CBA is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation.


Aims at providing a way of building the skills, knowledge, attitudes and values that learners require to perform identified tasks as they go through learning experiences.


ACTIVITY 1: (03 Minutes) In pairs, brainstorm and write down the linkage between CBC and CBA.


core competencies, values, PCIs, Community service Learning


Learning experiences that are appropriate for learners in order to develop the desired competencies


Assessment tasks can be used to measure the learner’s acquisition of the desired competencies.


11 12 13 Classroom Assessment- (CA) Formative assessment is to be carried out by the teacher throughout the learning process National Assessment This will be carried out at the end of the Early Years Education MONITORING LEARNER PROGRESS (MLP) at Grade 3 14 ACTIVITY 2 (03-Minutes) Participants to brainstorm on the different types of assessment used during the learning process.


15 Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners.


Assessment as Learning occurs when a learner is assisted to develop a capacity to be independent, self-directed to set individual goals, monitor own progress or self-assess, and reflect on his/her learning.


17 Assessment of Learning is a comprehensive process used to summarize and communicate what a learner knows and can do with respect to curriculum learning outcomes and expectations at the conclusion of a defined instructional period, time or tier.


A classroom assessment tool


3 Competency Based Assessment Tools Observation schedules Checklists Rating Scales Rubrics Questionnaires Project Journals Portfolio Oral or Aural Questions Learner’s Profile Written Tests Anecdotal Records 4 OBSERVATION SCHEDULE This is a schedule outlining characteristics and behaviour that learners manifest during the performance of specific tasks individually or as a group.


learners too can be guided to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills.


RUBRICS  consist of a fixed measurement scale and detailed description of the characteristics for each level of performance  the descriptions focus on the quality of the performance and not the quantity  are commonly used to evaluate learner performance with the intention of including the result in a grade for reporting purposes and teacher accountability measures 10 QUESTIONNAIRES  a list of questions on various aspects of a person’s situation or issue  can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour)  can be given to learners to gather feedback on how they are applying their learned competencies in and out of school 11 PROJECT  a set of activities implemented within a set timeframe with a clear start and end time, with a clearly stated purpose and set of objectives  gives an


Assessment through journals and diaries should be a joint venture between the learner and the teacher.


Oral questions are posed by the teacher verbally  aural questions are usually pre-recorded and played to the learner  allow the learner time to think then call randomly to respond  use both closed-ended and open-ended questions  include questions that promote higher order thinking  a Learning Profile  a summary of the teacher’s opinion on mastery of competencies acquired in a level  constructed using information obtained from observation schedule, learner’s journal, checklist, portfolio and involvement in projects 18 ANECDOTAL RECORDS  an account of an event in a child’s day  reports, photos and drawings may be used to describe, in a factual way, the incident, its context, and what was said or done by the participant(s)  may also be used to record specific observations of individual learner’s behaviours, skills and attitudes as they relate to their learning and the environment 19 WRITTEN TESTS  are designed according to pre-determined criteria that measure competencies in specific learning areas  designed to elicit evidence


Define authentic assessment 2.


Differentiate between authentic and traditional assessment 3.


Give benefits of authentic assessment 5.


Develop authentic assessments (tasks) AREAS TO BE COVERED 3 Is a form of Assessment in which learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.


The actual driving test is authentic assessment while a written test on driving is traditional assessment.


AUTHENTIC ASSESSMENT is the study of the physical and mental state of the human body.


In Authentic Assessment: (a) learners create a response to a question.


(d) learners demonstrate their control over the essential knowledge being taught by actually using the information in a way that reveals their level of understanding.


5 TRADITIONAL VERSUS AUTHENTIC ASSESSMENT Traditional Assessment Authentic Assessment Requires learners to demonstrate knowledge by selecting a response to written tests Requires learners to demonstrate proficiency by performing meaningful tasks that require application of what was learned.


Measures the learners knowledge of the content Measures the learners ability to apply knowledge of the content in meaningful ways (real life situations) Provides a teacher with a summary of what the learner knows (knowledge) Provides a more complete picture of what the learner knows and what they can do with what they know (apply knowledge) Learners are required to recall knowledge that has been taught Learners can construct new knowledge out of what has been taught Provides limited ways for learners to demonstrate what they have learned Provides multiple avenues for learners to demonstrate what they have learned 6 Traditional Assessment Authentic Assessment Focus is on the content Focus is on the competences Teacher centred Learner centred.


Focuses on high order thinking skills 3.


Involve interesting and engaging assessment tasks 5.


Teacher and learner collaborate in determining the assessment 6.


8 Is an assignment given to learners to assess their ability to apply knowledge and skills to solve real world problems or challenges.


9 STEPS OF CREATING AUTHENTIC ASSESSMENT Strand Sub- strand Specific Learning Outcomes (Standards) Health practices Healthy habits The leaner can.: a) mention healthy habits that promote our well-being, b) state the importance of practising health habits for our well-being, c) practice health habits that promote our well-being, d) appreciate the importance of observing health habits for our well-being.


a) identify ways of keeping safe from unfavourable weather conditions b) keep safe from unfavourable weather conditions c) demonstrate knowledge of keeping safe from unfavourable weather condition


Are deeply integrative-require many skills 3.


Encourage self-assessment and deep reflection 8.


16 Target both the knowledge and the Core competence (skills) Core competences/21st Century Skills/skills are 7 1.


but the stem of the question should (for now) target 17 Target both the knowledge and the Core competence (skills) The stem of the question should target the critical core competences.


[email protected] * Session Aim The aim of the session is to equip participants with knowledge and skills on rubrics and how to use them effectively when assessing learners.


A rubric is a tool used to interpret and grade leaners’ work against criteria and standards.


A rubric makes explicit a range of assessment criteria and expected performance standards.


Criteria: describes knowledge, skills and attitude that one is looking for: e.g Exploring soil characteristics;  Level of performance; determines the degree of performance which has been met


S/No Criteria Categorization of plants Safety when handling plants Fill in additional criteria Teacher Statement on learner Performance


Henry Matasia * 8  Identify the criteria  Develop the descriptors for the various levels Using Rubrics Effectively  Share rubrics with learner before giving the task;  Have learners evaluate their own work using the rubrics;  Have learners evaluate each other’s work using the rubrics;  Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed;  Involve learners in revising and improving the rubrics;  Grade learners based on the rubrics.


Provide an overview of learners’ achievements;  Motivate learners to reach the standard specified;  Give learners control of their own learning process;  Give formative feedback;  Easier for the teacher to share with learners and parents about certain strengths and weaknesses;  Guide learners on areas that require improvement;  Make scoring easy and faster


A portfolio is one of the assessment tools used in educational assessment.


Assessment Portfolio This is a collection of work in progress as well as finished samples of work (products).


It contains collection of work guided by learning areas, learning outcomes and core competencies to be developed or individual learner’s areas of interests.


8/19/2019 16 8/19/2019 17 SHOWCASE PORTFOLIO shows ... (a) Accomplishments (b) Samples of work for placement (c) Learners perception of his/her best or interest Functions of parts of a plant Photograph of a thorny plant A PLANT 8/19/2019 18 This type of portfolio is used to document mastery of skills or competencies in a particular learning area.


The content in this type of portfolio is guided by the competencies specified in the curricular.


The following events are on the 8/19/2019 calendar:


(a) Achievement for grading (b) Progress towards standards (c) samples of work for learners placement 8/19/2019 21 8/19/2019 22 8/19/2019 23 8/19/2019 24 2.1 Planning 2.2 Communication 2.3 Collection of work 2.4 Selection of work samples 2.5 Reflection 2.6 Feedback 8/19/2019 25 2.1Planning a) The function / purpose- To show learners progress, achievement or mastery of competencies , learner interest or talents.


(c) Audience: the consumers of the portfolio


8/19/2019 26 2.2 Communication The teacher should communicate to the learners, Headteacher, other teachers and parents about the: a) purpose of the portfolio b) Assessment criteria c) Requirements 8/19/2019 27 2.3 Collection of work samples Learners are guided by the teacher to assemble work that reflects their own progress and mastery of competencies.


a) Purpose of the portfolio b) Specific learning outcomes and competencies c) Evaluation criteria d) Personal goals, interests and abilities 8/19/2019 28 2.4 Selection of work samples This is the decision-making stage where the learner selects the work to be added to the portfolio and how it should be arranged.


8/19/2019 29 2.5 Reflection Learners should make a self assessment comment on the work selected for addition to a portfolio, and on their own work.


(Based on the assessment criteria or own interests)


Feedback should be positive and focus on the work rather than the individual learner. Feedback may be provided after the learners’ reflections on their own work 8/19/2019 32 By the end of the session, the participants should be able to a) Identify features of a good portfolio b) Manage portfolio assessment in the classroom c) Engage parents in portfolio assessment d) Explain the importance of portfolio assessment


Cover Table of Contents Entries Dates Drafts Reflections 8/19/2019 35 Cover Page This includes the learner’s personal details;  Name,  Age  Grade,  Gender  School.


The contents can be organized based on  learning areas,  tasks or  core competencies.


8/19/2019 40 In groups, Participants to discuss and make presentations on the following: a) Management of portfolio in classroom assessment a) Parental engagement in portfolio assessment b) Importance of portfolio assessment


4.6 Ensure that storage holders for the portfolio are made from manila envelopes, folders, files, or learners can improvise their own using locally available materials 8/19/2019 43 5.1 There should be a planned program for parental engagement in portfolio assessment.


5.2 The parents should be informed about a) portfolio assessment; b) Participation in learner-led portfolio conferences/interactions; c) Feedback to their child; d) Identifying and providing learning opportunities and resources; e) Support for their child’s effort and interest.


8/19/2019 44 6.1 Assessment is integrated in teaching and learning process.


8/19/2019 45 6.5 It allows demonstration of a wide range of competencies.


8/19/2019 46 In groups, participants to develop and present an assessment portfolio using the tasks and evidences developed.


