{"text": "The CBC intends to be more practical and student-based."}
{"text": "To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF)."}
{"text": "These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution."}
{"text": "These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards."}
{"text": "This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues."}
{"text": "It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others."}
{"text": "Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made."}
{"text": "The 7 core competencies in CBC are:"}
{"text": "The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn."}
{"text": "The core values of CBC are:"}
{"text": "The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "With the new CBC curriculum being implemented TSC should ensure that the teachers who are being employed can be able to handle the curriculum."}
{"text": "It should also work with KICD to prepare curriculum, Teacher training institutions, and universities that offer teacher education."}
{"text": "Examples of SAGAs in the Ministry of Education in Kenya are KNEC, KICD, KEMI, KISE, TVETA, TVETCDACC, CUE, CEMASTEA, SEPU, HELB, KUCCPS among others."}
{"text": "The 2 main progression pathways can lead to a doctorate or professional master craft person."}
{"text": "The TVET Authority is mandated to register trainers and institutions in the TVET sector. The TVETCDACC is given a different mandate of developing curriculum, assessment, and certifying students in the sector."}
{"text": "This means the only education sector not under the KICD is the university curriculum."}
{"text": "The TVET institute curriculums have also been moved from the KICD to TVET CDACC."}
{"text": "KICD’s headquarters is located in Nairobi along Muranga Road."}
{"text": "The full name of the Council is Technical and Vocational Education Training Curriculum Development Assessment and Certification Council (TVET CDACC) under the Ministry of Education Kenya."}
{"text": "The Occupational Standards and Curriculum Development Committee was responsible for defining and implementing the Occupational Standards and Curriculums for training institutions and assessing and certifying the trained on their respective competencies."}
{"text": "Kenyan Sign Language: Applicants should have a minimum KCSE Grade D or equivalent."}
{"text": "Qualifications: Applicants should have a minimum KCSE Grade D or equivalent."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "With the new CBC curriculum being implemented TSC should ensure that the teachers who are being employed can be able to handle the curriculum."}
{"text": "It should also work with KICD to prepare curriculum, Teacher training institutions, and universities that offer teacher education."}
{"text": "To qualify Craft certificate (Level 5) a grade of D plain and D+ in KCSE is required or a pass in artisan in the area of interest."}
{"text": "To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E."}
{"text": "Acquire books produced in and outside Kenya and such other materials and sources of knowledge necessary for a comprehensive national library."}
{"text": "Some of the consultancy offered includes library organization, information retrieval and access, publishing, and knowledge management among other services."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The current high school (senior school) will offer different pathways depending on its infrastructure."}
{"text": "The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways."}
{"text": "Assessment tools are the instruments and techniques that are used for evaluation and measurement to inform on the progress of knowledge acquisition."}
{"text": "The competency-based education system comes with many tools that can be used to assess learners’ knowledge, skills, values, and attitudes for real-life application."}
{"text": "The assessment tools can be formal or informal, they can be used to measure qualitatively or quantitatively."}
{"text": "The main assessment tools that are used include tests, checklists, rubrics, portfolios, oral questions, projects, learner profiles, and journals among others."}
{"text": "The examination under this new curriculum is called the Competency Based Assessment (CBA)."}
{"text": "The CBA evaluates four main values, application of knowledge, skill, values, and attitude to solve real-life situations."}
{"text": "The curriculum was developed by the Kenya Institute of Curriculum Development (KICD) which is mandated to develop all curriculums for basic education in Kenya."}
{"text": "The KNEC exams in CBC are KEYA in Grade 3, KPSEA in Grade 6, KMYA in Grade 9, KILEA, and KCBE in Grade 12."}
{"text": "It is the new CBC grading system."}
{"text": "The CBC grading includes meeting expectations (EE), approaching expectations (ME), and below expectations (BE)."}
{"text": "The move was taken to equip the Kenyan child with the knowledge and skills for the 21st century requirement."}
{"text": "The government should provide more resources both physical and human and ensure teachers are well-trained on CBC curriculum implementation."}
{"text": "The CBC intends to be more practical and student-based."}
{"text": "To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF)."}
{"text": "Pertinent and contemporary issues (PCIs) are set to answer that question."}
{"text": "The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues."}
{"text": "The point awards are number values that are assigned for a specific task completed."}
{"text": "This means they will gain creativity skills to solve other life problems."}
{"text": "The areas include assessment, engagement, collaboration, brainstorming, among others."}
{"text": "Kahoot: it is one of the most common platforms that can be used for creating games related to assessment."}
{"text": "Quizizz: similar to Kahoot, it can be used for creating assessment-related games."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The DEB gives the guideline on what is supposed to be done and they give recommendations as per the assessment they have done."}
{"text": "Follow the approved curriculum as per the KICD guidelines."}
{"text": "Where requested by the Cabinet Secretary, provide evidence that pupils are making reasonable educational progress appropriate for their age and grade level based upon results of nationally recognized standardized achievement tests."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The young generation used to learn from elders by word of mouth and apprenticeship in different art and skills."}
{"text": "To meet the world’s emerging trends, the country adopted the CBC curriculum in 2017, which focuses more on the learner’s ability and competence."}
{"text": "The CBC uses the structure of 2-6-3-3-3."}
{"text": "2 years are pre-primary, 6 years for primary, 3 for junior secondary, 3 for senior secondary, and a minimum of 3 years for university."}
{"text": "The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world."}
{"text": "Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age."}
{"text": "The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others."}
{"text": "The TSC has an online TPAD system where they can log in and update the appraisal details."}
{"text": "The head teacher is the oversight authority in the institution concerning TPAD."}
{"text": "It should be noted that these documents are used to evaluate the teacher during the appraisal process that is done on the TPAD system."}
{"text": "Some of the professional documents for a teacher are timetables, scheme of work, the record of work, syllabi, notes, TPAD records, record of marks, and cocurricular activities among others."}
{"text": "Their roles include recruitment, transfer, TPAD, discipline, promotions, and enforcing TSC guidelines among other responsibilities assigned from headquarters."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The industry aims to bridge the skills gap needed to make Kenya an industrialized country by offering a skilled workforce."}
{"text": "To achieve this the sector requires trainers and tutors who will equip learners with the skills needed in the industry."}
{"text": "They will impact the skills in middle-level management in the areas of artisan, craft, diploma, and higher diploma."}
{"text": "You should have pedagogical skills trained from any reputable institution."}
{"text": "The main institutions that train pedagogical skills for TVET trainers are KSTVET and accredited universities."}
{"text": "The requirement for an education diploma is a minimum grade of C ( plain) in KCSE and above and a C+ (Plus) in the two subjects Specialization."}
{"text": "The course will equip an individual to be a professional mortician with relevant attitudes, knowledge, and skills for processing and handling human remains with dignity, and compassion as per the client’s needs."}
{"text": "TVET institution uses the KICD curriculum which is evaluated and certified by KNEC to acquire a diploma."}
{"text": "Craft and Diploma are mostly offered at TVET institutions for the KNEC examination using the KICD syllabus."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To qualify Craft certificate (Level 5) a grade of D plain and D+ in KCSE is required or a pass in artisan in the area of interest."}
{"text": "To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E."}
{"text": "The current high school (senior school) will offer different pathways depending on its infrastructure."}
{"text": "The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways."}
{"text": "Most of the skills for industries will be done by those who will choose the STEM pathway."}
{"text": "It equips learners with artisan-level skills so that they can join the workforce in their respective fields or pursue further studies in TVET sector institutions."}
{"text": "This means the only education sector not under the KICD is the university curriculum."}
{"text": "The TVET institute curriculums have also been moved from the KICD to TVET CDACC."}
{"text": "KICD’s headquarters is located in Nairobi along Muranga Road."}
{"text": "Promote appropriate utilization of technology to enhance innovations and achievement of a knowledge-based economy."}
{"text": "Incorporate national values, talent development, and leadership values in curriculum development."}
{"text": "In the new CBC curriculum being implemented, there was an assessment that resulted in the overhaul of the old 8.4.4 to the CBC."}
{"text": "These can include learner and teacher guides, subject textbooks, and learning manuals among other relevant materials for implementation."}
{"text": "This helps the government and KICD to identify teething issues and rectify them before it is rolled out country-wide."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The DEB gives the guideline on what is supposed to be done and they give recommendations as per the assessment they have done."}
{"text": "Follow the approved curriculum as per the KICD guidelines."}
{"text": "Where requested by the Cabinet Secretary, provide evidence that pupils are making reasonable educational progress appropriate for their age and grade level based upon results of nationally recognized standardized achievement tests."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "They include but are not limited to KICD, KNEC, TSC, TVETA, TVET CDACC, KUCCPS, HELB, KNQA, CUE, and KASNEB among others to streamline the operation in the education sector in Kenya."}
{"text": "A child is expected to start Grade 1 at the age of 5 years and progress onward to the highest level that they can go."}
{"text": "Those who don’t join secondary school can enroll for artisan courses at the youth polytechnic or TVET institution where they can acquire hands-on skills."}
{"text": "Those with a mean grade of C+ and above are eligible to pursue a bachelor’s degree in any university depending again on the subject cluster and the requirement of the course for that university."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The current high school (senior school) will offer different pathways depending on its infrastructure."}
{"text": "The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways."}
{"text": "The industry aims to bridge the skills gap needed to make Kenya an industrialized country by offering a skilled workforce."}
{"text": "To achieve this the sector requires trainers and tutors who will equip learners with the skills needed in the industry."}
{"text": "They will impact the skills in middle-level management in the areas of artisan, craft, diploma, and higher diploma."}
{"text": "The Technical Vocational Education Training (TVET) sector aims to impart practical skills to learners so that they can compete in the skilled job market."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The Kenyan education system is governed by the Constitution 2010, Basic Education Act, Children Act, TSC Act, KICD Act, KNEC Act among other related regulations."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "Acquire books produced in and outside Kenya and such other materials and sources of knowledge necessary for a comprehensive national library."}
{"text": "Some of the consultancy offered includes library organization, information retrieval and access, publishing, and knowledge management among other services."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The Kenyan education system is governed by the Constitution 2010, Basic Education Act, Children Act, TSC Act, KICD Act, KNEC Act among other related regulations."}
{"text": "The current high school (senior school) will offer different pathways depending on its infrastructure."}
{"text": "The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways."}
{"text": "The industry aims to bridge the skills gap needed to make Kenya an industrialized country by offering a skilled workforce."}
{"text": "To achieve this the sector requires trainers and tutors who will equip learners with the skills needed in the industry."}
{"text": "They will impact the skills in middle-level management in the areas of artisan, craft, diploma, and higher diploma."}
{"text": "The Technical Vocational Education Training (TVET) sector aims to impart practical skills to learners so that they can compete in the skilled job market."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "Kenyan Sign Language: Applicants should have a minimum KCSE Grade D or equivalent."}
{"text": "Qualifications: Applicants should have a minimum KCSE Grade D or equivalent."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Degree programmes: these are offered by universities and colleges for those with a minimum grade of C+ in KCSE."}
{"text": "Applications shall be subject to minimum subject requirements from regulators and training institutions where applicable."}
{"text": "For more competitive courses, the KCSE mean grade requirement will be high."}
{"text": "To secure your preferred course, ensure your KCSE grade is competitive enough for the college and the course selected."}
{"text": "The industry aims to bridge the skills gap needed to make Kenya an industrialized country by offering a skilled workforce."}
{"text": "To achieve this the sector requires trainers and tutors who will equip learners with the skills needed in the industry."}
{"text": "They will impact the skills in middle-level management in the areas of artisan, craft, diploma, and higher diploma."}
{"text": "The Technical Vocational Education Training (TVET) sector aims to impart practical skills to learners so that they can compete in the skilled job market."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "Examples of SAGAs in the Ministry of Education in Kenya are KNEC, KICD, KEMI, KISE, TVETA, TVETCDACC, CUE, CEMASTEA, SEPU, HELB, KUCCPS among others."}
{"text": "For more on the roles and functions of KICD in curriculum development, see the KICD Curriculum Development Toolkit."}
{"text": "KNEC as a SAGA is mandated to offer assessment in basic education and tertiary institutions."}
{"text": "It helps to improve the uptake of STEM courses in secondary school by training teachers on the best method to implement the subject in school."}
{"text": "The TEA is responsible for the development of curriculum, assessment, and certification in the TVET sector."}
{"text": "To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others."}
{"text": "The board also develops career guidance to be used by Kenyan students for progress."}
{"text": "Degree programmes: these are offered by universities and colleges for those with a minimum grade of C+ in KCSE."}
{"text": "Applications shall be subject to minimum subject requirements from regulators and training institutions where applicable."}
{"text": "For more competitive courses, the KCSE mean grade requirement will be high."}
{"text": "To secure your preferred course, ensure your KCSE grade is competitive enough for the college and the course selected."}
{"text": "Pertinent and contemporary issues (PCIs) are set to answer that question."}
{"text": "The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues."}
{"text": "The PCIs are integrated into the core competencies offered in CBC."}
{"text": "They are not taught as a separate subject but are integrated into all other areas as applicable."}
{"text": "The curriculum developed by KICD should cater to all these issues and integrate them into all subjects."}
{"text": "This ensures that at any given level of learning the student can gain skills that they can use to solve real-world problems."}
{"text": "They should impact the student on soft skills to navigate daily issues of life."}
{"text": "Pertinent and contemporary issues (PCIs) are set to answer that question."}
{"text": "The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues."}
{"text": "The PCIs are integrated into the core competencies offered in CBC."}
{"text": "They are not taught as a separate subject but are integrated into all other areas as applicable."}
{"text": "The curriculum developed by KICD should cater to all these issues and integrate them into all subjects."}
{"text": "This ensures that at any given level of learning the student can gain skills that they can use to solve real-world problems."}
{"text": "They should impact the student on soft skills to navigate daily issues of life."}
{"text": "Pertinent and contemporary issues (PCIs) are set to answer that question."}
{"text": "The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues."}
{"text": "The PCIs are integrated into the core competencies offered in CBC."}
{"text": "They are not taught as a separate subject but are integrated into all other areas as applicable."}
{"text": "The curriculum developed by KICD should cater to all these issues and integrate them into all subjects."}
{"text": "This ensures that at any given level of learning the student can gain skills that they can use to solve real-world problems."}
{"text": "They should impact the student on soft skills to navigate daily issues of life."}
{"text": "Pertinent and contemporary issues (PCIs) are set to answer that question."}
{"text": "The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues."}
{"text": "The PCIs are integrated into the core competencies offered in CBC."}
{"text": "They are not taught as a separate subject but are integrated into all other areas as applicable."}
{"text": "The curriculum developed by KICD should cater to all these issues and integrate them into all subjects."}
{"text": "This ensures that at any given level of learning the student can gain skills that they can use to solve real-world problems."}
{"text": "They should impact the student on soft skills to navigate daily issues of life."}
{"text": "The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world."}
{"text": "Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age."}
{"text": "The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others."}
{"text": "Basic skills include the following: Word processing, spreadsheets, presentations, and desktop publishing."}
{"text": "Digital skills in CBC today include:"}
{"text": "The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world."}
{"text": "Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age."}
{"text": "The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others."}
{"text": "Basic skills include the following: Word processing, spreadsheets, presentations, and desktop publishing."}
{"text": "Digital skills in CBC today include:"}
{"text": "The requirement for an education diploma is a minimum grade of C ( plain) in KCSE and above and a C+ (Plus) in the two subjects Specialization."}
{"text": "The TSC requirements for the course are a Minimum grade of C ( plain) in KCSE and above and a C+ (Plus) in the two subjects Specialization."}
{"text": "With the new CBC curriculum, the diploma program has also changed to align with the new requirements of classroom teachers."}
{"text": "The diploma is aimed at equipping these people with pedagogical skills on how to deliver content to learners at different levels of education."}
{"text": "The course includes both pedagogical, core subject units and teaching practice."}
{"text": "The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world."}
{"text": "Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age."}
{"text": "The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others."}
{"text": "Basic skills include the following: Word processing, spreadsheets, presentations, and desktop publishing."}
{"text": "Digital skills in CBC today include:"}
{"text": "Key skills needed to be successful in performing arts."}
{"text": "Effective communication skills: when performing you will be required to communicate to the audience using verbal and non-verbal methods."}
{"text": "This means communication skills are a must for this course."}
{"text": "The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world."}
{"text": "Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age."}
{"text": "The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others."}
{"text": "Basic skills include the following: Word processing, spreadsheets, presentations, and desktop publishing."}
{"text": "Digital skills in CBC today include:"}
{"text": "This means leadership skills will be needed."}
{"text": "The school can teach leadership learning skills."}
{"text": "Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance."}
{"text": "To manage both they need to learn time management skills."}
{"text": "This means leadership skills will be needed."}
{"text": "The school can teach leadership learning skills."}
{"text": "Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance."}
{"text": "To manage both they need to learn time management skills."}
{"text": "This means leadership skills will be needed."}
{"text": "The school can teach leadership learning skills."}
{"text": "Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance."}
{"text": "To manage both they need to learn time management skills."}
{"text": "The course improves driving skills."}
{"text": "The skills include driving, road laws and regulations, and how to carry out first aid in case of an accident among others."}
{"text": "Road risk assessment: The driver will learn how to assess risk factors on the road and be cautious enough to avoid accidents."}
{"text": "This means leadership skills will be needed."}
{"text": "The school can teach leadership learning skills."}
{"text": "Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance."}
{"text": "To manage both they need to learn time management skills."}
{"text": "To qualify Craft certificate (Level 5) a grade of D plain and above in KCSE is required or a pass in artisan in the area of interest."}
{"text": "To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E."}
{"text": "The CBC intends to be more practical and student-based."}
{"text": "To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF)."}
{"text": "These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution."}
{"text": "These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards."}
{"text": "This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues."}
{"text": "It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others."}
{"text": "Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made."}
{"text": "The 7 core competencies in CBC are:"}
{"text": "The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn."}
{"text": "The core values of CBC are:"}
{"text": "The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical."}
{"text": "The CBC intends to be more practical and student-based."}
{"text": "To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF)."}
{"text": "These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution."}
{"text": "These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards."}
{"text": "This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues."}
{"text": "It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others."}
{"text": "Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made."}
{"text": "The 7 core competencies in CBC are:"}
{"text": "The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn."}
{"text": "The core values of CBC are:"}
{"text": "The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical."}
{"text": "Community service learning is an integrated learning where learners are involved in community service within their locality."}
{"text": "Collaboration and leadership skills: the activities require collaboration from different parties which is a skill students can learn."}
{"text": "The CBC intends to be more practical and student-based."}
{"text": "To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF)."}
{"text": "These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution."}
{"text": "These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards."}
{"text": "This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues."}
{"text": "It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others."}
{"text": "Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made."}
{"text": "The 7 core competencies in CBC are:"}
{"text": "The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn."}
{"text": "The core values of CBC are:"}
{"text": "The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical."}
{"text": "(knowledge, skills and attitudes to be applied by learners) rather than mainly focusing on what learners are expected to learn about in terms of traditionally-defined subject content."}
{"text": "Establishment of Schools What began as a spiritual education, as a way to find and experience the presence of God and to express the knowledge learned, has blossomed into a forest of different types and modes of education affecting people of all ages."}
{"text": "Out of their need to grow spiritually it was realized that there was an urgent need to help people digest and disseminate all that they learned, they needed to teach them different skills not only to understand but to be able to share all that they learned with others."}
{"text": "We encourage all to follow our school core values of compassion, inclusiveness, presence commitment, empowerment and above all achievement which will bring a great positive impact in one’s life."}
{"text": "I help them improve their socialization skills by helping them to improve their academics ."}
{"text": "The ideal candidate will be a dynamic servant leader, committed to upholding Catholic values while fostering collaboration with stakeholders."}
{"text": "While traditional classrooms are generally designed to dvelop a child's theoretical knowledge, the other aspects of learning such as moral develoment, social development, creative development, civic development, emotional and physical development of the child are greatly enhanced by co-curricular activities."}
{"text": "ERCEC offers broad range of clubs and activities which develop and nurture skills, talent and develops confidence in our learners."}
{"text": "These courses usually cover skills like veneering, carving and furniture design and construction."}
{"text": "This will be achieved through training on different skills to promote self-reliance."}
{"text": "Building the skills of its users continuously by conducting proper user education and instruction through a variety of methods in order to provide guidance to the library’s collection."}
{"text": "He has broad knowledge and skills on child protection issues."}
{"text": "Core competencies: 7."}
{"text": "• 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."}
{"text": "EYE Curriculum Designs 3."}
{"text": "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."}
{"text": "CBC’s goal is to identify every learner’s potential and nurture the potential."}
{"text": "The Pillars of BECF 1."}
{"text": "• 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."}
{"text": "A competence is the ability to apply appropriate knowledge, skills, attitudes and values to successfully perform a function."}
{"text": "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."}
{"text": "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."}
{"text": "CHANGE OF CURRENT SUMMARY"}
{"text": "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."}
{"text": "1."}
{"text": "Communication, social and pre-literacy skills 2."}
{"text": "Activities of daily living skills and Religious Education 6 4."}
{"text": "Pre numeracy skills 5."}
{"text": "The facilitator may be guided by the questions below to reflect on the presentation 1."}
{"text": "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."}
{"text": "Learning outcomes are the end result of what the learner is able to demonstrate upon completion of a lesson, sub-strand, strand or level."}
{"text": "The Competency Based Curriculum has three categories of learning outcomes."}
{"text": "8 b) Learning Area General learning outcomes These learning outcomes indicate what the learner is expected to achieve in a given learning area."}
{"text": "(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."}
{"text": "Values are standards set by the society to regulate behaviour of people who live there in."}
{"text": "Values influence how people feel, act and make choices in life environment that enhances academic attainment and develops learners’ values and social skills."}
{"text": "Nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens."}
{"text": "Values are intended to address the prevailing societal challenges and usher in a desirable future."}
{"text": "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."}
{"text": "The CBC designs have Pertinent and Contemporary Issues (PCIs) that have been identified as significant in the life of an individual and the society."}
{"text": "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."}
{"text": "It promotes the learner’s growth in social skills by building strong and productive relationships with the community."}
{"text": "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."}
{"text": "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."}
{"text": "Linkages give learners a holistic perception of learning by allowing them to see interrelationships in different learning areas."}
{"text": "The facilitators will be asked to reflect on the presentation."}
{"text": "By the end of the session, the participant should be able to: a) discuss the meaning of a learning outcome."}
{"text": "(c) mainstream PCI’s and values in a learning outcome."}
{"text": "activities, learners can be engaged in learning areas."}
{"text": "(e) Discuss linkages across learning areas."}
{"text": "Components of a Learning Outcome 3."}
{"text": "Developing a specific learning outcome 4."}
{"text": "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."}
{"text": "• Participants to develop learning outcomes for a lesson in different learning areas and report in plenary."}
{"text": "• In groups participants to discuss how to mainstream PCIs and values in sub strands in different learning areas and report at plenary."}
{"text": "• Participants to identify knowledge, skills and values which are learnt in one learning area and can be linked to another learning area."}
{"text": "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."}
{"text": "National Goal of Education Promote positive attitudes towards good health and environmental protection ( No. 8)."}
{"text": "Outcomes are usually expressed through the application of knowledge, skills and attitudes."}
{"text": "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."}
{"text": "A learning outcome should be observable and can be assessed."}
{"text": "Guide participants in analysing different learning outcomes from different learning areas."}
{"text": "Assessment • Observation • Written assignment • Group presentations Facilitators Reflection The facilitators to be guided by the questions below to reflect on the presentation 1."}
{"text": "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."}
{"text": "(b) use learning experiences to enable achievement of intended learning outcomes."}
{"text": "SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES 12 Key Areas to Be Covered 1."}
{"text": "Learning experiences 2."}
{"text": "• In groups, participants identify appropriate learning experience for learning simulate and in plenary."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Community Service Learning covers aspects of Citizenship, Entrepreneurship, Financial Literacy, Life Skills, Communication Skills and Research."}
{"text": "Learning experiences refer to activities the learner is exposed to so as to develop desired knowledge, skills, values and attitudes."}
{"text": "Learning experiences should be appropriate for acquisition of desired curriculum outcomes."}
{"text": "In the Competency Based Curriculum, the learner is expected to acquire knowledge, and develop desired skills, values and attitudes through appropriate learning experiences."}
{"text": "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:"}
{"text": "Development of Key Inquiry Questions Suggested Learning Experiences The facilitator may apply the following during the session; i."}
{"text": "Brainstorming sessions Learning Resources • Flipchart • Newsprint • Felt pens • Curriculum Designs (EYE) Facilitator’s notes Facilitator shall explain the importance of key inquiry questions."}
{"text": "They also foster development of digital thinking skills and higher order capabilities such as problem solving."}
{"text": "However, it should be time, grade, context, strand and sub strand bound."}
{"text": "(Note: facilitator to ensure that all learning areas are covered during this activity)"}
{"text": "They connect the learner with learning peers, teacher and promote critical thinking and problem solving skills."}
{"text": "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"}
{"text": "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."}
{"text": "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."}
{"text": "Individualised Education Programme (IEP) Suggested Learning Experiences • Take participants through the different components of the scheme of work."}
{"text": "• Using the curriculum designs ask participants in groups to develop a sample scheme of work for two weeks and present in plenary."}
{"text": "The development of these documents is guided by the curriculum designs and this enhances the teacher’s understanding of the designs."}
{"text": "• Plan for assessment."}
{"text": "In the Competency Based Curriculum, the scheme of work format has various components."}
{"text": "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."}
{"text": "Learning Experiences 7."}
{"text": "Assessment 10 is the measurement of the number of students who are proficient in a subject."}
{"text": "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."}
{"text": "• 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."}
{"text": "• 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."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Assessment should take place during the lesson."}
{"text": "Assessment results may then be used in deciding what to teach and how to teach it."}
{"text": "This statement is referred to as a long-term learning outcome."}
{"text": "The long-term outcome is then broken down into short-term learning outcome."}
{"text": "These are competencies that should be developed to achieve the long-term learning outcome."}
{"text": "It is always good to evaluate progress after a specific short-term learning outcome."}
{"text": "The long term learning outcomes are the ones that are most important to the student."}
{"text": "                                                                                                                               "}
{"text": "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."}
{"text": "1. Key areas to be covered 2."}
{"text": "Progress records SESSION 7: PROFESSIONAL DOCUMENTS 25 38 Suggested Learning Experiences • Take participants through the different components of a lesson plan."}
{"text": "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."}
{"text": "In preparing the lesson plan, the teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the"}
{"text": "• Take participants through the different components of a lesson plan."}
{"text": "The school has a title (Lesson Plan) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, date, time and roll."}
{"text": "improvise body percussions"}
{"text": "(a) Life skills: singing, dancing and performing body percussions builds the learner’s self-esteem and self-awareness."}
{"text": "Grade 2 is the grade of the first grade."}
{"text": "Fig ........Sample Record of Work Administrative Details School: Ndambini Primary School Learning Area: Environmental Activities Name of Teacher: Fatuma Grade: 1 DATE LESSON WORK DONE REFLECTION SIGN 8/1/2018 9/1/2018 10/1/2018 11/1/2018 12/1/2018 ENVIRONMENT AND ITS RESOURCES WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER"}
{"text": "A Learner Progress Record is made up of a learner’s academic achievements, skills and abilities and school reports."}
{"text": "The Learner Progress Record may be used to form groups for differentiated small group instruction, and other Instructional Plans."}
{"text": "The progress record further enables the teacher to base their lesson plans on a detailed knowledge and understanding of each learner."}
{"text": "Importance of Progress Records Importance of Learners Progress Records includes: • helping teachers to plan appropriate learning experiences that will meet their learner’s needs; • identifying learners who are progressing slowly, so that action may be taken to support them; • providing the school leadership team with information about the progress learners are making across the school • providing information about whether learners are meeting age-related expectations and are ‘on track’ to meet expected outcomes used for accountability in schools and national assessment institutions • being a source of information for parental engagement with schools on how their children perform."}
{"text": "Progress"}
{"text": "The average grade of both learners is 8"}
{"text": "If you just show your learner this grade, it means nothing."}
{"text": "Peter has an average grade but he’s stuck."}
{"text": "This shows that a grade doesn’t show the real value: the process of improvement or the learning progress."}
{"text": "Competency based learning utilizes more of formative assessment as opposed to summative assessment."}
{"text": "These tools have been explained under Assessment Tools."}
{"text": "Name: Maria Katana School: Mambao primary Grade: 2 Learning area: Environmental Activities Ratings: Exceeds expectation (4); Meets expectation (3); approaches expectations (2); below expectations (1) Performance indicators Ratings of learner’s performance Exceeds expectations Meets expectations Approaching expectations Below expectations Remarks 1.1.1 Responds to different  Consistently responds to 32 45 weather conditions different weather conditions."}
{"text": "ASSESSMENT This may be through: • Written exercises • Oral questions • Observation • Plenary presentations REFLECTION The facilitator reflects on: • The successes and shortcomings of the session • How well the participants prepared lesson plan and record of work • What the participants did well/ did not do well • Why the participants were not able to do well in some • What improvements should be put in place next time 33 46 SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Overview of ICT Integration Time Frame: 1hr Session Outcomes By the end of this session the participant should be able to; a) state the meaning of ICT integration in the teaching and learning process; b) identify ICT resources that can be used during an ICT integrated lesson; c) identify factors that influence integration of ICT in a lesson."}
{"text": "TPACK Suggested Learning Experiences  Brainstorming the meaning of ICT integration  Brainstorming the different types of ICT resources  Group discussion on the different components of TPACK Learning Resources  Flip charts  Marker pens  Masking tape  Sticky notes  Laptop  Projector SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM 34 47 Facilitator’s notes Overview of ICT Integration"}
