Displaying items by tag: Grade 7
Life Skills - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
LIFE SKILLS EDUCATION
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Life Skills Education is the study of the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. It aims at enhancing the knowledge on and appreciation of oneself, the need to value and promote good interpersonal skills, as well as improving the quality of decisiveness in day to day life. The need for the development and application of life skills is supported by among other theories, Vygotsky’s social-cultural development theory that presupposes that learning takes place when learners interact with each other. Learners negotiate meanings with people in the environment and achieve their goals through interacting with teachers, peers, materials and the tone embedded in the context.
Legislative wise, Life Skills Education is anchored on Article 10 of the Constitution of Kenya 2010 that spells out the national values and principles of governance which should guide all citizens. Kenya’s third national goal of education, which stipulates that education should promote individual development and self-fulfilLment, and the Kenya Vision 2030 provide for Life Skills Education. Further, the National Education Sector Plan (2018- 2022) which builds on successes and challenges of previous sectoral plans, champions a value-based education system and the
need to transmit life skills, principles and values for personal, social and economic development. This learning area equips the learners with psychosocial competencies and interpersonal skills that enable them to empathize with others, communicate effectively, build healthy relationships, make informed decisions, think creatively and critically, solve problems and manage their life healthily and productively. The learning area moves beyond providing information to the development of the whole individual.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of the Junior Secondary School, the learner should be able to:
- Develop and maintain responsible personal and interpersonal relationships for harmonious living in society.
- Possess a sense of self-understanding and self-worth for personal holistic development.
- Make informed and appropriate decisions in life.
- Exemplify values and positive attitudes for sustainable living.
- Appreciate the importance of life skills in addressing challenges of everyday life.
STRAND 1.0: PERSONAL MANAGEMENT SKILLS
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
1.0 Personal Management Skills |
1.1 Self- Awareness (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe self in relation to five dimensions of human beings. |
Confidently and correctly describes self in relation to the five dimensions of a human being. | Correctly describes self in relation to the five dimensions of a human being. | Fairly describes self in relation to the five dimensions of a human being. | Unable to describe self in relation to five dimensions of a human being. |
Ability to identify personal talents and abilities. | Confidently identifies personal talents and abilities for self- development. |
Identifies personal talents and abilities for self- development. |
To a certain extent identifies talents and abilities for self- development. |
Hardly identifies talents and abilities for self- development. |
Ability to deal with common contemporary challenges associated with self-improvement. | Consistently and confidently exhibits an ability to deal with common contemporary challenges for self- improvement and protection. |
Exhibits an ability to deal with common contemporary challenges for self- improvement and protection. |
Sometimes exhibits an ability to deal with common contemporary challenges for self- improvement and protection. |
Hardly exhibits an ability to deal with common contemporary challenges for self- improvement and protection. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
1.0 Personal Management Skills |
1.2 Self- (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain the meaning of high and low self-esteem of different persons. | Confidently and correctly explains the meaning of high and/or low self - esteem of different persons. |
Correctly explains the meaning of high and/or low self - esteem of different persons. |
fairly explains the meaning of high and/or low self - esteem of different persons. |
Hardly explains the meaning of high and/or low self - esteem of different persons. |
Ability to describe factors that influence their self-esteem. | Explicitly and correctly describes factors that influence their self- esteem with examples. |
Correctly describes factors that influence their self- esteem with examples. |
To a certain extent describes factors that influence their self- esteem. | Hardly describes factors that influence their self-esteem. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
1.0 Personal Management Skills |
1.3 Managing Emotions (2 lessons) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe some types of emotions that are displayed in different situations. | Confidently and correctly describes some types of emotions that are displayed in different situations. |
Correctly describes some types of emotions that are displayed in different situations. |
Fairly attempts to describe some types of emotions that are displayed in different situations. | Only with prompts attempts to describe some types of emotions that are displayed in different situations. |
Ability to manage emotions positively under different circumstances. | Confidently and effectively manages emotions positively under different circumstances. |