The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas outlined in the rubrics and the core competencies.


8/19/2019 49 “One big contribution of portfolio is to give the learners the chance to reflect and revisit their performances overtime”.


KNEC intends to undertake Monitoring of Learner Progress (MLP) in September, 2019 at Grade 3.


Conducted a Pilot study in September, 2018 in 100 schools across the country, out of the 235 schools which had been identified by KICD for piloting of the CBC.


KNEC developed an online platform/portal for schools to identify the learners in Grade 3 in their respective schools.


English Language Activities Mathematical Activities SKILL MODE OF MONITORING Listening and speaking Individual, face to face Reading aloud Individual, face to face Reading comprehension Pen and paper Writing Pen and paper STRAND MODE OF MONITORING Numbers Pen and paper Measurement Pen and paper Geometry Pen and paper Focuses on the assessment of the following skills Listening and speaking Reading Aloud Reading comprehension and Language structure Writing assesses the learners’ ability to think critically, solve problems and their responsiveness to authentic tasks.


The structure of the test will have some of the questions requiring; factual knowledge;- either correct or incorrect critical thinking on the use of concepts and procedures to address a problem, or analyse a question.


extending their thinking deeper within the subject they are learning, across the curriculum, and even beyond the classroom through the authentic tasks given.


ILA in Grade 3 incorporates several learning areas).


• The learner will use a portfolio as evidence of their performance in the given task that shows the process and progress in the mastery of competencies.


Activities include: Hygiene and Nutrition Activities Kiswahili Language Activities/ Kenyan Sign Language (KSL) Movement & Creative Activities ( P.E, Art, Craft and Music) Religious Activities This is based on interdisciplinary academic intelligence or synoptic assessment; Ability to tie subjects together rather than studying them in silos.


For MLP, the Assessment of integrated learning areas will be assessed through portfolio assessment.


Performance tasks will be developed based on a theme and will then require drawing experiences from other learning areas.


For Learners with Special Needs following the Stage –Based Pathway, learner competencies will be monitored in 3 areas: communication, social and Pre-Literacy Skills; Activities of Daily Living (ADL) and Religious Education; Integrated Learning Areas (Orientation and Mobility Skills, Pre – Numeracy skills and Sensory- Motor and Creative activities).


11 ACTION RESEARCH Kenya Institute of Curriculum Development SESSION OUTCOMES describe the role of action research in the implementation of CBC ; demonstrate skills to identify problems based on everyday experiences; appreciate the importance of creating practical solutions to problems identified What it is What -Activities Who – teachers Why – perform to solve immediate problems Which – affect learning When – during implementation How –individually or collaboratively ROLE OF ACTION RESEARCH Reflective process of progressive problem solving carried out by individuals working with others in teams or as part of a “community of practice”.


Learning outcomes Learning experiences KIQs


Values are the sum of all of the values in a given set of values.


CSL Assessment?


A teacher can help students with a problem by identifying the problem and identifying the cause. The teacher can also help students with a problem by identifying the problem and identifying the solution.


• Inquiry Based learning involves experiences that enable learners to develop understanding about aspects of the world around them through the development and use of investigative skills.


The philosophy of the school is based on constructivist learning theories (Dewey, Piaget, Vygotsky) whereby humans construct knowledge and meaning from their experiences.


• Learners who actively make observations, collect, analyse ,synthesise information and draw conclusions develop problem-solving skills that can be applied to future ‘need to know’ situations.


• Assessment is focused on determining the progress of skills development in addition to understanding content.


• Questions that probe for deeper meaning and set the stage for further questioning • Foster the development of critical thinking skills and higher order capabilities such as problem solving.


Objects, objects, and things are sorted into categories.


The money paid should not be referred to as tax at this level (grade 4).


• an official language in Kenya but most importantly, the medium of instruction in our schools from Grade Four.


Themes are presented through the Grade Four English Curriculum.


AIDS and AIDS are two of the four strands in the English Grade Four Curriculum Design.


• Language games Facilitating Learning Reading Skills Extensive Reading: Reference Materials Comprehension strategies Reading: Visuals/Reading with Technology Reading Fluency Suggested Method Use of reference materials:exposed to concepts such as headword or root words, pronunciation, part of speech of the word and meaning or the word.


Facilitating Learning Writing Skills Guided Composition: Filling Forms Creative Writing: Narrative Compositions; descriptive Compositions Guided Composition: Personal Diary proverbs/sayings Suggested Methods Guided writing Writing a story from mind map, structured paragraphs, picture reading, collaborative writing.


The following are the steps to follow: • • Aina za maneno • Ngeli za nomino • Mnyambuliko wa vitenzi • Vinyume vya nomino • Nyakati na hali • Ukubwa na nomino • Marejeleo • KICD (2019) Mwongozo we Mwalimu: Kiswahili Gredi ya Nne.


• Ministry of Education (2019) Upper Primary Level Curriculum Designs: Volume One.


2. Interdependence of people in the County 3. The School Motto and Core Values


• School core values should guide learners’ behavior in and out of school.


• BECF lays emphasis on curriculum promoting values 4.Enterprise projects in School Rationale • Promote development of Core competences • Develop learners’ employability with a wide range of skills acquired.


• Equip learners with financial literacy skills such as the culture of saving, making investments and prudent management of resources.


• Equip learners with leadership skills at their formative stage.


8.Children’s Government Rationale • Helps learners to participate in governance of their school • A way of mentoring learners to entrench the values of a democratic culture, which promotes responsible citizenship.


Creative Arts is a ‘new’ learning area offered in Grade 4 learners.


At this level the learner will be exposed to deeper knowledge, skills and attitudes on the three disciplines in order to build on the competencies introduced in lower primary in the integrated learning area of movement and creative activities (art, craft, music and physical education).


This will prepare the learner to transit to junior secondary level.


Art and Craft in upper primary (Grade 4-6) involves acquiring and applying discipline specific concepts, techniques and related vocabulary to increase capacity for effective pursuit of artistic goals.


At this level, the learner will be exposed to deeper knowledge, skills and attitudes in Art and Craft in order to build on the competences introduced at the lower primary.


For the learner to acquire 2 1st century competences in Art and Craft, the basic ICT competences acquired in learning experiences at the lower primary will be broadened.


The learner will engage with skilled resource persons in the community to learn and apply traditional skills in Weaving and Basketry, Pottery and Leatherwork.


This will prepare the learner to acquire knowledge, skills and attitudes to transit to the lower secondary level.


ART & CRAFT IN MIDDLE SCHOOL By the end of the level, the learner should be able to: Create 2D and 3D artworks to share ideas, emotions, thoughts, feelings and experiences for learning and enjoyment Appreciate and apply inherent creative techniques of Indigenous Kenyan Crafts within their social context Use emerging technologies as a learning tool to explore creative ideas in the process of making artwork Apply environmental conservation values of re-use and recycle of materials for creative purposes Develop self-confidence and sense of achievement through making and responding to artworks of self and others


• The teacher should not rush through the design, but he/she should be keen to achieve the learning outcomes by engaging all learners in the suggested learning experiences.


Engaging all learners in activities will develop their creativity, innovativeness, critical thinking and problem-solving skills.


It is therefore, imperative to involve the learners in the learning process and ensure they acquire the requisite skills Note • it is important to note that Christian Religious Education has more values than the 8 listed in the Basic Education Curriculum Framework, since the values are guided by the context as guided by the strand.


The new area is the media and morality.


The learning outcomes and experiences encourage the learners to; use media to watch gospel songs or movies related to different strands in the Grade 4 CRE curriculum.


This will not only foster acquisition of knowledge but it will make learning interesting.


This learning area provides competencies, skills, attitudes and knowledge drawn from seven broad areas namely Quran, Hadith/Sunnah, Pillars of Iman (Faith), Devotional Acts, Muamalaat (Social relations), Akhlaq (Moral values) and History of Islam.


(f) Acquire Islamic values to grow as a responsible and ethical citizen.


5.Akhlaq (moral values).


The key competencies of the Kenya Institute of CURRICULUM DEVELOPMENT are Agriculture.


This sub strand intends to concentrate on small wild animals that destroy crops and animals with an aim to develop competencies of controlling animals while coexisting with them in the ecosystem.


Strand 1: Conserving our Environment Expectations of the Curriculum Growing Fruit Trees This sub strand intends to develop the skills of learners in growing their own fruits and give them opportunity to benefit from their nutrients.


This strand aims to develop basic concepts (introductory level) to animals rearing for the purpose of appreciation of animals as a worth part of agriculture while recognizing the age limit of the learner and laying foundation for animal production to be developed at a later grade.


You may adopt use of other types of vegetables that grow in the locality and that may develop relevant knowledge and skills on vegetables.


You may also expose them to other cereals to develop relevant knowledge and skills on cereals.


You may also expose them to other legumes to develop relevant knowledge and skills on legumes.


The same skills should be learned by the pupils.


• Gifts of Paramatma(God) to nature • Plants that are considered sacred • Tulsi • Ber • Peepal • : Panch Mahabhhot is a continuation from Lower primary, in Grade four the element Jal(water) has been taken keeping in mind the four faiths in Hindu Religiousin Education.


• Teacher should instill in the learner the knowledge of sacred rivers and plants mentioned.


Involve learners in activities such as caring for plants and conservation of water and other related learning activities to enhance competencies.


Being a progression from lower primary Swami Vivekanand, Tirthankar Parshvanath, Sri Guru Ram Das ji, Prince Siddhartha are covered in Grade Four.


DHARAM GRANTH (SCRIPTURES) • Role of Scriptures in instilling moral values in one’s life.


The teacher needs to be well versed with the essence of Scriptures namely Manu Smriti, Uttaradhyayan, Sigalovaada Sutra, Sri Guru Granth Sahib ji in order to instill knowledge and respect of Scriptures not only of their own faith as well as paying equal respect to the Scriptures from other faiths too.