{"text": "ICT integration can be referred to as “the seamless infusion of information communication technologies to support and enhance the attainment of curriculum objectives, to enhance the appropriate competencies including skills, knowledge, attitudes and values” (Basic Education Act, Kenya, 2013)."}
{"text": "Knowledge of:  Internet search engines, like google  Presentation softwares such as PowerPoint  Word processing softwares like Microsoft word  Multimedia elements such as, videos, photographs, audio, animations, text, illustrations, quizzes and exercises"}
{"text": "Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, so as to prepare learners with the knowledge and skills they need in their learning areas."}
{"text": "ICTs can be used in various education activities, including teaching and learning, assessment, administration and teacher professional development."}
{"text": " Phone  Camera/digital imaging  Desktop Computer  Projector  DVDs/CDs  Radio  Laptops  Tablets  Television  Internet  Wiki blogs  Projectors Points to note  One can support the use of ICT resources in the classroom by developing their skills in a range of ICT resources available by considering how and why they can be used to support learning."}
{"text": "Must be relevant to the strand, learning outcomes and learning experiences."}
{"text": "It should cater for learners diversity in gender, values and culture."}
{"text": "Encourages problem-solving skills and/or cooperative learning."}
{"text": "PART A: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Development and Presentation of an ICT Integrated Lesson Plan and Lesson Time Frame: 4hrs Session Outcomes By the end of this session the participant should be able to: a) develop an ICT integrated lesson plan in his/her learning area; b) convert the ICT integrated lesson plan into an ICT integrated lesson; c) appreciate the use of ICT in the teaching and learning process."}
{"text": "ICT integrated lesson Suggested Learning Experiences  Participants work in groups to identify plug in points for ICT integration in a lesson plan  In groups, the participants convert the lesson plan into an ICT integrated lesson  A few groups are selected to present some of the lessons."}
{"text": "The main difference between components of an ordinary CBC lesson plan and ICT integrated lesson plan is the ICT resource(s) being used and the plug- in point(s) of the ICT resource(s) during the lesson."}
{"text": "Sample Lesson Plan with ICT Integration SCHOOL CLASS DATE TIME ROLL Bidii School Primary Grade 1 11/3/2019 8.10-8.40 am 30 Strand: Environment and its Resources Sub-Strand: Exploring Weather Conditions Learning Outcomes By the end of the lesson, the learner should be able to: 39 52 a) identify the weather conditions for environmental awareness; b) sing a weather song provided for learning and enjoyment; c) develop curiosity in observing the sky for enjoyment; Core Competencies: creativity, critical thinking and digital literacy."}
{"text": "Link to other learning areas: Religious Education on God’s creation; Movement and Creative Activities: drawing and coloring clouds, sun, moon and tree on a windy day; singing the ‘Weather song’."}
{"text": " To ensure that learners remain fully engaged in the lesson, it is important to give them an opportunity to interact and apply ICT skills, and use appropriate ICT tools that support learning outcomes."}
{"text": " Whatever ICT resource one uses in their lesson, they should always ensure that the specific learning outcome(s) is achieved."}
{"text": "PART B: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Introduction to CBC and ICT Integration Online Courses Time Frame: 2hrs Session Outcomes By the end of this session the participant should be able to: a) navigate through the courses on the online platform; b) register for the courses on the online platform; c) appreciate the continuous training on an online platform; d) appreciate the use of DLP devices in implementing CBC Key areas to be covered  Introduction to Kenya Education Cloud (KEC) and Digital Literacy Program (DLP)  Navigation through the online platform  Registration on the online platform Suggested Learning Experiences  Participants navigate through the online platform to access the Courses "}
{"text": "KICD has developed two Online Orientation Courses that are hosted on Kenya Education Cloud (KEC)."}
{"text": "1."}
{"text": "CBC Online Orientation Course This will complement the already existing face to face trainings."}
{"text": "The online training will equip the teachers with the required relevant competences for effective and efficient implementation of CBC."}
{"text": "It will also provide opportunities for continuous practice of the learnt knowledge and skills."}
{"text": "Online ICT Integration Course This Course will equip the teachers with the required relevant competences to enable them integrate ICT in the teaching and learning process in line with the Digital Literacy Cocompetence in CBC."}
{"text": "Assessment  Oral questions  Observation  Correct registration on the online platform Reflection The facilitator reflects on:  The successes and shortcomings of the session  How well the participants were able to register on the online platform  What the participants did well/did not do well  What improvements should be put in place next time  SESSION 9: ACTION RESEARCH Time: (1 hr) Action research can either be described as activities initiated by an individual or group of teachers to collaboratively solve an immediate problem or a reflective process of progressive problem solving done by individuals working with others in teams or as part of a “community of practice”."}
{"text": "This can be done individually or collaboratively with other teachers in the school or neighboring schools. Session Outcomes By the end of the session, the participant should be able to: a) acquire skills to identify their own problems based on everyday experiences; b) create practical solutions to problems identified; c) be guided in coming up with the strategies to tackle their problems in a participatory and collaborative manner."}
{"text": "Key Issues to be covered Emphasis should be on the following elements: • Identify problems that teachers are experiencing • Find out it’s probable causes • Develop a solution to the problem that they can implement • Implement the proposed solution • Observe the implementation of the solution • Reflect on the results (and start over, if necessary) • Participants in groups identify the various challenges that they have so far encountered in teaching and learning and how they can solve the issues."}
{"text": "It provides skills to teachers to actively find out their everyday classroom concerns and create practical solutions to them."}
{"text": "This is a sustainable way of improving how the teachers implement CBC."}
{"text": "The Kenya National Examinations Council is a global leader in educational assessment and certification."}
{"text": "1."}
{"text": "2."}
{"text": "a. Identify the characteristics of the test subject"}
{"text": "integrate formative assessment for enhancing the learning process"}
{"text": "The design assessment rubrics are:"}
{"text": "develop and use various assessment tools"}
{"text": "develop and adapt assessment tools for learners with special needs"}
{"text": "report assessment results."}
{"text": "The reforms in Kenya education curriculum were informed by the Kenya Institute of Curriculum Development (KICD) needs assessment study of 2016 and the Task Force Report of 2012 on the Re-alignment of the Education Sector to the Constitution of Kenya, 2010."}
{"text": "The curriculum reform was also aimed at addressing the aspirations of the Vision 2030, 21st Century Skills and the Sustainable Development Goals."}
{"text": "The framework outlined changes which culminated in a shift from the objective based curriculum to a Competency Based Curriculum."}
{"text": "The paradigm shift in the education curriculum called for a new mode of assessment."}
{"text": "The Kenya National Examinations Council (KNEC) has a Competency Based Assessment Framework (CBAF) which is a framework for assessing the skills of students."}
{"text": "The framework defined the roadmap to Competency Based Assessment with focus on formative assessment, assessment of higher order skills, self and peer assessment by learners, authentic assessment and assessment of values."}
{"text": "Authentic assessment is a measure of the learner's ability to perform a task or group of tasks."}
{"text": "KNEC organized an elaborate training workshop for teachers in order to equip them with the skills and knowledge required to implement Competency Based Assessment (CBA)."}
{"text": "To facilitate the training, this manual was developed to enable teachers to conceptualize CBA, which entails development of standards, authentic tasks, assessment tools and reporting instruments."}
{"text": "Assessment will be developed in all the nine learning areas."}
{"text": "In this regard, the CBA training manual aims at equipping the teachers with suitable skills on development, adaptation and use of assessment tools for all learners with respect to their special needs."}
{"text": "Specifically, teachers will be trained on how to develop assessment tools in the five learning areas in the SNE stage-based pathway."}
{"text": "INTRODUCTION 50 xi At the end of the training, it is hoped that the assessment techniques and modules presented in this manual will facilitate the implementation of the Competency Based Assessment, because teachers will have familiarized themselves with CBA and its procedures, and will be able to undertake formative assessments at early years."}
{"text": "51 SESSION ONE THE COMPETENCY BASED ASSESSMENT DRAFT FRAMEWORK Overview of CBC and CBA By the end of the session, the participant should be able to: a) explain the meaning of CBC and CBA; b) explain the purpose of assessment; c) highlight the linkage between CBC and CBA."}
{"text": "• Biro pens • Writing pads • Masking tape • Chalk • Stick notes • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Session Outcomes Areas to be Covered Resources SESSION ONE 52 • Facilitator to explain the meaning of CBC and CBA"}
{"text": "a purpose of assessment; ii."}
{"text": "iii."}
{"text": "CBC is a broadcasting company."}
{"text": "• The facilitator to summarize the discussion by giving the correct purpose of assessment and linkage between CBC and CBA."}
{"text": "Competency Based Curriculum (CBC) is a curriculum that teaches students skills in a variety of areas."}
{"text": "Competency Based Curriculum refers to an education programme that is based on demonstration of learners’ ability to apply the knowledge, skills, attitudes and values they are expected to acquire as they progress through their education."}
{"text": "Competency Based Assessment is a method of assessing skills and knowledge."}
{"text": "A learning process is a process of determining the ability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks."}
{"text": "Competency Based Assessment is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation."}
{"text": "The strategy aims at providing a way of building the skills and knowledge that learners require to perform identified tasks after going through a learning experience."}
{"text": "The main purpose of assessment is to inform and improve the quality of education and support long term learning achievement of learners."}
{"text": "The overall aim of Competency Based Assessment Framework (CBAF) is to provide a basis to create a sound and sustainable assessment system that includes the principles and professional standards of assessment."}
{"text": "The CBAF will facilitate the creation of a system that will provide sufficient information to the various education stakeholders to guide in: • improving learning and instruction; • identifying and nurturing every learner’s potential; • selection of pathways and tracks in senior secondary school; Facilitator’s Notes 53 • measuring learners’ achievement and certification at the end of basic education in Grade 12; • Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as a mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; • Providing assessment feedback to learners, schools, parents and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education."}
{"text": "The Linkage between Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) The Competence Based Assessment Framework (CBAF) provides conceptualization and organization of assessment based on the Basic Education Curriculum Framework (BECF), which is the blueprint for the curriculum reforms."}
{"text": "The Basic Education Curriculum Framework (BECF) aims at developing the following core competencies and values."}
{"text": "Table 1: Core Competencies and Core Values Table 1: Core Competencies and Core Values • Communication and Collaboration • Critical Thinking and Problem Solving • Imagination and Creativity • Citizenship • Digital Literacy • Learning to Learn • Self-Efficacy • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Acquisition of specific core competencies and values by learners should be continuously assessed as the learner interacts with curriculum content at all levels."}
{"text": "• The Facilitator to guide participants in discussing the paradigm shifts in Competency Based Assessment."}
{"text": "• The participants compare the Competency-Based Assessment Framework for the Early Years Education and the Basic Education Curriculum Framework and identify the common features."}
{"text": "• The facilitator takes the participants through the features of the two frameworks and discusses the types of assessment appropriate for Early Years Education level."}
{"text": "• Participants familiarize themselves with assessment of the SNE stage based pathway as indicated in the CBAF."}
{"text": "The major shifts from the objective-based assessment to the competency-based assessment are as illustrated in Table 2."}
{"text": "Suggested Learning Activity Areas to be Covered Facilitator’s Notes 56 Table 2: Shifts from the Objective-Based Assessment to the Competency-Based Assessment Less of ... More of ... Assessment of learning (summative assessment) Assessment for and as learning (formative assessment) Assessment of knowledge acquired through rote learning Assessment of competencies developed Norm-referenced assessment Criterion – referenced assessment Competition Collaboration and Cooperation Rigidity (assessment based on a prescribed duration) Flexibility (assessment based on the pace of the learner) Assessment of lower order skills Assessment of higher order skills Teacher and national assessment Learner and peer assessment Arbitrary and imaginary assessment tasks Authentic assessment tasks Quantitative reporting of performance Qualitative reporting of performance Reproduction of knowledge Demonstration of creativity and talents Draft Competency-Based Assessment Framework (CBAF) for the Early Years Education Figure 3 indicates a section of the draft Competency-Based Assessment Framework."}
{"text": "It indicates assessment at the Early Years Education and at the Foundation Level of the SNE Stage Based Pathway."}
{"text": "Figure 2: Draft Competency Based Assessment Framework for Early Years 57 Figure 3 shows the CBC Early Years Education Framework."}
{"text": "Figure 3: CBC Early Years Education Framework Types of Assessment Applicable in CBA at the Early Years Education (EYE) Competency Based Assessment for the Early Years Education should be carried out continuously during the learning process as classroom assessment."}
{"text": "Formative assessment is should be carried out by the teacher throughout the learning process as classroom assessment."}
{"text": "Classroom Assessment provides regular feedback and allows teachers and learners to reflect on progress and adjust learning accordingly."}
{"text": "1."}
{"text": "Assessment may involve both assessment for learning and assessment as learning."}
{"text": "Assessment for Learning is the process of seeking and interpreting evidence for use by teachers and learners."}
{"text": "This is carried out on a continuous basis to monitor the learner’s progress and to collect information on learners’ ability to demonstrate the required competencies."}
{"text": "Assessment for learning involves gathering data during the learning process, and provides feedback to the teacher learner and parents to improve learning."}
{"text": "The overall assessment should be followed by descriptive 58 remarks by the class teacher about positive and significant achievements of the intended competences."}
{"text": "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."}
{"text": "The learner is provided with a clear roadmap to reach proficiency and to set criteria that have a variety of examples or models of good work for comparison. The emphasis and focus of this type of assessment is to foster skills and habits such as self-assessment, self-monitoring, and selfcorrection among learners."}
{"text": "It fosters self and peer assessment among learners and promotes self-awareness of strengths and weaknesses in learning."}
{"text": "Assessment of Learners in the SNE Pathway The CBA provides for assessment opportunity to all categories of learners with special needs (SNE)."}
{"text": "Stage based assessment of learners with special needs will be stage based (at foundation, intermediate, pre-vocational and vocational levels) and not grade or age based."}
{"text": "The assessment will be individualized."}
{"text": "A) Describe the tools for competency based assessment; b) Explain adaptations of CBA tools to suit learners with special needs; c) Develop competency assessment reporting tools."}
{"text": "Competency assessment tools include:"}
{"text": "• The facilitator guides participants in discussing Competency Based Assessment tools."}
{"text": "• Participants to develop assessment tools and adapt them for learners with special needs."}
{"text": "Competency Based Assessment Tools The following assessment tools can be used in CBA."}
{"text": "The learners can also be helped to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills."}
{"text": "(c) Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner."}
{"text": "Rubrics are commonly used to evaluate learner performance with the Suggested Learning Activity Facilitator’s Notes (c) Rating Scales 60 intention of including the result in a grade for reporting purposes and teacher accountability measures."}
{"text": "Questionnaires can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour)."}
{"text": "Questionnaires can be given to learners to gather feedback on how they are applying their learned competencies to challenging or difficult situations they are encountering in and out of school."}
{"text": "The project gives learners an opportunity to apply their acquired knowledge and transferable skills to a real life situation."}
{"text": "The portfolio file contains all the major learning activities, assessment projects and documents."}
{"text": "i."}
{"text": "(j) Learner’s Profile A learner’s profile is a summary of the teacher’s opinion on mastery of competencies acquired in a level."}
{"text": "The knowledge, attitude, skill levels and values can be assessed by peers, other learners, teachers, parents, and other community members."}
{"text": "Anecdotal notes 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."}
{"text": "(l) Written Tests These are tests that are designed according to pre-determined criteria to measure competencies in specific learning areas."}
{"text": "The tasks should be designed to elicit evidence from the learner on their acquisition of learning outcomes and competencies such as creative thinking, problem solving, and communication."}
{"text": "Assessment adaptations involve modification of assessment methods and tools to suit learners with special educational needs."}
{"text": "Modifications may include presentation of assessment task, duration of tackling the task, ways of responding to the task and scheduling."}
{"text": "Competency Based Assessment Reporting Tools Participants suggest various ways of assessment reporting in CBA The facilitator to guide the participants in discussing: • School Readiness Report • School Year Report • Participants to develop School Readiness Report and School Year Report."}
{"text": "Notes 62 The following are among the various tools/instruments that are to be used to report assessment results to stakeholders."}
{"text": "(a) School Readiness Report This is a report to be issued by the school at the end of pre-primary years PP2 for informing learners and other stakeholders on learning achievement and areas requiring improvement."}
{"text": "(b) School Year Report This is a report to be issued by the school to every learner in each grade for informing the learner and parents/guardians on the child’s learning progress as well as areas requiring improvement."}
{"text": "Participants to reflect on the following: a) Effects of the shift from objective based to Competency Based Assessment (CBA) on learners, teachers and parents."}
{"text": "b) Effective ways of carrying out classroom assessment c) Use of various assessment tools in reporting classroom assessment feedback"}
{"text": "Notes 63 SESSION TWO AUTHENTIC ASSESSMENT Overview of Authentic Assessment By the end of the session, the participants should be able to: a) show understanding of authentic assessment 2) Meaning of Authentic Assessment 3) Differentiating between authentic and traditional assessment 4) Tools for authentic assessment 5) Benefits of authentic assessment 5) Steps of creating authentic assessment • Text Books • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Samples of Authentic tasks in all learning areas • Biro pens • Writing pads • Masking tape • Chalk • Stick notes • In pairs, participants discuss the meaning of authentic assessment."}
{"text": "• In pairs participants discuss and share on how they assess learners in the CBC and in the 8.4.4 system to identify differences between authentic and traditional assessment."}
{"text": "• In pairs, participants mention various tools of authentic assessment as discussed in the previous presentation."}
{"text": "• In pairs, participants discuss benefits of authentic assessment."}
{"text": "Session Outcomes Areas to be Covered Suggested Learning Activity Resources –authentic tasks SESSION TWO 64 • In pairs, participants discuss steps of creating authentic assessment."}
{"text": "Authentic Assessment is a quality assessment in which a learner is assessed in a manner that is consistent with the kinds of performances on the task and a rubric by which their performance will be evaluated."}
{"text": "In authentic assessment, learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills, thus making it interesting and meaningful, as it focuses on the learner’s performance and the quality of work."}
{"text": "Table 3 presents the differences between authentic and traditional assessment."}
{"text": "Table 3: Differences between Authentic and Traditional Assessment Traditional Assessment Authentic Assessment Learners are required to demonstrate knowledge by selecting a response (giving correct answers) through written tests Learners are required to demonstrate proficiency by performing relevant tasks of showing application of what has been learned Standardized, valid and reliable Needs well defined criteria and standards to achieve reliability and validity Provides a teacher with a summary of what the learners know (knowledge) Provides teachers with a more complete picture of what the learners know 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 Focuses more on the product Focuses more on the process towards completing the product TOOLS FOR AUTHENTIC ASSESSMENT The following are tools that you may use to conduct authentic assessment."}
{"text": "• Observation schedules • Checklists • Rating scales • Rubrics • Questionnaires • Facilitator’s Notes 65 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment; • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment."}
{"text": "The figure below presents the steps in the creation of authentic assessment."}
{"text": "Figure 4: Step 1 – Developing Standards A standard is the level at which learners should demonstrate achievement of the learning outcome(s)."}
{"text": "When developing standards, the teacher should analyse the learning outcome from the curriculum designs to establish the overall competency to be demonstrated."}
{"text": "Table 4 includes examples of standards from different learning areas."}
{"text": "Table 4: Standards from Different Learning Areas 66 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment"}
{"text": "Table 4: Standards from Different Learning Areas Learning Area Strand Sub-strand Specific Learning Outcome Standards"}
{"text": "The task will then be formulated and it should be appropriate for multiple contexts (rural, urban environment); should not depend heavily on access to technology; should be integrative (focus on many skills and other learning areas); include opportunities for peer collaboration; encourage self-assessment and deep reflection."}
{"text": "Suggested Learning Activity Learning Area Strand Sub-strand Specific Learning Outcome Standards Language Activities Listening and speaking Attentive listening A) listen attentively during a conversation, b) respond to simple specific threedirectional instructions in oral communication, c) Appreciate the importance of listening attentively for effective communication"}
{"text": "STEP 3 – Determining Criteria 68 Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges."}
{"text": "Authentic tasks: • Have diverse responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges."}
{"text": "Characteristics of Authentic Tasks Authentic tasks: • Have varied responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks 69 b) Review authentic tasks In groups, participants will be given samples of authentic tasks in all learning areas for reference."}
{"text": "a) What do I feel most confident about in the implementation of authentic assessment (what am I doing right?) b) What do I feel are the biggest challenges to implementation of authentic assessment?"}
{"text": "Targeted Learning areas include (i) Environmental activities, (ii) Movement and Creative activities, (iii) Religious activities, (iv) Language activities."}
{"text": "Respect for rich diversity in plants, responsibility as they take care of plants and each other, unity as they work together in groups."}
{"text": "Targeted learning areas include (i) Environmental Activities, (ii) Religious Activities, (iii) Language Activities, 73"}
{"text": "Core Competencies are targeted; Communication and collaboration is achieved when they sing together; critical thinking and problem solving, imagination and creativity are achieved when they compose their own songs, self-efficacy as they perform to others and digital literacy as they search for tunes and dance moves online."}
{"text": "Link to values Appreciating rich diversity of plants, responsibility, care for plants etc."}
{"text": "Targeted learning areas; (i) Movement and creative activities."}
{"text": "(ii) Language activities 75 Core Competencies Targeted Communication and collaboration through interaction during group work, imagination and creativity when printing coloured patterns using leaves, digital literacy as they use technology to observe varied types of leaves."}
{"text": "Link to values Emphasis on practice of respect for each other’s work, responsibility for ensuring that materials and tools are properly handled."}
{"text": "1.5 Language activities Environmental activities Core Competencies targeted Communication and collaboration, learning to learn, critical thinking and problem solving, imagination and creativity."}
{"text": "Link to values Appreciating rich diversity of plants 76 SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment."}
{"text": "Teachers are encouraged to embrace classroom assessment, especially the assessment of competencies."}
{"text": "Rubrics enable the teacher to apply a multi-assessment approach of a competence where the focus goes beyond assessment of academics to include assessment of such aspects as values and community service learning."}
{"text": "The aim of the session is to equip the participant with knowledge and skills on rubrics and how to use them effectively when assessing learners."}
{"text": "A participant should be able to: a) describe an assessment rubric; b) identify the core components of rubrics; c) describe analytic and holistic rubric; d) state the benefits of rubrics."}
{"text": "Description of an Assessment Rubric 2."}
{"text": "• Curriculum designs; • Flip charts; • Masking tapes; • Sticky notes; • Felt pens; • Folder with samples of rubrics; Session Outcomes Areas to be Covered Suggested Learning Activity Resources -rubrics SESSION THREE 77 In groups, participants: a) state their understanding of the term rubric b) share experience on their use of rubrics in pairs/small groups c) discuss the benefits of rubrics to: Learners; Teachers; Parents; policy makers and other interested parties d) identify various parts of a rubric e) describe the core parts of the rubric"}
{"text": "• omits important details, facts, and/or concepts • thorough presentation of important details, facts, and concepts • with some errors • thorough solution without errors • without complete understanding • thorough, extensive understanding • generally explains • thorough mastery of extensive knowledge • uses a single method • uses multiple methods • represents a single perspective • represents a variety of perspectives • identifies few connections • draws complex connections • Facilitator’s Notes SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment."}
{"text": "Rubrics are used to design curriculum and assessments."}
{"text": "Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to learners."}
{"text": "Scores are the system of numbers or values used to rate each criterion and often are combined with levels of performance."}
{"text": "Figure 5: Components of a Rubric (Source: KICD design Vol 2 G3.S."}
{"text": "Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics."}
{"text": "It scores the overall competencies of the learner without assessing each criterion separately."}
{"text": "Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics."}
{"text": "Rukia Neema 81 By the end of the session, the participant should be able to: a) develop sample analytic rubrics b) demonstrate how to incorporate rubrics in classroom assessment c) use rubrics effectively In groups, participants should: • develop an Analytic Rubric and an assessment sheet; • Present and analyze the rubric(s) they have developed; • Identify what they like or dislike about the rubrics developed; • Suggest ways of improving the rubrics; • Present their findings to the plenary."}
{"text": "By the end of the session, the participant should be able to: • develop sample holistic rubrics b) demonstrate how to incorporate holistic rubrics in classroom assessment c) use rubrics effectively In groups, participants to: • develop a holistic rubric and an assessment sheet; • Present and analyze the rubric(s) they developed; • Identify what they like or dislike of the rubrics developed; • Suggest ways of improving the rubric; • Present their findings to the plenary Suggested Learning Activity Session Outcomes Suggested Learning Activity In groups, participants to brainstorm on various types of rubrics."}
{"text": "Suggested Learning Activity Facilitator’s Notes Session Outcomes 82 Using Rubrics Effectively Rubrics can be used effectively in the following ways: a) Share rubrics with learner before giving the task; b) Have learners evaluate their own work using the rubrics; c) Have learners evaluate each other’s work using the rubrics; d) Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed; e) Involve learners in revising and improving the rubrics; f) Grade learners based on the rubrics."}
{"text": "d) How to apply the knowledge and skills acquired in your teaching"}
{"text": "Demonstrates knowledge by explaining and elaborating on responses."}
{"text": "Session I: 8.00 a.m."}
{"text": "Portfolio is a purposeful collection of learner’s work that shows their effort, progress and mastery of a specified learning outcome or competency."}
{"text": "Portfolios are used in educational assessment."}
{"text": "It contains work that can be later selected for showcase and assessment portfolios."}
{"text": "It contains collection of work guided by learning areas, learning outcomes and core competences to be developed."}
{"text": "Figure 9: Examples of Entries in a Showcase Portfolio Assessment Portfolio This type of portfolio is used to document mastery of skills or competences in a particular learning area."}
{"text": "Portfolios are used to: a) show achievement for grading purposes; b) document progress towards standards; c) place learners appropriately 89 Figure 10: Examples of Entries in an Assessment Portfolio Development of Portfolio By the end of the session the participants should be able to: a) Describe the stages of developing a portfolio; b) Identify features of a good portfolio; c) Manage a portfolio in classroom assessment; d) Engage parents in portfolio assessment; e) Explain the importance of portfolio assessment."}
{"text": "During the first stage of the portfolio development process, participants discuss and make presentations on the stages of developing a portfolio."}
{"text": "• Types of portfolio – working, show case, or assessment • Audience – the consumers of the portfolio (teachers, parents, school administration, KNEC, MoE)."}
{"text": "Stage 3: Collecting Work Samples Learners should be guided by the teacher on how to assemble meaningful work that reflects their own progress and mastery of competencies."}
{"text": "The collection should be guided by: Suggested Learning Activity Facilitator’s Notes 91  Purpose of the portfolio  Specified learning outcomes and competencies  Evaluation criteria  Personal goals and interests  Stage 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."}
{"text": "Stage 5: Reflection Every learner should make a self-assessment comment on the work selected for addition to a portfolio."}
{"text": "(d) What do I do to improve on the item?"}
{"text": "In groups, participants discuss and make presentations on the features of a good portfolio, management of a portfolio and parental engagement in portfolio assessment Suggested Learning Activity Facilitator’s Notes In groups, participants discuss and make presentations on the stages of developing a portfolio STAGES OF DEVELOPING A PORTFOLIO Stage 1: Planning The purpose is to show learners progress, achievement or mastery of competencies and learner interest or talents."}
{"text": "The Learning Materials also includes the learner’s personal details such as Name, Grade, School, Gender and Age."}
{"text": "The contents can be organized based on learning areas, tasks or core competencies."}
{"text": "Core items are required for each learner to facilitate decision making during assessment."}
{"text": "Core items provide evidence of performance on the specified learning outcomes or competencies."}
{"text": "The purpose of a portfolio is to show learners progress, achievement or mastery of competencies and learner interest or talents."}
{"text": "Parental Engagement In Portfolio Assessment There should be a planned program for parental engagement in portfolio assessment."}
{"text": "Portfolio assessment, ii."}
{"text": "Assessment is integrated in teaching and learning process."}
{"text": "ü It allows demonstration of a wide range of competencies."}
{"text": "The portfolio should aim at demonstrating the learners’ progress, achievement and interest in the areas outlined in the rubrics and the core competencies."}
{"text": "Session Outcomes Suggested Learning Activity 95 SESSION FIVE REPORTING OF ASSESSMENT FEEDBACK Assessment Reporting Tools By the end of the session, participants should be able to develop tools for reporting feedback on classroom assessment."}
{"text": "1) In groups, participants brainstorm on the components of assessment feedback reporting tools."}
{"text": "2) In groups, participants develop assessment feedback reporting tools."}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table."}
{"text": "EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR EARLY YEARS OF EDUCATION 1."}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table."}
{"text": "TERM COMMUNICATION, POSITIVE & PRE-Literacy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills AFFIX LEARNER’S PHOTO HERE 54 MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR SNE STAGE BASED PATHWAY–FOUNDATION LEVEL 1."}
{"text": "The General Information Year is MOE School. The Name of the School is MOE. The Attendance is NEMIS. The Grade is NO."}
{"text": "COMMUNICATION, POSITIVE AND PRE-LEARNING AREAS TERM Communication, Social and PreLiteracy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills Interpersonal Relationships Pre-reading and Pre writing Skills AFFIX LEARNER’S PHOTO HERE 102 12 LEARNING AREAS TERM Interpersonal Relationships Pre-reading and Pre writing Skills Daily Living Skills and Religious Education 1 2 3 Teacher’s Statement on Learner’s Performance Personal Items Toileting Prayer Feeding Dressing and Undressing Our environment Sensory-Motor and Creative Activities 1 2 3 Teacher’s Statement on Learner’s Performance Sensory Perception Sensory Integration Psychomotor Activities Creative Activities Music and Movement Orientation and Mobility 1 2 3 Teacher’s Statement on Learner’s Performance Body awareness Use of body parts in Orientation and Mobility Body Posture Position in space and direction of"}
{"text": "The following are the main points of the Task Force Report: • Integrating early childhood into primary education • Reforming secondary curricula • Modernizing teacher training • developing programmes for learners with special needs among others • • Draft Sessional Paper on ‘Reforming Education and Training in Kenya’ • reforming the education sector to provide for the holistic development of learners • Recommends a competency based curriculum • Early Identification and nurturing of talents • Introduction of values • Introduction of three learning pathways at Senior Secondary School level."}
{"text": "Teachers rarely use formative assessment (assessment for learning)."}
{"text": "Assessment was limited to summative assessment (assessment of learning)."}
{"text": "• graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance."}
{"text": "• 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."}
{"text": "• skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT ."}
{"text": "• recommended a needs assessment survey."}
{"text": "Promote sound moral and religious values"}
{"text": "Life skills, Values and human sexuality 3."}
{"text": "Other programs to support CBC include:"}
{"text": "•Guidelines, career guidance, counselling services, peer education, mentorship, learning to live, Parental empowerment and engagement."}
{"text": "1. Learning Areas for Early Years Education 2. Mathematical Activities 3. Language Activities 4. Environmental Activities 5. Psychomotor and Creative Activities 6. Religious Education(CRE,IRE,HRE) and PPI 2. (1 PPI) Total No of lessons per week 25 Lower Primary Education Learning Area Lessons Per Week 1 Literacy Activities and Indigenous Languages /Braille 5. 2 Kiswahili Language Activities/Kenya Sign Language for learners who are deaf 6. English Language Activities 3. Mathematics Activities 4. Environmental Activities 5. Hygiene and Nutrition Activities 2. 7 Religious Activities (CRE/IRE/HRE) 3. 8 Movement and Creative Activities 8. (5 for Movement 2 for Art & Craft, 1 for music) 9 Pastoral Programme of Instruction 1 Total Lesson Per Week 35 PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS 1."}
{"text": "Life Skills Education 12."}
{"text": "1.Visual impairment Mathematical Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Pre braille Activities Braille literacy Creative Arts 2.Hearing impairment Environmental Activities Environmental Activities English Psychomotor Activities Movement and creative Activities Social studies Creative Arts Kenya Sign language Kenya Sign Language Science and technology English Language Activities"}
{"text": "PP1- G1&2 G3 G4 G4 G5 G6 G4 G5 G6 G7 G7 G8 G9 F.1 G10 F.2"}
{"text": "* Whether the expected/intended competences/values/ skills are being achieved."}
{"text": "• MLP will NOT be used to determine who moves from Grade 3 to Grade 4."}
{"text": "Box 73598-00200, Nairobi, Kenya COMPETENCY BASED ASSESSMENT FRAMEWORK (CBAF) 2 Aspects of the Competency Based Assessment Draft Framework (CBAF ) Introduction of CBA Linkage between CBC and CBA Types of Assessments Overview of the Presentation AIM To provide a basis for creating a sound and sustainable assessment system, principles and professional standards of assessment."}