Effectively manages different emotions positively under different circumstances. |
To an extent manages emotions positively under different circumstances. |
Only with help manages emotions positively under different circumstances. |
Ability to analyse effects of negative emotions. | Explicitly and confidently analyses the effects of negative emotions on self and others. |
Analyses the effects of negative emotions on self and others. |
To a certain extent analyses the effects of negative emotions on self and others. | Hardly analyses the effects of negative emotions on self and others. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
1.0 Personal Management Skills |
1.4 Managing Stress (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to identify common sources of stress in their lives. |
Confidently and correctly identifies common sources of stress in their lives. | Correctly identifies common sources of stress in their lives. | Partially identifies common sources of stress in their lives. | Hardly identifies any common sources of stress in their lives. |
Ability to discuss effects of stress in their day-to-day lives. |
Outstandingly discusses the effects of stress in their day- to-day lives. | Discusses the effects of stress in their day- to-day lives. | To a certain extent discusses the effects of stress in their day- to-day lives. | Only with prompts discusses the effects of stress in their day- to-day lives. |
Ability to manage stressful situations in their lives. |
Confidently and consistently manages stressful situations in their lives. |
Manages stressful situations in their lives. |
To some extent manages stressful situations in their lives. |
Hardly manages stressful situations in their lives. |
STRAND 2.0: INTERPERSONAL RELATIONSHIP SKILLS
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.1 (1 lesson) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe the types of relationships in their lives. | Enthusiastically describes the types of relationships in their lives. | Describes the types of relationships in their lives. | Fairly describes the types of relationships in their lives. | Only with help describes the types of relationships in their lives. |
Ability to build healthy relationships in their lives. | Has confidently built healthy relationships in their lives. | Built healthy relationships in their lives. |
Partially built healthy relationships in their lives. |
Hardly built healthy relationships in their lives. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.2 Effective Communication (1 lesson) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to communicate effectively in different situations |
Confidently communicates effectively in different situations |
Communicates effectively in different situations |
Fairly communicates effectively in different situations |
Only with assistance communicates effectively in different situations. |
Ability to show key characteristics of effective verbal and non-verbal communication. |
Confidently shows characteristics of effective verbal and non-verbal communication |
Shows characteristics of effective verbal and non-verbal communication. | Fairly shows characteristics of effective verbal and non-verbal communication. |
Hardly shows characteristics of effective verbal and non-verbal communication. |
Ability to use media responsibly in different contexts |
Confidently and prudently uses media in different contexts |
Uses media responsibly in different contexts |
To some extent uses media responsibly in different contexts |
Hardly uses media responsibly in different contexts |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.3 Negotiation Skills (1 lesson) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe different situations that require negotiation in day-to- day life. |
Comprehensively describes situations that require negotiation in day-to- day life. |
Describes situations that require negotiation in day-to- day life. | Partially describes situations that require negotiation in day-to- day life. | Only with prompts describes situations that require negotiation in day-to- day life. |
Ability to analyse other life skills that would enhance negotiations during their social interactions. | Confidently and correctly analyses other life skills that would enhance negotiations during their social interactions. |
Correctly analyses other life skills that would enhance negotiations during their social interactions. | To some extent analyses other life skills that would enhance negotiations during their social interactions. | Hardly analyses other life skills that would enhance negotiations during their social interactions. |
Ability to display values that enhance effective negotiation. | Consistently displays values that enhance effective negotiation. | Displays values that enhance effective negotiation. | Sometimes displays values that enhance effective negotiation. | Hardly displays values that enhance effective negotiation. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.4 Non-violent Conflict Resolution (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe ways of making peace with self under different circumstances. |
Comprehensively describes ways of making peace with self under different circumstances. |
Describes ways of making peace with self under different circumstances. |
Fairly describes ways of making peace with self under different circumstances. |
Hardly describes ways of making peace with self under different circumstances. |
