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• In groups participants to discuss how to mainstream PCIs and values in sub strands in different learning areas and report at plenary. |
• Participants to identify knowledge, skills and values which are learnt in one learning area and can be linked to another learning area. |
SESSION 3: INTERPRETATION OF THE CURRICULUM DESIGNS LINK TO OTHER LEARNING AREAS Link to other learning areas in CBC refers to transfer of knowledge, skills and attitudes learnt in one learning area to another. |
National Goal of Education Promote positive attitudes towards good health and environmental protection ( No. 8). |
Outcomes are usually expressed through the application of knowledge, skills and attitudes. |
A specific learning outcome should begin with an action verb followed by the object of a verb followed by a phrase that gives the context. |
A learning outcome should be observable and can be assessed. |
Guide participants in analysing different learning outcomes from different learning areas. |
Assessment • Observation • Written assignment • Group presentations Facilitators Reflection The facilitators to be guided by the questions below to reflect on the presentation 1. |
SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES Session Outcomes Time: 2 hours Session Outcomes By the end of the session, the participant should be able to: a) identify appropriate learning experiences to facilitate achievement of learning outcomes. |
(b) use learning experiences to enable achievement of intended learning outcomes. |
SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES 12 Key Areas to Be Covered 1. |
Learning experiences 2. |
• In groups, participants identify appropriate learning experience for learning simulate and in plenary. |
Learning Resources • Flip chart • Newsprint • Felt pens • Curriculum Designs (EYE) • Power point Facilitator’s Notes Pertinent and Contemporary Issues (PCIs) The facilitator to explain that PCIs are the prevailing phenonema related to the legal, technological, social, cultural and economic dynamics in society. |
Life Skills Issues: skills of knowing and living with self, knowing and living with others, critical thinking and problem solving, etiquette, moral education and human sexuality. |
Community Service learning is meant to create opportunity for learners to apply the knowledge and skills acquired through the formal dimension to provide service to the community while at the same time learning from the community. |
Community Service Learning covers aspects of Citizenship, Entrepreneurship, Financial Literacy, Life Skills, Communication Skills and Research. |
Learning experiences refer to activities the learner is exposed to so as to develop desired knowledge, skills, values and attitudes. |
Learning experiences should be appropriate for acquisition of desired curriculum outcomes. |
In the Competency Based Curriculum, the learner is expected to acquire knowledge, and develop desired skills, values and attitudes through appropriate learning experiences. |
1. a) acquire knowledge and develop skills, values and attitudes 2. acquire the intended core competences 3. learn from one another 4. self-regulate and evaluate 5. Factors to consider when selecting learning experiences 6. e) engage deeply in the learnt concepts 7. consider the following factors: |
Development of Key Inquiry Questions Suggested Learning Experiences The facilitator may apply the following during the session; i. |
Brainstorming sessions Learning Resources • Flipchart • Newsprint • Felt pens • Curriculum Designs (EYE) Facilitator’s notes Facilitator shall explain the importance of key inquiry questions. |
They also foster development of digital thinking skills and higher order capabilities such as problem solving. |
However, it should be time, grade, context, strand and sub strand bound. |
(Note: facilitator to ensure that all learning areas are covered during this activity) |
They connect the learner with learning peers, teacher and promote critical thinking and problem solving skills. |
Good key Inquiry Questions are: a) Focus on the learning outcome put learning in context open ended, non-judgmental, meaningful and purposeful with an aim to allow the learner to explore ideas b) Help learners construct knowledge by themselves c) Encourage collaboration amongst learners d) Develop learners interest and use of technology in the learning process e) Ill thought provoking and intellectually engaging, often sparking discussion and debate amongst learners f) Call for higher-order thinking, such as comprehension, analysis, inference evaluation, prediction and critique g) Raise additional questions and provoke further inquiry |
Assessment The facilitator may use the following methods to assess effectiveness of the session: • Observation during plenary • Question and answer • Peer assessment • Reflection Facilitator to evaluate the session’s proceedings by finding out what worked well and what did not work and reasons why. |
16 SESSION 6: PROFESSIONAL DOCUMENTS SCHEME OF WORK TIME : 2 HOURS SESSION Outcomes By the end of the session, the participant should be able to: a) identify different professional documents used by the teacher; b) develop schemes of work as a professional document to implement CBC; c) develop an Individualized Education Programme (IEP) as a professional document to implement CBC; d) appreciate use of schemes of work and Individualised Education Programme (IEP) in the implementation of CBC. |
Individualised Education Programme (IEP) Suggested Learning Experiences • Take participants through the different components of the scheme of work. |
• Using the curriculum designs ask participants in groups to develop a sample scheme of work for two weeks and present in plenary. |
The development of these documents is guided by the curriculum designs and this enhances the teacher’s understanding of the designs. |
• Plan for assessment. |
In the Competency Based Curriculum, the scheme of work format has various components. |
