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(vi) All entries will be TSC property and may be used for furtherance of advocacy on National Values.
Core competencies: 7.
• In pairs, participants to buzz on the vision and mission statements • Participants to state the national goals of education • Brainstorm on the meaning of a competence and Competence Based Curriculum (CBC) • In groups, participants brainstorm on the meaning of each core competence and its importance • Participants to discuss the organisation structure of Basic Education and the learning areas in EYE Learning resources 1.
EYE Curriculum Designs 3.
Mark pens SESSION 1: OVERVIEW OF BASIC EDUCATION CURRICULUM FRAMEWORK 1 Facilitators Notes Meaning of Competency Based Curriculum The Competency Based Curriculum focuses on acquisition of competences to enable the learner to cope with life challenges.
CBC’s goal is to identify every learner’s potential and nurture the potential.
The Pillars of BECF 1.
• Gardner’s Multiple Intelligences Theory • Piaget’s Theory of Cognitive Development Note The pillars for the CBC are explained in the Basic Education Curriculum Framework.
A competence is the ability to apply appropriate knowledge, skills, attitudes and values to successfully perform a function.
The Competency Based Curriculum (CBC) focuses on acquisition of the desired knowledge, skills, values and attitudes to enable the learner to cope with life challenges.
There are seven (7) core competencies to be achieved by every learner in Basic Education namely: • Communication and Collaboration • Critical Thinking and Problem Solving • Creativity and Imagination • Citizenship • Digital Literacy • Learning to Learn • Self-efficacy The competencies will be mainstreamed in the appropriate strands and lessons.
CHANGE OF CURRENT SUMMARY
3.Physical impairment Mathematics Activities Mathematics Activities Environmental Activities Environmental Activities Psychomotor Activities Movement and creative Activities Kenya Sign language Kenya Sign language English Language Activities 3.Physical impairment Math Activities Mathematics Activities Environmental Activities Environmental Activities Psychomotor Activities Movement and creative Activities Kenya Learners will take the other learning areas as they are because they do not require adaptations.
1.
Communication, social and pre-literacy skills 2.
Activities of daily living skills and Religious Education 6 4.
Pre numeracy skills 5.
The facilitator may be guided by the questions below to reflect on the presentation 1.
SESSION 2: INTERPRETATION OF THE CURRICULUM DESIGNS Time: 2 Hours Session Outcomes Facilitators Notes Components of the curriculum design National Goals of Education Level learning outcomes Essence statement Learning area general outcomes Strands and Sub strands Specific learning outcomes Suggested learning experiences Key Inquiry Question(s) Core competences to be developed Pertinent and Contemporary issues developed Values Link to other learning areas Community Service Learning Non-formal activities to support learning Suggested learning and teaching resources Suggested assessment methods Assessment rubric ESSENCE STATEMENT An essence statement gives a general overview of a learning area.
Learning outcomes are the end result of what the learner is able to demonstrate upon completion of a lesson, sub-strand, strand or level.
The Competency Based Curriculum has three categories of learning outcomes.
8 b) Learning Area General learning outcomes These learning outcomes indicate what the learner is expected to achieve in a given learning area.
(c) Specific Learning Outcomes Every strand/sub strand/theme in the curriculum designs has specific learning outcomes which are geared towards achieving the general learning outcomes.
Values are standards set by the society to regulate behaviour of people who live there in.
Values influence how people feel, act and make choices in life environment that enhances academic attainment and develops learners’ values and social skills.
Nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens.
Values are intended to address the prevailing societal challenges and usher in a desirable future.
In the CBC, eight core values have been mainstreamed as follows: • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Mainstreaming values in the curriculum designs Mainstreaming is the process of identifying suitable opportunities in specific learning areas, where values can be incorporated in the learning experiences.
The CBC designs have Pertinent and Contemporary Issues (PCIs) that have been identified as significant in the life of an individual and the society.
COMMUNITY SERVICE LEARNING (CSL) is an experiential learning approach that provides opportunity to practice knowledge and skills learned in the school to out of school environment.