Ability to apply different peaceful conflict resolution strategies in a social environment. |
Consistently applies different peaceful conflict resolution strategies in a social environment. |
Applies different peaceful conflict resolution strategies in a social environment. |
Sometimes applies different peaceful conflict resolution strategies in a social environment. |
Only with help applies different peaceful conflict resolution strategies in a social environment. |
Ability to engage in peacebuilding relationships and activities in the society. | Regularly engages in peacebuilding relationships and activities in the society. | Engages in peacebuilding relationships and activities in the society. | Sometimes engages in peacebuilding relationships and activities in the society. | Only with prompts engages in peacebuilding relationships and activities in the society. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.5 (2 lessons) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe situations that require assertiveness in their day- to-day lives. | Comprehensively describes situations that require assertiveness in their day- to-day lives | Correctly describes situations that require assertiveness in their day- to-day lives | Fairly describes situations that require assertiveness in their day- to-day lives | Hardly describes situations that require assertiveness in their day- to-day lives |
Ability to explain the process of becoming assertive for personal growth and protection | Confidently and clearly explains the process of becoming assertive for personal growth and protection. | Clearly explains the process of becoming assertive for personal growth and protection. | Partly explains the process of becoming assertive for personal growth and protection. | Only with assistance, explains the process of becoming assertive for personal growth and protection. |
Ability to display assertiveness in their daily interactions. | Explicitly and consistently displays assertiveness in their daily interactions. |
Displays assertiveness in their daily interactions. | Sometimes displays assertiveness in their daily interactions. | Hardly displays assertiveness in their daily interactions. |
Ability to exhibit values as they practice assertiveness in their social interactions. | Consistently exhibits values as they practice assertiveness in their social interactions. | Exhibits values as they practice assertiveness in their social interactions. | Sometimes displays assertiveness in their daily interactions. |
Only with prompts exhibits exhibit values as they practice assertiveness in their |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.6 Empathy (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe situations that require empathy in their day- to-day lives. | Confidently and correctly describes situations that require empathy in their day- to-day lives. |
Correctly describes situations that require empathy in their day- to-day lives. | Partly describes situations that require empathy in their day- to-day lives | Only with assistance describes situations that require empathy in their day-to-day lives. |
Ability to empathise in different ways in their day-to-day lives. | Confidently and consistently empathizes in different ways in their day-to-day lives. |
Empathizes in different ways in their day-to-day lives. |
To a certain extent empathizes in different ways in their day-to-day lives. | Hardly empathizes in different ways in their day-to-day lives. |
Ability to value empathy as an important skill in social interactions. |
Consistently empathizes as an important skill in social interactions. |
Empathizes as an important skill in social interactions. | Sometimes empathizes as an important skill in social interactions. |
Hardly empathizes as an important skill in social interactions. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Interpersonal Relationship Skills |
2.7 Managing Peer Influence (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe positive peer influences in school and in the community. | Confidently and clearly describes positive peer influences in school and in the community. |
Clearly describes positive peer influences in school and in the community. |
Partly describes positive peer influences in school and in the community. |
Only with assistance describes positive peer influences in school and in the community. |
Ability to analyse forms of peer pressure in day-to- day life. |
Concisely analyses forms of peer pressure in day-to- day life. |
Analyses forms of peer pressure in day-to- day life. |
Sometimes analyses forms of peer pressure in day-to- day life. |
hardly analyses forms of peer pressure in day-to- day life. |
Ability to manage peer influences in their interactions. | Confidently manages peer influences in their interactions. | Manages peer influences in their interactions. | Fairly manages peer influences in their interactions | Only with prompts manages peer influences in their interactions |
STRAND 3.0: DECISION MAKING SKILLS
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
3.0 Decision- Making Skills |
3.1 Decision- Making Process (1 lesson) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe decision- making process that leads to desirable actions or behavior |
Comprehensively describes decision- making process that leads to desirable actions or behavior |
Clearly describes decision- making process that leads to desirable actions or behavior |
Fairly describes decision- making process that leads to desirable actions or behavior |