The school has a title (Scheme of Work) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, the term and the year. |
Learning Experiences 7. |
Assessment 10 is the measurement of the number of students who are proficient in a subject. |
18 Sample Scheme of Work SCHEME OF WORK Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n 1 1 Listening and Speaking (Welcome and Greetings) Language structuresverb ‘to be’ By the end of the sub strand, the learner should be able to: a) Recognize the present tense forms of the verb to be in sentence. |
• Recommended Course Book • Realia • Photos Pictures • Audio Visual • Charts • Flash Cards • Observation • Portfolio • Oral questions SCHOOL GRADE LEARNING AREA TERM YEAR Bidii Primary School 1 English Language Activities 1 2019 19 Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n • In groups, learners identify words which have the taught sounds. |
• Flashcards • Realia • Chart • Pictures • Photographs and models of letters • Audio-visual recordings • Oral question • Portfolio • Observation 20 Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n reading preparedness. |
Ideally, an IEP should be developed by a multidisciplinary team which may consist of the learner, a regular teacher, a special education teacher, assessment teacher, (Curriculum Support Officer – CSO- SNE) and other professionals such as psychologists, speech therapists, occupational therapists, physiotherapists, social workers and the parents. |
An IEP focuses on an individual learner’s needs and allows each learner to acquire knowledge, skills, attitudes and values at his/her own pace. The core components of an IEP are: a) The learner’s present level of performance. |
The current level of performance of the learner is assessed to identify those skills the learner has strengths in and those that he or she has weaknesses or challenges. |
Assessment should take place during the lesson. |
Assessment results may then be used in deciding what to teach and how to teach it. |
This statement is referred to as a long-term learning outcome. |
The long-term outcome is then broken down into short-term learning outcome. |
These are competencies that should be developed to achieve the long-term learning outcome. |
It is always good to evaluate progress after a specific short-term learning outcome. |
The long term learning outcomes are the ones that are most important to the student. |
ASSESSMENT This may be through; • Written exercises • Oral questions • Observation • Plenary presentations 24 37 Suggested Learning Experiences • Take participants through the different components of a lesson plan. |
1. Key areas to be covered 2. |
Progress records SESSION 7: PROFESSIONAL DOCUMENTS 25 38 Suggested Learning Experiences • Take participants through the different components of a lesson plan. |
The teacher is advised to adopt inquiry-based learning techniques when planning, since they are learner centered and key to success in implementing the competency-based learning. |
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 |
• Take participants through the different components of a lesson plan. |
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. |
improvise body percussions |
(a) Life skills: singing, dancing and performing body percussions builds the learner’s self-esteem and self-awareness. |
Grade 2 is the grade of the first grade. |
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 |
A Learner Progress Record is made up of a learner’s academic achievements, skills and abilities and school reports. |
The Learner Progress Record may be used to form groups for differentiated small group instruction, and other Instructional Plans. |
The progress record further enables the teacher to base their lesson plans on a detailed knowledge and understanding of each learner. |
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. |
Progress |
The average grade of both learners is 8 |
If you just show your learner this grade, it means nothing. |
Peter has an average grade but he’s stuck. |
This shows that a grade doesn’t show the real value: the process of improvement or the learning progress. |
Competency based learning utilizes more of formative assessment as opposed to summative assessment. |
These tools have been explained under Assessment Tools. |
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. |
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. |
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 |
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). |
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 |
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. |
ICTs can be used in various education activities, including teaching and learning, assessment, administration and teacher professional development. |
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. |
Must be relevant to the strand, learning outcomes and learning experiences. |
It should cater for learners diversity in gender, values and culture. |
Encourages problem-solving skills and/or cooperative learning. |
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. |
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. |
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. |
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. |
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’. |
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. |
Whatever ICT resource one uses in their lesson, they should always ensure that the specific learning outcome(s) is achieved. |
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 |
KICD has developed two Online Orientation Courses that are hosted on Kenya Education Cloud (KEC). |
1. |
CBC Online Orientation Course This will complement the already existing face to face trainings. |
The online training will equip the teachers with the required relevant competences for effective and efficient implementation of CBC. |
It will also provide opportunities for continuous practice of the learnt knowledge and skills. |
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. |
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