{"text": "Improving learning and instruction; Identifying and nurturing every learner’s potential; Selection of pathways and tracks in senior secondary school; Measuring student achievement and certification at the end of basic education in Grade 12; Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; Providing feedback to learners, schools, parents and other players in basic education; and Providing a basis for accountability of teachers, school administrators and other players in basic education More on : formative and less summative assessments assessment of higher order skills than lower order skills self and peer assessments by the learners multiple than one off assessments authentic assessments performance assessments qualitative than quantitative feedback acquisition of values A process of determining the capability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks."}
{"text": "CBA is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation."}
{"text": "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."}
{"text": "ACTIVITY 1: (03 Minutes) In pairs, brainstorm and write down the linkage between CBC and CBA."}
{"text": "core competencies, values, PCIs, Community service Learning"}
{"text": "Learning experiences that are appropriate for learners in order to develop the desired competencies"}
{"text": "Assessment tasks can be used to measure the learner’s acquisition of the desired competencies."}
{"text": "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."}
{"text": "15 Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners."}
{"text": "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."}
{"text": "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."}
{"text": "A classroom assessment tool"}
{"text": "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."}
{"text": " 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."}
{"text": "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"}
{"text": " Assessment through journals and diaries should be a joint venture between the learner and the teacher."}
{"text": " 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"}
{"text": "Define authentic assessment 2."}
{"text": "Differentiate between authentic and traditional assessment 3."}
{"text": "Give benefits of authentic assessment 5."}
{"text": "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."}
{"text": "The actual driving test is authentic assessment while a written test on driving is traditional assessment."}
{"text": "AUTHENTIC ASSESSMENT is the study of the physical and mental state of the human body."}
{"text": "In Authentic Assessment: (a) learners create a response to a question."}
{"text": "(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."}
{"text": "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."}
{"text": "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."}
{"text": "1."}
{"text": "Focuses on high order thinking skills 3."}
{"text": "Involve interesting and engaging assessment tasks 5."}
{"text": "Teacher and learner collaborate in determining the assessment 6."}
{"text": "8 Is an assignment given to learners to assess their ability to apply knowledge and skills to solve real world problems or challenges."}
{"text": "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."}
{"text": "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"}
{"text": "Are deeply integrative-require many skills 3."}
{"text": "Encourage self-assessment and deep reflection 8."}
{"text": "16 Target both the knowledge and the Core competence (skills) Core competences/21st Century Skills/skills are 7 1."}
{"text": "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."}
{"text": "1."}
{"text": "[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."}
{"text": " A rubric is a tool used to interpret and grade leaners’ work against criteria and standards."}
{"text": " A rubric makes explicit a range of assessment criteria and expected performance standards."}
{"text": "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"}
{"text": "S/No Criteria Categorization of plants Safety when handling plants Fill in additional criteria Teacher Statement on learner Performance"}
{"text": "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."}
{"text": " 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"}
{"text": "A portfolio is one of the assessment tools used in educational assessment."}
{"text": "Assessment Portfolio This is a collection of work in progress as well as finished samples of work (products)."}
{"text": "It contains collection of work guided by learning areas, learning outcomes and core competencies to be developed or individual learner’s areas of interests."}
{"text": "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."}
{"text": "The content in this type of portfolio is guided by the competencies specified in the curricular."}
{"text": "The following events are on the 8/19/2019 calendar:"}
{"text": "(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."}
{"text": "(c) Audience: the consumers of the portfolio"}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "(Based on the assessment criteria or own interests)"}
{"text": "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"}
{"text": "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."}
{"text": "The contents can be organized based on  learning areas,  tasks or  core competencies."}
{"text": "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"}
{"text": "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."}
{"text": "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."}
{"text": "8/19/2019 44 6.1 Assessment is integrated in teaching and learning process."}
{"text": "8/19/2019 45 6.5 It allows demonstration of a wide range of competencies."}
{"text": "8/19/2019 46 In groups, participants to develop and present an assessment portfolio using the tasks and evidences developed."}
{"text": "The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas outlined in the rubrics and the core competencies."}
{"text": "8/19/2019 49 “One big contribution of portfolio is to give the learners the chance to reflect and revisit their performances overtime”."}
{"text": "KNEC intends to undertake Monitoring of Learner Progress (MLP) in September, 2019 at Grade 3."}
{"text": "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."}
{"text": "KNEC developed an online platform/portal for schools to identify the learners in Grade 3 in their respective schools."}
{"text": "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."}
{"text": "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."}
{"text": "extending their thinking deeper within the subject they are learning, across the curriculum, and even beyond the classroom through the authentic tasks given."}
{"text": "ILA in Grade 3 incorporates several learning areas)."}
{"text": "• 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."}
{"text": "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."}
{"text": "For MLP, the Assessment of integrated learning areas will be assessed through portfolio assessment."}
{"text": "Performance tasks will be developed based on a theme and will then require drawing experiences from other learning areas."}
{"text": "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)."}
{"text": "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”."}
{"text": "Learning outcomes Learning experiences KIQs"}
{"text": "Values are the sum of all of the values in a given set of values."}
{"text": "CSL Assessment?"}
{"text": "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."}
{"text": "• 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."}
{"text": "The philosophy of the school is based on constructivist learning theories (Dewey, Piaget, Vygotsky) whereby humans construct knowledge and meaning from their experiences."}
{"text": "• 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."}
{"text": "• Assessment is focused on determining the progress of skills development in addition to understanding content."}
{"text": "• 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."}
{"text": "Objects, objects, and things are sorted into categories."}
{"text": "The money paid should not be referred to as tax at this level (grade 4)."}
{"text": "• an official language in Kenya but most importantly, the medium of instruction in our schools from Grade Four."}
{"text": "Themes are presented through the Grade Four English Curriculum."}
{"text": "AIDS and AIDS are two of the four strands in the English Grade Four Curriculum Design."}
{"text": "• 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."}
{"text": "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."}
{"text": "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."}
{"text": "• Ministry of Education (2019) Upper Primary Level Curriculum Designs: Volume One."}
{"text": "2. Interdependence of people in the County 3. The School Motto and Core Values"}
{"text": "• School core values should guide learners’ behavior in and out of school."}
{"text": "• 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."}
{"text": "• Equip learners with financial literacy skills such as the culture of saving, making investments and prudent management of resources."}
{"text": "• Equip learners with leadership skills at their formative stage."}
{"text": "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."}
{"text": "Creative Arts is a ‘new’ learning area offered in Grade 4 learners."}
{"text": "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)."}
{"text": "This will prepare the learner to transit to junior secondary level."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "The learner will engage with skilled resource persons in the community to learn and apply traditional skills in Weaving and Basketry, Pottery and Leatherwork."}
{"text": "• Presentation and Exhibition skills will equip the learner with relevant and appropriate competences in the enhancement of their finished art products."}
{"text": "This will prepare the learner to acquire knowledge, skills and attitudes to transit to the lower secondary level."}
{"text": "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"}
{"text": "• 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."}
{"text": "Engaging all learners in activities will develop their creativity, innovativeness, critical thinking and problem-solving skills."}
{"text": "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."}
{"text": "The new area is the media and morality."}
{"text": "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."}
{"text": "This will not only foster acquisition of knowledge but it will make learning interesting."}
{"text": "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."}
{"text": "(f) Acquire Islamic values to grow as a responsible and ethical citizen."}
{"text": "5.Akhlaq (moral values)."}
{"text": "The key competencies of the Kenya Institute of CURRICULUM DEVELOPMENT are Agriculture."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "You may adopt use of other types of vegetables that grow in the locality and that may develop relevant knowledge and skills on vegetables."}
{"text": "You may also expose them to other cereals to develop relevant knowledge and skills on cereals."}
{"text": "You may also expose them to other legumes to develop relevant knowledge and skills on legumes."}
{"text": "The same skills should be learned by the pupils."}
{"text": "• 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."}
{"text": "• Teacher should instill in the learner the knowledge of sacred rivers and plants mentioned."}
{"text": "Involve learners in activities such as caring for plants and conservation of water and other related learning activities to enhance competencies."}
{"text": "Being a progression from lower primary Swami Vivekanand, Tirthankar Parshvanath, Sri Guru Ram Das ji, Prince Siddhartha are covered in Grade Four."}
{"text": "DHARAM GRANTH (SCRIPTURES) • Role of Scriptures in instilling moral values in one’s life."}
{"text": "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."}
{"text": "DHARAM SIDHAANT (PRINCIPLES OF DHARAM) • Sub-strand •Virtues of righteousness according to Sanaatan/Hinduism •This is a new strand introduced in Grade Four."}
{"text": "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."}
{"text": "Guide the learners to acquire values of care, love, concern, humility, obedience and responsibility."}
{"text": "The same is being carried to the upper primary level in Grade four."}
{"text": "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."}
{"text": "The knowledge and skills acquired at this level will support cognitive and learning development at higher levels."}
{"text": "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."}
{"text": "This learning area develops the language skills acquired in EYE as well as a positive attitude towards learning."}
{"text": "The learners’ thought processes are mature after being exposed to concrete learning activities and basic literacy skills in lower primary."}
{"text": "They will also be equipped with language skills to enable them acquire a second language more proficiently and achieve relevant competences."}
{"text": "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."}
{"text": "TEACHER 1."}
{"text": "Negative cultural practices"}
{"text": "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."}
{"text": "Home science will also strengthen the foundation for development of higher competencies in lower secondary."}
{"text": "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."}
{"text": "The content is organized in three broad strands just like in EYE namely; • 1."}
{"text": "• 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."}
{"text": "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)."}
{"text": "4.0                                                                                                                               "}
{"text": "Identify the new areas of PHE."}
{"text": "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"}
{"text": "Animals are the most important part of the human body."}
{"text": "• 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."}
{"text": "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."}
{"text": "Pressure, floating and sinking were comparatively loaded at standard 4 therefore pressure in liquids is pushed to the next higher grade level."}
{"text": "• 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."}
{"text": "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"}
{"text": "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 )"}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table below."}
{"text": "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)"}
{"text": "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."}
{"text": "Mobile banking, self-driving cars, e-assessment among others are taking the centre stage."}
{"text": "• 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."}
{"text": "KENYA INSTITUTE OF CURRICULUM DEVELOPMENT"}
{"text": "Use the Grade 4 designs to build your examples."}
{"text": "KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 11"}
{"text": "List of abreviations & Acr"}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Assessment should take place during the lesson."}
{"text": "It is always good to evaluate progress after a specific short-term learning outcome."}
{"text": "IEP CO NTD - IEP Implementation Time frame: Start date————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————"}
{"text": "• Learning experiences can be defined as interactions in which learning takes place."}
{"text": "A learner is exposed to situations and activities so as to develop desired knowledge, skills, values and attitudes."}
{"text": "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"}
{"text": "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"}
{"text": "• Validity: to achieve given learning outcomes learners must be given opportunities to practise the specific behaviour indicated in the learning outcome."}
{"text": "• 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."}
{"text": "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?"}
{"text": "The Competency based curriculum is founded on learners showing or demonstrating that they have learnt."}
{"text": "Learning outcomes are evidence that learning experiences have made a change that learners manifest."}
{"text": "The change or transformation in learners is manifested through new knowledge, skills and attitudes."}
{"text": "Learning outcomes are designed according to the same trend as CBC."}
{"text": "The outcome statement includes a verb that will clearly illustrate what action learners need to engage in to demonstrate their competencies."}
{"text": "The action could demonstrate a change at the level of knowledge, a skill or an attitude."}
{"text": "A teacher should use a picture to illustrate knowledge."}
{"text": "The verbs represent the three domains of learning including knowledge, skills and attitudes."}
{"text": "The object in learning outcomes"}
{"text": "A good learning outcome begins with an action verb, followed by the object of the verb and a phrase that gives the context."}
{"text": "Preferably only one verb is used in a learning outcome."}
{"text": "Learning outcomes are amenable to assessment."}
{"text": "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."}
{"text": "•Outcomes focus on results of the learning experiences and should be related to each other."}
{"text": "•Outcomes are linked to assessment because they define what learners are expected to demonstrate."}
{"text": "Step 2 ....................................................................... Step 3 ......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................."}
{"text": "Reflection Scheme of work template School, Grade."}
{"text": " School, Grade, Learning area, Date Time, Roll 1."}
{"text": "Assessment was limited to summative assessment (assessment of learning) ."}
{"text": "graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance."}
{"text": "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."}
{"text": "skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT ."}
{"text": "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."}
{"text": "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 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •"}
{"text": "Guidance services, career guidance, counselling services, peer education, mentorship, learning to live Parental empowerment and engagement"}
{"text": "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."}
{"text": "PP1 Free Schemes of Work Downloads."}
{"text": "PP1 Free Notes Downloads."}
{"text": "PP1 Free Exams Downloads."}
{"text": "PP2 Free Schemes of Work Downloads."}
{"text": "PP2 Free Notes Downloads."}
{"text": "PP2 Free Exams Downloads."}
{"text": "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."}
{"text": "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."}
{"text": "The same penalties apply to anyone who negligently or intentionally helps an assessment candidate gain unauthorized access to any assessment paper."}
{"text": "The Council’s records related to an assessment or a candidate’s results could be altered by anyone who unlawfully alters them."}
{"text": "Download thousands of free Grade one to six notes, exams, schemes of work, assignments,lesson plans and many more resources at no cost."}
{"text": "GRADE 5 SCHEMES OF WORK TERM 3 MOUNTAIN TOP AGRICULTURE ACTIVITIES."}
{"text": "Kariuki disclosed that the Commission was developing new staffing norms tailored for the Competency-Based Curriculum (CBC), including comprehensive and senior secondary schools."}
{"text": "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."}
{"text": "“We’re asking for your feedback as we determine the number of teachers needed per class under CBC."}
{"text": "Your insights on the number of learning areas per teacher are crucial,” he said."}
{"text": "He noted that going forward, teachers’ discipline records and commitment will be the key benchmarks in promotion to align them with the CBC."}
{"text": "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."}
{"text": "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."}
{"text": "JUNIOR SECONDARY SCHOOLS’ NOTES, EXAMS & SCHEMES."}
{"text": "Grade 9 Free Schemes of Work: Download here."}
{"text": "Grade 9 Free Exams: Download here."}
{"text": "“The heads are managing the primary and junior secondary sections, a hefty task that needs to be appreciated yet, their remuneration remains minimal."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "“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."}
{"text": "Math is the study of the physical and mathematical properties of a mathematical object."}
{"text": "Secondary schools have free lesson plans per subject."}
{"text": "Grade D5 Chief Principals receive the highest amount of monthly commuter allowance."}
{"text": "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."}
{"text": "Senior Masters II (grade C5) and Deputy Head Teachers (grade C4) equally get a commuter allowance of Sh8,000."}
{"text": "Secondary school teachers at grade C3 are paid a monthly commuter allowance of Sh6,000."}
{"text": "The least paid teacher at grade B5 receives a monthly commuter pay of Sh4,000."}
{"text": "Core competencies: 7."}
{"text": "• 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."}
{"text": "EYE Curriculum Designs 3."}
{"text": "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."}
{"text": "CBC’s goal is to identify every learner’s potential and nurture the potential."}
{"text": "The Pillars of BECF 1."}
{"text": "• 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."}
{"text": "A competence is the ability to apply appropriate knowledge, skills, attitudes and values to successfully perform a function."}
{"text": "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."}
{"text": "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."}
{"text": "CHANGE OF CURRENT SUMMARY"}
{"text": "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."}
{"text": "1."}
{"text": "Communication, social and pre-literacy skills 2."}
{"text": "Activities of daily living skills and Religious Education 6 4."}
{"text": "Pre numeracy skills 5."}
{"text": "The facilitator may be guided by the questions below to reflect on the presentation 1."}
{"text": "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."}
{"text": "Learning outcomes are the end result of what the learner is able to demonstrate upon completion of a lesson, sub-strand, strand or level."}
{"text": "The Competency Based Curriculum has three categories of learning outcomes."}
{"text": "8 b) Learning Area General learning outcomes These learning outcomes indicate what the learner is expected to achieve in a given learning area."}
{"text": "(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."}
{"text": "Values are standards set by the society to regulate behaviour of people who live there in."}
{"text": "Values influence how people feel, act and make choices in life environment that enhances academic attainment and develops learners’ values and social skills."}
{"text": "Nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens."}
{"text": "Values are intended to address the prevailing societal challenges and usher in a desirable future."}
{"text": "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."}
{"text": "The CBC designs have Pertinent and Contemporary Issues (PCIs) that have been identified as significant in the life of an individual and the society."}
{"text": "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."}
{"text": "It promotes the learner’s growth in social skills by building strong and productive relationships with the community."}
{"text": "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."}
{"text": "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."}
{"text": "Linkages give learners a holistic perception of learning by allowing them to see interrelationships in different learning areas."}
{"text": "The facilitators will be asked to reflect on the presentation."}
{"text": "By the end of the session, the participant should be able to: a) discuss the meaning of a learning outcome."}
{"text": "(c) mainstream PCI’s and values in a learning outcome."}
{"text": "activities, learners can be engaged in learning areas."}
{"text": "(e) Discuss linkages across learning areas."}
{"text": "Components of a Learning Outcome 3."}
{"text": "Developing a specific learning outcome 4."}
{"text": "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."}
{"text": "• Participants to develop learning outcomes for a lesson in different learning areas and report in plenary."}
{"text": "• In groups participants to discuss how to mainstream PCIs and values in sub strands in different learning areas and report at plenary."}
{"text": "• Participants to identify knowledge, skills and values which are learnt in one learning area and can be linked to another learning area."}
{"text": "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."}
{"text": "National Goal of Education Promote positive attitudes towards good health and environmental protection ( No. 8)."}
{"text": "Outcomes are usually expressed through the application of knowledge, skills and attitudes."}
{"text": "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."}
{"text": "A learning outcome should be observable and can be assessed."}
{"text": "Guide participants in analysing different learning outcomes from different learning areas."}
{"text": "Assessment • Observation • Written assignment • Group presentations Facilitators Reflection The facilitators to be guided by the questions below to reflect on the presentation 1."}
{"text": "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."}
{"text": "(b) use learning experiences to enable achievement of intended learning outcomes."}
{"text": "SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES 12 Key Areas to Be Covered 1."}
{"text": "Learning experiences 2."}
{"text": "• In groups, participants identify appropriate learning experience for learning simulate and in plenary."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Community Service Learning covers aspects of Citizenship, Entrepreneurship, Financial Literacy, Life Skills, Communication Skills and Research."}
{"text": "Learning experiences refer to activities the learner is exposed to so as to develop desired knowledge, skills, values and attitudes."}
{"text": "Learning experiences should be appropriate for acquisition of desired curriculum outcomes."}
{"text": "In the Competency Based Curriculum, the learner is expected to acquire knowledge, and develop desired skills, values and attitudes through appropriate learning experiences."}
{"text": "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:"}
{"text": "Development of Key Inquiry Questions Suggested Learning Experiences The facilitator may apply the following during the session; i."}
{"text": "Brainstorming sessions Learning Resources • Flipchart • Newsprint • Felt pens • Curriculum Designs (EYE) Facilitator’s notes Facilitator shall explain the importance of key inquiry questions."}
{"text": "They also foster development of digital thinking skills and higher order capabilities such as problem solving."}
{"text": "However, it should be time, grade, context, strand and sub strand bound."}
{"text": "(Note: facilitator to ensure that all learning areas are covered during this activity)"}
{"text": "They connect the learner with learning peers, teacher and promote critical thinking and problem solving skills."}
{"text": "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"}
{"text": "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."}
{"text": "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."}
{"text": "Individualised Education Programme (IEP) Suggested Learning Experiences • Take participants through the different components of the scheme of work."}
{"text": "• Using the curriculum designs ask participants in groups to develop a sample scheme of work for two weeks and present in plenary."}
{"text": "The development of these documents is guided by the curriculum designs and this enhances the teacher’s understanding of the designs."}
{"text": "• Plan for assessment."}
{"text": "In the Competency Based Curriculum, the scheme of work format has various components."}
{"text": "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."}
{"text": "Learning Experiences 7."}
{"text": "Assessment 10 is the measurement of the number of students who are proficient in a subject."}
{"text": "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."}
{"text": "• 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."}
{"text": "• 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."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Assessment should take place during the lesson."}
{"text": "Assessment results may then be used in deciding what to teach and how to teach it."}
{"text": "This statement is referred to as a long-term learning outcome."}
{"text": "The long-term outcome is then broken down into short-term learning outcome."}
{"text": "These are competencies that should be developed to achieve the long-term learning outcome."}
{"text": "It is always good to evaluate progress after a specific short-term learning outcome."}
{"text": "The long term learning outcomes are the ones that are most important to the student."}
{"text": "                                                                                                                               "}
{"text": "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."}
{"text": "1. Key areas to be covered 2."}
{"text": "Progress records SESSION 7: PROFESSIONAL DOCUMENTS 25 38 Suggested Learning Experiences • Take participants through the different components of a lesson plan."}
{"text": "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."}
{"text": "In preparing the lesson plan, the teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the"}
{"text": "• Take participants through the different components of a lesson plan."}
{"text": "The school has a title (Lesson Plan) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, date, time and roll."}
{"text": "improvise body percussions"}
{"text": "(a) Life skills: singing, dancing and performing body percussions builds the learner’s self-esteem and self-awareness."}
{"text": "Grade 2 is the grade of the first grade."}
{"text": "Fig ........Sample Record of Work Administrative Details School: Ndambini Primary School Learning Area: Environmental Activities Name of Teacher: Fatuma Grade: 1 DATE LESSON WORK DONE REFLECTION SIGN 8/1/2018 9/1/2018 10/1/2018 11/1/2018 12/1/2018 ENVIRONMENT AND ITS RESOURCES WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER"}
{"text": "A Learner Progress Record is made up of a learner’s academic achievements, skills and abilities and school reports."}
{"text": "The Learner Progress Record may be used to form groups for differentiated small group instruction, and other Instructional Plans."}
{"text": "The progress record further enables the teacher to base their lesson plans on a detailed knowledge and understanding of each learner."}
{"text": "Importance of Progress Records Importance of Learners Progress Records includes: • helping teachers to plan appropriate learning experiences that will meet their learner’s needs; • identifying learners who are progressing slowly, so that action may be taken to support them; • providing the school leadership team with information about the progress learners are making across the school • providing information about whether learners are meeting age-related expectations and are ‘on track’ to meet expected outcomes used for accountability in schools and national assessment institutions • being a source of information for parental engagement with schools on how their children perform."}
{"text": "Progress"}
{"text": "The average grade of both learners is 8"}
{"text": "If you just show your learner this grade, it means nothing."}
{"text": "Peter has an average grade but he’s stuck."}
{"text": "This shows that a grade doesn’t show the real value: the process of improvement or the learning progress."}
{"text": "Competency based learning utilizes more of formative assessment as opposed to summative assessment."}
{"text": "These tools have been explained under Assessment Tools."}
{"text": "Name: Maria Katana School: Mambao primary Grade: 2 Learning area: Environmental Activities Ratings: Exceeds expectation (4); Meets expectation (3); approaches expectations (2); below expectations (1) Performance indicators Ratings of learner’s performance Exceeds expectations Meets expectations Approaching expectations Below expectations Remarks 1.1.1 Responds to different  Consistently responds to 32 45 weather conditions different weather conditions."}
{"text": "ASSESSMENT This may be through: • Written exercises • Oral questions • Observation • Plenary presentations REFLECTION The facilitator reflects on: • The successes and shortcomings of the session • How well the participants prepared lesson plan and record of work • What the participants did well/ did not do well • Why the participants were not able to do well in some • What improvements should be put in place next time 33 46 SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Overview of ICT Integration Time Frame: 1hr Session Outcomes By the end of this session the participant should be able to; a) state the meaning of ICT integration in the teaching and learning process; b) identify ICT resources that can be used during an ICT integrated lesson; c) identify factors that influence integration of ICT in a lesson."}
{"text": "TPACK Suggested Learning Experiences  Brainstorming the meaning of ICT integration  Brainstorming the different types of ICT resources  Group discussion on the different components of TPACK Learning Resources  Flip charts  Marker pens  Masking tape  Sticky notes  Laptop  Projector SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM 34 47 Facilitator’s notes Overview of ICT Integration"}
{"text": "ICT integration can be referred to as “the seamless infusion of information communication technologies to support and enhance the attainment of curriculum objectives, to enhance the appropriate competencies including skills, knowledge, attitudes and values” (Basic Education Act, Kenya, 2013)."}
{"text": "Knowledge of:  Internet search engines, like google  Presentation softwares such as PowerPoint  Word processing softwares like Microsoft word  Multimedia elements such as, videos, photographs, audio, animations, text, illustrations, quizzes and exercises"}
{"text": "Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, so as to prepare learners with the knowledge and skills they need in their learning areas."}
{"text": "ICTs can be used in various education activities, including teaching and learning, assessment, administration and teacher professional development."}
{"text": " Phone  Camera/digital imaging  Desktop Computer  Projector  DVDs/CDs  Radio  Laptops  Tablets  Television  Internet  Wiki blogs  Projectors Points to note  One can support the use of ICT resources in the classroom by developing their skills in a range of ICT resources available by considering how and why they can be used to support learning."}
{"text": "Must be relevant to the strand, learning outcomes and learning experiences."}
{"text": "It should cater for learners diversity in gender, values and culture."}
{"text": "Encourages problem-solving skills and/or cooperative learning."}
{"text": "PART A: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Development and Presentation of an ICT Integrated Lesson Plan and Lesson Time Frame: 4hrs Session Outcomes By the end of this session the participant should be able to: a) develop an ICT integrated lesson plan in his/her learning area; b) convert the ICT integrated lesson plan into an ICT integrated lesson; c) appreciate the use of ICT in the teaching and learning process."}
{"text": "ICT integrated lesson Suggested Learning Experiences  Participants work in groups to identify plug in points for ICT integration in a lesson plan  In groups, the participants convert the lesson plan into an ICT integrated lesson  A few groups are selected to present some of the lessons."}
{"text": "The main difference between components of an ordinary CBC lesson plan and ICT integrated lesson plan is the ICT resource(s) being used and the plug- in point(s) of the ICT resource(s) during the lesson."}
{"text": "Sample Lesson Plan with ICT Integration SCHOOL CLASS DATE TIME ROLL Bidii School Primary Grade 1 11/3/2019 8.10-8.40 am 30 Strand: Environment and its Resources Sub-Strand: Exploring Weather Conditions Learning Outcomes By the end of the lesson, the learner should be able to: 39 52 a) identify the weather conditions for environmental awareness; b) sing a weather song provided for learning and enjoyment; c) develop curiosity in observing the sky for enjoyment; Core Competencies: creativity, critical thinking and digital literacy."}
{"text": "Link to other learning areas: Religious Education on God’s creation; Movement and Creative Activities: drawing and coloring clouds, sun, moon and tree on a windy day; singing the ‘Weather song’."}
{"text": " To ensure that learners remain fully engaged in the lesson, it is important to give them an opportunity to interact and apply ICT skills, and use appropriate ICT tools that support learning outcomes."}
{"text": " Whatever ICT resource one uses in their lesson, they should always ensure that the specific learning outcome(s) is achieved."}
{"text": "PART B: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Introduction to CBC and ICT Integration Online Courses Time Frame: 2hrs Session Outcomes By the end of this session the participant should be able to: a) navigate through the courses on the online platform; b) register for the courses on the online platform; c) appreciate the continuous training on an online platform; d) appreciate the use of DLP devices in implementing CBC Key areas to be covered  Introduction to Kenya Education Cloud (KEC) and Digital Literacy Program (DLP)  Navigation through the online platform  Registration on the online platform Suggested Learning Experiences  Participants navigate through the online platform to access the Courses "}
{"text": "KICD has developed two Online Orientation Courses that are hosted on Kenya Education Cloud (KEC)."}
{"text": "1."}
{"text": "CBC Online Orientation Course This will complement the already existing face to face trainings."}
{"text": "The online training will equip the teachers with the required relevant competences for effective and efficient implementation of CBC."}
{"text": "It will also provide opportunities for continuous practice of the learnt knowledge and skills."}
{"text": "Online ICT Integration Course This Course will equip the teachers with the required relevant competences to enable them integrate ICT in the teaching and learning process in line with the Digital Literacy Cocompetence in CBC."}
{"text": "Assessment  Oral questions  Observation  Correct registration on the online platform Reflection The facilitator reflects on:  The successes and shortcomings of the session  How well the participants were able to register on the online platform  What the participants did well/did not do well  What improvements should be put in place next time  SESSION 9: ACTION RESEARCH Time: (1 hr) Action research can either be described as activities initiated by an individual or group of teachers to collaboratively solve an immediate problem or a reflective process of progressive problem solving done by individuals working with others in teams or as part of a “community of practice”."}
{"text": "This can be done individually or collaboratively with other teachers in the school or neighboring schools. Session Outcomes By the end of the session, the participant should be able to: a) acquire skills to identify their own problems based on everyday experiences; b) create practical solutions to problems identified; c) be guided in coming up with the strategies to tackle their problems in a participatory and collaborative manner."}
{"text": "Key Issues to be covered Emphasis should be on the following elements: • Identify problems that teachers are experiencing • Find out it’s probable causes • Develop a solution to the problem that they can implement • Implement the proposed solution • Observe the implementation of the solution • Reflect on the results (and start over, if necessary) • Participants in groups identify the various challenges that they have so far encountered in teaching and learning and how they can solve the issues."}
{"text": "It provides skills to teachers to actively find out their everyday classroom concerns and create practical solutions to them."}
{"text": "This is a sustainable way of improving how the teachers implement CBC."}
{"text": "The Kenya National Examinations Council is a global leader in educational assessment and certification."}
{"text": "1."}
{"text": "2."}
{"text": "a. Identify the characteristics of the test subject"}
{"text": "integrate formative assessment for enhancing the learning process"}
{"text": "The design assessment rubrics are:"}