DHARAM SIDHAANT (PRINCIPLES OF DHARAM) • Sub-strand •Virtues of righteousness according to Sanaatan/Hinduism •This is a new strand introduced in Grade Four.


Guide the learner to implement the values taught through parables will help in their interaction with others and from diverse cultural background for harmonious co-existence.


Guide the learners to acquire values of care, love, concern, humility, obedience and responsibility.


The same is being carried to the upper primary level in Grade four.


Kenya has many indigenous languages, not just the regional languages of the 42 counties but also the languages of Kenyans of unique backgrounds such as the Asians and many others.


The knowledge and skills acquired at this level will support cognitive and learning development at higher levels.


Continuous advancement of knowledge in indigenous languages could guide learners to make decisions on future career choices such as acting, broadcasting, development of orthography, translation and interpretation among others.


This learning area develops the language skills acquired in EYE as well as a positive attitude towards learning.


The learners’ thought processes are mature after being exposed to concrete learning activities and basic literacy skills in lower primary.


They will also be equipped with language skills to enable them acquire a second language more proficiently and achieve relevant competences.


Continuous advancement of knowledge in indigenous languages could guide learners to make decisions on future career choices such as acting, broadcasting, development of orthography and editing among others.


TEACHER 1.


Negative cultural practices


Thank you HOME SCIENCE – GRADE 4 ESSENCE STATEMENT Home Science aims at equipping learners with knowledge, skills, attitudes and values which will help promote healthy living in terms of preparing and eating healthy foods, prevention of illnesses, ensuring comfort and safety in the home, observing personal hygiene and wise buying.


Home science will also strengthen the foundation for development of higher competencies in lower secondary.


5.0 CLOTHING 5.1 Needlework tools 5.2 Stitches (tacking) 5.3 Fixing a button 5.4 Laundry RATIONALE FOR INCLUSION • Emphasis on practice: the learning area is practical oriented and provides opportunities for the learner to practice the skills learned.


The content is organized in three broad strands just like in EYE namely; • 1.


• Singing at this level is for purposes of learning performance skills, roles of music in different occasions, practical mastery of music elements (rhythm, pitch, harmony, dynamics and other expressive elements) and theme/message.


New content- Creating & Composing • French rhythm names (taa and ta-te) are used as a learning tool for practical sounding of note values (for crotchet & quaver) / beats and their use in composition mostly by aural learning (rote).


Identify the new areas of PHE.


Sc & Tech Learning is a collection of 6 Strands; Living things Environment Digital Technology Matter Force and Energy Earth and Space Strand: Living Things Sub-strand: Plants Standard 4 • Types of Crops • Weeds Grade 4 • Living Things and Non Living Things • Characteristics of Plants • Care of Plants Reasons


Animals are the most important part of the human body.


• The entire digestive system and its parts are discussed Strand-Environment Standard 4: Water • Uses of Water • Storage of Water Grade 4: Environment • Air Pollution • Water Pollution In Sc and Tech a new strand environment is introduced in place of the topic; water to address aspects of environmental sustainability.


Strand: Matter Standard 4: Properties of Matter • Footing and Sinking • Pressure in Liquids Grade 4: Matter • Understanding Matter • Properties of matter (Floating and Sinking) As a foundation, it is important for the learner to understand matter.


Pressure, floating and sinking were comparatively loaded at standard 4 therefore pressure in liquids is pushed to the next higher grade level.


• The content covered at this level include: Digital Devices and Coding (Computers, tablets, Ipads, laptop, radios, TV, mobile phone, cameras, internet, textbooks) Digital literacy, is among the 21st Century Skills, it also forms part of the 7 core competencies.


In Science & Tech, the role of the teacher is to use available resources to facilitate and guide the learner to explore nature through problem solving


Performance assessment forms part of formative assessment Retention of knowledge into the future is linked to meaningful learning that involves acquisition of new meanings from both the presented meaningful learner material and a meaningful presentation(Ausubel,2012 )


The teacher should record the learner’s achievement level for each learning area using the rating in the table below.


Orientation and Mobility (Body awareness; Use of Body Parts in Orientaion and Mobility; Body Posture; Position in Space and Direction of Movement; Movement in the Environment; Mobility Techniques; Use of devices; Information & Communication Technology)


KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 4 Definition of ICT integration in education • ICT integration is the use of ICTs during the learning process to enhance the attainment of learning outcomes and appropriate competencies, namely, knowledge, skills, attitudes and values.


Mobile banking, self-driving cars, e-assessment among others are taking the centre stage.


• We are living in the era of Artificial Intelligence, Internet of Things and Big Data (Global debates are revolving around here) • We need to equip our learners with 21st Century Skills.


KENYA INSTITUTE OF CURRICULUM DEVELOPMENT


Use the Grade 4 designs to build your examples.


KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 11


List of abreviations & Acr


An IEP should be developed by a multidisciplinary team which may consist of; the learner, a regular teacher, a special education teacher, an assessment teacher and other professionals such as psychologists, speech therapists, occupational therapists, physiotherapists, social workers and the parents.


An IEP is important as it focuses on an individual learner’s needs and allows each learner to acquire knowledge, skills, attitudes and values at his/her own pace.


In this stage, the learner’s current level of performance is assessed to identify those skills the learner has strengths in and those that he or she has weaknesses or challenges.


Assessment should take place during the lesson.


It is always good to evaluate progress after a specific short-term learning outcome.


• Learning experiences can be defined as interactions in which learning takes place.


A learner is exposed to situations and activities so as to develop desired knowledge, skills, values and attitudes.


Learning experiences enable the learner to: • Acquire knowledge and develop skills, values and attitudes • Acquire the intended core competencies • Self-regulate and evaluate • Engage deeply in the learnt concepts • Reflect on the learning process • Interact with others during the learning process


Learning Experiences In Curriculum Designs The curriculum design has provided for Learning Experiences as: • Suggested learning experiences as per sub-strand • Non- formal learning experiences • Community service learning activities • Linkage activities to PCIs and Values


• Validity: to achieve given learning outcomes learners must be given opportunities to practise the specific behaviour indicated in the learning outcome.


• Variety: use of varied experiences (multisensory) to achieve the same learning outcome so long as they meet the criteria for effective learning PRINCIPLES COND... • Comprehensiveness: all the learning outcomes have corresponding learning styles • Effective: should enrich learning and not substitute it • The learner must obtain satisfaction from carrying the kind of behaviour implied by the learning outcome.


The suggested learning experiences should cover: • Knowledge, skills, attitudes • Values • Competencies • Are varied and include use of ICT devices THANK YOU! Developing Learning Outcomes Integrating Core Competencies and Values Kenya Institute of Curriculum Development Why are learning outcomes important?


The Competency based curriculum is founded on learners showing or demonstrating that they have learnt.


Learning outcomes are evidence that learning experiences have made a change that learners manifest.


The change or transformation in learners is manifested through new knowledge, skills and attitudes.


Learning outcomes are designed according to the same trend as CBC.


The outcome statement includes a verb that will clearly illustrate what action learners need to engage in to demonstrate their competencies.


The action could demonstrate a change at the level of knowledge, a skill or an attitude.


A teacher should use a picture to illustrate knowledge.


The verbs represent the three domains of learning including knowledge, skills and attitudes.


The object in learning outcomes


A good learning outcome begins with an action verb, followed by the object of the verb and a phrase that gives the context.


Preferably only one verb is used in a learning outcome.


Learning outcomes are amenable to assessment.


Identify four primary colours. Identify painting materials. Identify two primary colours to get a secondary colour. Identify learning experiences. Identify learning outcomes and learning experiences.


•Outcomes focus on results of the learning experiences and should be related to each other.


•Outcomes are linked to assessment because they define what learners are expected to demonstrate.


Reflection Scheme of work template School, Grade.


School, Grade, Learning area, Date Time, Roll 1.


Assessment was limited to summative assessment (assessment of learning) .


graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance.


did not provide flexible education pathways for identifying and nurturing aptitudes, talents and interests of learners early enough in order to prepare them for the world of work, career progression and sustainable development.


skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT .


KICD Needs Assessment Survey 2016 recommended a curriculum reform a wide curriculum to cater for various talent areas to enable learners achieve their potential and be better equipped to develop themselves and the nation.


Social Economic Issues Environmental, disaster risk reduction, safety and security, countering terrorism, violent extremism and radicalization, poverty eradication, gender and animal welfare Curriculum Support Programmes • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


Guidance services, career guidance, counselling services, peer education, mentorship, learning to live Parental empowerment and engagement


Physical impairment Mathematics Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Mathematics Activities Creative Arts Grade 4 # Learning Area Lessons Per Week 1.


This is in tandem with the provisions of Article 10 of the Constitution which requires state organs to promote National Values and Principles of Governance.


(vi) All entries will be TSC property and may be used for furtherance of advocacy on National Values.


Every primary school will identify 3 teachers and the head teacher for retooling as follows: head teachers for both regular and SNE, teachers with Bachelor’s Degree or Diploma in Education with at least C+ (Plus) mean grade or its equivalent and two teaching subjects, and teachers currently recruited for JSS.


The target teachers will be clustered in the following subject areas: English, Literature, Foreign and Indigenous languages, Kiswahili and Kenya Sign Language, Pure sciences – Integrated science – Biology, Chemistry, Physics and Health Education; and Mathematics.


Humanities: Social Studies (Citizenship, Geography, History), Religious Studies (CRE, IRE, Hindu, HRE and PPI) and life skills.


Last year TSC trained 60,000 secondary school teachers on CBC to handle the first cohort of 1.2 million JSS learners who joined Grade Seven.


TSC CEO Nancy Macharia said the training will continue to support all teachers and equip them with the necessary skills to effectively deliver CBC.


All field officers and CSOs were also trained on CBC to understand the curriculum and be able to give instructional support during the implementation of the competency-based curriculum.


Grade 9 Term 1 Free exams with answers 2025.


Free Grade 8 term 1 exams with answers 2025.


