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CHRISTIAN RELIGIOUS STUDIES
GENERAL OBJECTIVES
The aim of the 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
DETAILED SYLLABUS
TOPICS/CONTENTS/NOTES OBJECTIVES
SECTION A:
Themes from Creation to the Division of the Kingdom
- 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 , Jer 18: 1-16, Rom 8: 28)
- The Covenant (a) The flood and God’s covenant with Noah (Gen. 6:1-22; 7:1-24; 9:1-17) 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. Candidates should be able to: i. explain the concept of covenant; ii. examine the importance and implication of the covenants;
TOPICS/CONTENTS/NOTES OBJECTIVES
(b) God’s covenant with Abraham (Gen. 11:31-32; 12:1-9; 17:1-21; 21:1-13; 25:19-
(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)
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)
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)
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)
Obedience and Disobedience (i) Obedience and Rewards: Examples of (a) Abraham (Gen. 22:1-19) (b) Three Hebrew youth (Dan 3:1- 30 ) (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)
A man after God’s own heart iii. distinguish between God’s covenants with Noah, Abraham and Israel; iv. Distinguish between the old and the new covenants. 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. 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. 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. Candidates should be able to: i. determine why Abraham, the three Hebrew youths and David obeyed God; ii. identify the rewards for obedience. Candidates should be able to: i. compare the disobedience of Adam, the people of Israel, Moses and Saul; ii. indicate the reasons for their disobedience; iii. identify the consequences of disobedience. Candidates should be able to: i. identify David’s anointing experience;
TOPICS/CONTENTS/NOTES OBJECTIVES
- God’s message to Nineveh Jonah and his message (Jonah 1; 2; 3 and 4)
- 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)
- Holiness and Divine call (Isaiah 6:1-13; Ezek. 2; 3:1-11; Jer. 1:4-10)
- Punishment and Hope (Jer. 3:11-18; 32:26-35; Ezek. 18; 37:1-14; Isaiah 61, Jer 4: 5- 8 ) SECTION C: Themes from the four Gospels and the Acts of the Apostles
- 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 )
- The baptism and temptation of Jesus (Mt. 3:13-17; 4:1-11; Mk. 1:9-13; Lk. 3:21-22; 4:1-13) 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. 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. 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. 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. 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. 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. 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.
TOPICS/CONTENTS/NOTES OBJECTIVES
- 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)
- 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. 1 4:13-24; Mk. 6:30-44; Lk. 9:10-17; Jn. 6:1-13) (iii) Walking on the sea (Mt. 1 4:22-26; 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)
- 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) Candidates should be able to: i. identify the first disciples to be called by Jesus; ii. determine the demands of discipleship; 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; 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.
TOPICS/CONTENTS/NOTES OBJECTIVES
(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)
- 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)
- Jesus’ teachings about Himself (a) The Bread of Life and the Living Water (Jn. 4:7-15; 6:25-58) (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)
- 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 , 1Cor 13)
- Fellowship in the Early Church (a) Communal living (Acts 1:15-26; 2:41-47; 4:32-37) (b) Problems of communal living and solutions (Acts 5:1-11, 6:1-6)
- The Holy Spirit and the mission of the Church (a) The Pentecost (Acts 1:8; 2:1-41) 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. Candidates should be able to: (i) analyse the different teachings of Jesus about Himself; (ii) deduce the reasons for Jesus’ teachings about Himself; (iii) interpret the meanings of the symbols used by Jesus about Himself. 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. 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. Candidates should be able to: (i) trace the story of the Pentecost; (ii) examine the significance of the Pentecost experience;
TOPICS/CONTENTS/NOTES OBJECTIVES
(b) The mission of the Church (Acts 8:4-40)
- Opposition to the Gospel message (a) The arrest and imprisonment of Peter and John (Acts 3; 4:1-22; 5:17- 42 12:1-24) (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 )
- Mission to the Gentiles (a) Conversion of Saul (Acts 9:1-30; 22:4-21; 26:9-18) (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) SECTION D: Themes from Selected Epistles
- Justification by Faith (Rom. 3:21-24; 5:1-11; 10:1- 13 ; Gal 2:16- 21 )
- The Law and Grace (Rom. 4:13-25; 5:18-21; Gal. 3:10-14; 19- 29 ; Rom 3:24)
- 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) (iii) analyse the mission of the Church. 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 Church; (iv) evaluate the importance of persecution to the growth of the Church. (v) account for the persecution of Paul. 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 Jerusalem; (iv) identify the personalities involved at the Council of Jerusalem; (v) examine the relevance of the main decisions at the Council of Jerusalem; (vi) assess Paul’s role in the mission to the Gentiles. 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. 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. 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.
TOPICS/CONTENTS/NOTES OBJECTIVES
- Impartiality (James 2:1- 13 ; Luke 6:3; Acts 10:34-35; Matt 7:1- 5 )
- Effective prayer (James 1:2-8; 4:1-3; 5:1 3 - 18 cf. Matt 6:5- 13 )
- Christian living in the community (a) Interpersonal relationships among Christians (I Pet. 5:1-4; Rom. 12:3- 21 ; 2 Pet. 1:3-11; Heb.13:1-21) (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- 2 1; I Pet. 3:1-7)
- Corruption (1 Tim 6:6-11; 2 Tim 3:8; 2 Pet. 1:4-11; James 5:1-6)
- Sexual Immorality (a) Prostitution (1Cor.6:16- 20 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) interpret the concept of impartiality; (ii) identify causes of partiality (iii) examine the consequences of partiality. 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. Candidates should be able to: (i) determine interpersonal relationships among Christians; (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. 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. 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.
RECOMMENDED TEXTS
Adetunji, P.G. et al (2000) Exam Focus Christian Religious Knowledge for WASSCE and SSCE Ibadan: University Press Plc. Adeyemo, I. O. et al (1998) Christian Religious Knowledge for Secondary Schools Books1 – 3, Ibadan: Onibonoje Adeyinka, A. A. et al (1991) Christian Religious Knowledge for Senior Secondary Schools, Book 1 – 3 , Lagos: Longman. Adigwe, H.A et al (2004) Christian Religious Knowledge for Senior Secondary Schools. Onitsha. Africana Publishers. Aghaeghuna, E. O. N. (1988) Senior Secondary School Christian Religious Knowledge: Themes from Selected Epistles, Vol 1 – III, Awka, Jet Publishers. Dopamu, A. et al (1990) Christian Religious Knowledge for Senior Secondary Schools Books 1 – 3, Lagos: Nelson. Ilori, J. A. et al (1980) Christian Religious Knowledge for Senior Secondary Schools Books 1 – 3 , Ibadan: Evans. Izuchukwu, A.E. et al (1997) Round-Up for Senior Secondary Certificate Examination Christian Religious Knowledge : A Complete Guide. Lagos: Longman. Throckmorton, B.H, Jr. (ed) (1966) Gospel Parallels: A Synopsis of the First Three Gospels. New York; Thomas Nelson. THE BIBLE: Revised Standard Version, Stonechill Green: Bible Society Publishing House (1971).