{"text": "develop and use various assessment tools"}
{"text": "develop and adapt assessment tools for learners with special needs"}
{"text": "report assessment results."}
{"text": "The reforms in Kenya education curriculum were informed by the Kenya Institute of Curriculum Development (KICD) needs assessment study of 2016 and the Task Force Report of 2012 on the Re-alignment of the Education Sector to the Constitution of Kenya, 2010."}
{"text": "The curriculum reform was also aimed at addressing the aspirations of the Vision 2030, 21st Century Skills and the Sustainable Development Goals."}
{"text": "The framework outlined changes which culminated in a shift from the objective based curriculum to a Competency Based Curriculum."}
{"text": "The paradigm shift in the education curriculum called for a new mode of assessment."}
{"text": "The Kenya National Examinations Council (KNEC) has a Competency Based Assessment Framework (CBAF) which is a framework for assessing the skills of students."}
{"text": "The framework defined the roadmap to Competency Based Assessment with focus on formative assessment, assessment of higher order skills, self and peer assessment by learners, authentic assessment and assessment of values."}
{"text": "Authentic assessment is a measure of the learner's ability to perform a task or group of tasks."}
{"text": "KNEC organized an elaborate training workshop for teachers in order to equip them with the skills and knowledge required to implement Competency Based Assessment (CBA)."}
{"text": "To facilitate the training, this manual was developed to enable teachers to conceptualize CBA, which entails development of standards, authentic tasks, assessment tools and reporting instruments."}
{"text": "Assessment will be developed in all the nine learning areas."}
{"text": "In this regard, the CBA training manual aims at equipping the teachers with suitable skills on development, adaptation and use of assessment tools for all learners with respect to their special needs."}
{"text": "Specifically, teachers will be trained on how to develop assessment tools in the five learning areas in the SNE stage-based pathway."}
{"text": "INTRODUCTION 50 xi At the end of the training, it is hoped that the assessment techniques and modules presented in this manual will facilitate the implementation of the Competency Based Assessment, because teachers will have familiarized themselves with CBA and its procedures, and will be able to undertake formative assessments at early years."}
{"text": "51 SESSION ONE THE COMPETENCY BASED ASSESSMENT DRAFT FRAMEWORK Overview of CBC and CBA By the end of the session, the participant should be able to: a) explain the meaning of CBC and CBA; b) explain the purpose of assessment; c) highlight the linkage between CBC and CBA."}
{"text": "• Biro pens • Writing pads • Masking tape • Chalk • Stick notes • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Session Outcomes Areas to be Covered Resources SESSION ONE 52 • Facilitator to explain the meaning of CBC and CBA"}
{"text": "a purpose of assessment; ii."}
{"text": "iii."}
{"text": "CBC is a broadcasting company."}
{"text": "• The facilitator to summarize the discussion by giving the correct purpose of assessment and linkage between CBC and CBA."}
{"text": "Competency Based Curriculum (CBC) is a curriculum that teaches students skills in a variety of areas."}
{"text": "Competency Based Curriculum refers to an education programme that is based on demonstration of learners’ ability to apply the knowledge, skills, attitudes and values they are expected to acquire as they progress through their education."}
{"text": "Competency Based Assessment is a method of assessing skills and knowledge."}
{"text": "A learning process is a process of determining the ability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks."}
{"text": "Competency Based Assessment is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation."}
{"text": "The strategy aims at providing a way of building the skills and knowledge that learners require to perform identified tasks after going through a learning experience."}
{"text": "The main purpose of assessment is to inform and improve the quality of education and support long term learning achievement of learners."}
{"text": "The overall aim of Competency Based Assessment Framework (CBAF) is to provide a basis to create a sound and sustainable assessment system that includes the principles and professional standards of assessment."}
{"text": "The CBAF will facilitate the creation of a system that will provide sufficient information to the various education stakeholders to guide in: • improving learning and instruction; • identifying and nurturing every learner’s potential; • selection of pathways and tracks in senior secondary school; Facilitator’s Notes 53 • measuring learners’ achievement and certification at the end of basic education in Grade 12; • Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as a mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; • Providing assessment feedback to learners, schools, parents and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education."}
{"text": "The Linkage between Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) The Competence Based Assessment Framework (CBAF) provides conceptualization and organization of assessment based on the Basic Education Curriculum Framework (BECF), which is the blueprint for the curriculum reforms."}
{"text": "The Basic Education Curriculum Framework (BECF) aims at developing the following core competencies and values."}
{"text": "Table 1: Core Competencies and Core Values Table 1: Core Competencies and Core Values • Communication and Collaboration • Critical Thinking and Problem Solving • Imagination and Creativity • Citizenship • Digital Literacy • Learning to Learn • Self-Efficacy • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Acquisition of specific core competencies and values by learners should be continuously assessed as the learner interacts with curriculum content at all levels."}
{"text": "• The Facilitator to guide participants in discussing the paradigm shifts in Competency Based Assessment."}
{"text": "• The participants compare the Competency-Based Assessment Framework for the Early Years Education and the Basic Education Curriculum Framework and identify the common features."}
{"text": "• The facilitator takes the participants through the features of the two frameworks and discusses the types of assessment appropriate for Early Years Education level."}
{"text": "• Participants familiarize themselves with assessment of the SNE stage based pathway as indicated in the CBAF."}
{"text": "The major shifts from the objective-based assessment to the competency-based assessment are as illustrated in Table 2."}
{"text": "Suggested Learning Activity Areas to be Covered Facilitator’s Notes 56 Table 2: Shifts from the Objective-Based Assessment to the Competency-Based Assessment Less of ... More of ... Assessment of learning (summative assessment) Assessment for and as learning (formative assessment) Assessment of knowledge acquired through rote learning Assessment of competencies developed Norm-referenced assessment Criterion – referenced assessment Competition Collaboration and Cooperation Rigidity (assessment based on a prescribed duration) Flexibility (assessment based on the pace of the learner) Assessment of lower order skills Assessment of higher order skills Teacher and national assessment Learner and peer assessment Arbitrary and imaginary assessment tasks Authentic assessment tasks Quantitative reporting of performance Qualitative reporting of performance Reproduction of knowledge Demonstration of creativity and talents Draft Competency-Based Assessment Framework (CBAF) for the Early Years Education Figure 3 indicates a section of the draft Competency-Based Assessment Framework."}
{"text": "It indicates assessment at the Early Years Education and at the Foundation Level of the SNE Stage Based Pathway."}
{"text": "Figure 2: Draft Competency Based Assessment Framework for Early Years 57 Figure 3 shows the CBC Early Years Education Framework."}
{"text": "Figure 3: CBC Early Years Education Framework Types of Assessment Applicable in CBA at the Early Years Education (EYE) Competency Based Assessment for the Early Years Education should be carried out continuously during the learning process as classroom assessment."}
{"text": "Formative assessment is should be carried out by the teacher throughout the learning process as classroom assessment."}
{"text": "Classroom Assessment provides regular feedback and allows teachers and learners to reflect on progress and adjust learning accordingly."}
{"text": "1."}
{"text": "Assessment may involve both assessment for learning and assessment as learning."}
{"text": "Assessment for Learning is the process of seeking and interpreting evidence for use by teachers and learners."}
{"text": "This is carried out on a continuous basis to monitor the learner’s progress and to collect information on learners’ ability to demonstrate the required competencies."}
{"text": "Assessment for learning involves gathering data during the learning process, and provides feedback to the teacher learner and parents to improve learning."}
{"text": "The overall assessment should be followed by descriptive 58 remarks by the class teacher about positive and significant achievements of the intended competences."}
{"text": "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."}
{"text": "The learner is provided with a clear roadmap to reach proficiency and to set criteria that have a variety of examples or models of good work for comparison. The emphasis and focus of this type of assessment is to foster skills and habits such as self-assessment, self-monitoring, and selfcorrection among learners."}
{"text": "It fosters self and peer assessment among learners and promotes self-awareness of strengths and weaknesses in learning."}
{"text": "Assessment of Learners in the SNE Pathway The CBA provides for assessment opportunity to all categories of learners with special needs (SNE)."}
{"text": "Stage based assessment of learners with special needs will be stage based (at foundation, intermediate, pre-vocational and vocational levels) and not grade or age based."}
{"text": "The assessment will be individualized."}
{"text": "A) Describe the tools for competency based assessment; b) Explain adaptations of CBA tools to suit learners with special needs; c) Develop competency assessment reporting tools."}
{"text": "Competency assessment tools include:"}
{"text": "• The facilitator guides participants in discussing Competency Based Assessment tools."}
{"text": "• Participants to develop assessment tools and adapt them for learners with special needs."}
{"text": "Competency Based Assessment Tools The following assessment tools can be used in CBA."}
{"text": "The learners can also be helped to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills."}
{"text": "(c) Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner."}
{"text": "Rubrics are commonly used to evaluate learner performance with the Suggested Learning Activity Facilitator’s Notes (c) Rating Scales 60 intention of including the result in a grade for reporting purposes and teacher accountability measures."}
{"text": "Questionnaires can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour)."}
{"text": "Questionnaires can be given to learners to gather feedback on how they are applying their learned competencies to challenging or difficult situations they are encountering in and out of school."}
{"text": "The project gives learners an opportunity to apply their acquired knowledge and transferable skills to a real life situation."}
{"text": "The portfolio file contains all the major learning activities, assessment projects and documents."}
{"text": "i."}
{"text": "(j) Learner’s Profile A learner’s profile is a summary of the teacher’s opinion on mastery of competencies acquired in a level."}
{"text": "The knowledge, attitude, skill levels and values can be assessed by peers, other learners, teachers, parents, and other community members."}
{"text": "Anecdotal notes 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."}
{"text": "(l) Written Tests These are tests that are designed according to pre-determined criteria to measure competencies in specific learning areas."}
{"text": "The tasks should be designed to elicit evidence from the learner on their acquisition of learning outcomes and competencies such as creative thinking, problem solving, and communication."}
{"text": "Assessment adaptations involve modification of assessment methods and tools to suit learners with special educational needs."}
{"text": "Modifications may include presentation of assessment task, duration of tackling the task, ways of responding to the task and scheduling."}
{"text": "Competency Based Assessment Reporting Tools Participants suggest various ways of assessment reporting in CBA The facilitator to guide the participants in discussing: • School Readiness Report • School Year Report • Participants to develop School Readiness Report and School Year Report."}
{"text": "Notes 62 The following are among the various tools/instruments that are to be used to report assessment results to stakeholders."}
{"text": "(a) School Readiness Report This is a report to be issued by the school at the end of pre-primary years PP2 for informing learners and other stakeholders on learning achievement and areas requiring improvement."}
{"text": "(b) School Year Report This is a report to be issued by the school to every learner in each grade for informing the learner and parents/guardians on the child’s learning progress as well as areas requiring improvement."}
{"text": "Participants to reflect on the following: a) Effects of the shift from objective based to Competency Based Assessment (CBA) on learners, teachers and parents."}
{"text": "b) Effective ways of carrying out classroom assessment c) Use of various assessment tools in reporting classroom assessment feedback"}
{"text": "Notes 63 SESSION TWO AUTHENTIC ASSESSMENT Overview of Authentic Assessment By the end of the session, the participants should be able to: a) show understanding of authentic assessment 2) Meaning of Authentic Assessment 3) Differentiating between authentic and traditional assessment 4) Tools for authentic assessment 5) Benefits of authentic assessment 5) Steps of creating authentic assessment • Text Books • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Samples of Authentic tasks in all learning areas • Biro pens • Writing pads • Masking tape • Chalk • Stick notes • In pairs, participants discuss the meaning of authentic assessment."}
{"text": "• In pairs participants discuss and share on how they assess learners in the CBC and in the 8.4.4 system to identify differences between authentic and traditional assessment."}
{"text": "• In pairs, participants mention various tools of authentic assessment as discussed in the previous presentation."}
{"text": "• In pairs, participants discuss benefits of authentic assessment."}
{"text": "Session Outcomes Areas to be Covered Suggested Learning Activity Resources –authentic tasks SESSION TWO 64 • In pairs, participants discuss steps of creating authentic assessment."}
{"text": "Authentic Assessment is a quality assessment in which a learner is assessed in a manner that is consistent with the kinds of performances on the task and a rubric by which their performance will be evaluated."}
{"text": "In authentic assessment, learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills, thus making it interesting and meaningful, as it focuses on the learner’s performance and the quality of work."}
{"text": "Table 3 presents the differences between authentic and traditional assessment."}
{"text": "Table 3: Differences between Authentic and Traditional Assessment Traditional Assessment Authentic Assessment Learners are required to demonstrate knowledge by selecting a response (giving correct answers) through written tests Learners are required to demonstrate proficiency by performing relevant tasks of showing application of what has been learned Standardized, valid and reliable Needs well defined criteria and standards to achieve reliability and validity Provides a teacher with a summary of what the learners know (knowledge) Provides teachers with a more complete picture of what the learners know 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 Focuses more on the product Focuses more on the process towards completing the product TOOLS FOR AUTHENTIC ASSESSMENT The following are tools that you may use to conduct authentic assessment."}
{"text": "• Observation schedules • Checklists • Rating scales • Rubrics • Questionnaires • Facilitator’s Notes 65 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment; • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment."}
{"text": "The figure below presents the steps in the creation of authentic assessment."}
{"text": "Figure 4: Step 1 – Developing Standards A standard is the level at which learners should demonstrate achievement of the learning outcome(s)."}
{"text": "When developing standards, the teacher should analyse the learning outcome from the curriculum designs to establish the overall competency to be demonstrated."}
{"text": "Table 4 includes examples of standards from different learning areas."}
{"text": "Table 4: Standards from Different Learning Areas 66 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment"}
{"text": "Table 4: Standards from Different Learning Areas Learning Area Strand Sub-strand Specific Learning Outcome Standards"}
{"text": "The task will then be formulated and it should be appropriate for multiple contexts (rural, urban environment); should not depend heavily on access to technology; should be integrative (focus on many skills and other learning areas); include opportunities for peer collaboration; encourage self-assessment and deep reflection."}
{"text": "Suggested Learning Activity Learning Area Strand Sub-strand Specific Learning Outcome Standards Language Activities Listening and speaking Attentive listening A) listen attentively during a conversation, b) respond to simple specific threedirectional instructions in oral communication, c) Appreciate the importance of listening attentively for effective communication"}
{"text": "STEP 3 – Determining Criteria 68 Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges."}
{"text": "Authentic tasks: • Have diverse responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges."}
{"text": "Characteristics of Authentic Tasks Authentic tasks: • Have varied responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks 69 b) Review authentic tasks In groups, participants will be given samples of authentic tasks in all learning areas for reference."}
{"text": "a) What do I feel most confident about in the implementation of authentic assessment (what am I doing right?) b) What do I feel are the biggest challenges to implementation of authentic assessment?"}
{"text": "Targeted Learning areas include (i) Environmental activities, (ii) Movement and Creative activities, (iii) Religious activities, (iv) Language activities."}
{"text": "Respect for rich diversity in plants, responsibility as they take care of plants and each other, unity as they work together in groups."}
{"text": "Targeted learning areas include (i) Environmental Activities, (ii) Religious Activities, (iii) Language Activities, 73"}
{"text": "Core Competencies are targeted; Communication and collaboration is achieved when they sing together; critical thinking and problem solving, imagination and creativity are achieved when they compose their own songs, self-efficacy as they perform to others and digital literacy as they search for tunes and dance moves online."}
{"text": "Link to values Appreciating rich diversity of plants, responsibility, care for plants etc."}
{"text": "Targeted learning areas; (i) Movement and creative activities."}
{"text": "(ii) Language activities 75 Core Competencies Targeted Communication and collaboration through interaction during group work, imagination and creativity when printing coloured patterns using leaves, digital literacy as they use technology to observe varied types of leaves."}
{"text": "Link to values Emphasis on practice of respect for each other’s work, responsibility for ensuring that materials and tools are properly handled."}
{"text": "1.5 Language activities Environmental activities Core Competencies targeted Communication and collaboration, learning to learn, critical thinking and problem solving, imagination and creativity."}
{"text": "Link to values Appreciating rich diversity of plants 76 SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment."}
{"text": "Teachers are encouraged to embrace classroom assessment, especially the assessment of competencies."}
{"text": "Rubrics enable the teacher to apply a multi-assessment approach of a competence where the focus goes beyond assessment of academics to include assessment of such aspects as values and community service learning."}
{"text": "The aim of the session is to equip the participant with knowledge and skills on rubrics and how to use them effectively when assessing learners."}
{"text": "A participant should be able to: a) describe an assessment rubric; b) identify the core components of rubrics; c) describe analytic and holistic rubric; d) state the benefits of rubrics."}
{"text": "Description of an Assessment Rubric 2."}
{"text": "• Curriculum designs; • Flip charts; • Masking tapes; • Sticky notes; • Felt pens; • Folder with samples of rubrics; Session Outcomes Areas to be Covered Suggested Learning Activity Resources -rubrics SESSION THREE 77 In groups, participants: a) state their understanding of the term rubric b) share experience on their use of rubrics in pairs/small groups c) discuss the benefits of rubrics to: Learners; Teachers; Parents; policy makers and other interested parties d) identify various parts of a rubric e) describe the core parts of the rubric"}
{"text": "• omits important details, facts, and/or concepts • thorough presentation of important details, facts, and concepts • with some errors • thorough solution without errors • without complete understanding • thorough, extensive understanding • generally explains • thorough mastery of extensive knowledge • uses a single method • uses multiple methods • represents a single perspective • represents a variety of perspectives • identifies few connections • draws complex connections • Facilitator’s Notes SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment."}
{"text": "Rubrics are used to design curriculum and assessments."}
{"text": "Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to learners."}
{"text": "Scores are the system of numbers or values used to rate each criterion and often are combined with levels of performance."}
{"text": "Figure 5: Components of a Rubric (Source: KICD design Vol 2 G3.S."}
{"text": "Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics."}
{"text": "It scores the overall competencies of the learner without assessing each criterion separately."}
{"text": "Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics."}
{"text": "Rukia Neema 81 By the end of the session, the participant should be able to: a) develop sample analytic rubrics b) demonstrate how to incorporate rubrics in classroom assessment c) use rubrics effectively In groups, participants should: • develop an Analytic Rubric and an assessment sheet; • Present and analyze the rubric(s) they have developed; • Identify what they like or dislike about the rubrics developed; • Suggest ways of improving the rubrics; • Present their findings to the plenary."}
{"text": "By the end of the session, the participant should be able to: • develop sample holistic rubrics b) demonstrate how to incorporate holistic rubrics in classroom assessment c) use rubrics effectively In groups, participants to: • develop a holistic rubric and an assessment sheet; • Present and analyze the rubric(s) they developed; • Identify what they like or dislike of the rubrics developed; • Suggest ways of improving the rubric; • Present their findings to the plenary Suggested Learning Activity Session Outcomes Suggested Learning Activity In groups, participants to brainstorm on various types of rubrics."}
{"text": "Suggested Learning Activity Facilitator’s Notes Session Outcomes 82 Using Rubrics Effectively Rubrics can be used effectively in the following ways: a) Share rubrics with learner before giving the task; b) Have learners evaluate their own work using the rubrics; c) Have learners evaluate each other’s work using the rubrics; d) Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed; e) Involve learners in revising and improving the rubrics; f) Grade learners based on the rubrics."}
{"text": "d) How to apply the knowledge and skills acquired in your teaching"}
{"text": "Demonstrates knowledge by explaining and elaborating on responses."}
{"text": "Session I: 8.00 a.m."}
{"text": "Portfolio is a purposeful collection of learner’s work that shows their effort, progress and mastery of a specified learning outcome or competency."}
{"text": "Portfolios are used in educational assessment."}
{"text": "It contains work that can be later selected for showcase and assessment portfolios."}
{"text": "It contains collection of work guided by learning areas, learning outcomes and core competences to be developed."}
{"text": "Figure 9: Examples of Entries in a Showcase Portfolio Assessment Portfolio This type of portfolio is used to document mastery of skills or competences in a particular learning area."}
{"text": "Portfolios are used to: a) show achievement for grading purposes; b) document progress towards standards; c) place learners appropriately 89 Figure 10: Examples of Entries in an Assessment Portfolio Development of Portfolio By the end of the session the participants should be able to: a) Describe the stages of developing a portfolio; b) Identify features of a good portfolio; c) Manage a portfolio in classroom assessment; d) Engage parents in portfolio assessment; e) Explain the importance of portfolio assessment."}
{"text": "During the first stage of the portfolio development process, participants discuss and make presentations on the stages of developing a portfolio."}
{"text": "• Types of portfolio – working, show case, or assessment • Audience – the consumers of the portfolio (teachers, parents, school administration, KNEC, MoE)."}
{"text": "Stage 3: Collecting Work Samples Learners should be guided by the teacher on how to assemble meaningful work that reflects their own progress and mastery of competencies."}
{"text": "The collection should be guided by: Suggested Learning Activity Facilitator’s Notes 91  Purpose of the portfolio  Specified learning outcomes and competencies  Evaluation criteria  Personal goals and interests  Stage 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."}
{"text": "Stage 5: Reflection Every learner should make a self-assessment comment on the work selected for addition to a portfolio."}
{"text": "(d) What do I do to improve on the item?"}
{"text": "In groups, participants discuss and make presentations on the features of a good portfolio, management of a portfolio and parental engagement in portfolio assessment Suggested Learning Activity Facilitator’s Notes In groups, participants discuss and make presentations on the stages of developing a portfolio STAGES OF DEVELOPING A PORTFOLIO Stage 1: Planning The purpose is to show learners progress, achievement or mastery of competencies and learner interest or talents."}
{"text": "The Learning Materials also includes the learner’s personal details such as Name, Grade, School, Gender and Age."}
{"text": "The contents can be organized based on learning areas, tasks or core competencies."}
{"text": "Core items are required for each learner to facilitate decision making during assessment."}
{"text": "Core items provide evidence of performance on the specified learning outcomes or competencies."}
{"text": "The purpose of a portfolio is to show learners progress, achievement or mastery of competencies and learner interest or talents."}
{"text": "Parental Engagement In Portfolio Assessment There should be a planned program for parental engagement in portfolio assessment."}
{"text": "Portfolio assessment, ii."}
{"text": "Assessment is integrated in teaching and learning process."}
{"text": "ü It allows demonstration of a wide range of competencies."}
{"text": "The portfolio should aim at demonstrating the learners’ progress, achievement and interest in the areas outlined in the rubrics and the core competencies."}
{"text": "Session Outcomes Suggested Learning Activity 95 SESSION FIVE REPORTING OF ASSESSMENT FEEDBACK Assessment Reporting Tools By the end of the session, participants should be able to develop tools for reporting feedback on classroom assessment."}
{"text": "1) In groups, participants brainstorm on the components of assessment feedback reporting tools."}
{"text": "2) In groups, participants develop assessment feedback reporting tools."}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table."}
{"text": "EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR EARLY YEARS OF EDUCATION 1."}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table."}
{"text": "TERM COMMUNICATION, POSITIVE & PRE-Literacy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills AFFIX LEARNER’S PHOTO HERE 54 MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR SNE STAGE BASED PATHWAY–FOUNDATION LEVEL 1."}
{"text": "The General Information Year is MOE School. The Name of the School is MOE. The Attendance is NEMIS. The Grade is NO."}
{"text": "COMMUNICATION, POSITIVE AND PRE-LEARNING AREAS TERM Communication, Social and PreLiteracy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills Interpersonal Relationships Pre-reading and Pre writing Skills AFFIX LEARNER’S PHOTO HERE 102 12 LEARNING AREAS TERM Interpersonal Relationships Pre-reading and Pre writing Skills Daily Living Skills and Religious Education 1 2 3 Teacher’s Statement on Learner’s Performance Personal Items Toileting Prayer Feeding Dressing and Undressing Our environment Sensory-Motor and Creative Activities 1 2 3 Teacher’s Statement on Learner’s Performance Sensory Perception Sensory Integration Psychomotor Activities Creative Activities Music and Movement Orientation and Mobility 1 2 3 Teacher’s Statement on Learner’s Performance Body awareness Use of body parts in Orientation and Mobility Body Posture Position in space and direction of"}
{"text": "The following are the main points of the Task Force Report: • Integrating early childhood into primary education • Reforming secondary curricula • Modernizing teacher training • developing programmes for learners with special needs among others • • Draft Sessional Paper on ‘Reforming Education and Training in Kenya’ • reforming the education sector to provide for the holistic development of learners • Recommends a competency based curriculum • Early Identification and nurturing of talents • Introduction of values • Introduction of three learning pathways at Senior Secondary School level."}
{"text": "Teachers rarely use formative assessment (assessment for learning)."}
{"text": "Assessment was limited to summative assessment (assessment of learning)."}
{"text": "• graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance."}
{"text": "• 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."}
{"text": "• skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT ."}
{"text": "• recommended a needs assessment survey."}
{"text": "Promote sound moral and religious values"}
{"text": "Life skills, Values and human sexuality 3."}
{"text": "Other programs to support CBC include:"}
{"text": "•Guidelines, career guidance, counselling services, peer education, mentorship, learning to live, Parental empowerment and engagement."}
{"text": "1. Learning Areas for Early Years Education 2. Mathematical Activities 3. Language Activities 4. Environmental Activities 5. Psychomotor and Creative Activities 6. Religious Education(CRE,IRE,HRE) and PPI 2. (1 PPI) Total No of lessons per week 25 Lower Primary Education Learning Area Lessons Per Week 1 Literacy Activities and Indigenous Languages /Braille 5. 2 Kiswahili Language Activities/Kenya Sign Language for learners who are deaf 6. English Language Activities 3. Mathematics Activities 4. Environmental Activities 5. Hygiene and Nutrition Activities 2. 7 Religious Activities (CRE/IRE/HRE) 3. 8 Movement and Creative Activities 8. (5 for Movement 2 for Art & Craft, 1 for music) 9 Pastoral Programme of Instruction 1 Total Lesson Per Week 35 PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS 1."}
{"text": "Life Skills Education 12."}
{"text": "1.Visual impairment Mathematical Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Pre braille Activities Braille literacy Creative Arts 2.Hearing impairment Environmental Activities Environmental Activities English Psychomotor Activities Movement and creative Activities Social studies Creative Arts Kenya Sign language Kenya Sign Language Science and technology English Language Activities"}
{"text": "PP1- G1&2 G3 G4 G4 G5 G6 G4 G5 G6 G7 G7 G8 G9 F.1 G10 F.2"}
{"text": "* Whether the expected/intended competences/values/ skills are being achieved."}
{"text": "• MLP will NOT be used to determine who moves from Grade 3 to Grade 4."}
{"text": "Box 73598-00200, Nairobi, Kenya COMPETENCY BASED ASSESSMENT FRAMEWORK (CBAF) 2 Aspects of the Competency Based Assessment Draft Framework (CBAF ) Introduction of CBA Linkage between CBC and CBA Types of Assessments Overview of the Presentation AIM To provide a basis for creating a sound and sustainable assessment system, principles and professional standards of assessment."}
{"text": "Improving learning and instruction; Identifying and nurturing every learner’s potential; Selection of pathways and tracks in senior secondary school; Measuring student achievement and certification at the end of basic education in Grade 12; Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; Providing feedback to learners, schools, parents and other players in basic education; and Providing a basis for accountability of teachers, school administrators and other players in basic education More on : formative and less summative assessments assessment of higher order skills than lower order skills self and peer assessments by the learners multiple than one off assessments authentic assessments performance assessments qualitative than quantitative feedback acquisition of values A process of determining the capability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks."}
{"text": "CBA is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation."}
{"text": "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."}
{"text": "ACTIVITY 1: (03 Minutes) In pairs, brainstorm and write down the linkage between CBC and CBA."}
{"text": "core competencies, values, PCIs, Community service Learning"}
{"text": "Learning experiences that are appropriate for learners in order to develop the desired competencies"}
{"text": "Assessment tasks can be used to measure the learner’s acquisition of the desired competencies."}
{"text": "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."}
{"text": "15 Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners."}
{"text": "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."}
{"text": "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."}
{"text": "A classroom assessment tool"}
{"text": "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."}
{"text": " 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."}
{"text": "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"}
{"text": " Assessment through journals and diaries should be a joint venture between the learner and the teacher."}
{"text": " 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"}
{"text": "Define authentic assessment 2."}
{"text": "Differentiate between authentic and traditional assessment 3."}
{"text": "Give benefits of authentic assessment 5."}
{"text": "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."}
{"text": "The actual driving test is authentic assessment while a written test on driving is traditional assessment."}
{"text": "AUTHENTIC ASSESSMENT is the study of the physical and mental state of the human body."}
{"text": "In Authentic Assessment: (a) learners create a response to a question."}
{"text": "(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."}
{"text": "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."}
{"text": "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."}
{"text": "1."}
{"text": "Focuses on high order thinking skills 3."}
{"text": "Involve interesting and engaging assessment tasks 5."}
{"text": "Teacher and learner collaborate in determining the assessment 6."}
{"text": "8 Is an assignment given to learners to assess their ability to apply knowledge and skills to solve real world problems or challenges."}
{"text": "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."}
{"text": "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"}
{"text": "Are deeply integrative-require many skills 3."}
{"text": "Encourage self-assessment and deep reflection 8."}
{"text": "16 Target both the knowledge and the Core competence (skills) Core competences/21st Century Skills/skills are 7 1."}
{"text": "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."}
{"text": "1."}
{"text": "[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."}
{"text": " A rubric is a tool used to interpret and grade leaners’ work against criteria and standards."}
{"text": " A rubric makes explicit a range of assessment criteria and expected performance standards."}
{"text": "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"}
{"text": "S/No Criteria Categorization of plants Safety when handling plants Fill in additional criteria Teacher Statement on learner Performance"}
{"text": "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."}
{"text": " 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"}
{"text": "A portfolio is one of the assessment tools used in educational assessment."}
{"text": "Assessment Portfolio This is a collection of work in progress as well as finished samples of work (products)."}
{"text": "It contains collection of work guided by learning areas, learning outcomes and core competencies to be developed or individual learner’s areas of interests."}
{"text": "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."}
{"text": "The content in this type of portfolio is guided by the competencies specified in the curricular."}
{"text": "The following events are on the 8/19/2019 calendar:"}
{"text": "(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."}
{"text": "(c) Audience: the consumers of the portfolio"}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "(Based on the assessment criteria or own interests)"}
{"text": "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"}
{"text": "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."}
{"text": "The contents can be organized based on  learning areas,  tasks or  core competencies."}
{"text": "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"}
{"text": "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."}
{"text": "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."}
{"text": "8/19/2019 44 6.1 Assessment is integrated in teaching and learning process."}
{"text": "8/19/2019 45 6.5 It allows demonstration of a wide range of competencies."}
{"text": "8/19/2019 46 In groups, participants to develop and present an assessment portfolio using the tasks and evidences developed."}
{"text": "The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas outlined in the rubrics and the core competencies."}
{"text": "8/19/2019 49 “One big contribution of portfolio is to give the learners the chance to reflect and revisit their performances overtime”."}
{"text": "KNEC intends to undertake Monitoring of Learner Progress (MLP) in September, 2019 at Grade 3."}
{"text": "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."}
{"text": "KNEC developed an online platform/portal for schools to identify the learners in Grade 3 in their respective schools."}
{"text": "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."}
{"text": "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."}
{"text": "extending their thinking deeper within the subject they are learning, across the curriculum, and even beyond the classroom through the authentic tasks given."}
{"text": "ILA in Grade 3 incorporates several learning areas)."}
{"text": "• 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."}
{"text": "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."}
{"text": "For MLP, the Assessment of integrated learning areas will be assessed through portfolio assessment."}
{"text": "Performance tasks will be developed based on a theme and will then require drawing experiences from other learning areas."}
{"text": "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)."}