It promotes the learner’s growth in social skills by building strong and productive relationships with the community.
9 LINK TO OTHER LEARNING AREAS Link to other learning areas in CBC refers to transfer of knowledge, skills and attitudes learnt in one learning area to another.
The teacher is expected to make a conscious effort to use concepts in one learning area to relate knowledge, skills and attitudes to another learning area.
Linkages give learners a holistic perception of learning by allowing them to see interrelationships in different learning areas.
The facilitators will be asked to reflect on the presentation.
By the end of the session, the participant should be able to: a) discuss the meaning of a learning outcome.
(c) mainstream PCI’s and values in a learning outcome.
activities, learners can be engaged in learning areas.
(e) Discuss linkages across learning areas.
Components of a Learning Outcome 3.
Developing a specific learning outcome 4.
Mainstreaming PCIs and Values in the Learning Outcomes Learning Experiences • In groups participants discuss participants to be guided to discuss components of a learning outcome.
• Participants to develop learning outcomes for a lesson in different learning areas and report in plenary.
• In groups participants to discuss how to mainstream PCIs and values in sub strands in different learning areas and report at plenary.
• Participants to identify knowledge, skills and values which are learnt in one learning area and can be linked to another learning area.
SESSION 3: INTERPRETATION OF THE CURRICULUM DESIGNS LINK TO OTHER LEARNING AREAS Link to other learning areas in CBC refers to transfer of knowledge, skills and attitudes learnt in one learning area to another.
National Goal of Education Promote positive attitudes towards good health and environmental protection ( No. 8).
Outcomes are usually expressed through the application of knowledge, skills and attitudes.
A specific learning outcome should begin with an action verb followed by the object of a verb followed by a phrase that gives the context.
A learning outcome should be observable and can be assessed.
Guide participants in analysing different learning outcomes from different learning areas.
Assessment • Observation • Written assignment • Group presentations Facilitators Reflection The facilitators to be guided by the questions below to reflect on the presentation 1.
SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES Session Outcomes Time: 2 hours Session Outcomes By the end of the session, the participant should be able to: a) identify appropriate learning experiences to facilitate achievement of learning outcomes.
(b) use learning experiences to enable achievement of intended learning outcomes.
SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES 12 Key Areas to Be Covered 1.
Learning experiences 2.
• In groups, participants identify appropriate learning experience for learning simulate and in plenary.
Learning Resources • Flip chart • Newsprint • Felt pens • Curriculum Designs (EYE) • Power point Facilitator’s Notes Pertinent and Contemporary Issues (PCIs) The facilitator to explain that PCIs are the prevailing phenonema related to the legal, technological, social, cultural and economic dynamics in society.
Life Skills Issues: skills of knowing and living with self, knowing and living with others, critical thinking and problem solving, etiquette, moral education and human sexuality.
Community Service learning is meant to create opportunity for learners to apply the knowledge and skills acquired through the formal dimension to provide service to the community while at the same time learning from the community.
Community Service Learning covers aspects of Citizenship, Entrepreneurship, Financial Literacy, Life Skills, Communication Skills and Research.
Learning experiences refer to activities the learner is exposed to so as to develop desired knowledge, skills, values and attitudes.
Learning experiences should be appropriate for acquisition of desired curriculum outcomes.
In the Competency Based Curriculum, the learner is expected to acquire knowledge, and develop desired skills, values and attitudes through appropriate learning experiences.
1. a) acquire knowledge and develop skills, values and attitudes 2. acquire the intended core competences 3. learn from one another 4. self-regulate and evaluate 5. Factors to consider when selecting learning experiences 6. e) engage deeply in the learnt concepts 7. consider the following factors:
Development of Key Inquiry Questions Suggested Learning Experiences The facilitator may apply the following during the session; i.
Brainstorming sessions Learning Resources • Flipchart • Newsprint • Felt pens • Curriculum Designs (EYE) Facilitator’s notes Facilitator shall explain the importance of key inquiry questions.
They also foster development of digital thinking skills and higher order capabilities such as problem solving.