Hardly describes decision- making process that leads to desirable actions or behavior |
Ability to display relevant values necessary in making decisions in their day-to-day life |
Consistently displays relevant values necessary in making decisions in their day- to-day life | Displays relevant values necessary in making decisions in their day- to-day life | Sometimes displays relevant values necessary in making decisions in their day- to-day life | Hardly displays relevant values necessary in making decisions in their day- to-day life |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
3.0 Decision- Making Skills |
3.2 Creative Thinking Skills (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe different situations that require creative thinking. |
Comprehensively describes situations that require creative thinking. |
Correctly describes situations that require creative thinking. |
To some extent describes situations that require creative thinking. |
Only with prompts describes situations that require creative thinking. |
Ability to display creative thinking skills in different situations. |
Consistently displays creative thinking skills in different situations. |
Displays creative thinking skills in different situations. |
Sometimes displays creative thinking skills in different situations. |
Hardly displays creative thinking skills in different situations. |
Ability to exhibit values that foster creative thinking in different situations. |
Consistently exhibits values that foster creative thinking in different situations. |
Exhibits values that foster creative thinking in different situations. |
Occasionally exhibits values that foster creative thinking in different situations. |
Rarely exhibits values that foster creative thinking in different situations. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
3.0 Decision- Making Skills |
3.3 Critical Thinking (2 Lessons) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe different situations that require critical thinking in their day- to-day lives. | Comprehensively describes different situations that require critical thinking in their day- to-day lives. | Describes different situations that require critical thinking in their day- to-day lives. | Fairly describes different situations that require critical thinking in their day- to-day lives. | Hardly describes different situations that require critical thinking in their day- to-day lives. |
Ability to apply critical thinking in their day-to-day lives. | Clearly and confidently applies critical thinking in their day-to-day lives. | Applies critical thinking in their day-to-day lives. | Sometimes applies critical thinking in their day-to-day lives. | Only with help applies critical thinking in their day- to-day lives. |
Ability to exhibit attitudes that enhance critical thinking in different situations. | Consistently exhibits attitudes that enhance critical thinking. | Exhibits attitudes that enhance critical thinking. | Sometimes exhibits attitudes that enhance critical thinking. | Hardly exhibits attitudes that enhance critical thinking. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
3.0 Decision- Making Skills |
3.4 (2 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe the term problem- solving as it relates to day-to day life. |
Clearly describes the term problem-solving as it relates to day-to day life. |
Describes the term problem-solving as it relates to day-to day life. |
Vaguely describes the term problem-solving as it relates to day-to day life. |
Hardly describes the term problem-solving as it relates to day-to day life. |
Ability to demonstrate ways of solving problems in their day-to-day lives. |
Consistently demonstrates ways of solving problems in their day-to-day lives. | Demonstrates ways of solving problems in their day-to-day lives. | To some extent demonstrates ways of solving problems in their day-to-day lives. | Only with prompts demonstrates ways of solving problems in their day-to-day lives. |
Ability to exhibit values that influence problem-solving. |
Consistently exhibits values that influence problem-solving. |
Exhibits values that influence problem-solving. |
Sometimes exhibits values that influence problem-solving. |
Hardly exhibits values that influence problem-solving. |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
The CSL project is anchored in the strand Decision Making and the sub strand critical thinking. The project seeks to enhance the time management skills of learners and also give them an opportunity to utilize their decision making skills learned in class in a practical situation.
Strand relating to CSL Project | Sub Strand | Project Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
Decision Making Skills | Critical thinking | By the end of the project the learner should be able to:
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The learner is guided to:
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Key Component of CSL developed: Time Management The learner will:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to identify problems | Learner identifies problems on time management and provides solutions with ease. |
Learner identifies problems on time management and finds acceptable solutions |
Learner identifies few problems on time management and finds some acceptable solutions |
Learner identifies few problems on time management and is not able to provide relatable solutions |
Ability to write a report on the plans for the proposed project | Learner writes a comprehensive and informative report on the plans for the proposed project |