{"text": "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”."}
{"text": "Learning outcomes Learning experiences KIQs"}
{"text": "Values are the sum of all of the values in a given set of values."}
{"text": "CSL Assessment?"}
{"text": "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."}
{"text": "• 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."}
{"text": "The philosophy of the school is based on constructivist learning theories (Dewey, Piaget, Vygotsky) whereby humans construct knowledge and meaning from their experiences."}
{"text": "• 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."}
{"text": "• Assessment is focused on determining the progress of skills development in addition to understanding content."}
{"text": "• 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."}
{"text": "Objects, objects, and things are sorted into categories."}
{"text": "The money paid should not be referred to as tax at this level (grade 4)."}
{"text": "• an official language in Kenya but most importantly, the medium of instruction in our schools from Grade Four."}
{"text": "Themes are presented through the Grade Four English Curriculum."}
{"text": "AIDS and AIDS are two of the four strands in the English Grade Four Curriculum Design."}
{"text": "• 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."}
{"text": "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."}
{"text": "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."}
{"text": "• Ministry of Education (2019) Upper Primary Level Curriculum Designs: Volume One."}
{"text": "2. Interdependence of people in the County 3. The School Motto and Core Values"}
{"text": "• School core values should guide learners’ behavior in and out of school."}
{"text": "• 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."}
{"text": "• Equip learners with financial literacy skills such as the culture of saving, making investments and prudent management of resources."}
{"text": "• Equip learners with leadership skills at their formative stage."}
{"text": "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."}
{"text": "Creative Arts is a ‘new’ learning area offered in Grade 4 learners."}
{"text": "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)."}
{"text": "This will prepare the learner to transit to junior secondary level."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "The learner will engage with skilled resource persons in the community to learn and apply traditional skills in Weaving and Basketry, Pottery and Leatherwork."}
{"text": "• Presentation and Exhibition skills will equip the learner with relevant and appropriate competences in the enhancement of their finished art products."}
{"text": "This will prepare the learner to acquire knowledge, skills and attitudes to transit to the lower secondary level."}
{"text": "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"}
{"text": "• 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."}
{"text": "Engaging all learners in activities will develop their creativity, innovativeness, critical thinking and problem-solving skills."}
{"text": "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."}
{"text": "The new area is the media and morality."}
{"text": "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."}
{"text": "This will not only foster acquisition of knowledge but it will make learning interesting."}
{"text": "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."}
{"text": "(f) Acquire Islamic values to grow as a responsible and ethical citizen."}
{"text": "5.Akhlaq (moral values)."}
{"text": "The key competencies of the Kenya Institute of CURRICULUM DEVELOPMENT are Agriculture."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "You may adopt use of other types of vegetables that grow in the locality and that may develop relevant knowledge and skills on vegetables."}
{"text": "You may also expose them to other cereals to develop relevant knowledge and skills on cereals."}
{"text": "You may also expose them to other legumes to develop relevant knowledge and skills on legumes."}
{"text": "The same skills should be learned by the pupils."}
{"text": "• 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."}
{"text": "• Teacher should instill in the learner the knowledge of sacred rivers and plants mentioned."}
{"text": "Involve learners in activities such as caring for plants and conservation of water and other related learning activities to enhance competencies."}
{"text": "Being a progression from lower primary Swami Vivekanand, Tirthankar Parshvanath, Sri Guru Ram Das ji, Prince Siddhartha are covered in Grade Four."}
{"text": "DHARAM GRANTH (SCRIPTURES) • Role of Scriptures in instilling moral values in one’s life."}
{"text": "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."}
{"text": "DHARAM SIDHAANT (PRINCIPLES OF DHARAM) • Sub-strand •Virtues of righteousness according to Sanaatan/Hinduism •This is a new strand introduced in Grade Four."}
{"text": "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."}
{"text": "Guide the learners to acquire values of care, love, concern, humility, obedience and responsibility."}
{"text": "The same is being carried to the upper primary level in Grade four."}
{"text": "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."}
{"text": "The knowledge and skills acquired at this level will support cognitive and learning development at higher levels."}
{"text": "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."}
{"text": "This learning area develops the language skills acquired in EYE as well as a positive attitude towards learning."}
{"text": "The learners’ thought processes are mature after being exposed to concrete learning activities and basic literacy skills in lower primary."}
{"text": "They will also be equipped with language skills to enable them acquire a second language more proficiently and achieve relevant competences."}
{"text": "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."}
{"text": "TEACHER 1."}
{"text": "Negative cultural practices"}
{"text": "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."}
{"text": "Home science will also strengthen the foundation for development of higher competencies in lower secondary."}
{"text": "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."}
{"text": "The content is organized in three broad strands just like in EYE namely; • 1."}
{"text": "• 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."}
{"text": "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)."}
{"text": "4.0                                                                                                                               "}
{"text": "Identify the new areas of PHE."}
{"text": "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"}
{"text": "Animals are the most important part of the human body."}
{"text": "• 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."}
{"text": "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."}
{"text": "Pressure, floating and sinking were comparatively loaded at standard 4 therefore pressure in liquids is pushed to the next higher grade level."}
{"text": "• 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."}
{"text": "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"}
{"text": "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 )"}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table below."}
{"text": "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)"}
{"text": "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."}
{"text": "Mobile banking, self-driving cars, e-assessment among others are taking the centre stage."}
{"text": "• 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."}
{"text": "KENYA INSTITUTE OF CURRICULUM DEVELOPMENT"}
{"text": "Use the Grade 4 designs to build your examples."}
{"text": "KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 11"}
{"text": "List of abreviations & Acr"}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Assessment should take place during the lesson."}
{"text": "It is always good to evaluate progress after a specific short-term learning outcome."}
{"text": "IEP CO NTD - IEP Implementation Time frame: Start date————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————"}
{"text": "• Learning experiences can be defined as interactions in which learning takes place."}
{"text": "A learner is exposed to situations and activities so as to develop desired knowledge, skills, values and attitudes."}
{"text": "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"}
{"text": "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"}
{"text": "• Validity: to achieve given learning outcomes learners must be given opportunities to practise the specific behaviour indicated in the learning outcome."}
{"text": "• 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."}
{"text": "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?"}
{"text": "The Competency based curriculum is founded on learners showing or demonstrating that they have learnt."}
{"text": "Learning outcomes are evidence that learning experiences have made a change that learners manifest."}
{"text": "The change or transformation in learners is manifested through new knowledge, skills and attitudes."}
{"text": "Learning outcomes are designed according to the same trend as CBC."}
{"text": "The outcome statement includes a verb that will clearly illustrate what action learners need to engage in to demonstrate their competencies."}
{"text": "The action could demonstrate a change at the level of knowledge, a skill or an attitude."}
{"text": "A teacher should use a picture to illustrate knowledge."}
{"text": "The verbs represent the three domains of learning including knowledge, skills and attitudes."}
{"text": "The object in learning outcomes"}
{"text": "A good learning outcome begins with an action verb, followed by the object of the verb and a phrase that gives the context."}
{"text": "Preferably only one verb is used in a learning outcome."}
{"text": "Learning outcomes are amenable to assessment."}
{"text": "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."}
{"text": "•Outcomes focus on results of the learning experiences and should be related to each other."}
{"text": "•Outcomes are linked to assessment because they define what learners are expected to demonstrate."}
{"text": "Reflection Scheme of work template School, Grade."}
{"text": " School, Grade, Learning area, Date Time, Roll 1."}
{"text": "Assessment was limited to summative assessment (assessment of learning) ."}
{"text": "graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance."}
{"text": "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."}
{"text": "skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT ."}
{"text": "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."}
{"text": "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 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •"}
{"text": "Guidance services, career guidance, counselling services, peer education, mentorship, learning to live Parental empowerment and engagement"}
{"text": "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."}
{"text": "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."}
{"text": "(vi) All entries will be TSC property and may be used for furtherance of advocacy on National Values."}
{"text": "Core competencies: 7."}
{"text": "• 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."}
{"text": "EYE Curriculum Designs 3."}
{"text": "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."}
{"text": "CBC’s goal is to identify every learner’s potential and nurture the potential."}
{"text": "The Pillars of BECF 1."}
{"text": "• 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."}
{"text": "A competence is the ability to apply appropriate knowledge, skills, attitudes and values to successfully perform a function."}
{"text": "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."}
{"text": "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."}
{"text": "CHANGE OF CURRENT SUMMARY"}
{"text": "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."}
{"text": "1."}
{"text": "Communication, social and pre-literacy skills 2."}
{"text": "Activities of daily living skills and Religious Education 6 4."}
{"text": "Pre numeracy skills 5."}
{"text": "The facilitator may be guided by the questions below to reflect on the presentation 1."}
{"text": "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."}
{"text": "Learning outcomes are the end result of what the learner is able to demonstrate upon completion of a lesson, sub-strand, strand or level."}
{"text": "The Competency Based Curriculum has three categories of learning outcomes."}
{"text": "8 b) Learning Area General learning outcomes These learning outcomes indicate what the learner is expected to achieve in a given learning area."}
{"text": "(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."}
{"text": "Values are standards set by the society to regulate behaviour of people who live there in."}
{"text": "Values influence how people feel, act and make choices in life environment that enhances academic attainment and develops learners’ values and social skills."}
{"text": "Nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens."}
{"text": "Values are intended to address the prevailing societal challenges and usher in a desirable future."}
{"text": "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."}
{"text": "The CBC designs have Pertinent and Contemporary Issues (PCIs) that have been identified as significant in the life of an individual and the society."}
{"text": "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."}
{"text": "It promotes the learner’s growth in social skills by building strong and productive relationships with the community."}
{"text": "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."}
{"text": "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."}
{"text": "Linkages give learners a holistic perception of learning by allowing them to see interrelationships in different learning areas."}
{"text": "The facilitators will be asked to reflect on the presentation."}
{"text": "By the end of the session, the participant should be able to: a) discuss the meaning of a learning outcome."}
{"text": "(c) mainstream PCI’s and values in a learning outcome."}
{"text": "activities, learners can be engaged in learning areas."}
{"text": "(e) Discuss linkages across learning areas."}
{"text": "Components of a Learning Outcome 3."}
{"text": "Developing a specific learning outcome 4."}
{"text": "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."}
{"text": "• Participants to develop learning outcomes for a lesson in different learning areas and report in plenary."}
{"text": "• In groups participants to discuss how to mainstream PCIs and values in sub strands in different learning areas and report at plenary."}
{"text": "• Participants to identify knowledge, skills and values which are learnt in one learning area and can be linked to another learning area."}
{"text": "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."}
{"text": "National Goal of Education Promote positive attitudes towards good health and environmental protection ( No. 8)."}
{"text": "Outcomes are usually expressed through the application of knowledge, skills and attitudes."}
{"text": "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."}
{"text": "A learning outcome should be observable and can be assessed."}
{"text": "Guide participants in analysing different learning outcomes from different learning areas."}
{"text": "Assessment • Observation • Written assignment • Group presentations Facilitators Reflection The facilitators to be guided by the questions below to reflect on the presentation 1."}
{"text": "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."}
{"text": "(b) use learning experiences to enable achievement of intended learning outcomes."}
{"text": "SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES 12 Key Areas to Be Covered 1."}
{"text": "Learning experiences 2."}
{"text": "• In groups, participants identify appropriate learning experience for learning simulate and in plenary."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Community Service Learning covers aspects of Citizenship, Entrepreneurship, Financial Literacy, Life Skills, Communication Skills and Research."}
{"text": "Learning experiences refer to activities the learner is exposed to so as to develop desired knowledge, skills, values and attitudes."}
{"text": "Learning experiences should be appropriate for acquisition of desired curriculum outcomes."}
{"text": "In the Competency Based Curriculum, the learner is expected to acquire knowledge, and develop desired skills, values and attitudes through appropriate learning experiences."}
{"text": "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:"}
{"text": "Development of Key Inquiry Questions Suggested Learning Experiences The facilitator may apply the following during the session; i."}
{"text": "Brainstorming sessions Learning Resources • Flipchart • Newsprint • Felt pens • Curriculum Designs (EYE) Facilitator’s notes Facilitator shall explain the importance of key inquiry questions."}
{"text": "They also foster development of digital thinking skills and higher order capabilities such as problem solving."}
{"text": "However, it should be time, grade, context, strand and sub strand bound."}
{"text": "(Note: facilitator to ensure that all learning areas are covered during this activity)"}
{"text": "They connect the learner with learning peers, teacher and promote critical thinking and problem solving skills."}
{"text": "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"}
{"text": "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."}
{"text": "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."}
{"text": "Individualised Education Programme (IEP) Suggested Learning Experiences • Take participants through the different components of the scheme of work."}
{"text": "• Using the curriculum designs ask participants in groups to develop a sample scheme of work for two weeks and present in plenary."}
{"text": "The development of these documents is guided by the curriculum designs and this enhances the teacher’s understanding of the designs."}
{"text": "• Plan for assessment."}
{"text": "In the Competency Based Curriculum, the scheme of work format has various components."}
{"text": "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."}
{"text": "Learning Experiences 7."}
{"text": "Assessment 10 is the measurement of the number of students who are proficient in a subject."}
{"text": "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."}
{"text": "• 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."}
{"text": "• 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."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Assessment should take place during the lesson."}
{"text": "Assessment results may then be used in deciding what to teach and how to teach it."}
{"text": "This statement is referred to as a long-term learning outcome."}
{"text": "The long-term outcome is then broken down into short-term learning outcome."}
{"text": "These are competencies that should be developed to achieve the long-term learning outcome."}
{"text": "It is always good to evaluate progress after a specific short-term learning outcome."}
{"text": "The long term learning outcomes are the ones that are most important to the student."}
{"text": "                                                                                                                               "}
{"text": "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."}
{"text": "1. Key areas to be covered 2."}
{"text": "Progress records SESSION 7: PROFESSIONAL DOCUMENTS 25 38 Suggested Learning Experiences • Take participants through the different components of a lesson plan."}
{"text": "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."}
{"text": "In preparing the lesson plan, the teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the"}
{"text": "• Take participants through the different components of a lesson plan."}
{"text": "The school has a title (Lesson Plan) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, date, time and roll."}
{"text": "improvise body percussions"}
{"text": "(a) Life skills: singing, dancing and performing body percussions builds the learner’s self-esteem and self-awareness."}
{"text": "Grade 2 is the grade of the first grade."}
{"text": "Fig ........Sample Record of Work Administrative Details School: Ndambini Primary School Learning Area: Environmental Activities Name of Teacher: Fatuma Grade: 1 DATE LESSON WORK DONE REFLECTION SIGN 8/1/2018 9/1/2018 10/1/2018 11/1/2018 12/1/2018 ENVIRONMENT AND ITS RESOURCES WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER"}
{"text": "A Learner Progress Record is made up of a learner’s academic achievements, skills and abilities and school reports."}
{"text": "The Learner Progress Record may be used to form groups for differentiated small group instruction, and other Instructional Plans."}
{"text": "The progress record further enables the teacher to base their lesson plans on a detailed knowledge and understanding of each learner."}
{"text": "Importance of Progress Records Importance of Learners Progress Records includes: • helping teachers to plan appropriate learning experiences that will meet their learner’s needs; • identifying learners who are progressing slowly, so that action may be taken to support them; • providing the school leadership team with information about the progress learners are making across the school • providing information about whether learners are meeting age-related expectations and are ‘on track’ to meet expected outcomes used for accountability in schools and national assessment institutions • being a source of information for parental engagement with schools on how their children perform."}
{"text": "Progress"}
{"text": "The average grade of both learners is 8"}
{"text": "If you just show your learner this grade, it means nothing."}
{"text": "Peter has an average grade but he’s stuck."}
{"text": "This shows that a grade doesn’t show the real value: the process of improvement or the learning progress."}
{"text": "Competency based learning utilizes more of formative assessment as opposed to summative assessment."}
{"text": "These tools have been explained under Assessment Tools."}
{"text": "Name: Maria Katana School: Mambao primary Grade: 2 Learning area: Environmental Activities Ratings: Exceeds expectation (4); Meets expectation (3); approaches expectations (2); below expectations (1) Performance indicators Ratings of learner’s performance Exceeds expectations Meets expectations Approaching expectations Below expectations Remarks 1.1.1 Responds to different  Consistently responds to 32 45 weather conditions different weather conditions."}
{"text": "ASSESSMENT This may be through: • Written exercises • Oral questions • Observation • Plenary presentations REFLECTION The facilitator reflects on: • The successes and shortcomings of the session • How well the participants prepared lesson plan and record of work • What the participants did well/ did not do well • Why the participants were not able to do well in some • What improvements should be put in place next time 33 46 SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Overview of ICT Integration Time Frame: 1hr Session Outcomes By the end of this session the participant should be able to; a) state the meaning of ICT integration in the teaching and learning process; b) identify ICT resources that can be used during an ICT integrated lesson; c) identify factors that influence integration of ICT in a lesson."}
{"text": "TPACK Suggested Learning Experiences  Brainstorming the meaning of ICT integration  Brainstorming the different types of ICT resources  Group discussion on the different components of TPACK Learning Resources  Flip charts  Marker pens  Masking tape  Sticky notes  Laptop  Projector SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM 34 47 Facilitator’s notes Overview of ICT Integration"}
{"text": "ICT integration can be referred to as “the seamless infusion of information communication technologies to support and enhance the attainment of curriculum objectives, to enhance the appropriate competencies including skills, knowledge, attitudes and values” (Basic Education Act, Kenya, 2013)."}
{"text": "Knowledge of:  Internet search engines, like google  Presentation softwares such as PowerPoint  Word processing softwares like Microsoft word  Multimedia elements such as, videos, photographs, audio, animations, text, illustrations, quizzes and exercises"}
{"text": "Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, so as to prepare learners with the knowledge and skills they need in their learning areas."}
{"text": "ICTs can be used in various education activities, including teaching and learning, assessment, administration and teacher professional development."}
{"text": " Phone  Camera/digital imaging  Desktop Computer  Projector  DVDs/CDs  Radio  Laptops  Tablets  Television  Internet  Wiki blogs  Projectors Points to note  One can support the use of ICT resources in the classroom by developing their skills in a range of ICT resources available by considering how and why they can be used to support learning."}
{"text": "Must be relevant to the strand, learning outcomes and learning experiences."}
{"text": "It should cater for learners diversity in gender, values and culture."}
{"text": "Encourages problem-solving skills and/or cooperative learning."}
{"text": "PART A: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Development and Presentation of an ICT Integrated Lesson Plan and Lesson Time Frame: 4hrs Session Outcomes By the end of this session the participant should be able to: a) develop an ICT integrated lesson plan in his/her learning area; b) convert the ICT integrated lesson plan into an ICT integrated lesson; c) appreciate the use of ICT in the teaching and learning process."}
{"text": "ICT integrated lesson Suggested Learning Experiences  Participants work in groups to identify plug in points for ICT integration in a lesson plan  In groups, the participants convert the lesson plan into an ICT integrated lesson  A few groups are selected to present some of the lessons."}
{"text": "The main difference between components of an ordinary CBC lesson plan and ICT integrated lesson plan is the ICT resource(s) being used and the plug- in point(s) of the ICT resource(s) during the lesson."}
{"text": "Sample Lesson Plan with ICT Integration SCHOOL CLASS DATE TIME ROLL Bidii School Primary Grade 1 11/3/2019 8.10-8.40 am 30 Strand: Environment and its Resources Sub-Strand: Exploring Weather Conditions Learning Outcomes By the end of the lesson, the learner should be able to: 39 52 a) identify the weather conditions for environmental awareness; b) sing a weather song provided for learning and enjoyment; c) develop curiosity in observing the sky for enjoyment; Core Competencies: creativity, critical thinking and digital literacy."}
{"text": "Link to other learning areas: Religious Education on God’s creation; Movement and Creative Activities: drawing and coloring clouds, sun, moon and tree on a windy day; singing the ‘Weather song’."}
{"text": " To ensure that learners remain fully engaged in the lesson, it is important to give them an opportunity to interact and apply ICT skills, and use appropriate ICT tools that support learning outcomes."}
{"text": " Whatever ICT resource one uses in their lesson, they should always ensure that the specific learning outcome(s) is achieved."}
{"text": "PART B: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Introduction to CBC and ICT Integration Online Courses Time Frame: 2hrs Session Outcomes By the end of this session the participant should be able to: a) navigate through the courses on the online platform; b) register for the courses on the online platform; c) appreciate the continuous training on an online platform; d) appreciate the use of DLP devices in implementing CBC Key areas to be covered  Introduction to Kenya Education Cloud (KEC) and Digital Literacy Program (DLP)  Navigation through the online platform  Registration on the online platform Suggested Learning Experiences  Participants navigate through the online platform to access the Courses "}
{"text": "KICD has developed two Online Orientation Courses that are hosted on Kenya Education Cloud (KEC)."}
{"text": "1."}
{"text": "CBC Online Orientation Course This will complement the already existing face to face trainings."}
{"text": "The online training will equip the teachers with the required relevant competences for effective and efficient implementation of CBC."}
{"text": "It will also provide opportunities for continuous practice of the learnt knowledge and skills."}
{"text": "Online ICT Integration Course This Course will equip the teachers with the required relevant competences to enable them integrate ICT in the teaching and learning process in line with the Digital Literacy Cocompetence in CBC."}
{"text": "Assessment  Oral questions  Observation  Correct registration on the online platform Reflection The facilitator reflects on:  The successes and shortcomings of the session  How well the participants were able to register on the online platform  What the participants did well/did not do well  What improvements should be put in place next time  SESSION 9: ACTION RESEARCH Time: (1 hr) Action research can either be described as activities initiated by an individual or group of teachers to collaboratively solve an immediate problem or a reflective process of progressive problem solving done by individuals working with others in teams or as part of a “community of practice”."}
{"text": "This can be done individually or collaboratively with other teachers in the school or neighboring schools. Session Outcomes By the end of the session, the participant should be able to: a) acquire skills to identify their own problems based on everyday experiences; b) create practical solutions to problems identified; c) be guided in coming up with the strategies to tackle their problems in a participatory and collaborative manner."}
{"text": "Key Issues to be covered Emphasis should be on the following elements: • Identify problems that teachers are experiencing • Find out it’s probable causes • Develop a solution to the problem that they can implement • Implement the proposed solution • Observe the implementation of the solution • Reflect on the results (and start over, if necessary) • Participants in groups identify the various challenges that they have so far encountered in teaching and learning and how they can solve the issues."}
{"text": "It provides skills to teachers to actively find out their everyday classroom concerns and create practical solutions to them."}
{"text": "This is a sustainable way of improving how the teachers implement CBC."}
{"text": "The Kenya National Examinations Council is a global leader in educational assessment and certification."}
{"text": "1."}
{"text": "2."}
{"text": "a. Identify the characteristics of the test subject"}
{"text": "integrate formative assessment for enhancing the learning process"}
{"text": "The design assessment rubrics are:"}
{"text": "develop and use various assessment tools"}
{"text": "develop and adapt assessment tools for learners with special needs"}
{"text": "report assessment results."}
{"text": "The reforms in Kenya education curriculum were informed by the Kenya Institute of Curriculum Development (KICD) needs assessment study of 2016 and the Task Force Report of 2012 on the Re-alignment of the Education Sector to the Constitution of Kenya, 2010."}
{"text": "The curriculum reform was also aimed at addressing the aspirations of the Vision 2030, 21st Century Skills and the Sustainable Development Goals."}
{"text": "The framework outlined changes which culminated in a shift from the objective based curriculum to a Competency Based Curriculum."}
{"text": "The paradigm shift in the education curriculum called for a new mode of assessment."}
{"text": "The Kenya National Examinations Council (KNEC) has a Competency Based Assessment Framework (CBAF) which is a framework for assessing the skills of students."}
{"text": "The framework defined the roadmap to Competency Based Assessment with focus on formative assessment, assessment of higher order skills, self and peer assessment by learners, authentic assessment and assessment of values."}
{"text": "Authentic assessment is a measure of the learner's ability to perform a task or group of tasks."}
{"text": "KNEC organized an elaborate training workshop for teachers in order to equip them with the skills and knowledge required to implement Competency Based Assessment (CBA)."}
{"text": "To facilitate the training, this manual was developed to enable teachers to conceptualize CBA, which entails development of standards, authentic tasks, assessment tools and reporting instruments."}
{"text": "Assessment will be developed in all the nine learning areas."}
{"text": "In this regard, the CBA training manual aims at equipping the teachers with suitable skills on development, adaptation and use of assessment tools for all learners with respect to their special needs."}
{"text": "Specifically, teachers will be trained on how to develop assessment tools in the five learning areas in the SNE stage-based pathway."}
{"text": "INTRODUCTION 50 xi At the end of the training, it is hoped that the assessment techniques and modules presented in this manual will facilitate the implementation of the Competency Based Assessment, because teachers will have familiarized themselves with CBA and its procedures, and will be able to undertake formative assessments at early years."}
{"text": "51 SESSION ONE THE COMPETENCY BASED ASSESSMENT DRAFT FRAMEWORK Overview of CBC and CBA By the end of the session, the participant should be able to: a) explain the meaning of CBC and CBA; b) explain the purpose of assessment; c) highlight the linkage between CBC and CBA."}
{"text": "• Biro pens • Writing pads • Masking tape • Chalk • Stick notes • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Session Outcomes Areas to be Covered Resources SESSION ONE 52 • Facilitator to explain the meaning of CBC and CBA"}
{"text": "a purpose of assessment; ii."}
{"text": "iii."}
{"text": "CBC is a broadcasting company."}
{"text": "• The facilitator to summarize the discussion by giving the correct purpose of assessment and linkage between CBC and CBA."}
{"text": "Competency Based Curriculum (CBC) is a curriculum that teaches students skills in a variety of areas."}
{"text": "Competency Based Curriculum refers to an education programme that is based on demonstration of learners’ ability to apply the knowledge, skills, attitudes and values they are expected to acquire as they progress through their education."}
{"text": "Competency Based Assessment is a method of assessing skills and knowledge."}
{"text": "A learning process is a process of determining the ability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks."}
{"text": "Competency Based Assessment is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation."}
{"text": "The strategy aims at providing a way of building the skills and knowledge that learners require to perform identified tasks after going through a learning experience."}
{"text": "The main purpose of assessment is to inform and improve the quality of education and support long term learning achievement of learners."}
{"text": "The overall aim of Competency Based Assessment Framework (CBAF) is to provide a basis to create a sound and sustainable assessment system that includes the principles and professional standards of assessment."}
{"text": "The CBAF will facilitate the creation of a system that will provide sufficient information to the various education stakeholders to guide in: • improving learning and instruction; • identifying and nurturing every learner’s potential; • selection of pathways and tracks in senior secondary school; Facilitator’s Notes 53 • measuring learners’ achievement and certification at the end of basic education in Grade 12; • Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as a mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; • Providing assessment feedback to learners, schools, parents and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education."}
{"text": "The Linkage between Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) The Competence Based Assessment Framework (CBAF) provides conceptualization and organization of assessment based on the Basic Education Curriculum Framework (BECF), which is the blueprint for the curriculum reforms."}
{"text": "The Basic Education Curriculum Framework (BECF) aims at developing the following core competencies and values."}
{"text": "Table 1: Core Competencies and Core Values Table 1: Core Competencies and Core Values • Communication and Collaboration • Critical Thinking and Problem Solving • Imagination and Creativity • Citizenship • Digital Literacy • Learning to Learn • Self-Efficacy • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Acquisition of specific core competencies and values by learners should be continuously assessed as the learner interacts with curriculum content at all levels."}
{"text": "• The Facilitator to guide participants in discussing the paradigm shifts in Competency Based Assessment."}
{"text": "• The participants compare the Competency-Based Assessment Framework for the Early Years Education and the Basic Education Curriculum Framework and identify the common features."}
{"text": "• The facilitator takes the participants through the features of the two frameworks and discusses the types of assessment appropriate for Early Years Education level."}
{"text": "• Participants familiarize themselves with assessment of the SNE stage based pathway as indicated in the CBAF."}
{"text": "The major shifts from the objective-based assessment to the competency-based assessment are as illustrated in Table 2."}
{"text": "Suggested Learning Activity Areas to be Covered Facilitator’s Notes 56 Table 2: Shifts from the Objective-Based Assessment to the Competency-Based Assessment Less of ... More of ... Assessment of learning (summative assessment) Assessment for and as learning (formative assessment) Assessment of knowledge acquired through rote learning Assessment of competencies developed Norm-referenced assessment Criterion – referenced assessment Competition Collaboration and Cooperation Rigidity (assessment based on a prescribed duration) Flexibility (assessment based on the pace of the learner) Assessment of lower order skills Assessment of higher order skills Teacher and national assessment Learner and peer assessment Arbitrary and imaginary assessment tasks Authentic assessment tasks Quantitative reporting of performance Qualitative reporting of performance Reproduction of knowledge Demonstration of creativity and talents Draft Competency-Based Assessment Framework (CBAF) for the Early Years Education Figure 3 indicates a section of the draft Competency-Based Assessment Framework."}
{"text": "It indicates assessment at the Early Years Education and at the Foundation Level of the SNE Stage Based Pathway."}
{"text": "Figure 2: Draft Competency Based Assessment Framework for Early Years 57 Figure 3 shows the CBC Early Years Education Framework."}
{"text": "Figure 3: CBC Early Years Education Framework Types of Assessment Applicable in CBA at the Early Years Education (EYE) Competency Based Assessment for the Early Years Education should be carried out continuously during the learning process as classroom assessment."}
{"text": "Formative assessment is should be carried out by the teacher throughout the learning process as classroom assessment."}
{"text": "Classroom Assessment provides regular feedback and allows teachers and learners to reflect on progress and adjust learning accordingly."}
{"text": "1."}
{"text": "Assessment may involve both assessment for learning and assessment as learning."}
{"text": "Assessment for Learning is the process of seeking and interpreting evidence for use by teachers and learners."}
{"text": "This is carried out on a continuous basis to monitor the learner’s progress and to collect information on learners’ ability to demonstrate the required competencies."}
{"text": "Assessment for learning involves gathering data during the learning process, and provides feedback to the teacher learner and parents to improve learning."}
{"text": "The overall assessment should be followed by descriptive 58 remarks by the class teacher about positive and significant achievements of the intended competences."}
{"text": "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."}
{"text": "The learner is provided with a clear roadmap to reach proficiency and to set criteria that have a variety of examples or models of good work for comparison. The emphasis and focus of this type of assessment is to foster skills and habits such as self-assessment, self-monitoring, and selfcorrection among learners."}
