working with you was a school in itself, and the lessons learnt are worth their weight in gold.”

The statement said: “”Chief Obasanjo wished President Buhari good health, adding he stands together with him in prayers, so that he can return soon to continue the good work he is doing for the country.’’


Mr. Obasanjo was Nigeria’s former military ruler (1976 to 1979) and democratically elected president (1999 to 2007).

The President also spoke with Kogi State Governor, Yahaya Bello for a couple of minutes.

A government house statement issued in Lokoja said that Buhari, who made the call in the evening, interacted with the governor for a couple of minutes.

The Director General on media and strategy to the governor, Kingsley Fanwo, who signed the statement, said Mr. Bello received the call in Lagos on his way back from Abeokuta, where he attended the inauguration of Obasanjo Library.

“The President thanked the governor for his support and his leadership qualities.
“He told the governor that he was observing rest and will return very soon to continue his assignment of providing purposeful leadership to the nation,” Mr. Fanwo said.

He said Mr. Bello received the call in the presence of the Speaker of the state house of assembly, Ahmed Imam, some members of the house, commissioners and top government functionaries.


The Portuguese was left with no doubts who was the EFL Cup winners’ MVP and was grateful as he felt extra-time would have been a problem

Jose Mourinho opted to focus on “outstanding” Zlatan Ibrahimovic ahead of Paul Pogba after the striker’s double gave Manchester United glory in the EFL Cup at Southampton’s expense.

United won a thrilling encounter 3-2 at Wembley on Sunday, Ibrahimovic’s 87th-minute header from Ander Herrera’s cross ultimately proving decisive.

The 35-year-old – who now has 26 goals in all competitions this season – had earlier put United in front, before Jesse Lingard doubled their lead.

But Manolo Gabbiadini’s brace ensured an impressive Southampton made United work until the end, with Mourinho conceding United did not deserve to win in 90 minutes while praising Ibrahimovic’s exploits.

“Zlatan won the game for us, he was outstanding,” the manager said to Sky Sports. “There were a couple of performances like Pogba who was at a similar level but Zlatan was outstanding in a match where our opponent was better than us for large periods of the game.

“Southampton deserved to go to extra-time, they didn’t deserve to lose in 90 minutes, but he made the difference and won us the cup.”

United still have the chance to win a treble of cup competitions, as they remain in the FA Cup and Europa League, with Mourinho – now a four-time EFL Cup winner – feeling the victory could be crucial in his team’s progression.

“This is the first one plus the Charity Shield,” said the United manager. “For the development of the team there is nothing better than doing it with a feeling of trophies.


“We now have Bournemouth in the Premier League, Rostov in the Europa league, Chelsea in the FA Cup – so much to play for.

“I could feel the difference in freshness between one team and the other. We would have been in trouble had it gone to extra time. I had to make the team compact because the fuel was in their legs and not in ours.”