The CBC aims to develop learners’ competencies, including knowledge, skills, values, and attitudes, to prepare them for life and the 21st-century workforce.


The CBC is a television station that broadcasts a variety of programs.


The CBC focuses on learner-centered teaching, emphasizing practical skills and continuous assessment, whereas the 8-4-4 system was more exam-oriented and content-based.


The CBC is a television station that broadcasts news and information.


The CBC features competency-based learning, formative assessment, integrated learning areas, parental involvement, and pathways for specialization in senior school.


4. Learning outcomes


Parents are the primary caregivers to their children.


The CBC covers 2 years of Pre-primary, 6 years of Primary (Grades 1-6), 3 years of Junior Secondary (Grades 7-9), and 3 years of Senior Secondary (Grades 10-12).


7. What learning areas (subjects) are offered at the lower primary level (GRADE 1-3) under the CBC?


GRADE 4-6 LEARNING AREAS Mathematics, English, Kiswahili,CRE, Social Studies , Creative Arts, Science and Technology, Agriculture and Nutrition.JUNIOR SCHOOL (GRADE 7-9) LEARNING AREAS Kiswahili, English,CRE, Social Studies, Mathematics, Integrated Science, Agriculture and Nutrition,Pre-Technical Studies and Creative Arts.


8. Senior Schools (GRADE 10-12) under CBC


The pathways include Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM).


9. The CBC prepares learners for the job market by preparing them for the interview process.


The CBC equips learners with practical skills, creativity, critical thinking, and problem-solving abilities, making them adaptable to various job markets and entrepreneurial ventures.


10. The CBC implementation has faced many challenges.


11. Teacher


Teachers facilitate learning by guiding students through hands-on activities, continuous assessments, and providing individualized support to develop each learner’s competencies.


12. How is ICT integrated into the CBC?


13. The CBC is a broadcasting company that focuses on the broadcasting of television.


The core competencies include Communication and Collaboration, Critical Thinking and Problem-Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to Learn, and Self-Efficacy.


14. Parental involvement in CBC is important for the success of the program.


Parental involvement ensures that learning continues at home, reinforces the values and skills taught at school, and provides support tailored to the child’s individual needs.


15.As a result of the CBC's policy, special needs learners are not allowed to attend school.


The CBC is inclusive, with adapted curricula and resources to cater to the diverse needs of learners, ensuring that each child can learn at their own pace and ability level.


16. The CBC is a television station that broadcasts a variety of programs.


Extracurricular activities are vital in the CBC as they help develop talents, social skills, teamwork, and leadership qualities, which are essential for holistic development.


CBC is a public school system


Transition is smoothed through continuous assessment and guidance counseling to help learners choose appropriate pathways and adjust to the new learning environment.


18.How does the CBC address moral and religious education?


The CBC integrates moral and religious education into the curriculum to instill values, ethics, and respect for cultural and religious diversity among learners.


Free Grade 8 term 1 exams with answers 2025.


Grade 9 Term 1 Free exams with answers 2025.


1. To provide information about the news


The monthly basic salary for a job is calculated by the job grade.


This means that the teachers in the lower grade of D5 will receive a salary increase of KSh 2,000 while the highest increment goes to those in Grade C3 which is slightly more than KSh 5,000.


742 JSS Teachers were shocked after sacking by Tsc.


Mr.Kobia added that the preliminary assessment carried out by the organization showed that many families affected by the situation had died.


Teachers who are overstaffed based on the subject combination needs of the school.


Teachers who can easily transition to teaching subjects that are in higher demand in junior secondary schools.


Ogamba has announced new changes to raise university entry grade from C+ in K.C.S.E.


The minimum grade for university courses is B- (minus grade).


Edu LibraryJune 11, 20240 372 742 JSS Teachers shocked after sacking by Tsc.


TSC is still updating our TPAD system to high security standards.


JSS learners have been sitting in classrooms without a teacher because of the pandemic.


The CBC aims to develop learners’ competencies, including knowledge, skills, values, and attitudes, to prepare them for life and the 21st-century workforce.


The CBC is a television station that broadcasts a variety of programs.


The CBC focuses on learner-centered teaching, emphasizing practical skills and continuous assessment, whereas the 8-4-4 system was more exam-oriented and content-based.


The CBC is a television station that broadcasts news and information.


The CBC features competency-based learning, formative assessment, integrated learning areas, parental involvement, and pathways for specialization in senior school.


4. Learning outcomes


Parents are the primary caregivers to their children.


The CBC covers 2 years of Pre-primary, 6 years of Primary (Grades 1-6), 3 years of Junior Secondary (Grades 7-9), and 3 years of Senior Secondary (Grades 10-12).


7. What learning areas (subjects) are offered at the lower primary level (GRADE 1-3) under the CBC?


GRADE 4-6 LEARNING AREAS Mathematics, English, Kiswahili,CRE, Social Studies , Creative Arts, Science and Technology, Agriculture and Nutrition.JUNIOR SCHOOL (GRADE 7-9) LEARNING AREAS Kiswahili, English,CRE, Social Studies, Mathematics, Integrated Science, Agriculture and Nutrition,Pre-Technical Studies and Creative Arts.


8. Senior Schools (GRADE 10-12) under CBC


The pathways include Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM).


9. The CBC prepares learners for the job market by preparing them for the interview process.


The CBC equips learners with practical skills, creativity, critical thinking, and problem-solving abilities, making them adaptable to various job markets and entrepreneurial ventures.


10. The CBC implementation has faced many challenges.


11. Teacher


Teachers facilitate learning by guiding students through hands-on activities, continuous assessments, and providing individualized support to develop each learner’s competencies.


12. How is ICT integrated into the CBC?


13. The CBC is a broadcasting company that focuses on the broadcasting of television.


The core competencies include Communication and Collaboration, Critical Thinking and Problem-Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to Learn, and Self-Efficacy.


14. Parental involvement in CBC is important for the success of the program.


Parental involvement ensures that learning continues at home, reinforces the values and skills taught at school, and provides support tailored to the child’s individual needs.


15.As a result of the CBC's policy, special needs learners are not allowed to attend school.


The CBC is inclusive, with adapted curricula and resources to cater to the diverse needs of learners, ensuring that each child can learn at their own pace and ability level.


16. The CBC is a television station that broadcasts a variety of programs.


Extracurricular activities are vital in the CBC as they help develop talents, social skills, teamwork, and leadership qualities, which are essential for holistic development.


CBC is a public school system


Transition is smoothed through continuous assessment and guidance counseling to help learners choose appropriate pathways and adjust to the new learning environment.


18.How does the CBC address moral and religious education?


The CBC integrates moral and religious education into the curriculum to instill values, ethics, and respect for cultural and religious diversity among learners.


19. Teachers are required to provide a copy of the CBC's curriculum.


20. What is the future outlook for the CBC?


The CBC is expected to evolve, with ongoing improvements in teacher training, resource allocation, and community engagement, to ensure it meets the dynamic needs of learners and society.


Grade 9 Term 1 Free exams with answers 2025.


Free Grade 8 term 1 exams with answers 2025.


The CBC aims to develop learners’ competencies, including knowledge, skills, values, and attitudes, to prepare them for life and the 21st-century workforce.


The CBC is a television station that broadcasts a variety of programs.


The CBC focuses on learner-centered teaching, emphasizing practical skills and continuous assessment, whereas the 8-4-4 system was more exam-oriented and content-based.


The CBC is a television station that broadcasts news and information.


The CBC features competency-based learning, formative assessment, integrated learning areas, parental involvement, and pathways for specialization in senior school.


4. Learning outcomes


Parents are the primary caregivers to their children.


The CBC covers 2 years of Pre-primary, 6 years of Primary (Grades 1-6), 3 years of Junior Secondary (Grades 7-9), and 3 years of Senior Secondary (Grades 10-12).


7. What learning areas (subjects) are offered at the lower primary level (GRADE 1-3) under the CBC?


GRADE 4-6 LEARNING AREAS Mathematics, English, Kiswahili,CRE, Social Studies , Creative Arts, Science and Technology, Agriculture and Nutrition.JUNIOR SCHOOL (GRADE 7-9) LEARNING AREAS Kiswahili, English,CRE, Social Studies, Mathematics, Integrated Science, Agriculture and Nutrition,Pre-Technical Studies and Creative Arts.


8. Senior Schools (GRADE 10-12) under CBC


The pathways include Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM).


9. The CBC prepares learners for the job market by preparing them for the interview process.


The CBC equips learners with practical skills, creativity, critical thinking, and problem-solving abilities, making them adaptable to various job markets and entrepreneurial ventures.


10. The CBC implementation has faced many challenges.


11. Teacher


Teachers facilitate learning by guiding students through hands-on activities, continuous assessments, and providing individualized support to develop each learner’s competencies.


12. How is ICT integrated into the CBC?


13. The CBC is a broadcasting company that focuses on the broadcasting of television.


The core competencies include Communication and Collaboration, Critical Thinking and Problem-Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to Learn, and Self-Efficacy.


14. Parental involvement in CBC is important for the success of the program.


Parental involvement ensures that learning continues at home, reinforces the values and skills taught at school, and provides support tailored to the child’s individual needs.


15.As a result of the CBC's policy, special needs learners are not allowed to attend school.


The CBC is inclusive, with adapted curricula and resources to cater to the diverse needs of learners, ensuring that each child can learn at their own pace and ability level.


16. The CBC is a television station that broadcasts a variety of programs.


Extracurricular activities are vital in the CBC as they help develop talents, social skills, teamwork, and leadership qualities, which are essential for holistic development.


CBC is a public school system


Transition is smoothed through continuous assessment and guidance counseling to help learners choose appropriate pathways and adjust to the new learning environment.


18.How does the CBC address moral and religious education?


The CBC integrates moral and religious education into the curriculum to instill values, ethics, and respect for cultural and religious diversity among learners.


19. Teachers are required to provide a copy of the CBC's curriculum.


20. What is the future outlook for the CBC?


The CBC is expected to evolve, with ongoing improvements in teacher training, resource allocation, and community engagement, to ensure it meets the dynamic needs of learners and society.