{"text": "It fosters self and peer assessment among learners and promotes self-awareness of strengths and weaknesses in learning."}
{"text": "Assessment of Learners in the SNE Pathway The CBA provides for assessment opportunity to all categories of learners with special needs (SNE)."}
{"text": "Stage based assessment of learners with special needs will be stage based (at foundation, intermediate, pre-vocational and vocational levels) and not grade or age based."}
{"text": "The assessment will be individualized."}
{"text": "A) Describe the tools for competency based assessment; b) Explain adaptations of CBA tools to suit learners with special needs; c) Develop competency assessment reporting tools."}
{"text": "Competency assessment tools include:"}
{"text": "• The facilitator guides participants in discussing Competency Based Assessment tools."}
{"text": "• Participants to develop assessment tools and adapt them for learners with special needs."}
{"text": "Competency Based Assessment Tools The following assessment tools can be used in CBA."}
{"text": "The learners can also be helped to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills."}
{"text": "(c) Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner."}
{"text": "Rubrics are commonly used to evaluate learner performance with the Suggested Learning Activity Facilitator’s Notes (c) Rating Scales 60 intention of including the result in a grade for reporting purposes and teacher accountability measures."}
{"text": "Questionnaires can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour)."}
{"text": "Questionnaires can be given to learners to gather feedback on how they are applying their learned competencies to challenging or difficult situations they are encountering in and out of school."}
{"text": "The project gives learners an opportunity to apply their acquired knowledge and transferable skills to a real life situation."}
{"text": "The portfolio file contains all the major learning activities, assessment projects and documents."}
{"text": "i."}
{"text": "(j) Learner’s Profile A learner’s profile is a summary of the teacher’s opinion on mastery of competencies acquired in a level."}
{"text": "The knowledge, attitude, skill levels and values can be assessed by peers, other learners, teachers, parents, and other community members."}
{"text": "Anecdotal notes 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."}
{"text": "(l) Written Tests These are tests that are designed according to pre-determined criteria to measure competencies in specific learning areas."}
{"text": "The tasks should be designed to elicit evidence from the learner on their acquisition of learning outcomes and competencies such as creative thinking, problem solving, and communication."}
{"text": "Assessment adaptations involve modification of assessment methods and tools to suit learners with special educational needs."}
{"text": "Modifications may include presentation of assessment task, duration of tackling the task, ways of responding to the task and scheduling."}
{"text": "Competency Based Assessment Reporting Tools Participants suggest various ways of assessment reporting in CBA The facilitator to guide the participants in discussing: • School Readiness Report • School Year Report • Participants to develop School Readiness Report and School Year Report."}
{"text": "Notes 62 The following are among the various tools/instruments that are to be used to report assessment results to stakeholders."}
{"text": "(a) School Readiness Report This is a report to be issued by the school at the end of pre-primary years PP2 for informing learners and other stakeholders on learning achievement and areas requiring improvement."}
{"text": "(b) School Year Report This is a report to be issued by the school to every learner in each grade for informing the learner and parents/guardians on the child’s learning progress as well as areas requiring improvement."}
{"text": "Participants to reflect on the following: a) Effects of the shift from objective based to Competency Based Assessment (CBA) on learners, teachers and parents."}
{"text": "b) Effective ways of carrying out classroom assessment c) Use of various assessment tools in reporting classroom assessment feedback"}
{"text": "Notes 63 SESSION TWO AUTHENTIC ASSESSMENT Overview of Authentic Assessment By the end of the session, the participants should be able to: a) show understanding of authentic assessment 2) Meaning of Authentic Assessment 3) Differentiating between authentic and traditional assessment 4) Tools for authentic assessment 5) Benefits of authentic assessment 5) Steps of creating authentic assessment • Text Books • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Samples of Authentic tasks in all learning areas • Biro pens • Writing pads • Masking tape • Chalk • Stick notes • In pairs, participants discuss the meaning of authentic assessment."}
{"text": "• In pairs participants discuss and share on how they assess learners in the CBC and in the 8.4.4 system to identify differences between authentic and traditional assessment."}
{"text": "• In pairs, participants mention various tools of authentic assessment as discussed in the previous presentation."}
{"text": "• In pairs, participants discuss benefits of authentic assessment."}
{"text": "Session Outcomes Areas to be Covered Suggested Learning Activity Resources –authentic tasks SESSION TWO 64 • In pairs, participants discuss steps of creating authentic assessment."}
{"text": "Authentic Assessment is a quality assessment in which a learner is assessed in a manner that is consistent with the kinds of performances on the task and a rubric by which their performance will be evaluated."}
{"text": "In authentic assessment, learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills, thus making it interesting and meaningful, as it focuses on the learner’s performance and the quality of work."}
{"text": "Table 3 presents the differences between authentic and traditional assessment."}
{"text": "Table 3: Differences between Authentic and Traditional Assessment Traditional Assessment Authentic Assessment Learners are required to demonstrate knowledge by selecting a response (giving correct answers) through written tests Learners are required to demonstrate proficiency by performing relevant tasks of showing application of what has been learned Standardized, valid and reliable Needs well defined criteria and standards to achieve reliability and validity Provides a teacher with a summary of what the learners know (knowledge) Provides teachers with a more complete picture of what the learners know 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 Focuses more on the product Focuses more on the process towards completing the product TOOLS FOR AUTHENTIC ASSESSMENT The following are tools that you may use to conduct authentic assessment."}
{"text": "• Observation schedules • Checklists • Rating scales • Rubrics • Questionnaires • Facilitator’s Notes 65 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment; • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment."}
{"text": "The figure below presents the steps in the creation of authentic assessment."}
{"text": "Figure 4: Step 1 – Developing Standards A standard is the level at which learners should demonstrate achievement of the learning outcome(s)."}
{"text": "When developing standards, the teacher should analyse the learning outcome from the curriculum designs to establish the overall competency to be demonstrated."}
{"text": "Table 4 includes examples of standards from different learning areas."}
{"text": "Table 4: Standards from Different Learning Areas 66 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment"}
{"text": "Table 4: Standards from Different Learning Areas Learning Area Strand Sub-strand Specific Learning Outcome Standards"}
{"text": "The task will then be formulated and it should be appropriate for multiple contexts (rural, urban environment); should not depend heavily on access to technology; should be integrative (focus on many skills and other learning areas); include opportunities for peer collaboration; encourage self-assessment and deep reflection."}
{"text": "Suggested Learning Activity Learning Area Strand Sub-strand Specific Learning Outcome Standards Language Activities Listening and speaking Attentive listening A) listen attentively during a conversation, b) respond to simple specific threedirectional instructions in oral communication, c) Appreciate the importance of listening attentively for effective communication"}
{"text": "STEP 3 – Determining Criteria 68 Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges."}
{"text": "Authentic tasks: • Have diverse responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges."}
{"text": "Characteristics of Authentic Tasks Authentic tasks: • Have varied responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks 69 b) Review authentic tasks In groups, participants will be given samples of authentic tasks in all learning areas for reference."}
{"text": "a) What do I feel most confident about in the implementation of authentic assessment (what am I doing right?) b) What do I feel are the biggest challenges to implementation of authentic assessment?"}
{"text": "Targeted Learning areas include (i) Environmental activities, (ii) Movement and Creative activities, (iii) Religious activities, (iv) Language activities."}
{"text": "Respect for rich diversity in plants, responsibility as they take care of plants and each other, unity as they work together in groups."}
{"text": "Targeted learning areas include (i) Environmental Activities, (ii) Religious Activities, (iii) Language Activities, 73"}
{"text": "Core Competencies are targeted; Communication and collaboration is achieved when they sing together; critical thinking and problem solving, imagination and creativity are achieved when they compose their own songs, self-efficacy as they perform to others and digital literacy as they search for tunes and dance moves online."}
{"text": "Link to values Appreciating rich diversity of plants, responsibility, care for plants etc."}
{"text": "Targeted learning areas; (i) Movement and creative activities."}
{"text": "(ii) Language activities 75 Core Competencies Targeted Communication and collaboration through interaction during group work, imagination and creativity when printing coloured patterns using leaves, digital literacy as they use technology to observe varied types of leaves."}
{"text": "Link to values Emphasis on practice of respect for each other’s work, responsibility for ensuring that materials and tools are properly handled."}
{"text": "1.5 Language activities Environmental activities Core Competencies targeted Communication and collaboration, learning to learn, critical thinking and problem solving, imagination and creativity."}
{"text": "Link to values Appreciating rich diversity of plants 76 SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment."}
{"text": "Teachers are encouraged to embrace classroom assessment, especially the assessment of competencies."}
{"text": "Rubrics enable the teacher to apply a multi-assessment approach of a competence where the focus goes beyond assessment of academics to include assessment of such aspects as values and community service learning."}
{"text": "The aim of the session is to equip the participant with knowledge and skills on rubrics and how to use them effectively when assessing learners."}
{"text": "A participant should be able to: a) describe an assessment rubric; b) identify the core components of rubrics; c) describe analytic and holistic rubric; d) state the benefits of rubrics."}
{"text": "Description of an Assessment Rubric 2."}
{"text": "• Curriculum designs; • Flip charts; • Masking tapes; • Sticky notes; • Felt pens; • Folder with samples of rubrics; Session Outcomes Areas to be Covered Suggested Learning Activity Resources -rubrics SESSION THREE 77 In groups, participants: a) state their understanding of the term rubric b) share experience on their use of rubrics in pairs/small groups c) discuss the benefits of rubrics to: Learners; Teachers; Parents; policy makers and other interested parties d) identify various parts of a rubric e) describe the core parts of the rubric"}
{"text": "• omits important details, facts, and/or concepts • thorough presentation of important details, facts, and concepts • with some errors • thorough solution without errors • without complete understanding • thorough, extensive understanding • generally explains • thorough mastery of extensive knowledge • uses a single method • uses multiple methods • represents a single perspective • represents a variety of perspectives • identifies few connections • draws complex connections • Facilitator’s Notes SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment."}
{"text": "Rubrics are used to design curriculum and assessments."}
{"text": "Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to learners."}
{"text": "Scores are the system of numbers or values used to rate each criterion and often are combined with levels of performance."}
{"text": "Figure 5: Components of a Rubric (Source: KICD design Vol 2 G3.S."}
{"text": "Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics."}
{"text": "It scores the overall competencies of the learner without assessing each criterion separately."}
{"text": "Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics."}
{"text": "Rukia Neema 81 By the end of the session, the participant should be able to: a) develop sample analytic rubrics b) demonstrate how to incorporate rubrics in classroom assessment c) use rubrics effectively In groups, participants should: • develop an Analytic Rubric and an assessment sheet; • Present and analyze the rubric(s) they have developed; • Identify what they like or dislike about the rubrics developed; • Suggest ways of improving the rubrics; • Present their findings to the plenary."}
{"text": "By the end of the session, the participant should be able to: • develop sample holistic rubrics b) demonstrate how to incorporate holistic rubrics in classroom assessment c) use rubrics effectively In groups, participants to: • develop a holistic rubric and an assessment sheet; • Present and analyze the rubric(s) they developed; • Identify what they like or dislike of the rubrics developed; • Suggest ways of improving the rubric; • Present their findings to the plenary Suggested Learning Activity Session Outcomes Suggested Learning Activity In groups, participants to brainstorm on various types of rubrics."}
{"text": "Suggested Learning Activity Facilitator’s Notes Session Outcomes 82 Using Rubrics Effectively Rubrics can be used effectively in the following ways: a) Share rubrics with learner before giving the task; b) Have learners evaluate their own work using the rubrics; c) Have learners evaluate each other’s work using the rubrics; d) Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed; e) Involve learners in revising and improving the rubrics; f) Grade learners based on the rubrics."}
{"text": "d) How to apply the knowledge and skills acquired in your teaching"}
{"text": "Demonstrates knowledge by explaining and elaborating on responses."}
{"text": "Session I: 8.00 a.m."}
{"text": "Portfolio is a purposeful collection of learner’s work that shows their effort, progress and mastery of a specified learning outcome or competency."}
{"text": "Portfolios are used in educational assessment."}
{"text": "It contains work that can be later selected for showcase and assessment portfolios."}
{"text": "It contains collection of work guided by learning areas, learning outcomes and core competences to be developed."}
{"text": "Figure 9: Examples of Entries in a Showcase Portfolio Assessment Portfolio This type of portfolio is used to document mastery of skills or competences in a particular learning area."}
{"text": "Portfolios are used to: a) show achievement for grading purposes; b) document progress towards standards; c) place learners appropriately 89 Figure 10: Examples of Entries in an Assessment Portfolio Development of Portfolio By the end of the session the participants should be able to: a) Describe the stages of developing a portfolio; b) Identify features of a good portfolio; c) Manage a portfolio in classroom assessment; d) Engage parents in portfolio assessment; e) Explain the importance of portfolio assessment."}
{"text": "During the first stage of the portfolio development process, participants discuss and make presentations on the stages of developing a portfolio."}
{"text": "• Types of portfolio – working, show case, or assessment • Audience – the consumers of the portfolio (teachers, parents, school administration, KNEC, MoE)."}
{"text": "Stage 3: Collecting Work Samples Learners should be guided by the teacher on how to assemble meaningful work that reflects their own progress and mastery of competencies."}
{"text": "The collection should be guided by: Suggested Learning Activity Facilitator’s Notes 91  Purpose of the portfolio  Specified learning outcomes and competencies  Evaluation criteria  Personal goals and interests  Stage 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."}
{"text": "Stage 5: Reflection Every learner should make a self-assessment comment on the work selected for addition to a portfolio."}
{"text": "(d) What do I do to improve on the item?"}
{"text": "In groups, participants discuss and make presentations on the features of a good portfolio, management of a portfolio and parental engagement in portfolio assessment Suggested Learning Activity Facilitator’s Notes In groups, participants discuss and make presentations on the stages of developing a portfolio STAGES OF DEVELOPING A PORTFOLIO Stage 1: Planning The purpose is to show learners progress, achievement or mastery of competencies and learner interest or talents."}
{"text": "The Learning Materials also includes the learner’s personal details such as Name, Grade, School, Gender and Age."}
{"text": "The contents can be organized based on learning areas, tasks or core competencies."}
{"text": "Core items are required for each learner to facilitate decision making during assessment."}
{"text": "Core items provide evidence of performance on the specified learning outcomes or competencies."}
{"text": "The purpose of a portfolio is to show learners progress, achievement or mastery of competencies and learner interest or talents."}
{"text": "Parental Engagement In Portfolio Assessment There should be a planned program for parental engagement in portfolio assessment."}
{"text": "Portfolio assessment, ii."}
{"text": "Assessment is integrated in teaching and learning process."}
{"text": "ü It allows demonstration of a wide range of competencies."}
{"text": "The portfolio should aim at demonstrating the learners’ progress, achievement and interest in the areas outlined in the rubrics and the core competencies."}
{"text": "Session Outcomes Suggested Learning Activity 95 SESSION FIVE REPORTING OF ASSESSMENT FEEDBACK Assessment Reporting Tools By the end of the session, participants should be able to develop tools for reporting feedback on classroom assessment."}
{"text": "1) In groups, participants brainstorm on the components of assessment feedback reporting tools."}
{"text": "2) In groups, participants develop assessment feedback reporting tools."}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table."}
{"text": "EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR EARLY YEARS OF EDUCATION 1."}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table."}
{"text": "TERM COMMUNICATION, POSITIVE & PRE-Literacy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills AFFIX LEARNER’S PHOTO HERE 54 MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR SNE STAGE BASED PATHWAY–FOUNDATION LEVEL 1."}
{"text": "The General Information Year is MOE School. The Name of the School is MOE. The Attendance is NEMIS. The Grade is NO."}
{"text": "COMMUNICATION, POSITIVE AND PRE-LEARNING AREAS TERM Communication, Social and PreLiteracy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills Interpersonal Relationships Pre-reading and Pre writing Skills AFFIX LEARNER’S PHOTO HERE 102 12 LEARNING AREAS TERM Interpersonal Relationships Pre-reading and Pre writing Skills Daily Living Skills and Religious Education 1 2 3 Teacher’s Statement on Learner’s Performance Personal Items Toileting Prayer Feeding Dressing and Undressing Our environment Sensory-Motor and Creative Activities 1 2 3 Teacher’s Statement on Learner’s Performance Sensory Perception Sensory Integration Psychomotor Activities Creative Activities Music and Movement Orientation and Mobility 1 2 3 Teacher’s Statement on Learner’s Performance Body awareness Use of body parts in Orientation and Mobility Body Posture Position in space and direction of"}
{"text": "The following are the main points of the Task Force Report: • Integrating early childhood into primary education • Reforming secondary curricula • Modernizing teacher training • developing programmes for learners with special needs among others • • Draft Sessional Paper on ‘Reforming Education and Training in Kenya’ • reforming the education sector to provide for the holistic development of learners • Recommends a competency based curriculum • Early Identification and nurturing of talents • Introduction of values • Introduction of three learning pathways at Senior Secondary School level."}
{"text": "Teachers rarely use formative assessment (assessment for learning)."}
{"text": "Assessment was limited to summative assessment (assessment of learning)."}
{"text": "• graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance."}
{"text": "• 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."}
{"text": "• skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT ."}
{"text": "• recommended a needs assessment survey."}
{"text": "Promote sound moral and religious values"}
{"text": "Life skills, Values and human sexuality 3."}
{"text": "Other programs to support CBC include:"}
{"text": "•Guidelines, career guidance, counselling services, peer education, mentorship, learning to live, Parental empowerment and engagement."}
{"text": "1. Learning Areas for Early Years Education 2. Mathematical Activities 3. Language Activities 4. Environmental Activities 5. Psychomotor and Creative Activities 6. Religious Education(CRE,IRE,HRE) and PPI 2. (1 PPI) Total No of lessons per week 25 Lower Primary Education Learning Area Lessons Per Week 1 Literacy Activities and Indigenous Languages /Braille 5. 2 Kiswahili Language Activities/Kenya Sign Language for learners who are deaf 6. English Language Activities 3. Mathematics Activities 4. Environmental Activities 5. Hygiene and Nutrition Activities 2. 7 Religious Activities (CRE/IRE/HRE) 3. 8 Movement and Creative Activities 8. (5 for Movement 2 for Art & Craft, 1 for music) 9 Pastoral Programme of Instruction 1 Total Lesson Per Week 35 PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS 1."}
{"text": "Life Skills Education 12."}
{"text": "1.Visual impairment Mathematical Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Pre braille Activities Braille literacy Creative Arts 2.Hearing impairment Environmental Activities Environmental Activities English Psychomotor Activities Movement and creative Activities Social studies Creative Arts Kenya Sign language Kenya Sign Language Science and technology English Language Activities"}
{"text": "PP1- G1&2 G3 G4 G4 G5 G6 G4 G5 G6 G7 G7 G8 G9 F.1 G10 F.2"}
{"text": "* Whether the expected/intended competences/values/ skills are being achieved."}
{"text": "• MLP will NOT be used to determine who moves from Grade 3 to Grade 4."}
{"text": "Box 73598-00200, Nairobi, Kenya COMPETENCY BASED ASSESSMENT FRAMEWORK (CBAF) 2 Aspects of the Competency Based Assessment Draft Framework (CBAF ) Introduction of CBA Linkage between CBC and CBA Types of Assessments Overview of the Presentation AIM To provide a basis for creating a sound and sustainable assessment system, principles and professional standards of assessment."}
{"text": "Improving learning and instruction; Identifying and nurturing every learner’s potential; Selection of pathways and tracks in senior secondary school; Measuring student achievement and certification at the end of basic education in Grade 12; Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; Providing feedback to learners, schools, parents and other players in basic education; and Providing a basis for accountability of teachers, school administrators and other players in basic education More on : formative and less summative assessments assessment of higher order skills than lower order skills self and peer assessments by the learners multiple than one off assessments authentic assessments performance assessments qualitative than quantitative feedback acquisition of values A process of determining the capability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks."}
{"text": "CBA is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation."}
{"text": "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."}
{"text": "ACTIVITY 1: (03 Minutes) In pairs, brainstorm and write down the linkage between CBC and CBA."}
{"text": "core competencies, values, PCIs, Community service Learning"}
{"text": "Learning experiences that are appropriate for learners in order to develop the desired competencies"}
{"text": "Assessment tasks can be used to measure the learner’s acquisition of the desired competencies."}
{"text": "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."}
{"text": "15 Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners."}
{"text": "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."}
{"text": "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."}
{"text": "A classroom assessment tool"}
{"text": "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."}
{"text": " 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."}
{"text": "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"}
{"text": " Assessment through journals and diaries should be a joint venture between the learner and the teacher."}
{"text": " 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"}
{"text": "Define authentic assessment 2."}
{"text": "Differentiate between authentic and traditional assessment 3."}
{"text": "Give benefits of authentic assessment 5."}
{"text": "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."}
{"text": "The actual driving test is authentic assessment while a written test on driving is traditional assessment."}
{"text": "AUTHENTIC ASSESSMENT is the study of the physical and mental state of the human body."}
{"text": "In Authentic Assessment: (a) learners create a response to a question."}
{"text": "(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."}
{"text": "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."}
{"text": "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."}
{"text": "1."}
{"text": "Focuses on high order thinking skills 3."}
{"text": "Involve interesting and engaging assessment tasks 5."}
{"text": "Teacher and learner collaborate in determining the assessment 6."}
{"text": "8 Is an assignment given to learners to assess their ability to apply knowledge and skills to solve real world problems or challenges."}
{"text": "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."}
{"text": "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"}
{"text": "Are deeply integrative-require many skills 3."}
{"text": "Encourage self-assessment and deep reflection 8."}
{"text": "16 Target both the knowledge and the Core competence (skills) Core competences/21st Century Skills/skills are 7 1."}
{"text": "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."}
{"text": "1."}
{"text": "[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."}
{"text": " A rubric is a tool used to interpret and grade leaners’ work against criteria and standards."}
{"text": " A rubric makes explicit a range of assessment criteria and expected performance standards."}
{"text": "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"}
{"text": "S/No Criteria Categorization of plants Safety when handling plants Fill in additional criteria Teacher Statement on learner Performance"}
{"text": "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."}
{"text": " 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"}
{"text": "A portfolio is one of the assessment tools used in educational assessment."}
{"text": "Assessment Portfolio This is a collection of work in progress as well as finished samples of work (products)."}
{"text": "It contains collection of work guided by learning areas, learning outcomes and core competencies to be developed or individual learner’s areas of interests."}
{"text": "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."}
{"text": "The content in this type of portfolio is guided by the competencies specified in the curricular."}
{"text": "The following events are on the 8/19/2019 calendar:"}
{"text": "(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."}
{"text": "(c) Audience: the consumers of the portfolio"}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "(Based on the assessment criteria or own interests)"}
{"text": "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"}
{"text": "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."}
{"text": "The contents can be organized based on  learning areas,  tasks or  core competencies."}
{"text": "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"}
{"text": "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."}
{"text": "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."}
{"text": "8/19/2019 44 6.1 Assessment is integrated in teaching and learning process."}
{"text": "8/19/2019 45 6.5 It allows demonstration of a wide range of competencies."}
{"text": "8/19/2019 46 In groups, participants to develop and present an assessment portfolio using the tasks and evidences developed."}
{"text": "The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas outlined in the rubrics and the core competencies."}
{"text": "8/19/2019 49 “One big contribution of portfolio is to give the learners the chance to reflect and revisit their performances overtime”."}
{"text": "KNEC intends to undertake Monitoring of Learner Progress (MLP) in September, 2019 at Grade 3."}
{"text": "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."}
{"text": "KNEC developed an online platform/portal for schools to identify the learners in Grade 3 in their respective schools."}
{"text": "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."}
{"text": "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."}
{"text": "extending their thinking deeper within the subject they are learning, across the curriculum, and even beyond the classroom through the authentic tasks given."}
{"text": "ILA in Grade 3 incorporates several learning areas)."}
{"text": "• 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."}
{"text": "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."}
{"text": "For MLP, the Assessment of integrated learning areas will be assessed through portfolio assessment."}
{"text": "Performance tasks will be developed based on a theme and will then require drawing experiences from other learning areas."}
{"text": "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)."}
{"text": "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”."}
{"text": "Learning outcomes Learning experiences KIQs"}
{"text": "Values are the sum of all of the values in a given set of values."}
{"text": "CSL Assessment?"}
{"text": "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."}
{"text": "• 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."}
{"text": "The philosophy of the school is based on constructivist learning theories (Dewey, Piaget, Vygotsky) whereby humans construct knowledge and meaning from their experiences."}
{"text": "• 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."}
{"text": "• Assessment is focused on determining the progress of skills development in addition to understanding content."}
{"text": "• 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."}
{"text": "Objects, objects, and things are sorted into categories."}
{"text": "The money paid should not be referred to as tax at this level (grade 4)."}
{"text": "• an official language in Kenya but most importantly, the medium of instruction in our schools from Grade Four."}
{"text": "Themes are presented through the Grade Four English Curriculum."}
{"text": "AIDS and AIDS are two of the four strands in the English Grade Four Curriculum Design."}
{"text": "• 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."}
{"text": "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."}
{"text": "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."}
{"text": "• Ministry of Education (2019) Upper Primary Level Curriculum Designs: Volume One."}
{"text": "2. Interdependence of people in the County 3. The School Motto and Core Values"}
{"text": "• School core values should guide learners’ behavior in and out of school."}
{"text": "• 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."}
{"text": "• Equip learners with financial literacy skills such as the culture of saving, making investments and prudent management of resources."}
{"text": "• Equip learners with leadership skills at their formative stage."}
{"text": "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."}
{"text": "Creative Arts is a ‘new’ learning area offered in Grade 4 learners."}
{"text": "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)."}
{"text": "This will prepare the learner to transit to junior secondary level."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "The learner will engage with skilled resource persons in the community to learn and apply traditional skills in Weaving and Basketry, Pottery and Leatherwork."}
{"text": "This will prepare the learner to acquire knowledge, skills and attitudes to transit to the lower secondary level."}
{"text": "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"}
{"text": "• 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."}
{"text": "Engaging all learners in activities will develop their creativity, innovativeness, critical thinking and problem-solving skills."}
{"text": "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."}
{"text": "The new area is the media and morality."}
{"text": "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."}
{"text": "This will not only foster acquisition of knowledge but it will make learning interesting."}
{"text": "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."}
{"text": "(f) Acquire Islamic values to grow as a responsible and ethical citizen."}
{"text": "5.Akhlaq (moral values)."}
{"text": "The key competencies of the Kenya Institute of CURRICULUM DEVELOPMENT are Agriculture."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "You may adopt use of other types of vegetables that grow in the locality and that may develop relevant knowledge and skills on vegetables."}
{"text": "You may also expose them to other cereals to develop relevant knowledge and skills on cereals."}
{"text": "You may also expose them to other legumes to develop relevant knowledge and skills on legumes."}
{"text": "The same skills should be learned by the pupils."}
{"text": "• 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."}
{"text": "• Teacher should instill in the learner the knowledge of sacred rivers and plants mentioned."}
{"text": "Involve learners in activities such as caring for plants and conservation of water and other related learning activities to enhance competencies."}
{"text": "Being a progression from lower primary Swami Vivekanand, Tirthankar Parshvanath, Sri Guru Ram Das ji, Prince Siddhartha are covered in Grade Four."}
{"text": "DHARAM GRANTH (SCRIPTURES) • Role of Scriptures in instilling moral values in one’s life."}
{"text": "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."}
{"text": "DHARAM SIDHAANT (PRINCIPLES OF DHARAM) • Sub-strand •Virtues of righteousness according to Sanaatan/Hinduism •This is a new strand introduced in Grade Four."}
{"text": "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."}
{"text": "Guide the learners to acquire values of care, love, concern, humility, obedience and responsibility."}
{"text": "The same is being carried to the upper primary level in Grade four."}
{"text": "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."}
{"text": "The knowledge and skills acquired at this level will support cognitive and learning development at higher levels."}
{"text": "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."}
{"text": "This learning area develops the language skills acquired in EYE as well as a positive attitude towards learning."}
{"text": "The learners’ thought processes are mature after being exposed to concrete learning activities and basic literacy skills in lower primary."}
{"text": "They will also be equipped with language skills to enable them acquire a second language more proficiently and achieve relevant competences."}
{"text": "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."}
{"text": "TEACHER 1."}
{"text": "Negative cultural practices"}
{"text": "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."}
{"text": "Home science will also strengthen the foundation for development of higher competencies in lower secondary."}
{"text": "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."}
{"text": "The content is organized in three broad strands just like in EYE namely; • 1."}
{"text": "• 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."}
{"text": "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)."}
{"text": "4.0                                                                                                                               "}
{"text": "Identify the new areas of PHE."}
{"text": "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"}
{"text": "Animals are the most important part of the human body."}
{"text": "• 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."}
{"text": "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."}
{"text": "Pressure, floating and sinking were comparatively loaded at standard 4 therefore pressure in liquids is pushed to the next higher grade level."}
{"text": "• 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."}
{"text": "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"}
{"text": "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 )"}
{"text": "The teacher should record the learner’s achievement level for each learning area using the rating in the table below."}
{"text": "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)"}
{"text": "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."}
{"text": "Mobile banking, self-driving cars, e-assessment among others are taking the centre stage."}
{"text": "• 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."}
{"text": "KENYA INSTITUTE OF CURRICULUM DEVELOPMENT"}
{"text": "Use the Grade 4 designs to build your examples."}
{"text": "KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 11"}
{"text": "List of abreviations & Acr"}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Assessment should take place during the lesson."}
{"text": "It is always good to evaluate progress after a specific short-term learning outcome."}
{"text": "• Learning experiences can be defined as interactions in which learning takes place."}
{"text": "A learner is exposed to situations and activities so as to develop desired knowledge, skills, values and attitudes."}
{"text": "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"}
{"text": "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"}
{"text": "• Validity: to achieve given learning outcomes learners must be given opportunities to practise the specific behaviour indicated in the learning outcome."}
{"text": "• 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."}
{"text": "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?"}
{"text": "The Competency based curriculum is founded on learners showing or demonstrating that they have learnt."}
{"text": "Learning outcomes are evidence that learning experiences have made a change that learners manifest."}
{"text": "The change or transformation in learners is manifested through new knowledge, skills and attitudes."}
{"text": "Learning outcomes are designed according to the same trend as CBC."}
{"text": "The outcome statement includes a verb that will clearly illustrate what action learners need to engage in to demonstrate their competencies."}
{"text": "The action could demonstrate a change at the level of knowledge, a skill or an attitude."}
{"text": "A teacher should use a picture to illustrate knowledge."}
{"text": "The verbs represent the three domains of learning including knowledge, skills and attitudes."}
{"text": "The object in learning outcomes"}
{"text": "A good learning outcome begins with an action verb, followed by the object of the verb and a phrase that gives the context."}
{"text": "Preferably only one verb is used in a learning outcome."}
{"text": "Learning outcomes are amenable to assessment."}
{"text": "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."}