Learner writes a report on the plans for the proposed project | Learner writes a report on the plans for the proposed project with minimal supervision | Learner writes a report on the plans for the proposed project with a lot of assistance |
Ability to apply time management skills in their daily activities |
Learner applies time management skills in their daily activities | Learner applies the time management skills in their daily activities | Learner applies most of the time management skills in their daily activities | Learner applies very few of the time management skills in their daily activities |
Ability to reflect on the project | Learner reflects on the project and gives comprehensive and constructive suggestions for future projects |
Learner reflects on the project and gives feedback for improvement | Learners reflects on some aspects of the project and some feedback for improvement |
Learner reflects on a few aspects of the project and gives scanty feedback |
Ability to appreciate the use of various tools (diaries, etc.) for time management |
Learner recognizes the need for and makes use of the various tools for time management | Learner recognizes the need for various tools for time management | Learner recognizes the need for some of the tools for time management | Learner does not recognize the need for the tools for time management |
APPENDIX: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON- FORMAL ACTIVITIES
Strand | Sub Strand | Specific assessment methods | Suggested learning resources | Non formal activities |
1.0 Personal Management Skills |
1.1 Self- Awareness |
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1.2 Self-Esteem |
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1.3 Managing Emotions |
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1.4 Managing Stress |
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2.0 Interpersonal Relationship Skills |
2.1 Healthy Relationships |
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2.2 Effective Communication |
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2.3 Negotiation Skills |
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2.4 Non- violent Conflict Resolution | Oral questions b) Observation c) Written tests d) Checklists e) Anecdotal records f) Project |
Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library • Display boards • Draw charts • Note books |
Role-playing social values of various cultural groups • Conduct civic dialogue in the school on peace keeping |
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2.5 Assertiveness |
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2.6 Empathy |
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2.7 Managing Peer Influence |
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3.0 Decision- Making Skills |
3.1 Decision- Making Process |
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3.2 Creative Thinking Skills |
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3.3 Critical Thinking (CSL Project) |
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3.4 Problem- Solving Skills |
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Physical Education and Sports - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
PHYSICAL EDUCATION AND SPORTS
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Physical Education (PE) is the learning and development of fundamental movement skills and ability to use them safely for active and healthy lifestyles. Sports is any activity that involves physical exertion and skills where an individual participates for recreation or reward. The inclusion of PE and Sports in the curriculum ensures promotion of sports and sports education (The Constitution of Kenya 2010- 4th Schedule). This subject combines both aspects where, PE builds a foundation for identification of sporting talent, which can later be developed and nurtured in the schools’ informal curriculum set-up during games and sports.
Participation in sports encourages the learner to relate positively and engage in movement experiences that promote and support the development of social skills such as values, attitudes and wellbeing. Physical Education and Sports incorporates the experiences and skills gained in upper primary and also introduces new knowledge and skills such as evaluation of the fitness components developed during learning. It also exposes learners to multiple skills in a variety of
games to lay foundation for the Sports pathway in senior school. It fosters competencies and life skills that enable the learner to understand the significance that sport plays in promoting a fair and just society. This is strongly supported by the social constructivist theory of Vygotsky that highlights the fundamental role of social interaction in learning.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- exhibit positive intrapersonal and interpersonal skills of communication during play
- perform skills that promote physical fitness and hygiene for a healthy lifestyle
- explore natural abilities in sports to nurture talent for personal development.
- manage economic resources acquired from use of talents and financial rewards
- demonstrate patriotism and nationalism through participation in sports and games
- develop skills in sports using technology for enjoyment, perfection and digital citizenship.
- conserve resources in the economic and physical environment for sustainability.
- apply pertinent and contemporary issues during games and sports.
- apply rules and regulations in physical education and sports ethically, for harmonious civic coexistence.