Grade 9 Term 1 Free exams with answers 2025.


Free Grade 8 term 1 exams with answers 2025.


As he marks 100 days in his role, he emphasized the need to fix infrastructure issues and ensure smooth progress with the new Competency-Based Curriculum (CBC).


The government has nearly finished building 3,500 classrooms and plans to construct 18,000 more modern spaces for Grade 9 students to help with classroom shortages.


Despite these difficulties, Ogamba highlighted improvements, such as the ongoing production of reading materials and the retraining of over 60,000 teachers to meet CBC requirements.


He is committed to providing inclusive, high-quality education and is focused on monitoring the implementation of the Grade 9 curriculum.


(C) The Commission was evasive on the following core demands made by the two unions: (a) Immediate confirmation of 46,000 intern teachers into permanent and pensionable employment; (b) Promotion of 130,000 stagnated teachers who have already been shortlisted and interviewed for new grades; (c) Immediate recruitment of 20,000 new teachers for JSS; (d) Immediate remittance of all third-party deductions; and (e) Commitment to start talks on the new CBA round.


20 current Competency-Based Curriculum (CBC) questions and their answers.


The Kenya Institute of Curriculum Development (KICD) plans to lower the number of learning areas for learners within the Competency-Based Curriculum (CBC) beginning in January 2024.


Simon Gicharu said the curriculum should be aligned with the Bottom Up Economic Transformation.


The KICD Act 2013 prescribes the persons authorized to develop curriculum and curriculum support materials.


The KICD is centralized in Nairobi.


You can find information about KICD on the KICD website.


The review of the current 8-4-4 system of education, done by a team of experts, was informed by a needs assessment conducted countrywide, which indicated that the system had become unpopular, because it was examination oriented at the expense of other education needs.


The recommendations were based on the needs assessment.


This set the stage for conceptualizing the relevant learning areas that would make these goals a reality.


The proposed curriculum basically replaces the current Standard One to Form Four with Grade 1 to Grade 12 and the changes have been captured in the ‘Basic Education Curriculum Framework,’ (BECF) that is available on the KICD website.


They must ensure the child’s learning is well supported both at home and school to help them grow into responsible citizens with the right values.


The pilot phase began with an initial meeting with all the head teachers of the selected pilot schools on April 21, 2016 at KICD which was presided over by the Cabinet Secretary, Ministry of Education.


The new curriculum emphasizes on utilization of formative assessment as the basis for improvement of teaching and learning.


The continuous assessment tests set to replace one off examinations will be standardized and administered at various levels.


What if I have other questions or comments about KICD?


Please contact Corporatecommunications@kicd.ac.ke or 254-729-327331 for feedback and comments.


Rates subject to change without prior notice.


For reservations, E-MAIL: nrcreservation@kicd.ac.ke or CALL: Tel: +254-748029186, +254-748029681.


This Strategic Plan is a positive step by KICD in addressing the many underlying challenges facing the Education sector in Kenya.


KICD has been able to fully appreciate some of the underlying challenges facing the sector.


Skills are the skills that are needed to be able to perform in the workplace.


The curriculum reforms have been driven by rapid technological and social changes; the need to address the new challenges of contemporary life; the emergence of a knowledge society that depends on lifelong learning; the growing emphasis on assessment for improving learning; and the prominence of issues related to equity, quality and...


For reservations, book online at our NRC WEBSITE: nacece.kicd.ac.ke, E-MAIL: nrcreservation@kicd.ac.ke or CALL: Tel: +254 020 3749904-5, +254 729327 331.


Nacece Resource Center (NRC) is a center with accommodation and conferencing facilities located at the art of the Kenya Institute of curriculum Development (KICD).


The Print and Publications Section at KICD focuses on developing quality print and publication works which is in tandem with the Institute’s quality policy of “providing quality curricula and curriculum support materials responsive to the needs of the society”.


In a circular to regional, county and subcounty directors of Education dated December 20, Basic Education Permanent Secretary Belio Kipsang said KICD reached the decision in consultation with the Ministry of Education.


PWPER said learning areas under the CBC needed to be integrated to address gaps and content overload.


KICD Director and CEO, Prof Charles Ong’ondo, said in a statement the emails in particular expressed concern that two sentences insinuate that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that rape can be caused by indecent dressing or that


The Kenya Institute of Curriculum Development (KICD) plans to lower the number of learning areas for learners within the Competency-Based Curriculum (CBC) beginning in January 2024.


KICD: CBC Subjects to be Dropped and Replaced in 2024.


The KICD Permanent Secretary Belio Kipsang said the KICD reached the decision to establish a school in the province of Papua New Guinea.


KICD Council Chairman Professor Simon Gicharu said curricula should be aligned with the Bottom Up Economic Transformation (BETA) model to ensure job creation for the youth.


Kenya Institute of Curriculum Development (KICD) has been challenged to develop curriculum for Senior School (SS) that will accelerate the Kenya Kwanza government agenda on job creation.


Prof Gicharu was speaking during an induction workshop for KICD senior management to appraise them on the ongoing curriculum reforms to enable the council provide the necessary guidance for the effective implementation of the Competency Based Curriculum (CBC).


KICD Director and CEO, Prof Charles Ong’ondo, said in a statement the emails in particular expressed concern that two sentences insinuate that rape can be caused by indecent dressing or that modesty and dress codes are effective in preventing rape.


Simon Gicharu said the curriculum should be aligned with the Bottom Up Economic Transformation.


Kenya has manoeuvered through three education curriculums since independence in 1963, with the latest being the Competency-Based Curriculum (CBC), which was rolled out in 2017 to replace the 8-4-4 Curriculum that has been in practice since 1985.


The Competency-Based Curriculum was designed by the Kenya Institute of Curriculum Development (KICD) with the aim of churning out 'engaged, empowered and ethical citizens'.


According to KICD, the traditional curriculum is teacher-centered while the CBC is learner-centered.


Learning is constantly assessed on the seven competencies based on the following areas: Meeting Expectations (ME), Approaching Expectations (AE) and Below Expectations (BE).


The first cohort of learners under the CBC curriculum completed their Primary Education in 2022, and transitioned to Junior School in 2023. The government has through the Ministry of Education been investing in developing the infrastructure required in public schools across the country to accommodate the Junior School pupils.


The Kenya Education Sector Support Program for 2005–2010 established the National Assessment Centre (NAC) to monitor learning achievement.


In 2010, the NAC released the results of its first assessment.


In 2009, in collaboration with the NAC, Uwezo Kenya conducted an assessment of the basic literacy and numeracy skills of children ages 6–16.


The Annual Learning Assessment (ALA) reached villages in 70 out of 158 districts in Kenya and assessed nearly 70,000 children in their homes.


Unlike uneducated people, person who pass successfully through the education system undergo experiences that often expose them to diverse cultures, worldviews, and ideas that will help foster global awareness, empathy, and vital skills needed to interact with diverse people, collaborate, learn, and pursue successful lives.


It provides a sense of self-discovery and helps people form their values, beliefs, and identities.


Education is a stepping stone to a meaningful life as it equips one with various skills and broadens horizons.


At the end of the school year, students advance to the next grade.


Since repetition was banned, students still progress to the next grade even though they fail their examinations.


The average grade is based on the best seven subjects.


The grade assigned to the candidate depends on how well he has performed in all the seven ranked subjects.


Grade X – This grade is awarded to a candidate who did not sit for one or all the papers that they registered for.


In that case, the student will not be graded and will be awarded Grade X.


This grade will automatically be awarded when total points scored by candidate fall below 7.


A candidate will also be awarded Grade X if they did not sit the minimum required subjects in grades 1, 2 and 3.


However, the candidate can be graded (Grade A – E) after skipping for the final exams in any subjects in Grades 4 and 5, provided they sat for at least seven subjects in grades 1, 2 and 3, but their certificate and transcript will indicate Grade X in that particular subject.


Grade W – A candidate is awarded this grade on suspicion of exam malpractice.


Grade Y - After exam irregularities are proven, the candidate will be awarded Grade Y.


This has been the subject of much discussion with people questioning the rationale and morality of locking out qualified students from public institutions yet still admitting those who come from financially able families.


People can get knowledge, skills, and perspectives important for career success, personal growth, and social contributions.


When well-educated, people will cultivate problem-solving, critical thinking, and communication skills to navigate the complex and competitive job market in the 21st century (Tran, 2023).


One challenge to teacher education in Kenya is a lack of experienced teacher educators who have knowledge of both the content and pedagogy.


Referral and assessment services do not receive adequate funding, and not all schools have access to these resources.


"Treasury Allocates Sh4 Billion for CBC Classrooms".


Higher education in Kenya: an assessment of current responses to the imperative of widening access.


"Fathers', Mothers', and Other Household Members' Involvement in Reading, Storytelling, and Play and Preschoolers' Literacy Skills in Kenya".


The college had a small tertiary-education facility, introduced in 1874[9] that grew substantially after 1880, when the discovery of gold and diamonds in the north – and the resulting demand for skills in mining – gave it the financial boost it needed to grow.


The first grade eight class was enrolled in 1957, with the first class starting on January 29 of that year.


"Strategic environmental assessment (SEA) for the port of Cape Town" (PDF).


Lots of universes exist (simultaneously or serially) with a range of CC values, and of course ours is one of the life-supporting ones.


In 2014 there were a dozen troops on the Peninsula, varying in size from 7 to over 100 individuals, scattered on the mountains from the Constantiaberg to Cape Point.[37][38] The baboon troops are the subject of intense research into their movements (both of individuals and of the troops), their physiology, genetics, social interactions and habits.[37][38]


Table Mountain National Park Marine Protected Area – State of Knowledge Report March 2022 (PDF).


National Biodiversity Assessment 2011: Technical Report (PDF) (Report).


Wanjohi: According to KICD internal evaluation report, the implementation of Competency Based Curriculum (CBC) faced a number of challenges.