{"text": "•Outcomes focus on results of the learning experiences and should be related to each other."}
{"text": "•Outcomes are linked to assessment because they define what learners are expected to demonstrate."}
{"text": "Reflection Scheme of work template School, Grade."}
{"text": " School, Grade, Learning area, Date Time, Roll 1."}
{"text": "Assessment was limited to summative assessment (assessment of learning) ."}
{"text": "graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance."}
{"text": "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."}
{"text": "skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT ."}
{"text": "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."}
{"text": "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 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •"}
{"text": "Guidance services, career guidance, counselling services, peer education, mentorship, learning to live Parental empowerment and engagement"}
{"text": "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."}
{"text": "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."}
{"text": "(vi) All entries will be TSC property and may be used for furtherance of advocacy on National Values."}
{"text": "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."}
{"text": "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."}
{"text": "Humanities: Social Studies (Citizenship, Geography, History), Religious Studies (CRE, IRE, Hindu, HRE and PPI) and life skills."}
{"text": "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."}
{"text": "TSC CEO Nancy Macharia said the training will continue to support all teachers and equip them with the necessary skills to effectively deliver CBC."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Humanities: Social Studies (Citizenship, Geography, History), Religious Studies (CRE, IRE, Hindu, HRE and PPI) and life skills."}
{"text": "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."}
{"text": "TSC CEO Nancy Macharia said the training will continue to support all teachers and equip them with the necessary skills to effectively deliver CBC."}
{"text": "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."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "The CBC aims to develop learners’ competencies, including knowledge, skills, values, and attitudes, to prepare them for life and the 21st-century workforce."}
{"text": "The CBC is a television station that broadcasts a variety of programs."}
{"text": "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."}
{"text": "The CBC is a television station that broadcasts news and information."}
{"text": "The CBC features competency-based learning, formative assessment, integrated learning areas, parental involvement, and pathways for specialization in senior school."}
{"text": "4. Learning outcomes"}
{"text": "Parents are the primary caregivers to their children."}
{"text": "6."}
{"text": "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)."}
{"text": "7. What learning areas (subjects) are offered at the lower primary level (GRADE 1-3) under the CBC?"}
{"text": "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."}
{"text": "8. Senior Schools (GRADE 10-12) under CBC"}
{"text": "The pathways include Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM)."}
{"text": "9. The CBC prepares learners for the job market by preparing them for the interview process."}
{"text": "The CBC equips learners with practical skills, creativity, critical thinking, and problem-solving abilities, making them adaptable to various job markets and entrepreneurial ventures."}
{"text": "10. The CBC implementation has faced many challenges."}
{"text": "11. Teacher"}
{"text": "Teachers facilitate learning by guiding students through hands-on activities, continuous assessments, and providing individualized support to develop each learner’s competencies."}
{"text": "12. How is ICT integrated into the CBC?"}
{"text": "13. The CBC is a broadcasting company that focuses on the broadcasting of television."}
{"text": "The core competencies include Communication and Collaboration, Critical Thinking and Problem-Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to Learn, and Self-Efficacy."}
{"text": "14. Parental involvement in CBC is important for the success of the program."}
{"text": "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."}
{"text": "15.As a result of the CBC's policy, special needs learners are not allowed to attend school."}
{"text": "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."}
{"text": "16. The CBC is a television station that broadcasts a variety of programs."}
{"text": "Extracurricular activities are vital in the CBC as they help develop talents, social skills, teamwork, and leadership qualities, which are essential for holistic development."}
{"text": "CBC is a public school system"}
{"text": "Transition is smoothed through continuous assessment and guidance counseling to help learners choose appropriate pathways and adjust to the new learning environment."}
{"text": "18.How does the CBC address moral and religious education?"}
{"text": "The CBC integrates moral and religious education into the curriculum to instill values, ethics, and respect for cultural and religious diversity among learners."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "1. To provide information about the news"}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "The monthly basic salary for a job is calculated by the job grade."}
{"text": "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."}
{"text": "742 JSS Teachers were shocked after sacking by Tsc."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Mr.Kobia added that the preliminary assessment carried out by the organization showed that many families affected by the situation had died."}
{"text": "1."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "1. To provide information about the news"}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Teachers who are overstaffed based on the subject combination needs of the school."}
{"text": "Teachers who can easily transition to teaching subjects that are in higher demand in junior secondary schools."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Ogamba has announced new changes to raise university entry grade from C+ in K.C.S.E."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "The minimum grade for university courses is B- (minus grade)."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "Edu LibraryJune 11, 20240 372 742 JSS Teachers shocked after sacking by Tsc."}
{"text": "TSC is still updating our TPAD system to high security standards."}
{"text": "JSS learners have been sitting in classrooms without a teacher because of the pandemic."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "The CBC aims to develop learners’ competencies, including knowledge, skills, values, and attitudes, to prepare them for life and the 21st-century workforce."}
{"text": "The CBC is a television station that broadcasts a variety of programs."}
{"text": "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."}
{"text": "The CBC is a television station that broadcasts news and information."}
{"text": "The CBC features competency-based learning, formative assessment, integrated learning areas, parental involvement, and pathways for specialization in senior school."}
{"text": "4. Learning outcomes"}
{"text": "Parents are the primary caregivers to their children."}
{"text": "6."}
{"text": "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)."}
{"text": "7. What learning areas (subjects) are offered at the lower primary level (GRADE 1-3) under the CBC?"}
{"text": "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."}
{"text": "8. Senior Schools (GRADE 10-12) under CBC"}
{"text": "The pathways include Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM)."}
{"text": "9. The CBC prepares learners for the job market by preparing them for the interview process."}
{"text": "The CBC equips learners with practical skills, creativity, critical thinking, and problem-solving abilities, making them adaptable to various job markets and entrepreneurial ventures."}
{"text": "10. The CBC implementation has faced many challenges."}
{"text": "11. Teacher"}
{"text": "Teachers facilitate learning by guiding students through hands-on activities, continuous assessments, and providing individualized support to develop each learner’s competencies."}
{"text": "12. How is ICT integrated into the CBC?"}
{"text": "13. The CBC is a broadcasting company that focuses on the broadcasting of television."}
{"text": "The core competencies include Communication and Collaboration, Critical Thinking and Problem-Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to Learn, and Self-Efficacy."}
{"text": "14. Parental involvement in CBC is important for the success of the program."}
{"text": "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."}
{"text": "15.As a result of the CBC's policy, special needs learners are not allowed to attend school."}
{"text": "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."}
{"text": "16. The CBC is a television station that broadcasts a variety of programs."}
{"text": "Extracurricular activities are vital in the CBC as they help develop talents, social skills, teamwork, and leadership qualities, which are essential for holistic development."}
{"text": "CBC is a public school system"}
{"text": "Transition is smoothed through continuous assessment and guidance counseling to help learners choose appropriate pathways and adjust to the new learning environment."}
{"text": "18.How does the CBC address moral and religious education?"}
{"text": "The CBC integrates moral and religious education into the curriculum to instill values, ethics, and respect for cultural and religious diversity among learners."}
{"text": "19. Teachers are required to provide a copy of the CBC's curriculum."}
{"text": "20. What is the future outlook for the CBC?"}
{"text": "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."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "The CBC aims to develop learners’ competencies, including knowledge, skills, values, and attitudes, to prepare them for life and the 21st-century workforce."}
{"text": "The CBC is a television station that broadcasts a variety of programs."}
{"text": "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."}
{"text": "The CBC is a television station that broadcasts news and information."}
{"text": "The CBC features competency-based learning, formative assessment, integrated learning areas, parental involvement, and pathways for specialization in senior school."}
{"text": "4. Learning outcomes"}
{"text": "Parents are the primary caregivers to their children."}
{"text": "6."}
{"text": "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)."}
{"text": "7. What learning areas (subjects) are offered at the lower primary level (GRADE 1-3) under the CBC?"}
{"text": "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."}
{"text": "8. Senior Schools (GRADE 10-12) under CBC"}
{"text": "The pathways include Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM)."}
{"text": "9. The CBC prepares learners for the job market by preparing them for the interview process."}
{"text": "The CBC equips learners with practical skills, creativity, critical thinking, and problem-solving abilities, making them adaptable to various job markets and entrepreneurial ventures."}
{"text": "10. The CBC implementation has faced many challenges."}
{"text": "11. Teacher"}
{"text": "Teachers facilitate learning by guiding students through hands-on activities, continuous assessments, and providing individualized support to develop each learner’s competencies."}
{"text": "12. How is ICT integrated into the CBC?"}
{"text": "13. The CBC is a broadcasting company that focuses on the broadcasting of television."}
{"text": "The core competencies include Communication and Collaboration, Critical Thinking and Problem-Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to Learn, and Self-Efficacy."}
{"text": "14. Parental involvement in CBC is important for the success of the program."}
{"text": "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."}
{"text": "15.As a result of the CBC's policy, special needs learners are not allowed to attend school."}
{"text": "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."}
{"text": "16. The CBC is a television station that broadcasts a variety of programs."}
{"text": "Extracurricular activities are vital in the CBC as they help develop talents, social skills, teamwork, and leadership qualities, which are essential for holistic development."}
{"text": "CBC is a public school system"}
{"text": "Transition is smoothed through continuous assessment and guidance counseling to help learners choose appropriate pathways and adjust to the new learning environment."}
{"text": "18.How does the CBC address moral and religious education?"}
{"text": "The CBC integrates moral and religious education into the curriculum to instill values, ethics, and respect for cultural and religious diversity among learners."}
{"text": "19. Teachers are required to provide a copy of the CBC's curriculum."}
{"text": "20. What is the future outlook for the CBC?"}
{"text": "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."}
{"text": "Grade 9 Term 1 Free exams with answers 2025."}
{"text": "Free Grade 8 term 1 exams with answers 2025."}
{"text": "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)."}
{"text": "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."}
{"text": "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."}
{"text": "He is committed to providing inclusive, high-quality education and is focused on monitoring the implementation of the Grade 9 curriculum."}
{"text": "(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."}
{"text": "20 current Competency-Based Curriculum (CBC) questions and their answers."}
{"text": "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."}
{"text": "Simon Gicharu said the curriculum should be aligned with the Bottom Up Economic Transformation."}
{"text": "The KICD Act 2013 prescribes the persons authorized to develop curriculum and curriculum support materials."}
{"text": "The KICD is centralized in Nairobi."}
{"text": "You can find information about KICD on the KICD website."}
{"text": "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."}
{"text": "The recommendations were based on the needs assessment."}
{"text": "This set the stage for conceptualizing the relevant learning areas that would make these goals a reality."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "The new curriculum emphasizes on utilization of formative assessment as the basis for improvement of teaching and learning."}
{"text": "The continuous assessment tests set to replace one off examinations will be standardized and administered at various levels."}
{"text": "What if I have other questions or comments about KICD?"}
{"text": "Please contact Corporatecommunications@kicd.ac.ke or 254-729-327331 for feedback and comments."}
{"text": "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."}
{"text": "Simon Gicharu said the curriculum should be aligned with the Bottom Up Economic Transformation."}
{"text": "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."}
{"text": "Simon Gicharu said the curriculum should be aligned with the Bottom Up Economic Transformation."}
{"text": "Rates subject to change without prior notice."}
{"text": "For reservations, E-MAIL: nrcreservation@kicd.ac.ke or CALL: Tel: +254-748029186, +254-748029681."}
{"text": "This Strategic Plan is a positive step by KICD in addressing the many underlying challenges facing the Education sector in Kenya."}
{"text": "KICD has been able to fully appreciate some of the underlying challenges facing the sector."}
{"text": "Skills are the skills that are needed to be able to perform in the workplace."}
{"text": "Skills are the skills that are needed to be able to perform in the workplace."}
{"text": "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..."}
{"text": "Rates subject to change without prior notice."}
{"text": "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."}
{"text": "Nacece Resource Center (NRC) is a center with accommodation and conferencing facilities located at the art of the Kenya Institute of curriculum Development (KICD)."}
{"text": "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”."}
{"text": "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."}
{"text": "PWPER said learning areas under the CBC needed to be integrated to address gaps and content overload."}
{"text": "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 "}
{"text": "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."}
{"text": "KICD: CBC Subjects to be Dropped and Replaced in 2024."}
{"text": "The KICD Permanent Secretary Belio Kipsang said the KICD reached the decision to establish a school in the province of Papua New Guinea."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "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)."}
{"text": "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."}
{"text": "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."}
{"text": "Simon Gicharu said the curriculum should be aligned with the Bottom Up Economic Transformation."}
{"text": "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."}
{"text": "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'."}
{"text": "According to KICD, the traditional curriculum is teacher-centered while the CBC is learner-centered."}
{"text": "Learning is constantly assessed on the seven competencies based on the following areas: Meeting Expectations (ME), Approaching Expectations (AE) and Below Expectations (BE)."}
{"text": "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."}
{"text": "The Kenya Education Sector Support Program for 2005–2010 established the National Assessment Centre (NAC) to monitor learning achievement."}
{"text": "In 2010, the NAC released the results of its first assessment."}
{"text": "In 2009, in collaboration with the NAC, Uwezo Kenya conducted an assessment of the basic literacy and numeracy skills of children ages 6–16."}
{"text": "The Annual Learning Assessment (ALA) reached villages in 70 out of 158 districts in Kenya and assessed nearly 70,000 children in their homes."}
{"text": "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."}
{"text": "It provides a sense of self-discovery and helps people form their values, beliefs, and identities."}
{"text": "Education is a stepping stone to a meaningful life as it equips one with various skills and broadens horizons."}
{"text": "At the end of the school year, students advance to the next grade."}
{"text": "Since repetition was banned, students still progress to the next grade even though they fail their examinations."}
{"text": "The average grade is based on the best seven subjects."}
{"text": "The grade assigned to the candidate depends on how well he has performed in all the seven ranked subjects."}
{"text": "Grade X – This grade is awarded to a candidate who did not sit for one or all the papers that they registered for."}
{"text": "In that case, the student will not be graded and will be awarded Grade X."}
{"text": "This grade will automatically be awarded when total points scored by candidate fall below 7."}
{"text": "A candidate will also be awarded Grade X if they did not sit the minimum required subjects in grades 1, 2 and 3."}
{"text": "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."}
{"text": "Grade W – A candidate is awarded this grade on suspicion of exam malpractice."}
{"text": "Grade Y - After exam irregularities are proven, the candidate will be awarded Grade Y."}
{"text": "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."}
{"text": "People can get knowledge, skills, and perspectives important for career success, personal growth, and social contributions."}
{"text": "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)."}
{"text": "One challenge to teacher education in Kenya is a lack of experienced teacher educators who have knowledge of both the content and pedagogy."}
{"text": "Referral and assessment services do not receive adequate funding, and not all schools have access to these resources."}
{"text": " \"Treasury Allocates Sh4 Billion for CBC Classrooms\"."}
{"text": "Higher education in Kenya: an assessment of current responses to the imperative of widening access."}
{"text": "\"Fathers', Mothers', and Other Household Members' Involvement in Reading, Storytelling, and Play and Preschoolers' Literacy Skills in Kenya\"."}
{"text": "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."}
{"text": "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."}
{"text": "The first grade eight class was enrolled in 1957, with the first class starting on January 29 of that year."}
{"text": "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."}
{"text": "\"Strategic environmental assessment (SEA) for the port of Cape Town\" (PDF)."}
{"text": "Lots of universes exist (simultaneously or serially) with a range of CC values, and of course ours is one of the life-supporting ones."}
{"text": "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."}
{"text": "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]"}
{"text": "Table Mountain National Park Marine Protected Area – State of Knowledge Report March 2022 (PDF)."}
{"text": "National Biodiversity Assessment 2011: Technical Report (PDF) (Report)."}
{"text": "Wanjohi: According to KICD internal evaluation report, the implementation of Competency Based Curriculum (CBC) faced a number of challenges."}
{"text": "The KICD report indicated that key among the challenges facing CBC implementation was the issue of teaching and learning resources."}
{"text": "Another challenge is the issue of teacher knowledge of CBC pedagogy."}
{"text": "While teachers had understood CBC pedagogy, a good number of them were struggling with the concept and lacked the capacity demanded by the Curriculum."}
{"text": "External evaluation results appeared to have confirmed KICD’s findings about CBC."}
{"text": "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."}
{"text": "Thus, the future of CBC is on hold until further consultations are made through a joined forum."}
{"text": "The following papers cover all subject areas for grades 4, 5, and 6 term 1 2024."}
{"text": "The papers cover all subject areas from Form 1, Form 2, Form 3 to Form 4."}
{"text": "We charge KES 50/- per subject to meet website administration and e-resource provision costs."}
{"text": "We charge KES 50/- per subject to meet our administrative costs."}
{"text": "Only marking schemes are charged [ 50 / per each subject ]."}
{"text": "50/ for the marking scheme per subject to meet the administration cost."}
{"text": "100/ for the marking scheme per subject to meet the administration cost."}
{"text": "The following papers cover all subject areas for grades 4, 5, and 6 term 1 2024."}
{"text": "The papers cover all subject areas from Form 1, Form 2, Form 3 to Form 4."}
{"text": "Grade-6-books-and-stationary-2022.pdf If you have inquiries, contact SNK Support Team via Office Mob: 0734 579 299."}
{"text": "These stories (hadithi) are based on the requirements for the new Competency Based Curriculum in Kenya."}
{"text": "These stories are based on the requirements for the new Competency Based Curriculum in Kenya."}
{"text": "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."}
{"text": "The papers cover all subject areas from Form 1, Form 2, Form 3 to Form 4."}
{"text": "We however charge KES 50/- only for the Marking Schemes per subject to cover our e-learning resources administration costs."}
{"text": "We charge KES 50/- only per subject to support our administration costs."}
{"text": "The following papers cover all subject areas for grades 4, 5, and 6 term 1 2024."}
{"text": "The papers cover all subject areas from Form 1, Form 2, Form 3 to Form 4."}
{"text": "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."}
{"text": "These stories (hadithi) are based on the requirements for the new Competency Based Curriculum in Kenya."}
{"text": "These stories are based on the requirements for the new Competency Based Curriculum in Kenya."}
{"text": "The schemes follow the Competency Based Curriculum (CBC) as per the provisions of the new curriculum designs for pre-school."}
{"text": "We charge 100/- per copy/ subject."}
{"text": "The schemes follow the new curriculum designs for lower primary."}
{"text": "100 per scheme/subject/year."}
{"text": "The papers cover all subject areas from Form 1, Form 2, Form 3 to Form 4."}
{"text": "We however charge KES 50/- only for the Marking Schemes per subject to cover our e-learning resources administration costs."}
{"text": "We charge KES 50/- only per subject to support our administration costs."}
{"text": "We charge KES 100/- per subject for the answers to meet our web administration cost."}
{"text": "We charge 100/ only per subject."}
{"text": "Skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills."}
{"text": "Any disputes arising under these terms shall be subject to the exclusive jurisdiction of the courts of Kenya."}
{"text": "This is a national assessment and not an examination."}
{"text": "The homework covers revision exercises for Grade 4 and Classes 5, 6,7 and 8."}
{"text": "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."}
{"text": "DETAILED GUIDE TO MAKE YOUR NAVIGATION THROUGH THE TPAD SYSTEM EASIER."}
{"text": "Diploma teachers who graduated in 2008 or before with mean grade C plain and subject grades of C plain qualify for consideration."}
{"text": "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."}
{"text": "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 ."}
{"text": "• 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."}
{"text": "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."}
{"text": "Specifically, those seeking a degree must achieve a minimum KCSE grade of C+ (plus), while diploma applicants need at least a C- (minus)."}
{"text": "For certificate courses, a minimum grade of D+ (plus) in KCSE is required."}
{"text": "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)."}
{"text": "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."}
{"text": "The following general provisions will be applied in the transition from Primary School (Grade 6) to JSE."}
{"text": "The MoE shall designate ALL existing secondary schools as centres that offer Senior Secondary Education (SSE)."}
{"text": "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."}
{"text": "JSSs shall not issue any JOINING INSTRUCTIONS to Grade 7 learners besides those issued by the MoE."}
{"text": "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."}
{"text": "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."}
{"text": "The JSS leadership shall ensure all life-threatening structures in the institution are urgently repaired or condemned and demolished."}
{"text": "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."}
{"text": "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."}
{"text": "These will include the Chairperson of the Primary School BoM (headteacher of the Primary School) that domiciles the JSS and a parent."}
{"text": "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."}
{"text": "The JSS Management Committee shall embark on the budget implementation and curriculum delivery."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "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)."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "The teachers are requesting that the Commission conclude the application process and initiate the document verification process to facilitate their promotion to junior secondary."}
{"text": "The deployment of primary school teachers to JSS is part of TSC’s promotion strategy that aims to mitigate job stagnation."}
{"text": "The Commission has been encouraged to revise its strict requirements for deploying P1 teachers to JSS in the interest of students."}
{"text": "Knut advised TSC to retrain the PTE teachers and permit them to instruct the Grade 7, 8, and 9 students."}
{"text": "Originally, TSC intended to deploy primary school teachers possessing any education-related diploma and degree certificate to JSS but later withdrew this decision."}
{"text": "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."}
{"text": "TSC CEO Dr. Nancy Macharia disclosed that the Commission needs a total of 72,422 teachers to remedy the teacher shortage in JSS."}
{"text": "The current teacher deficit in junior and senior secondary, which begins next year, is at 98,261."}
{"text": "Macharia stated that the Commission needs a total of 149,350 teachers to manage Grade 7, 8, and 9."}
{"text": "She mentioned that at present TSC has appointed 76,928 teachers in junior secondary, which amounts to 51."}
{"text": "This includes 39,550 junior secondary school teachers who were initially hired under internship agreements but have since been confirmed."}
{"text": "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."}
{"text": "8 billion, which TSC utilized to hire 20,000 JSS teachers on internship agreements."}
{"text": "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."}
{"text": "She expressed that a total of 60,642 JSS teachers have been retooled from May 2023 to November 2024."}
{"text": "TSC intends to employ an extra 18,000 JSS intern teachers in December to fill the staffing void."}
{"text": "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."}
{"text": "Other considerations during the deployment will include subject combination, gender, and SNE qualification, with teachers holding SNE qualifications being assigned to Special JSS."}
{"text": "Primary School teachers wishing to be deployed to JSS must be qualified to teach in secondary schools."}
{"text": "(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."}
{"text": "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."}
{"text": "The President noted that the internship programme is crucial in bridging the skills gap between graduates and employers, making them more employable."}
{"text": "The President launched the 2021/2022 Report on Status of Compliance with the Values and Principles of Articles 10 and 232 of the Constitution."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "Because they want to be a good student."}
{"text": "“The current teachers’ deficit is 98,261, which includes Junior Secondary School (JSS) educators."}
{"text": "The Committee also learned that this shortfall has created teaching gaps in the new learning areas brought in under the Competency-Based Curriculum (CBC)."}
{"text": "“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."}
{"text": "This is because the grade garnered at the Kenya Certificate of Secondary Education, KCSE, exams determines the future (in most cases) of the learner."}
{"text": "The KCSE grade determines placement of the student at a tertiary institution (University, College or Polytechnic)."}
{"text": "A good grade will definitely enable the child to pursue a good and marketable course; thus increasing chances of clinching employment after studies."}
{"text": "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)."}
{"text": "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."}
{"text": "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."}
{"text": "In 2018 Kenya High registered 205 candidates who scored a mean grade of an (A-) with a performance index of 76.03."}
{"text": "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."}
{"text": "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."}
{"text": "The school had 214 candidates who scored a mean grade of a B+ (plus); with a performance index of 73.333."}
{"text": "The surplus of teachers resulted from the Competency Based Curriculum (CBC), which eliminated two classes (Class 7 and 8)."}
{"text": "However, TSC has initiated the redeployment of surplus primary school teachers to junior secondary and special schools."}
{"text": "She stated that this will help mitigate shortages in both junior secondary and special schools and units."}
{"text": "For junior secondary, she noted that the Commission requires 72,422 teachers to fill the staff gap."}
{"text": "She added that both junior and senior secondary, which will commence in January 2026, require an additional 98,261 teachers to effectively implement CBC."}
{"text": "Some PTE teachers returned to college to upgrade their qualifications to UDPTE to comply with CBC and enhance their chances of employment."}
{"text": "P1teachers must have scored a mean grade of C+ at KCSE with at least C+ in two teaching subjects chosen."}
{"text": "Oral literature teaches or educates people on moral values or good behaviour; songs for instance communicate a direct message and attack immorality."}
{"text": "Oral literature is a form of social and communal literature."}
{"text": "Oral literature helps to develop language skills, sense of creativity, wit and even to sharpen speech."}
{"text": "A good storyteller should be a teacher of morality so as to inculcate the necessary values and practices in the evidence."}
{"text": "They embody the values, beliefs, practices, artifacts of a particular community."}
{"text": "It helps students sharpen skills of observation, recording and analysis."}
{"text": "A farmer is a person who carries out the work of a farmer."}
{"text": "Cultural values."}
{"text": "Help in tax assessment to avoid over taxation."}
{"text": "Pronouns also appear after forms of the linking verb be."}
{"text": "WHO is the subject form."}
{"text": "It is used as the subject of a verb."}
{"text": "Reflexive pronouns refer to actions that the subject performs."}
{"text": "Sometimes we incorrectly use a double subject – a noun and a pronoun – to name the same person, place, or thing."}
{"text": "The subject her scarf should not be used together with it."}
{"text": "A subject is a subject that is a subject."}
{"text": "It is always used as the object of a verb or a preposition, never as a subject."}
{"text": "The subject of the verb is the verb."}
{"text": "They show what the subject does or did."}
{"text": "To show the present tense, an -s or -es is added to most verbs if the subject is singular."}
{"text": "If the subject is plural, or I or You, the -s, or -es is not added."}
{"text": "To agree means that if the subject is singular, the verb must be in singular form."}
{"text": "If the subject is plural, the verb must be plural."}
{"text": "When a sentence has a compound subject, that is, two subjects joined by and, the plural form of the verb is used."}
{"text": "The verb is a verb."}
{"text": "When the subject receives the action or expresses the result of the action, the verb is in passive voice."}
{"text": "A predicate adjective is a predicate adjective that follows a linking verb and modifies the subject."}
{"text": "(I enjoy)"}
{"text": "(And not a subject pronoun like I, he, she, we, and they)."}
{"text": "She was pleased with her grade."}
{"text": "It can function as a subject, object, or complement."}
{"text": "The predicate tells what the subject is doing or is doing."}
{"text": "The subject is a subject."}
{"text": "(Gaining courage is a verb phrase, the subject of the verb made)."}
{"text": "The subject of the sentence is the subject."}
{"text": "A subject can be described as the component that performs the action described by the predicate."}
{"text": "The subject is a predicate."}
{"text": "It tells what the subject is doing or is doing."}
{"text": "The verb and its subject are the key words that form the basic framework of every sentence."}
{"text": "The complete subject is the simple subject plus any words that modify or describe it."}
{"text": "A subject is a verb and a verb is a complete thought."}
{"text": "Every clause is like a sentence with a subject and a verb."}
{"text": "A clause is a group of words that contains a verb and its subject."}
{"text": "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."}
{"text": "That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence."}
{"text": "The subject of the verb is where they are going."}
{"text": "Her first day in school."}
{"text": "In an imperative sentence, you is always the subject."}
{"text": "We say that you is the “understood” or “implied” subject."}
{"text": "The subject in the statement must be repeated in the question tag."}
{"text": "When asked to present an oral report you get the opportunity to practice your speaking skills."}
{"text": "The subject is taught in a class."}
{"text": "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."}
{"text": "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."}
{"text": "The staff appraisal should reflect work output, achievement as well as display competencies over the review period."}
{"text": "It also assesses the skills and competencies exhibited."}
{"text": "The appraiser’s rating shall constitute the actual grade of the appraisee."}
{"text": "The Commission has now created a new TPAD portal."}
{"text": "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."}
{"text": "Type or click on this link to access the new TPAD system; https://tpad2.tsc.go.ke 2)."}
{"text": "Click on the three line layered hyperlink at the top; after the word ‘TPAD’ 3)."}
{"text": "Then, you need to add your level of Education and subject combination details."}
{"text": "Select your KCSE grade, Highest level of education and Institution of Study."}
{"text": "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."}
{"text": "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."}
{"text": "Job grade and workstation are two criteria that determine pay."}
{"text": "The allowance is paid according to a teacher’s grade."}
{"text": "It is given as per a teacher’s grade; with those in higher job grades earning more."}
{"text": "Each grade has a cluster of teachers aggregated together and which have specific designation codes."}
{"text": "Grade B5 (T- Scale 5); Established for Primary Teacher II2)."}
{"text": "Grade C1 (T- Scale 6); For Secondary Teacher III, Lecturer III and Primary Teacher I3)."}
{"text": "Grade C2 (T- Scale 7); For Secondary Teacher II, SNE Teacher II (Primary Schools), Lecturer II and Senior Teacher II4."}
{"text": "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."}
{"text": "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)."}
{"text": "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)."}
{"text": "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."}
{"text": "Grade D2 (T- Scale 12); Deputy Principal II and Senior Master I9."}
{"text": "Grade D3 (T- Scale 13); Principals and Deputy Principal I10)."}
{"text": "Grade D4 (T-Scale 14); A job group for Senior principals.11"}
{"text": "Grade D5 (T-Scale 15); This is the job group for all Chief Principals."}
{"text": "Grade B5 (T- Scale 5; Primary Teacher II): The designation code is G99JE."}
{"text": "This is the entry grade for primary school teachers.2)."}
{"text": "Grade C1 (T- Scale 6; Secondary Teacher III, Lecturer III and Primary Teacher I)."}
{"text": "This is an entry grade for secondary school teachers who are holders of Diploma in Education.3)."}
{"text": "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."}
{"text": "This is an entry grade for secondary school teachers who are holders of a Bachelor’s Degree in Education or its equivalent."}
{"text": "It is also a promotional grade for holders of Diploma in Education.4)."}
{"text": "Grade C3 (T- Scale 8; Secondary Teacher I, Lecturer I, SNE Teacher I (Primary Schools), SNE Teacher II (Secondary Schools) and Senior Teacher I)."}
{"text": "This is a promotional grade for teachers in secondary school.5)."}
{"text": "Grade C5 (T- Scale 10; Deputy Principal IV, Senior Master III, Senior Lecturer III, Head Teacher, Deputy Head Teacher and Curriculum Support Officer II)."}
{"text": "The Designation Code for this grade is: G99BL."}
{"text": "This is a promotional grade for institutional administrators in secondary schools."}
{"text": "Grade D3 (T-Scale 13; Principals and Deputy Principal I)."}
{"text": "This is a promotion grade for administrators in secondary schools."}
{"text": "The Commission uses data captured on the TPAD system when considering teachers for promotions."}
{"text": "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."}
{"text": "To access the new TPAD system, here is the link to use; https://tpad2.tsc.go.ke/."}
{"text": "The new TPAD system will be in force effective term three 2019."}
{"text": "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."}
{"text": "These schools are headed by a Principal having Grade 3 (T- Scale 13).ii)."}
{"text": "County Schools with with over 540 students: These schools are headed by Senior Principals, Grade D4 (T- Scale 14)."}
{"text": "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."}
{"text": "National and Extra County Schools with over 1000 students: Headed by a Chief Principal of Grade D5 (T- Scale 15)."}
{"text": "Grade D4 is the first grade in which one must serve for at least 3 years at a Senior Principal; Grade D4."}
{"text": "Sub- County and All Day schools: Deputy Principal III of Grade D1 (T- Scale 11)."}