- appreciate kenyan culture by participation in games and sports in the community
STRAND 1.0: GAMES
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Games | 1.1 Chest pass in Netball (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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1.2 Dodging and Marking in Netball (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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1.3 Footwork in Netball (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs)
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Values:
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Link to other subjects
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Assessment Rubric for Netball |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to demonstrate knowledge of skill learnt | Excellently explains the chest pass skill | Correctly explains the chest pass skill | Fairly explains the chest pass skill | Hardly explains the chest pass skill |
Ability to grip ball, release and follow through during chest pass in Netball | Proficiently and correctly grips ball, releases and follows through during chest pass in Netball |
Correctly grips ball, releases and follows through during chest pass in Netball |
Fairly grips ball, releases and follows through during chest pass in Netball |
Needs assistance to grip ball, release and follow through during chest pass in Netball |
Ability to execute the chest pass skill in Netball | Consistently and correctly executes the chest pass skill in Netball |
Correctly executes the chest pass skill in Netball |
Fairly executes the chest pass skill in Netball |
Needs assistance to explain dodging and marking in Netball |
Ability to demonstrate knowledge of dodging and marking in Netball |
Excellently explains dodging and marking in Netball | Correctly explains dodging and marking in Netball | Fairly explains dodging and marking in Netball | Needs help to execute the chest pass skill in Netball |
Ability to perform stance for dodging and marking in Netball |
Consistently and correctly performs stance for dodging and marking in Netball |
Correctly performs stance for dodging and marking in Netball |
Fairly performs stance for dodging and marking in Netball |
Requires assistance in performing stance for dodging and marking in Netball |
Ability to creatively apply dodging and marking in Netball | Aptly and correctly applies the skill of dodging and marking in Netball mini games with excellence |
Correctly applies the skill of dodging and marking in Netball mini games | Fairly applies the skill of dodging and marking in Netball mini games | Needs help in applying the skill of dodging and marking in Netball mini game |
Ability to critically rate each other’s performance during execution of dodging and marking in Netball |
Consistently and critically rates other’s performance during execution of dodging and marking in Netball | Correctly and critically rates other’s performance during execution of dodging and marking in Netball |
Fairly rates other’s performance during execution of dodging and marking in Netball | Needs assistance in rating other’s performance during execution of dodging and marking in Netball |
Ability to demonstrate knowledge of different types of landing in Netball | Proficiently distinguishes the different types of landing in Netball | Correctly distinguishes the different types of landing in Netball | Fairly distinguishes the different types of landing in Netball | Requires assistance to distinguish the different types of landing in Netball |
Ability to perform landing and pivoting techniques in Netball | Consistently and correctly performs landing and pivoting technique in Netball |
Correctly performs landing and pivoting technique in Netball |
Fairly performs landing and pivoting technique in Netball |
Needs help to perform landing and pivoting technique in Netball |
Ability to critically apply landing and pivoting skills in a mini game | Consistently and critically applies landing and pivoting skills in a Netball mini game | Correctly and critically applies landing and pivoting skills in a Netball mini game | Fairly applies landing and pivoting skills in a Netball mini game | Needs assistance to apply landing and pivoting skills in a Netball mini game |
Ability to develop values and observe safety in playing mini games | Consistently displays exemplary sportsmanship, competencies and observes safety during performance | Displays sportsmanship, competencies and observes safety during performance | Displays some sportsmanship behavior/values and occasionally adheres to safety precautions | Rarely displays sportsmanship behavior/values; and hardly observes safety during performance. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
1.0 Games |
1.4 Passes and reception in Handball (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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1.5 Footwork in Handball (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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1.6 Dodging and marking in Handball (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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1.7 Dribbling in Handball (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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1.8 Shooting in Handball (3 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Assessment Rubric for Handball |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to differentiate the passing skills in Handball | Elaborately and correctly differentiates the passing skills in Handball with excellence |
Correctly differentiates the passing skills in Handball | Partially differentiates the passing skills in Handball | Needs assistance to differentiate the passing skills in Handball |
Ability to utilize the jump, side and flick passes in Handball | Consistent adherence to instructions while utilizing the jump, side and flick passes in Handball with excellence | Adherence to instructions while correctly utilizing the jump, side and flick passes in Handball |
Partly adheres to instructions while displaying some ability utilizing the jump, side and flick passes in Handball |
