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• 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).
4.0
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.
IEP CO NTD - IEP Implementation Time frame: Start date————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
• 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.