However, it should be time, grade, context, strand and sub strand bound.
(Note: facilitator to ensure that all learning areas are covered during this activity)
They connect the learner with learning peers, teacher and promote critical thinking and problem solving skills.
Good key Inquiry Questions are: a) Focus on the learning outcome put learning in context open ended, non-judgmental, meaningful and purposeful with an aim to allow the learner to explore ideas b) Help learners construct knowledge by themselves c) Encourage collaboration amongst learners d) Develop learners interest and use of technology in the learning process e) Ill thought provoking and intellectually engaging, often sparking discussion and debate amongst learners f) Call for higher-order thinking, such as comprehension, analysis, inference evaluation, prediction and critique g) Raise additional questions and provoke further inquiry
Assessment The facilitator may use the following methods to assess effectiveness of the session: • Observation during plenary • Question and answer • Peer assessment • Reflection Facilitator to evaluate the session’s proceedings by finding out what worked well and what did not work and reasons why.
16 SESSION 6: PROFESSIONAL DOCUMENTS SCHEME OF WORK TIME : 2 HOURS SESSION Outcomes By the end of the session, the participant should be able to: a) identify different professional documents used by the teacher; b) develop schemes of work as a professional document to implement CBC; c) develop an Individualized Education Programme (IEP) as a professional document to implement CBC; d) appreciate use of schemes of work and Individualised Education Programme (IEP) in the implementation of CBC.
Individualised Education Programme (IEP) Suggested Learning Experiences • Take participants through the different components of the scheme of work.
• Using the curriculum designs ask participants in groups to develop a sample scheme of work for two weeks and present in plenary.
The development of these documents is guided by the curriculum designs and this enhances the teacher’s understanding of the designs.
• Plan for assessment.
In the Competency Based Curriculum, the scheme of work format has various components.
The school has a title (Scheme of Work) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, the term and the year.
Learning Experiences 7.
Assessment 10 is the measurement of the number of students who are proficient in a subject.
18 Sample Scheme of Work SCHEME OF WORK Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n 1 1 Listening and Speaking (Welcome and Greetings) Language structuresverb ‘to be’ By the end of the sub strand, the learner should be able to: a) Recognize the present tense forms of the verb to be in sentence.
• Recommended Course Book • Realia • Photos Pictures • Audio Visual • Charts • Flash Cards • Observation • Portfolio • Oral questions SCHOOL GRADE LEARNING AREA TERM YEAR Bidii Primary School 1 English Language Activities 1 2019 19 Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n • In groups, learners identify words which have the taught sounds.
• Flashcards • Realia • Chart • Pictures • Photographs and models of letters • Audio-visual recordings • Oral question • Portfolio • Observation 20 Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n reading preparedness.
Ideally, an IEP should be developed by a multidisciplinary team which may consist of the learner, a regular teacher, a special education teacher, assessment teacher, (Curriculum Support Officer – CSO- SNE) and other professionals such as psychologists, speech therapists, occupational therapists, physiotherapists, social workers and the parents.
An IEP focuses on an individual learner’s needs and allows each learner to acquire knowledge, skills, attitudes and values at his/her own pace. The core components of an IEP are: a) The learner’s present level of performance.
The current level of performance of the learner 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.
Assessment results may then be used in deciding what to teach and how to teach it.
This statement is referred to as a long-term learning outcome.
The long-term outcome is then broken down into short-term learning outcome.
These are competencies that should be developed to achieve the long-term learning outcome.
It is always good to evaluate progress after a specific short-term learning outcome.
The long term learning outcomes are the ones that are most important to the student.
ASSESSMENT This may be through; • Written exercises • Oral questions • Observation • Plenary presentations 24 37 Suggested Learning Experiences • Take participants through the different components of a lesson plan.
1. Key areas to be covered 2.
Progress records SESSION 7: PROFESSIONAL DOCUMENTS 25 38 Suggested Learning Experiences • Take participants through the different components of a lesson plan.
The teacher is advised to adopt inquiry-based learning techniques when planning, since they are learner centered and key to success in implementing the competency-based learning.