Hardly adheres to instructions while utilizing the jump, side and flick passes in Handball |
Ability to tactically apply different passes in Handball for fun and enjoyment in a game situation |
Consistently and tactically applies different passes in Handball with excellence in a game situation | Correctly and tactically applies different passes in Handball with excellence in a game situation | Incorrectly applies some passes in a Handball game situation |
Needs assistance in tactically applying different passes in a Handball game situation |
Ability to describe the progression of landing and making steps in Handball | Proficiently describes the progression of landing and making steps in Handball with excellence | Correctly describes the progression of landing and making steps in Handball | Fairly describes the progression of landing and making steps in Handball | Needs help to describe the progression of landing and making steps in Handball |
Ability to perform landing and stepping techniques in Handball | Skillfully and correctly performs landing and stepping techniques in Handball | Correctly performs landing and stepping techniques in Handball | Incorrectly performs landing and stepping techniques in Handball | Needs assistance to perform landing and stepping techniques in Handball |
Ability to combine landing and stepping techniques in Handball |
Consistently and correctly combines landing and stepping techniques in Handball |
Correctly combines landing and stepping techniques in Handball |
Incorrectly combines some landing and stepping techniques in Handball |
Requires assistance to combine landing and stepping techniques in Handball |
Ability to establish the basic stance and body movements for dodging and marking in Handball |
Proficiently establishes the basic stance and body movements for dodging and marking in Handball with excellence | Correctly establishes the basic stance and body movements for dodging and marking in Handball | Fairly establishes the basic stance and body movements for dodging and marking in Handball | Needs help to establish the basic stance and body movements for dodging and marking in Handball |
Ability to perform a combination of the basic stance using single and double feigns in Handball | Consistently and correctly combines basic stance using single and double feigns in Handball | Correctly combines basic stance using single and double feigns in Handball | Fairly combines basic stance using single and double feigns in Handball | Needs assistance to combine basic stance using single and double feigns in Handball |
Ability to critically rate each other’s performance during execution of dodging and marking in Handball |
Excellently and critically rates each other’s performance during execution of dodging and marking in Handball | Correctly and critically rates each other’s performance during execution of dodging and marking in Handball | Fairly rates each other’s performance during execution of dodging and marking in Handball | Requires assistance to rate each other’s performance during execution of dodging and marking in Handball |
Ability to distinguish low and high dribbling techniques in Handball |
Exceptionally distinguishes low and high dribbling techniques in Handball | Correctly distinguishes low and high dribbling techniques in Handball | Fairly distinguishes low and high dribbling techniques in Handball | Hardly distinguishes low and high dribbling techniques in Handball |
Ability to create movement patterns using the low and high dribble techniques in Handball |
Consistently creates movement patterns using the low and high dribble techniques in Handball | Correctly creates movement patterns using the low and high dribble techniques in Handball | Fairly creates some movement patterns using the low and high dribble techniques in Handball |
Needs help to create movement patterns using the low and high dribble techniques in Handball |
Ability to combine the high and low dribbling techniques in a minor Handball game |
Creatively and correctly combines the high and low dribbling techniques in a minor Handball game |
Correctly combines the high and low dribbling techniques in a minor Handball game |
Fairly combines the low and high dribbling techniques in a minor Handball game |
Hardly combines the low and high dribbling techniques in a minor Handball game |
Ability to distinguish the different shots used in Handball |
Excellently distinguishes different shots used in Handball | Correctly distinguishes different shots used in Handball | Partially distinguishes different shots used in Handball | Requires assistance to distinguish different shots used in Handball |
Ability to execute the running, jump, dive, lob and falling shots in Handball | Proficiently executes the running, jump, dive, lob and falling shots in Handball with excellence | Correctly executes the running, jump, dive, lob and falling shots in Handball | Fairly executes the running, jump, dive, lob and falling shots in Handball | Needs assistance to execute the running, jump, dive, lob and falling shots in Handball |
Ability to creatively apply relevant shots interchangeably in a minor Handball game | Creatively and consistently applies relevant shots interchangeably in a minor Handball game | Creatively and consistently applies relevant shots interchangeably in a minor Handball game | Fairly applies relevant shots interchangeably in a minor Handball game | Needs help to apply relevant shots interchangeably in a minor Handball game |
Ability to develop values and observe safety in playing mini Handball games | Consistently exhibits exemplary sportsmanship competencies and observes safety during performance | Displays sportsmanship competencies and observes safety during performance | Displays some sportsmanship competencies and observes safety during performance | Rarely displays sportsmanship behavior/values; and hardly observes safety during performance. |
STRAND 2.0: ATHLETICS
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
2.0 Athletics |