The KICD report indicated that key among the challenges facing CBC implementation was the issue of teaching and learning resources.


Another challenge is the issue of teacher knowledge of CBC pedagogy.


While teachers had understood CBC pedagogy, a good number of them were struggling with the concept and lacked the capacity demanded by the Curriculum.


External evaluation results appeared to have confirmed KICD’s findings about CBC.


Based on the reports, it is therefore evident, as indicated by the Ministry of Education CS Amina Mohammed, that the new Competency Based Curriculum should be suspended.


Thus, the future of CBC is on hold until further consultations are made through a joined forum.


The following papers cover all subject areas for grades 4, 5, and 6 term 1 2024.


The papers cover all subject areas from Form 1, Form 2, Form 3 to Form 4.


We charge KES 50/- per subject to meet website administration and e-resource provision costs.


We charge KES 50/- per subject to meet our administrative costs.


Only marking schemes are charged [ 50 / per each subject ].


50/ for the marking scheme per subject to meet the administration cost.


100/ for the marking scheme per subject to meet the administration cost.


Grade-6-books-and-stationary-2022.pdf If you have inquiries, contact SNK Support Team via Office Mob: 0734 579 299.


These stories (hadithi) are based on the requirements for the new Competency Based Curriculum in Kenya.


These stories are based on the requirements for the new Competency Based Curriculum in Kenya.


Wanjohi Resource Category: Tertiary Level Publisher: KENPRO Publications, Nairobi Year: 2014 Description: Carrying out educational and social research requires not only patience, persistence, pursuance and passion but also specific knowledge, skills and experience.


We however charge KES 50/- only for the Marking Schemes per subject to cover our e-learning resources administration costs.


We charge KES 50/- only per subject to support our administration costs.


The system places more emphasis on learners’ mental ability to process issues and proposes a practical framework that nurtures competencies of learners based on their passions and talents.


The schemes follow the Competency Based Curriculum (CBC) as per the provisions of the new curriculum designs for pre-school.


We charge 100/- per copy/ subject.


The schemes follow the new curriculum designs for lower primary.


100 per scheme/subject/year.


We charge KES 100/- per subject for the answers to meet our web administration cost.


We charge 100/ only per subject.


Skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills.


Any disputes arising under these terms shall be subject to the exclusive jurisdiction of the courts of Kenya.


This is a national assessment and not an examination.


The homework covers revision exercises for Grade 4 and Classes 5, 6,7 and 8.


Our Academic Programmes To be part of our family, you need more than suitable subject choices; you need to be committed and passionate about your chosen field.


DETAILED GUIDE TO MAKE YOUR NAVIGATION THROUGH THE TPAD SYSTEM EASIER.


Diploma teachers who graduated in 2008 or before with mean grade C plain and subject grades of C plain qualify for consideration.


Applicants with a mean grade of C- and have applied for technical subjects in TVET institutions but have progressed through certificate, diploma, higher diploma, or degree qualify for employment in TVET institutions.


Persons with disabilities – Hearing impaired and blind are admitted for training with a mean grade C plain and C plain in two teaching subjects thus eligible for employment .


• KUCCPS placed 293 (129 male, 164 female) to three colleges offering Diploma in Secondary Teacher Education, namely: Kagumo, Kibabii and Lugari TTCs. These students will be trained to deliver the CBC curriculum.


His eldest child, a Form Three student at Paul Boit Secondary School, has an outstanding balance of Ksh 30,000 while the younger child in Grade Three at Newhope School has a pending balance of Ksh 28,900.


Specifically, those seeking a degree must achieve a minimum KCSE grade of C+ (plus), while diploma applicants need at least a C- (minus).


For certificate courses, a minimum grade of D+ (plus) in KCSE is required.


The first is from Pre-primary to Primary School (Grade 1) and the second will be from Primary School (Grade 6) to JSS (Grade 7).


The third transition will happen from JSS (Grade 9) to SSS (Grade 10) while the fourth will transition learners from SSS (Grade 12) to Tertiary Education or the world of work.


The following general provisions will be applied in the transition from Primary School (Grade 6) to JSE.


The MoE shall designate ALL existing secondary schools as centres that offer Senior Secondary Education (SSE).


The Grade seven (7) learners WILL report to JSS preferably at the end of January or beginning of February of the year following completion of their Primary Education (Grade 6) as the MoE SHALL deem practical.


JSSs shall not issue any JOINING INSTRUCTIONS to Grade 7 learners besides those issued by the MoE.


This includes but is not limited to infrastructure, teachers, support staff and specialised personnel such as braillists, transcribers, ICT experts, therapists, Education Assessment and Resource Centres (EARCs) and sign language interpreters.


In the long-term, the JSS Management Committee MAY develop or acquire additional facilities as SHALL be determined by the curriculum and other prevailing circumstances.


The JSS leadership shall ensure all life-threatening structures in the institution are urgently repaired or condemned and demolished.


The MoE shall periodically provide guidance in regard to the total capitation available per learner and school; the items or voteheads funded under capitation and infrastructure grants to be disbursed to the JSS.


Already exempt except for the Secretary (Primary School head in charge of the JSS), ALL other signatories of the JSS bank accounts SHALL be different from the signatories of the Primary School Bank accounts.


These will include the Chairperson of the Primary School BoM (headteacher of the Primary School) that domiciles the JSS and a parent.


The JSS Management Committee shall develop an annual work plan and budget which shall be approved by the Primary School BoM and SCDE before commencing of the first term of academic year 2023.


The JSS Management Committee shall embark on the budget implementation and curriculum delivery.


The JSS Management Committee SHALL ensure that skilled and qualified non-teaching staff serve appropriately in both the Primary School and JSS when and where applicable; subject to mutual agreement between both parties.


The provisions under 2.11(xi) shall apply to public JSSs, taking into account: the cost of labour, critical skills deficit for learning support, mitigation of critical risk exposures, vulnerability to loss of assets and compliance with statutory and regulatory requirements.


The JSS Management Committee shall establish and operate effective internal controls, prepare monthly trial balances, and respond to audit queries and recommendations from both internal and external auditors.


The Teachers Service Commission (TSC) is confronted with a critical teacher shortage, with the existing deficit reaching a staggering 98,261, a figure anticipated to increase by 2026 as the nation adopts Senior Secondary Schools under the Competency-Based Curriculum (CBC).


Macharia’s statement highlighted the difficulty of properly staffing schools in light of the rising need for teachers, particularly as new schools are established and the curriculum expands under CBC.


Macharia also highlighted the systemic obstacles facing TSC, such as the creation of new schools without adequate funding for staff recruitment, the absence of sufficiently trained teachers in CBC subjects, and the increasing demands in challenging regions.


The teachers turned to social media to express their dissatisfaction with the Commission’s delay in the process that aims to deploy 6,000 P1 teachers to JSS.


The teachers are requesting that the Commission conclude the application process and initiate the document verification process to facilitate their promotion to junior secondary.


The deployment of primary school teachers to JSS is part of TSC’s promotion strategy that aims to mitigate job stagnation.


The Commission has been encouraged to revise its strict requirements for deploying P1 teachers to JSS in the interest of students.


Knut advised TSC to retrain the PTE teachers and permit them to instruct the Grade 7, 8, and 9 students.


Originally, TSC intended to deploy primary school teachers possessing any education-related diploma and degree certificate to JSS but later withdrew this decision.


In the deployment initiative, TSC requires practicing P1 teachers to hold a degree in secondary education with a minimum grade of C+ in KCSE and at least C+ in two teaching subjects.


TSC CEO Dr. Nancy Macharia disclosed that the Commission needs a total of 72,422 teachers to remedy the teacher shortage in JSS.


The current teacher deficit in junior and senior secondary, which begins next year, is at 98,261.


Macharia stated that the Commission needs a total of 149,350 teachers to manage Grade 7, 8, and 9.


She mentioned that at present TSC has appointed 76,928 teachers in junior secondary, which amounts to 51.


This includes 39,550 junior secondary school teachers who were initially hired under internship agreements but have since been confirmed.


Additionally, 8,378 P1 teachers were assigned to JSS in 2023 and 2024, alongside 9,000 JSS teachers who were appointed on permanent and pensionable contracts.


8 billion, which TSC utilized to hire 20,000 JSS teachers on internship agreements.


Macharia indicated that TSC has retooled a cumulative total of 229,292 teachers on Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) since April 2019.


She expressed that a total of 60,642 JSS teachers have been retooled from May 2023 to November 2024.


TSC intends to employ an extra 18,000 JSS intern teachers in December to fill the staffing void.


In the years 2019, 2020, and 2021, a total of 1,000 P1 teachers were assigned each year to secondary schools, while from 2022 to 2024, approximately 8,378 teachers were assigned to support the initial cohorts of the CBC in JSS.


Other considerations during the deployment will include subject combination, gender, and SNE qualification, with teachers holding SNE qualifications being assigned to Special JSS.


Primary School teachers wishing to be deployed to JSS must be qualified to teach in secondary schools.


(iv) Have a minimum of a Diploma in Education with a minimum of C+ at KCSE (or it’s equivalent) with C+ in two teaching subjects currently being offered in the school curriculum (either under 8-4-4 or CBC) or two (2) principles and one (1) subsidiary pass at “A” Level.


The Director of Field Coordination of Co-curriculum Activities in the State Department for Basic Education, Nelson Sifuna, said the games aim to bring together various levels of school sports in one city to foster synergy in resource mobilisation and promote structured pathways for talent identification and development.


The President noted that the internship programme is crucial in bridging the skills gap between graduates and employers, making them more employable.


The President launched the 2021/2022 Report on Status of Compliance with the Values and Principles of Articles 10 and 232 of the Constitution.


According to the TSC leader, the situation could deteriorate further with the rollout of the Senior Secondary School under the Competency-Based Curriculum (CBC), which will necessitate an increase in the number of teachers.