{"text": "To ascend to this position you must first serve as a Senior Master at Grade C5 for a minimum period of three (3) years."}
{"text": "County Schools with with over 540 students: Deputy Principal II of Grade D2 (T- Scale 12)."}
{"text": "To be appointed to this grade one must have served as a Deputy Principal at D1 for atleast three (3) years."}
{"text": "National and Extra County Schools with over 1000 students: Deputy Principal I; Grade D3 (T- Scale 13)."}
{"text": "To be promoted to this grade one must first serve as a Deputy Principal at D2 for atleast three (3) years."}
{"text": "Sub- County and All Day schools: Senior Master III of Grade C5 (T- Scale 10)."}
{"text": "Grade C4"}
{"text": "County Schools with with over 540 students: Senior Master II with Grade D1 (T- Scale 11)."}
{"text": "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."}
{"text": "National and Extra County Schools with over 1000 students: Senior Master I with a qualification of Grade D2 (T- Scale 12)."}
{"text": "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."}
{"text": "Primary schools with enrollment of below 1000 learners: Head Teacher with Grade C5 (T- Scale 10)."}
{"text": "Grade C4 is a grade that is a secondary school."}
{"text": "Primary schools with enrollment of over 1000 learners: Senior Head Teacher with Grade D1 (T- Scale 11)."}
{"text": "To be appointed to this grade a teacher must have served as a Head Teacher at Grade C5 for atleast three (3) years."}
{"text": "Primary schools with enrollment of below 1000 learners: Deputy Head Teacher II Grade C4 (T- Scale 9)."}
{"text": "Experience required: Served as Senior Teacher at Grade C3 for atleast 3 Years.ii)."}
{"text": "Primary schools with enrollment of over 1000 learners: Deputy Head Teacher I at Grade C5 (T- Scale 10)."}
{"text": "Required experience: Served as Deputy Head Teacher at Grade C4 for atleast three (3) years."}
{"text": "Primary schools with enrollment of below 1000 learners: Senior Teacher II with Grade C2."}
{"text": "Qualification: Served as a Primary School Teacher I at Grade C1 for atleast three (3) years.II)."}
{"text": "Primary schools with enrollment of over 1000 learners: Senior Teacher I with Grade C3."}
{"text": "Required experience: Served as Senior Teacher II at Grade C2 for a minimum period of three (3) years."}
{"text": "This is the entry grade for primary school teachers."}
{"text": "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."}
{"text": "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."}
{"text": "Grade C2 is the grade where a teacher can be promoted to the next Job group."}
{"text": "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."}
{"text": "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."}
{"text": "A teacher in this grade can be promoted to Secondary School Teacher I (T- Scale 8; Grade C1) ."}
{"text": "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."}
{"text": "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."}
{"text": "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."}
{"text": "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)."}
{"text": "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."}
{"text": "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."}
{"text": "The KJSEA will account for 60 percent of the final score and will also influence the student’s placement in senior secondary school."}
{"text": "For private candidates—those not enrolled in a formal educational institution—placement will only be available in day senior secondary schools."}
{"text": "Senior schools will now be categorized into three main academic pathways to accommodate the varied interests and abilities of students."}
{"text": "She clarified that learners in triple pathway schools will not be required to take all three pathways."}
{"text": "Promotion to this grade will be competitive and subject to availability of vacancies in the establishment."}
{"text": "iii."}
{"text": "Participate in workshops/seminars/symposiums to share ideas so as to enhance knowledge in subject areas; viii."}
{"text": "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."}
{"text": "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."}
{"text": "Knowledge of all Education Commissions- 3 ii)."}
{"text": "Knowledge of the three arms of Government and their interrelationship- 3 marks ii)."}
{"text": "Teacher Professional Development will continuously update teacher knowledge, skills, attitude and values encourage teachers’ learning communities."}
{"text": "Primary teacher II (T- Scale 5): This is an entry grade for Primary school teachers."}
{"text": "Primary Teacher I (T- Scale 6): This is a promotional grade for primary school teachers."}
{"text": "Senior Teacher II (T- Scale 7): This is a promotion grade and an entry to the administrative cadre."}
{"text": "Promotion to this grade will be competitive and subject to availability of vacancies in the establishment."}
{"text": "Senior Teacher I (T- Scale 8): This is a promotional grade for institutional administrators in Primary Schools."}
{"text": "Promotion to this grade will be competitive and subject to availability of vacancies in the establishment."}
{"text": "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."}
{"text": "Deputy Head Teacher II (T- Scale 9): This is a promotional grade for institutional administrators in primary schools."}
{"text": "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."}
{"text": "Deputy Head Teacher I (T-Scale 10): This is a promotional grade for institutional administrators in primary schools."}
{"text": "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."}
{"text": "Head Teacher (T-Scale 10): This is a promotional grade for institutional administrators in primary schools."}
{"text": "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."}
{"text": "Senior Head Teacher (T- Scale 11): This is a promotional grade for institutional administrators in primary schools."}
{"text": "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."}
{"text": "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."}
{"text": "Omboko Milemba, the union’s national chairman, expressed concerns that secondary school teachers have not received training to effectively teach Grade 10 students."}
{"text": "“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."}
{"text": "Ministry of Education to adopt a Comprehensive School system (PP1 — Grade 9) comprising Pre-Primary, Primary school and Junior School managed as one institution."}
{"text": "The term “Secondary” be dropped from the current Junior Secondary and Senior Secondary School."}
{"text": "Basic literacy, numeracy and transferable skills such as social, emotional skills ensures essential blocks for acquiring higher order skills."}
{"text": "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."}
{"text": "The learning areas at Pre-Primary will be 5 and at Senior School will be 7."}
{"text": "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."}
{"text": "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."}
{"text": "Institutionalise linkages of TVETs with industries and government projects; and develop pathways for continuity between TVET and Universities and vice versa."}
{"text": "STEM knowledge and skills play a key role in sustainable growth and stability of the economy."}
{"text": "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."}
{"text": "Omboko Milemba, the union’s national chairman, expressed concerns that secondary school teachers have not received training to effectively teach Grade 10 students."}
{"text": "“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."}
{"text": "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."}
{"text": "Omboko Milemba, the union’s national chairman, expressed concerns that secondary school teachers have not received training to effectively teach Grade 10 students."}
{"text": "“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."}
{"text": "Ministry of Education to adopt a Comprehensive School system (PP1 — Grade 9) comprising Pre-Primary, Primary school and Junior School managed as one institution."}
{"text": "The term “Secondary” be dropped from the current Junior Secondary and Senior Secondary School."}
{"text": "Basic literacy, numeracy and transferable skills such as social, emotional skills ensures essential blocks for acquiring higher order skills."}
{"text": "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."}
{"text": "The learning areas at Pre-Primary will be 5 and at Senior School will be 7."}
{"text": "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."}
{"text": "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."}
{"text": "Institutionalise linkages of TVETs with industries and government projects; and develop pathways for continuity between TVET and Universities and vice versa."}
{"text": "TSC aims to place 6,000 P1 teachers in JSS by April, but the deployment criteria appear to be unattainable for many PTE teachers."}
{"text": "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."}
{"text": "TSC had compiled lists from its database of P1 teachers with various diplomas and degrees to consider for placement in grade nine."}
{"text": "In an Excel template, TSC requested that primary school heads provide details such as the teachers’ KCSE mean grade, areas of specialization (e.g., BED Arts, BED Primary Option, BED Science, BED ECDE, BED SNE, Diploma in Education, Diploma SNE, Diploma ECDE), and two teaching subjects with mean grades for those with secondary options."}
{"text": "Most primary school teachers have a mean grade of C (plain) in KCSE, although some have since upgraded to diploma and degree qualifications."}
{"text": "Next month, TSC will begin verifying documents and assigning primary school teachers to junior secondary schools."}
{"text": "Recently, officials from the Kenya National Union of Teachers (Knut) urged TSC to relax its strict academic requirements for deploying P1 teachers to JSS in the interest of students."}
{"text": "They suggested that TSC should retrain PTE teachers and permit them to teach Grade 7, 8, and 9 students."}
{"text": "The Commission has faced criticism for neglecting P1 teachers who are well-suited to teach subjects like Music, Art and Craft, and Physical Education, which JSS teachers are currently struggling with."}
{"text": "The TSC CEO Dr. Nancy Macharia stated that the Commission needs a total of 72,422 teachers to address the shortage in JSS."}
{"text": "TSC has employed 76,928 teachers in junior secondary, which represents 51.5% of the total requirement."}
{"text": "These are 39,550 junior secondary school teachers who were first recruited on internship terms but have since been confirmed."}
{"text": "8,378 P1 teachers who were deployed to JSS in 2023 and 2024 and 9,000 JSS teachers recruited on permanent and pensionable terms."}
{"text": "The government also allocated sh 4.8 billion which TSC used to recruit 20,000 JSS teachers on internship terms."}
{"text": "Macharia said TSC has so far retooled a total of 229,292 teachers on Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) since April 2019."}
{"text": "She said a total of 60,642 JSS teachers have been retooled from May 2023 to November 2024."}
{"text": "TSC plans to employ additional 18,000 JSS intern teachers in December to address the staffing gap."}
{"text": "In 2019, 2020 and 2021 a total of 1,000 P1 teachers were deployed each year to secondary schools while in 2022 to 2024 around 8,378 teachers were deployed to serve the first cohorts of the CBC in JSS."}
{"text": "Other factors that shall be considered during the deployment will be subject combination, gender and SNE qualification where teachers with SNE qualification shall be posted to Special JSS."}
{"text": "Primary School teachers wishing to be deployed to JSS must be qualified to teach in secondary schools."}
{"text": "(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."}
{"text": "TSC aims to place 6,000 P1 teachers in JSS by April, but the deployment criteria appear to be unattainable for many PTE teachers."}
{"text": "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."}
{"text": "TSC had compiled lists from its database of P1 teachers with various diplomas and degrees to consider for placement in grade nine."}
{"text": "In an Excel template, TSC requested that primary school heads provide details such as the teachers’ KCSE mean grade, areas of specialization (e.g., BED Arts, BED Primary Option, BED Science, BED ECDE, BED SNE, Diploma in Education, Diploma SNE, Diploma ECDE), and two teaching subjects with mean grades for those with secondary options."}
{"text": "Most primary school teachers have a mean grade of C (plain) in KCSE, although some have since upgraded to diploma and degree qualifications."}
{"text": "Next month, TSC will begin verifying documents and assigning primary school teachers to junior secondary schools."}
{"text": "Recently, officials from the Kenya National Union of Teachers (Knut) urged TSC to relax its strict academic requirements for deploying P1 teachers to JSS in the interest of students."}
{"text": "They suggested that TSC should retrain PTE teachers and permit them to teach Grade 7, 8, and 9 students."}
{"text": "The Commission has faced criticism for neglecting P1 teachers who are well-suited to teach subjects like Music, Art and Craft, and Physical Education, which JSS teachers are currently struggling with."}
{"text": "The TSC CEO Dr. Nancy Macharia stated that the Commission needs a total of 72,422 teachers to address the shortage in JSS."}
{"text": "TSC has employed 76,928 teachers in junior secondary, which represents 51.5% of the total requirement."}
{"text": "These are 39,550 junior secondary school teachers who were first recruited on internship terms but have since been confirmed."}
{"text": "8,378 P1 teachers who were deployed to JSS in 2023 and 2024 and 9,000 JSS teachers recruited on permanent and pensionable terms."}
{"text": "The government also allocated sh 4.8 billion which TSC used to recruit 20,000 JSS teachers on internship terms."}
{"text": "Macharia said TSC has so far retooled a total of 229,292 teachers on Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) since April 2019."}
{"text": "She said a total of 60,642 JSS teachers have been retooled from May 2023 to November 2024."}
{"text": "TSC plans to employ additional 18,000 JSS intern teachers in December to address the staffing gap."}
{"text": "In 2019, 2020 and 2021 a total of 1,000 P1 teachers were deployed each year to secondary schools while in 2022 to 2024 around 8,378 teachers were deployed to serve the first cohorts of the CBC in JSS."}
{"text": "Other factors that shall be considered during the deployment will be subject combination, gender and SNE qualification where teachers with SNE qualification shall be posted to Special JSS."}
{"text": "Primary School teachers wishing to be deployed to JSS must be qualified to teach in secondary schools."}
{"text": "(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."}
{"text": "The list is subject to the provisions of Articles II (1) of the BBF constitution."}
{"text": "The list is subject to the provisions of Articles II (1) of the BBF constitution."}
{"text": "TSC aims to place 6,000 P1 teachers in JSS by April, but the deployment criteria appear to be unattainable for many PTE teachers."}
{"text": "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."}
{"text": "TSC had compiled lists from its database of P1 teachers with various diplomas and degrees to consider for placement in grade nine."}
{"text": "In an Excel template, TSC requested that primary school heads provide details such as the teachers’ KCSE mean grade, areas of specialization (e.g., BED Arts, BED Primary Option, BED Science, BED ECDE, BED SNE, Diploma in Education, Diploma SNE, Diploma ECDE), and two teaching subjects with mean grades for those with secondary options."}
{"text": "Most primary school teachers have a mean grade of C (plain) in KCSE, although some have since upgraded to diploma and degree qualifications."}
{"text": "Next month, TSC will begin verifying documents and assigning primary school teachers to junior secondary schools."}
{"text": "Recently, officials from the Kenya National Union of Teachers (Knut) urged TSC to relax its strict academic requirements for deploying P1 teachers to JSS in the interest of students."}
{"text": "They suggested that TSC should retrain PTE teachers and permit them to teach Grade 7, 8, and 9 students."}
{"text": "The Commission has faced criticism for neglecting P1 teachers who are well-suited to teach subjects like Music, Art and Craft, and Physical Education, which JSS teachers are currently struggling with."}
{"text": "The TSC CEO Dr. Nancy Macharia stated that the Commission needs a total of 72,422 teachers to address the shortage in JSS."}
{"text": "TSC has employed 76,928 teachers in junior secondary, which represents 51.5% of the total requirement."}
{"text": "These are 39,550 junior secondary school teachers who were first recruited on internship terms but have since been confirmed."}
{"text": "8,378 P1 teachers who were deployed to JSS in 2023 and 2024 and 9,000 JSS teachers recruited on permanent and pensionable terms."}
{"text": "The government also allocated sh 4.8 billion which TSC used to recruit 20,000 JSS teachers on internship terms."}
{"text": "Macharia said TSC has so far retooled a total of 229,292 teachers on Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) since April 2019."}
{"text": "She said a total of 60,642 JSS teachers have been retooled from May 2023 to November 2024."}
{"text": "TSC plans to employ additional 18,000 JSS intern teachers in December to address the staffing gap."}
{"text": "In 2019, 2020 and 2021 a total of 1,000 P1 teachers were deployed each year to secondary schools while in 2022 to 2024 around 8,378 teachers were deployed to serve the first cohorts of the CBC in JSS."}
{"text": "Other factors that shall be considered during the deployment will be subject combination, gender and SNE qualification where teachers with SNE qualification shall be posted to Special JSS."}
{"text": "Primary School teachers wishing to be deployed to JSS must be qualified to teach in secondary schools."}
{"text": "(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."}
{"text": "Inspection and Assessment 1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards."}
{"text": "Inspection and Assessment 1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards."}
{"text": "Ogamba did not specify whether this new policy for issuing certificates would apply to students under the Competency-Based Curriculum (CBC), who are set to receive certificates at the end of junior secondary (Grade 9) and senior secondary (Grade 12)."}
{"text": "He emphasized that all learners in Grade 9 must be registered afresh for the assessment through the KJSEA Registration portal (cbasa.knec.ac.ke)."}
{"text": "Njeng’ere clarified that learners already in the Grade 9 portal will not be automatically uploaded onto the KJSEA portal and must undergo a new registration process."}
{"text": "“All learners who are in Grade 9 must be registered afresh for the assessment through the KJSEA Registration portal, which shall be accessible from 3rd to 28th March, 2025."}
{"text": "Students in Grade 9 shall not be automatically uploaded onto the KJSEA portal,” the statement read."}
{"text": "“Registration of ghost candidates constitutes an assessment malpractice, which attracts sanctions, including de-registration of the schools as a KNEC assessment centre,” the statement added."}
{"text": "He also stated that any requests for transfers at Grade 9 must be done online before the deadline to avoid cases of double registration."}
{"text": "“Any requests for transfer at Grade 9 must be done online to avoid double registration of candidates."}
{"text": "“Heads of Institutions must confirm from their school portals that the School-Based Assessment (SBA) scores for Grades 7 and 8 are uploaded for all candidates registered for KJSEA,” the statement directed."}
{"text": "Out of the 311 candidates who sat for the 2021 KCSE exams, a total of 310 candidates attained the direct university entry grade."}
{"text": "– The learner acquires life skills to handle challenges in life."}
{"text": "– It helps one to acquire basic principles / teaching for Christian living / moral values."}
{"text": "– Women became subject to man."}
{"text": "Tobacco companies buy millions of pounds of low-grade honey a year for preserving, flavouring, moistening and mellowing tobacco."}
{"text": "The subject is glanc at or distorted."}
{"text": "The subject is often undeveloped."}
{"text": "he/she is seriously hampered by his/her very limited knowledge of structureand vocabulary."}
{"text": "The essay is then passed over to the team leader who judges whether the irrelevancy should be judged as a deliberate attempt to deceive or should be attributed to the candidate’s PC understanding of the subject. Deduct up to 4 marks for irrelevancy in the essay."}
{"text": "They have 7...............a system of values against 8...............all their life is judged."}
{"text": "The persona is a person who is a good listener."}
{"text": "They have established/developed a system of values against 8 which all their life is judged."}
{"text": "The speaker is a person who is a good listener."}
{"text": "Taking into account the principles of good negotiation skills,"}
{"text": "Her disappearance has been the subject of at least fifty books, countless magazine and newspaper articles, and TV documentaries."}
{"text": "Lulu’s confinement (Meshack the commander) at the palace is done against her will or knowledge and on very flimsy grounds of National rebirth."}
{"text": "She also says that she is a subject of public ridicule over her ‘stay’ at the palace."}
{"text": "Information and knowledge that was inaccessible just several decades ago is now a click away even in the remotest village in the world."}
{"text": "Access to information and knowledge is being democratized in a way that was unthinkable just a few decades ago."}
{"text": "The interviewee’s oral presentations and the interviewee’s written presentations"}
{"text": "The subject is glanced at or distorted."}
{"text": "He is seriously hampered by his very limited knowledge of the language structure and vocabulary."}
{"text": "But in her culture there was no room for dissent, especially if the subject was in conformity with the culture."}
{"text": "1mk She decides to broach the subject of F.G.M with the daughters to see how much they knew about it."}
{"text": "He/she is seriously hampered by his/ her very limited knowledge of structure and vocabulary."}
{"text": "He is a very slender person and has a very short attention span."}
{"text": "– The subject is distorted, the examiner practically has to guess what the student wants to say."}
{"text": "Only those who have attained a KCSE mean grade of C+ qualify."}
{"text": "The tree of knowledge was the tree of knowledge."}
{"text": "The Internet is a place where you can find information on almost any subject."}
{"text": "Users such as students can ask questions about problems they face, or they could contribute or give advice on how to improve the teaching of the subject."}
{"text": "If you want to get some information concerning an area or subject of interest over the Web but you do not know where to find it, you can use a Search engine to locate sites that contain the information."}
{"text": "Message to the Editor"}
{"text": "To quickly sort messages by Subject, Sender or Date received, click on the respective column header."}
{"text": "Message"}
{"text": "Outlook Express cannot post a message that does not contain a subject."}
{"text": "Reading message headers only gives you the subject, author, and size of the message."}
{"text": "Archie database searching uses the subject keywords entered such as “telecommuting” or “inflation” to display a list of sites that contain files on that topic."}
{"text": "Accelerates the distribution of knowledge."}
{"text": "The Internet is very useful in the modern society, which is increasingly dependent on knowledge."}
{"text": "Some firms are already discovering that they need more expensive telecommunications connections, Workstations or higher speed computers with improved graphics capability, and even Information system specialists with skills related specifically to the Internet."}
{"text": "Farmer’s knowledge and skills."}
{"text": "This knowledge becomes possible to determine which section of the population requires additional support in order to alleviate poverty."}
{"text": "The process resulted in acquisition and transfer of valuable knowledge and skills."}
{"text": "After pressing the Save button, the values you entered in each separate field will be checked for validity."}
{"text": "CHEMISTRY FORMULARS HANDBOOK.pdf CHEMISTRY FORM 4 2020.doc CHEMISTRY FORM 4 OPENER PP3 MS.docx CHEMISTRY PAPER 1 QP.docx Chemistry Paper 1.docx CHEMISTRY FORM 4 OPENER PP1 Q.docx CHEMISTRY FORM 4 OPENER PP3 CONFIDENTIAL.docx CHEMISTRY FORM 4 OPENER PP3 Q.docx 4."}
{"text": "CHEMISTRY TOPICAL QUESTIONS BOOKLET.doc CHEMISTRY NOTES, CHLORINE – Copy.pptx Chem Reaction Rates quarantine revision.pdf Chemistry Series 3.doc Chemistry Series 6.docx Chemistry Series 7.docx Chemistry Series 8.docx Chemistry Series 9.docx Chemistry SERIES 1.doc Chemistry Schemes Form 4 (2).doc Chemistry PP3-1.pdf Chemistry PP3 (3).pdf Chemistry PP2 (2).pdf CHEMISTRY FORM 4 OPENER PP1 MS.docx chemistry paper 2.docx CHEMISTRY PP3 FINAL GAUGE PREDICTION (3).pdf CHEMISTRY FORM 4 PAPER 1 REVISION KIT MODEL17917-QUIZ.pdf CHEMISTRY PAPER 3 2022.pdf CHEMISTRY PAPER 3 PREDICTION 2022.pdf CHEMISTRY FORM 4 PAPER 1 REVISION KIT MODEL17917-MS.pdf Chemistry practical revision 2022 end.pdf CHEMISTRY FORM III TEXTBOOK.doc CHEMISTRY TE"}
{"text": "CHEMISTRY TOPICAL QUESTIONS BOOKLET (2).doc Chemistry PP2-1.pdf Chemistry PP1 (2).pdf CHEMISTRY F4 notes.doc CHEM the rate of chemical reaction.pdf CHEMISTRY FLOW CHARTS QUESTIONS..pdf chemistry notes (f1-f4).docx CHEMISTRY NOTE.pdf CHEMISTRY NOTES_F1.pdf CHEMISTRY 2023 TOP SCH’S MOCKS (4).pdf CHEMISTRY BOOKLET 1.pdf chemistry notes (f1-f4) (1).docx CHEMISTRY NOTE (1).pdf CHEMISTRY NOTES.pdf CHEMISTRY FORM 1 NOTES (1).pdf 5."}
{"text": "All that you need to do is to select the subject that you need and the notes download automatically."}
{"text": "CBC TEACHER PREPARATION | wish to assure the country that the TSC is preparing all our teachers for the gradual implementation of the CBC."}
{"text": "The Commission has made necessary arrangements to train teachers to ensure smooth implementation of the rollout in Grade Six in May 2022, and Junior Secondary in 2023."}
{"text": "So far, 229,292 teachers have been trained on CBC ahead of Grade Six rollout."}
{"text": "259 candidates scored a mean grade of C+(plus) and above, hence, booking direct tickets to university; representing 90.56% of the candidates who sat for the examination."}
{"text": "9 students scored straight A’s while, Candidates who scored mean grade of A- (minus) were 62."}
{"text": "Improve dialogue skills through reading, comprehension, and practice."}
{"text": "Use model examples to teach technical and functional writing skills."}
{"text": "Improve oral and written skills through practice in sound patterns, syllable stress, and contextual comprehension."}
{"text": "Focus on cloze tests by teaching inference and letter-shaping skills."}
{"text": "The school’s performance was very pleasing just like in the previous year’s examination (2023) where the school recorded a mean score of 9.92 and which is a mean grade of B+plus."}
{"text": "The analysis includes: the school’s grade distribution, individual candidate’s performance and subjects’ performance."}
{"text": "Improve dialogue skills through reading, comprehension, and practice."}
{"text": "Use model examples to teach technical and functional writing skills."}
{"text": "Improve oral and written skills through practice in sound patterns, syllable stress, and contextual comprehension."}
{"text": "Focus on cloze tests by teaching inference and letter-shaping skills."}
{"text": "The school’s performance was very pleasing just like in the previous year’s examination (2023) where the school recorded a mean score of 9.92 and which is a mean grade of B+plus."}
{"text": "The analysis includes: the school’s grade distribution, individual candidate’s performance and subjects’ performance."}
{"text": "DETAILED GUIDE TO MAKE YOUR NAVIGATION THROUGH THE TPAD SYSTEM EASIER."}
{"text": "The soldiers had little knowledge about the British militia techniques."}
{"text": "Their leaders lacked adequate organizational skills to mobilize the people."}
{"text": "The selection process is distinct from the registration of national exams, allowing students to make educated decisions based on the new career pathways model."}
{"text": "Transition will be Smooth Senior Deputy Director at KICD, Eunice Gachoka stated that the new system enables learners to specialize without feeling constrained, providing flexibility in subject selection based on interest and capability."}
{"text": "The Ministry has also reassured parents that placement will depend on learners’ preferences, school capacity, and subject availability."}
{"text": "The Ministry anticipates that this updated system will provide learners with clearer academic trajectories, ensuring that education reflects skills, interests, and demands of the job market."}
{"text": "It is possible to change both the course and institution provided you meet the course subject requirements and cut-off points."}
{"text": "You can transfer to a degree course if you attained a mean grade of C+ and above and you meet the specific requirements of the degree programme."}
{"text": "The transfer application is NOT for all students and is subject to endorsement by the concerned universities or colleges."}
{"text": "Through the inter-institutional transfer process, students can change the institution where they have been placed or change both institution and course subject to the applicable cut-off points."}
{"text": "All that a KCSE graduate is supposed to have is a minimum mean grade of a C (plain)."}
{"text": "No more requirements on subject based performance."}
{"text": "For candidates with disabilities, the minimum entry grade is C- (Minus) in the above cluster of subjects."}
{"text": "Candidates with disabilities are admitted with a C- (Minus) grade."}
{"text": "For DPTE, a Mean Grade of C (Plain) is required."}
{"text": "For DECTE, a C (Plain) Mean Grade is needed."}
{"text": "Candidates with disabilities can join with a C- (Minus) grade."}
{"text": "However, they can join with a C- (Minus) grade."}
{"text": "Transition will be Smooth Senior Deputy Director at KICD, Eunice Gachoka said the new system allows learners to specialize without feeling restricted, with flexibility in subject selection based on interest and ability."}
{"text": "The Ministry has also assured parents that placement will be based on learner’s preference, school capacity and subject availability."}
{"text": "The Ministry expects this revised system to give learners clearer academic pathways, so that education is aligned to skills, interests and job market demands."}
{"text": "In the following article, we will review six tips on how you can make your essay stand out from the crowd and get a good grade."}
{"text": "A style editor may not be needed for high school or college students with average skills in these areas."}
{"text": "This article has discussed just a few of the many ways that we can improve our writing and productivity skills."}
{"text": "Their concerns are related to recent PTMO action that favors older adults, and wants to eliminate more enthusiastic WOWs and demonstrate teacher management skills at the subject level."}
{"text": "WoW says that TSCs do not recognize the importance of experience in planning lines, but rather distribute ages in relation to merit and skills."}
{"text": "Inspection and Assessment 1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards."}
{"text": "Inspection and Assessment 1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards."}
{"text": "It became a National Polytechnic school in 1967 offering ordinary level technical competencies and programmes including Kenya Certificate of Education K.C.E until all schools were turned into technical training institutes in the late 1980s."}
{"text": "The Kenya Universities and Colleges Central Placement Service (KUCCPS) is a State Corporation that provides career guidance and selects students for admission to universities, national polytechnics, technical training institutes and other accredited higher learning institutions for Government of Kenya-sponsored programmes."}
{"text": "The Polytechnic has continuously fulfilled its mandate in training young people to acquire skills and technical knowledge that are in line with the industrial growth of our country. The rural-urban setting of the Polytechnic has enabled students to study from their homes and thus reduce cost whereas the private hostels around the institution have provided affordable accommodation for their students."}
{"text": "Kenya Junior School Education Assessment (KJSEA) Exams has released a list of 76,186 Candidates in 6,391 Junior Schools that are yet to be registered for the 2025 Kenya Junior School Education Assessment (KJSEA) Exams."}
{"text": "Make sure that your name, assessment number have been written correctly on the Question Paper/answer script, sign and write the date of the assessment on the answer booklet."}
{"text": "3.2.11 As soon as notice is given to stop, make sure your name, assessment number, signature and the date of the assessment are written on the answer booklet and then hand it over to the supervisor/invigilator."}
{"text": "No candidate so permitted to leave may take a question paper or answer sheet/script out of the assessment room."}
{"text": "3.3.3 No communication whatsoever in whatever manner between candidates or with outsiders is allowed during the assessment."}
{"text": "3.3.4 You are not allowed to have in your possession or in your proximity while in the assessment room any book, notes, papers or any other materials whatsoever except the correct question papers and any materials expressly authorized by the Kenya National Examinations Council."}
{"text": "3.3.7 You must not take any used or unused paper out of the assessment room."}
{"text": "3.3.9 For practical papers to be taken in shifts, all candidates taking the assessment must avail themselves for confinement."}
{"text": "Any candidate who does not present himself/herself for confinement will have committed an assessment irregularity."}
{"text": "3.3.10 Cell phones or any other electronic communication device are prohibited in assessment centres."}
{"text": "3.3.11 In case you notice any suspected cases of assessment malpractice please bring the same to the attention of KNEC through your Headteacher, teachers or any other means which are within your reach."}
{"text": "3.4.2 Only authorized persons shall be allowed in the assessment centre when the exams are on-going as stipulated by KNEC."}
{"text": "3.4.3 Supervisors and Invigilators should ensure that candidates are issued with personalized Question papers that bear their names and random number in addition to other features that will be described and communicated during the assessment period."}
{"text": "Such a candidate will not be entitled to a result for the subject."}
{"text": "3.5.1.2 If there is evidence of wide-spread irregularities in any examination centre, the assessment results for the whole centre will be cancelled."}
{"text": "3.5.2 Please ensure that you do not commit any assessment irregularity to avoid having your results cancelled."}
{"text": "The Council said that the online exams are meant to modernize assessment practices and enhance the credibility of Kenya’s national certification process."}
{"text": "“As part of this initiative, the 2025 KCSE Computer Studies Papers 1 and 2 will be administered electronically via the KNEC E-Assessment System.” The Council has announced."}
{"text": "Once registered, each candidate will be assigned a unique Assessment Number, which will serve as their username and password for accessing the e-assessment portal."}
{"text": "Teachers have expressed frustration and anger over Knec delay in making payment long after the exam and assessment results were released."}
{"text": "“Dear Centre Manager, KNEC is yet to receive DULY SIGNED AND STAMPED attendance register for the 2024 KPSEA assessment."}
{"text": "Sign language"}
{"text": "The candidate will demonstrate desirable personal competencies such as excellent oral and written communication and presentation skills in English and Kiswahili language."}
{"text": "These positions are on a five (5) year contract, subject to renewal based on performance."}
{"text": "The experiences of youth groups will be captured and supported by a targeted knowledge management strategy."}
{"text": "Impact The initiative aims to achieve the following outcomes: The enterprise skills of 2,250 youth in selected agriculture value chains are developed and enhanced; Involvement of rural young women in agripreneursship is strengthened; Young agripreneurs involved are offering innovative, value-added and remunerative services in targeted commodities; Between 100 and 150 youth groups, aggregating at least 1,000 small agribusinesses have increased access to profitable markets and have generated increased revenues."}
{"text": "The project is expected to impact 10,000 youth due to employment generated by youth businesses and through the dissemination of agribusiness opportunities and knowledge sharing; Agricultural development organisations and other value chain actors will also indirectly benefit from it."}
{"text": "He/she will be responsible for Plan the risk assessments comprising of preliminary surveys of processes to be reviewed, evaluation of applicable Risk Management frameworks, protocols, policies and procedures, development of risk assessment templates."}
{"text": "370 candidates at Nyambaria Boys scored a mean grade of C+(plus) and above; hence, booking direct tickets to university."}
{"text": "Candidates who scored mean grade of A- (minus) were 35."}
{"text": "In its maiden attempt this year, the school had seven (7) students scoring the minimum university entry mean grade; C+ (plus) and above."}
{"text": "It streamlines the application process, ensuring that students have equal opportunities for enrollment in courses that align with their skills and interests."}
{"text": "Check the Minimum Cutoff: Every course has specific grade criteria."}
{"text": "Butula Boys Secondary students scored a mean grade of C+(plus) and above, hence, booking direct tickets to university; representing 49.79% of the candidates who sat for the examination."}
{"text": "This category will require VTT approval of the institutional academic plan and VTT assessment of the same."}
{"text": "Master your skills and be excellent at what you do."}
{"text": "The KUCCPS Portal Guide – Simplified KUCCPS Application Guide KUCCPS Portal, Website KUCCPS Student portal login student.kuccps.net for Admission Application How to check kuccps degree and diploma placement Kuccps admission lists and letters pdf for all universities (How to download Kuccps letter) Kuccps Diploma Programmes (Course codes, requirements and institutions) Kuccps cut off points for all courses Kuccps cutoff points KUCCPS opens portal for first application, revision of courses for KCSE candidates Kuccps opens student portal for University and College placement applications/ revision of courses KUCCPS latest placement news for KCSE candidates- CS Magoha speaks kuccps placement (How to get results and admission letters) Kuccps latest news (How to apply for Courses, Revise, Check placement results, Apply for inter institution transfer and Download admission letter) kuccps diploma courses and their codes & colleges"}
{"text": "No more requirements on subject based performance."}
{"text": "The KUCCPS Portal Guide – Simplified KUCCPS Application Guide KUCCPS Portal, Website KUCCPS Student portal login student.kuccps.net for Admission Application How to check kuccps degree and diploma placement Kuccps admission lists and letters pdf for all universities (How to download Kuccps letter) Kuccps Diploma Programmes (Course codes, requirements and institutions) Kuccps cut off points for all courses Kuccps cutoff points KUCCPS opens portal for first application, revision of courses for KCSE candidates Kuccps opens student portal for University and College placement applications/ revision of courses KUCCPS latest placement news for KCSE candidates- CS Magoha speaks kuccps placement (How to get results and admission letters) Kuccps latest news (How to apply for Courses, Revise, Check placement results, Apply for inter institution transfer and Download admission letter) kuccps diploma courses and their codes & colleges"}
{"text": "No more requirements on subject based performance."}