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•Outcomes are linked to assessment because they define what learners are expected to demonstrate.
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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.
PP1 Free Schemes of Work Downloads.
PP1 Free Notes Downloads.
PP1 Free Exams Downloads.
PP2 Free Schemes of Work Downloads.
PP2 Free Notes Downloads.
PP2 Free Exams Downloads.
This bill will empower the Council to create guidelines and tools for evaluating both formative and summative assessments, which may include oral, aural, practical, project-based, practicum, or other assessment formats.
It suggests a prison term of up to 10 years or a fine of up to Ksh.2 million for anyone who accesses exam materials before or during an assessment.
The same penalties apply to anyone who negligently or intentionally helps an assessment candidate gain unauthorized access to any assessment paper.
The Council’s records related to an assessment or a candidate’s results could be altered by anyone who unlawfully alters them.
Download thousands of free Grade one to six notes, exams, schemes of work, assignments,lesson plans and many more resources at no cost.
GRADE 5 SCHEMES OF WORK TERM 3 MOUNTAIN TOP AGRICULTURE ACTIVITIES.
Kariuki disclosed that the Commission was developing new staffing norms tailored for the Competency-Based Curriculum (CBC), including comprehensive and senior secondary schools.
He invited school heads and educators to provide their input on the ideal number of learning areas a teacher should handle to inform teacher deployment ratios.
“We’re asking for your feedback as we determine the number of teachers needed per class under CBC.
Your insights on the number of learning areas per teacher are crucial,” he said.
He noted that going forward, teachers’ discipline records and commitment will be the key benchmarks in promotion to align them with the CBC.
The Primary school teachers currently end at grade D1, but the CBA is pushing for an extension to D2, while those from Senior Secondary schools the CBA is lobbying for an extension to D6.
The KEPSHA conference brought together hundreds of school heads from Kisii, Nyamira, Kisumu, Homa Bay, Siaya, and Migori counties, with discussions centered on the implementation of the Competency-Based Curriculum (CBC), teachers’ welfare, school infrastructure, and education financing.
JUNIOR SECONDARY SCHOOLS’ NOTES, EXAMS & SCHEMES.
Grade 9 Free Schemes of Work: Download here.
Grade 9 Free Exams: Download here.
“The heads are managing the primary and junior secondary sections, a hefty task that needs to be appreciated yet, their remuneration remains minimal.
He said the head teachers should be promoted from C5 to D1 to align with the heavy work they are doing both at the primary and at the junior secondary school sections.
Ondiek also said that the conference will help them to reflect on their work, success and challenges as well as capacity build them through sessions organized by the Kenya National Examination Council (KNEC), Teacher’s Service Commission (TSC), Kenya Institute of Curriculum Development (KICD) and the Ministry of Education among other stakeholders.
Hussein Abraham, a head teacher from Homa bay County, said that the conference will help them sharpen their managerial skills as well as address challenges faced in their institutions.
“We are having a shortage of junior secondary school teachers, and I urge the government to employ more teachers to help us provide quality education to our children,” said Hussein.
Math is the study of the physical and mathematical properties of a mathematical object.
Secondary schools have free lesson plans per subject.
Grade D5 Chief Principals receive the highest amount of monthly commuter allowance.
On their part, Deputy Principals III at grade D2 and Deputy Principal IV & Senior Master II at grade D1 receive Sh12,000 as monthly commuter allowance.
Senior Masters II (grade C5) and Deputy Head Teachers (grade C4) equally get a commuter allowance of Sh8,000.
Secondary school teachers at grade C3 are paid a monthly commuter allowance of Sh6,000.
The least paid teacher at grade B5 receives a monthly commuter pay of Sh4,000.
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.