Macharia stressed that teacher staffing is regulated by legal frameworks, including the Curriculum-Based Establishment (CBE) and staffing norms created for primary and junior secondary schools.


TSC encounters various challenges, including the creation of new public schools without accompanying funding for staff recruitment, inadequate numbers of teachers trained in CBC subject areas, increasing demands in challenging regions, and sporadic hostility from host communities.


3.RESOURCES: These teachers took loans and sold property in a bid to sharpen their skills and thereby benefit from the lawful schemes of service only for the employer to frustrate their aspirations.


Because they want to be a good student.


“The current teachers’ deficit is 98,261, which includes Junior Secondary School (JSS) educators.


The Committee also learned that this shortfall has created teaching gaps in the new learning areas brought in under the Competency-Based Curriculum (CBC).


“As of December last year, only 200,022 teachers were eligible for promotion because they had spent three years or more in one grade, with others joining the teaching profession annually,” she explained.


This is because the grade garnered at the Kenya Certificate of Secondary Education, KCSE, exams determines the future (in most cases) of the learner.


The KCSE grade determines placement of the student at a tertiary institution (University, College or Polytechnic).


A good grade will definitely enable the child to pursue a good and marketable course; thus increasing chances of clinching employment after studies.


The teaching and non teaching are also hosted to a luncheon at a prestigious city hotel, in addition they are also remunerated with a uniform package by the parents (it should be noted that all the teachers are rewarded with the same figure irrespective of the subject performance or whether one had a Form Four class or not).


The Bible at the right corner, just below the five colours, symbolizes the importance of the word of God, which should guide the life of all members of the school and from which we should learn our life-values and life-principles.


To develop her full potential in a multicultural and competitive environment through discipline, moral and spiritual development and to foster skills in self-reliance, leadership and responsibility based on team work, efficiency, commitment and diligence.


In 2018 Kenya High registered 205 candidates who scored a mean grade of an (A-) with a performance index of 76.03.


In 2018, the school registered 180 candidates for the Kenya Certificate of Secondary Education (KCSE) exams who managed a mean grade of a B+ (plus); with a performance index of 73.586. In the 2019 KCSE exams the school had a total candidature of 266.


The stated aim was and still remains to provide high quality multi-disciplinary education of Kenyan girls from orphaned and destitute families; to enable such girls to develop life skills and provide the relevant support needed for them to achieve their dreams and ambitions.


The school had 214 candidates who scored a mean grade of a B+ (plus); with a performance index of 73.333.


The surplus of teachers resulted from the Competency Based Curriculum (CBC), which eliminated two classes (Class 7 and 8).


However, TSC has initiated the redeployment of surplus primary school teachers to junior secondary and special schools.


She stated that this will help mitigate shortages in both junior secondary and special schools and units.


For junior secondary, she noted that the Commission requires 72,422 teachers to fill the staff gap.


She added that both junior and senior secondary, which will commence in January 2026, require an additional 98,261 teachers to effectively implement CBC.


Some PTE teachers returned to college to upgrade their qualifications to UDPTE to comply with CBC and enhance their chances of employment.


P1teachers must have scored a mean grade of C+ at KCSE with at least C+ in two teaching subjects chosen.


Oral literature teaches or educates people on moral values or good behaviour; songs for instance communicate a direct message and attack immorality.


Oral literature is a form of social and communal literature.


Oral literature helps to develop language skills, sense of creativity, wit and even to sharpen speech.


A good storyteller should be a teacher of morality so as to inculcate the necessary values and practices in the evidence.


They embody the values, beliefs, practices, artifacts of a particular community.


It helps students sharpen skills of observation, recording and analysis.


A farmer is a person who carries out the work of a farmer.


Cultural values.


Help in tax assessment to avoid over taxation.


Pronouns also appear after forms of the linking verb be.


WHO is the subject form.


It is used as the subject of a verb.


Reflexive pronouns refer to actions that the subject performs.


Sometimes we incorrectly use a double subject – a noun and a pronoun – to name the same person, place, or thing.


The subject her scarf should not be used together with it.


A subject is a subject that is a subject.


It is always used as the object of a verb or a preposition, never as a subject.


The subject of the verb is the verb.


They show what the subject does or did.


To show the present tense, an -s or -es is added to most verbs if the subject is singular.


If the subject is plural, or I or You, the -s, or -es is not added.


To agree means that if the subject is singular, the verb must be in singular form.


If the subject is plural, the verb must be plural.


When a sentence has a compound subject, that is, two subjects joined by and, the plural form of the verb is used.


The verb is a verb.


When the subject receives the action or expresses the result of the action, the verb is in passive voice.


A predicate adjective is a predicate adjective that follows a linking verb and modifies the subject.


(I enjoy)


(And not a subject pronoun like I, he, she, we, and they).


She was pleased with her grade.


It can function as a subject, object, or complement.


The predicate tells what the subject is doing or is doing.


The subject is a subject.


(Gaining courage is a verb phrase, the subject of the verb made).


The subject of the sentence is the subject.


A subject can be described as the component that performs the action described by the predicate.


The subject is a predicate.


It tells what the subject is doing or is doing.


The verb and its subject are the key words that form the basic framework of every sentence.


The complete subject is the simple subject plus any words that modify or describe it.


A subject is a verb and a verb is a complete thought.


Every clause is like a sentence with a subject and a verb.


A clause is a group of words that contains a verb and its subject.


Besides relating the adjectival clause to a noun or pronoun in the main clause, a relative pronoun may also act as the subject, object, predicate pronoun, or object of a preposition in the clause.


That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence.


The subject of the verb is where they are going.


Her first day in school.


In an imperative sentence, you is always the subject.


We say that you is the “understood” or “implied” subject.


The subject in the statement must be repeated in the question tag.


When asked to present an oral report you get the opportunity to practice your speaking skills.


The subject is taught in a class.


This form will be used to capture data that will be entered onto the new TPAD 2 that will be used with effect from January 2020 onward.


The purpose of the Staff Performance Appraisal is to assess an officer’s performance in the job comprehensively and objectively, with the help of full knowledge and understanding of the job descriptions and requirements.


The staff appraisal should reflect work output, achievement as well as display competencies over the review period.


It also assesses the skills and competencies exhibited.


The appraiser’s rating shall constitute the actual grade of the appraisee.


The Commission has now created a new TPAD portal.


To enhance implementation, the Commission has customized the TPAD tools targeting teachers serving in primary, secondary, special needs institutions and post secondary institutions, where, while the teaching standards are the same for all categories of teachers, performance indicators and verifiable evidence have been customized for various institutions.


Type or click on this link to access the new TPAD system; https://tpad2.tsc.go.ke 2).


Click on the three line layered hyperlink at the top; after the word ‘TPAD’ 3).


Then, you need to add your level of Education and subject combination details.


Select your KCSE grade, Highest level of education and Institution of Study.


The funding will also support teacher training and professional development programs, equipping educators with the skills and knowledge needed to adapt to modern teaching methods and technologies.


Allowances paid by TSC depend on such factors as the work station, job grade of individual teachers, responsibilities and others like type of learners handled.


Job grade and workstation are two criteria that determine pay.


The allowance is paid according to a teacher’s grade.


It is given as per a teacher’s grade; with those in higher job grades earning more.


Each grade has a cluster of teachers aggregated together and which have specific designation codes.


Grade B5 (T- Scale 5); Established for Primary Teacher II2).


Grade C1 (T- Scale 6); For Secondary Teacher III, Lecturer III and Primary Teacher I3).


Grade C2 (T- Scale 7); For Secondary Teacher II, SNE Teacher II (Primary Schools), Lecturer II and Senior Teacher II4.


Grade C3 (T- Scale 8); A grade established for Secondary Teacher I, Lecturer I, SNE Teacher I (Primary Schools), SNE Teacher II (Secondary Schools) and Senior Teacher I5.


Grade C4 (T- Scale 9); Established for Senior Master IV, Senior Lecturer IV, SNE Senior Teacher (Primary Schools), SNE Teacher I (Secondary Schools) and Deputy Head Teacher II6).


Grade C5 (T- Scale 10); For Deputy Principal IV, Senior Master III, Senior Lecturer III, Head Teacher, Deputy Head Teacher and Curriculum Support Officer II.7).


Grade D1 (T- Scale 11); Made up of Senior Master II, Deputy principal III, Senior Head Teacher, Senior Lecturer II and Curriculum Support Officer I8.


Grade D2 (T- Scale 12); Deputy Principal II and Senior Master I9.


Grade D3 (T- Scale 13); Principals and Deputy Principal I10).


Grade D4 (T-Scale 14); A job group for Senior principals.11


Grade D5 (T-Scale 15); This is the job group for all Chief Principals.


Grade B5 (T- Scale 5; Primary Teacher II): The designation code is G99JE.


This is the entry grade for primary school teachers.2).


Grade C1 (T- Scale 6; Secondary Teacher III, Lecturer III and Primary Teacher I).


This is an entry grade for secondary school teachers who are holders of Diploma in Education.3).


Grade C2 (T- Scale 7; Secondary Teacher II, SNE Teacher II (Primary Schools), Lecturer II and Senior Teacher II); Designation code for this grade is G99HG.


This is an entry grade for secondary school teachers who are holders of a Bachelor’s Degree in Education or its equivalent.


It is also a promotional grade for holders of Diploma in Education.4).


Grade C3 (T- Scale 8; Secondary Teacher I, Lecturer I, SNE Teacher I (Primary Schools), SNE Teacher II (Secondary Schools) and Senior Teacher I).


This is a promotional grade for teachers in secondary school.5).


Grade C5 (T- Scale 10; Deputy Principal IV, Senior Master III, Senior Lecturer III, Head Teacher, Deputy Head Teacher and Curriculum Support Officer II).


The Designation Code for this grade is: G99BL.


This is a promotional grade for institutional administrators in secondary schools.


Grade D3 (T-Scale 13; Principals and Deputy Principal I).


This is a promotion grade for administrators in secondary schools.


