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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).
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.