The Commission uses data captured on the TPAD system when considering teachers for promotions.


To enhance implementation, the Commission has customized the TPAD tools targeting teachers serving in primary, secondary, special needs institutions and post secondary institutions, where, while the teaching standards are the same for all categories of teachers, performance indicators and verifiable evidence have been customized for various institutions.


To access the new TPAD system, here is the link to use; https://tpad2.tsc.go.ke/.


The new TPAD system will be in force effective term three 2019.


To be appointed as a Principal of Sub- County and All Day schools, one must have served as a Deputy Principal (Grade D2) for atleast 3 years.


These schools are headed by a Principal having Grade 3 (T- Scale 13).ii).


County Schools with with over 540 students: These schools are headed by Senior Principals, Grade D4 (T- Scale 14).


To be appointed to this grade, a teacher must have served as a Principal at Grade D3 for a minimum period of three (3) years.


National and Extra County Schools with over 1000 students: Headed by a Chief Principal of Grade D5 (T- Scale 15).


Grade D4 is the first grade in which one must serve for at least 3 years at a Senior Principal; Grade D4.


Sub- County and All Day schools: Deputy Principal III of Grade D1 (T- Scale 11).


To ascend to this position you must first serve as a Senior Master at Grade C5 for a minimum period of three (3) years.


County Schools with with over 540 students: Deputy Principal II of Grade D2 (T- Scale 12).


To be appointed to this grade one must have served as a Deputy Principal at D1 for atleast three (3) years.


National and Extra County Schools with over 1000 students: Deputy Principal I; Grade D3 (T- Scale 13).


To be promoted to this grade one must first serve as a Deputy Principal at D2 for atleast three (3) years.


Sub- County and All Day schools: Senior Master III of Grade C5 (T- Scale 10).


Grade C4


County Schools with with over 540 students: Senior Master II with Grade D1 (T- Scale 11).


To ascend to this position, a teacher must have served as a Senior Master III of Grade C5 (T- Scale 10) for a minimum period of three years.


National and Extra County Schools with over 1000 students: Senior Master I with a qualification of Grade D2 (T- Scale 12).


To ascend to this position, a teacher must have served as a Senior Master II with Grade D1 (T- Scale 11) for a minimum period of three years.


Primary schools with enrollment of below 1000 learners: Head Teacher with Grade C5 (T- Scale 10).


Grade C4 is a grade that is a secondary school.


Primary schools with enrollment of over 1000 learners: Senior Head Teacher with Grade D1 (T- Scale 11).


To be appointed to this grade a teacher must have served as a Head Teacher at Grade C5 for atleast three (3) years.


Primary schools with enrollment of below 1000 learners: Deputy Head Teacher II Grade C4 (T- Scale 9).


Experience required: Served as Senior Teacher at Grade C3 for atleast 3 Years.ii).


Primary schools with enrollment of over 1000 learners: Deputy Head Teacher I at Grade C5 (T- Scale 10).


Required experience: Served as Deputy Head Teacher at Grade C4 for atleast three (3) years.


Primary schools with enrollment of below 1000 learners: Senior Teacher II with Grade C2.


Qualification: Served as a Primary School Teacher I at Grade C1 for atleast three (3) years.II).


Primary schools with enrollment of over 1000 learners: Senior Teacher I with Grade C3.


Required experience: Served as Senior Teacher II at Grade C2 for a minimum period of three (3) years.


This is the entry grade for primary school teachers.


Among other requirements, to get promoted to this grade one must have served as Primary Teacher II T-Scale 5 for a minimum period of three (3) years.


To get placed into this grade one must be in possession of Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ (Plus) or its equivalent, have a Diploma in Education (with two teaching subjects) or its equivalent and have attained a minimum grade of C+ (plus) in the two teaching subjects at KCSE level; among other requirements.


Grade C2 is the grade where a teacher can be promoted to the next Job group.


The three basic requirements for this grade (Grade C2) are: One should be: in possession of a Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ or its equivalent, in possession of a Bachelor’s Degree in Education with two teaching subjects; or a Bachelor’s Degree in a relevant area with two teaching subjects plus a Post Graduate Diploma in Education (PGDE) and having a minimum grade of C+ (plus) in the two teaching subjects at KCSE level.


Secondary School Teacher II (T- Scale 7; Grade C2) is an entry grade for secondary school teachers who are holders of a Bachelor’s Degree in Education or its equivalent.


A teacher in this grade can be promoted to Secondary School Teacher I (T- Scale 8; Grade C1) .


To qualify for appointment to this grade, a teacher must have served as Secondary School Teacher II T-Scale 7 for a minimum period of three (3) years; among other requirements.


Last Thursday, Kipsang announced that Grade 9 students—the first cohort under the Competency-Based Curriculum (CBC)—will start selecting their subjects and senior schools in the second term of this year.


The former Education Principal Secretary indicated that Mathematics will no longer be a mandatory subject for students moving to senior secondary school, representing a significant shift under the CBC framework.


This marks a departure from the previous 8-4-4 system, where Mathematics was a core subject alongside English, Kiswahili, and at least two sciences (Physics, Chemistry, or Biology).


Moreover, the Ministry of Education has proposed a cap on the number of students from a single junior secondary school who can enroll in the same senior school, limiting it to a maximum of five.


On Thursday, the Kenya National Examination Council announced that the final Grade 9 score will be determined by students’ performance in primary school, internal assessments conducted by teachers, and their results from the national Kenya Junior School Education Assessment (KJSEA), which will take place at the end of the year.


The KJSEA will account for 60 percent of the final score and will also influence the student’s placement in senior secondary school.


For private candidates—those not enrolled in a formal educational institution—placement will only be available in day senior secondary schools.


Senior schools will now be categorized into three main academic pathways to accommodate the varied interests and abilities of students.


She clarified that learners in triple pathway schools will not be required to take all three pathways.


Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.


iii.


Participate in workshops/seminars/symposiums to share ideas so as to enhance knowledge in subject areas; viii.


a. coordinate and provide guidance and counselling services to teachers, non-teaching staff and learners so as to instil norms and values for harmonious coexistence; xiv.


Promotion to these, two, grades will be competitive and subject to availability of vacancies in the establishment.Since the two grades are promotional, those wishing to hold them are first subjected to interviews by TSC.


Knowledge of all Education Commissions- 3 ii).


Knowledge of the three arms of Government and their interrelationship- 3 marks ii).


Teacher Professional Development will continuously update teacher knowledge, skills, attitude and values encourage teachers’ learning communities.


Primary teacher II (T- Scale 5): This is an entry grade for Primary school teachers.


Primary Teacher I (T- Scale 6): This is a promotional grade for primary school teachers.


Senior Teacher II (T- Scale 7): This is a promotion grade and an entry to the administrative cadre.


Senior Teacher I (T- Scale 8): This is a promotional grade for institutional administrators in Primary Schools.


To get promoted to this grade one must have served as Senior Teacher II T- Scale 7 for a minimum period of three (3) years; among other conditions for promotion.


Deputy Head Teacher II (T- Scale 9): This is a promotional grade for institutional administrators in primary schools.


To be promoted to this grade a teacher must have served as Senior Teacher I T- Scale 8 for a minimum period of three (3) years; have satisfactory rating in the performance appraisal; among other requirements.


Deputy Head Teacher I (T-Scale 10): This is a promotional grade for institutional administrators in primary schools.


One must have served as Deputy Head Teacher II T-Scale 9 for a minimum period of three (3) years so as to garner promotion to this grade; on top of other requirements.


Head Teacher (T-Scale 10): This is a promotional grade for institutional administrators in primary schools.


Among other requirements, one must have served as Deputy Head Teacher II TSC Scale 9 for a minimum period of three (3) years in order to be promoted to this grade.


Senior Head Teacher (T- Scale 11): This is a promotional grade for institutional administrators in primary schools.


A major requirement is one must have served as Head Teacher or Deputy Head Teacher I T-Scale 10 for a minimum period of three (3) years so as to be promoted to this grade.


The Kenya Union of Post-Primary Education Teachers (Kuppet) stated that the government has not adequately trained teachers to support the new group of students entering Grade 10 next year.


Omboko Milemba, the union’s national chairman, expressed concerns that secondary school teachers have not received training to effectively teach Grade 10 students.


“Without proper learning resources and adequately prepared teachers, students will enter Grade 10 only to be taught by those still following the 8-4-4 system instead of the CBC,” he stated.


Ministry of Education to adopt a Comprehensive School system (PP1 — Grade 9) comprising Pre-Primary, Primary school and Junior School managed as one institution.


The term “Secondary” be dropped from the current Junior Secondary and Senior Secondary School.


Basic literacy, numeracy and transferable skills such as social, emotional skills ensures essential blocks for acquiring higher order skills.


Kenya Institute of Curriculum Development (KICD) to reduce the number of learning areas from 9 to 7 at Lower Primary; 12 to 8 at Upper Primary; 14 to 9 at Junior School in order to address overload and overlaps.


The learning areas at Pre-Primary will be 5 and at Senior School will be 7.


Ministry of Education to discontinue the current categorization of public Secondary schools as National, Extra-county, County and Sub-county; and adopt a categorization based on career pathways for Senior schools.


In order to attract, develop and retain effective teachers, there be a one-year mandatory retooling program for all graduates of pre-service training to be CBC-compliant; and a one-year mandatory internship program upon completion of pre-service training before being registered into the teaching profession.


Institutionalise linkages of TVETs with industries and government projects; and develop pathways for continuity between TVET and Universities and vice versa.


STEM knowledge and skills play a key role in sustainable growth and stability of the economy.


TSC aims to place 6,000 P1 teachers in JSS by April, but the deployment criteria appear to be unattainable for many PTE teachers.


TSC initially indicated that primary school teachers with any education-related diploma or degree could be deployed to JSS, but later reversed this decision after receiving contrary advice.


TSC had compiled lists from its database of P1 teachers with various diplomas and degrees to consider for placement in grade nine.