2.1 Long jump (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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2.2 Javelin (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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2.3 Sprint start in athletics (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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2.3 Running in Sprint races (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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2.5 Finishing techniques in Sprint Races (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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2.6 Baton Change Relay (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric for Netball |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to demonstrate knowledge when comparing the sequence of the sail, hang and hitch kick techniques in long jump | Excellently analyses the sequence of the sail, hang and hitch kick techniques in long jump | Correctly analyses the sequence of the sail, hang and hitch kick techniques in long jump | Fairly analyses the sequence of the sail, hang and hitch kick techniques in long jump | Needs assistance to analyse the sequence of the sail, hang and hitch kick techniques in long jump |
Ability to perform the approach, take off, flight and landing sequence of long jump techniques | Skillfully and correctly performs the approach, take off, flight and landing sequence of long jump techniques with excellence |
Correctly performs the approach, take off, flight and landing sequence of long jump techniques | Fairly performs the approach, take off, flight and landing sequence of long jump techniques | Hardly performs the approach, take off, flight and landing sequence of long jump techniques |
Ability to adhere to instructions and rules while performing the skills learnt in Long Jump | Consistent adherence to instructions while performing the skills in Long jump with excellence | Adherence to instructions while performing the skills in Long jump with excellence | Fairly adheres to instructions while displaying some ability in performing the skills in Long jump |
Needs help to adhere to instructions while trying to perform the skills in Long jump |
Assessment Rubric for Athletics-Javelin |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Review the importance of safety requirements in Javelin |
Exhaustively reviews the importance of safety requirements i Javelin |
Correctly reviews the importance of safety requirements in Javelin |
Fairly reviews the importance of safety requirements in Javelin |
Needs assistance to review the importance of safety requirements in Javelin |
Ability to utilize the grip, carriage, approach run, crossover, release and follow through in Javelin throw |
Consistently utilizes the grip, carriage, approach run, crossover, release and follow through in Javelin throw |
Correctly utilizes the grip, carriage, approach run, crossover, release and follow through in Javelin throw |
Fairly utilizes the grip, carriage, approach run, crossover, release and follow through in Javelin throw |
Hardly utilizes the grip, carriage, approach run, crossover, release and follow through in the Javelin throw |
Ability to participate in Javelin throw while adhering to rules | Consistent adherence to rules while participating in Javelin throw | Adherence to rules while participating in Javelin throw | Fairly adheres to rules while participating in Javelin throw | Rarely adheres to rules while participating in Javelin throw |
Ability to collaborate with others in Javelin throw while observing safety | Consistently collaborates with others and exhibits exemplary sportsmanship while observing safety during Javelin throw |
Collaborates with others and exhibits sportsmanship while observing safety during Javelin throw | Fairly collaborates with others and exhibits some sportsmanship while observing safety during Javelin throw | Rarely collaborates with others and does not exhibits sportsmanship during Javelin throw and hardly observes safety during performance. |
Assessment Rubric for Athletics-Sprints |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to analyse the different positions on starting blocks for sprint starts in athletics |
Excellently analyses different positions on starting blocks for sprint starts in athletics |
Correctly analyses different positions on starting blocks for sprint starts in athletics | Fairly analyses different positions on starting blocks for sprint starts in athletics | Needs assistance to analyse different positions on starting blocks for sprint starts in athletics |
Ability to adhere to instructions and perform the bunch, medium and elongated sprint starts | Consistent adherence to instructions while performing the bunch, medium and elongated sprint starts with excellence | Adherence to instructions while performing the bunch, medium and elongated sprint starts with excellence | Fairly adheres to instructions while displaying some ability in performing the bunch, medium and elongated sprint starts |
Hardly adheres to instructions while trying to perform the bunch, medium and elongated sprint starts |
Ability to creatively apply suitable starting technique in sprint races | Creatively and correctly applies suitable starting technique in sprint races |
Creatively applies suitable starting technique in sprint races |
Fairly applies suitable starting technique in sprint races |
Rarely applies suitable starting technique in sprint races |
Ability to observe rules when performing the bunch, medium and elongated sprint start |
Consistent adherence to rules when performing the bunch, medium and elongated sprint start while observing safety |
Adherence to rules when performing the bunch, medium and elongated sprint start while observing safety |
Partially adheres to rules while performing the bunch, medium and elongated sprint start while observing safety. |
Needs assistance in adhering to rules while attempting to perform the bunch, medium and elongated sprint start rarely observes safety. |
Ability to compare the different types of finishing techniques in sprint race | Exhaustively compares and distinguishes the different types of finishing techniques in sprint race |
Correctly compares and distinguishes the different types of finishing techniques in sprint race |
Fairly compares and distinguishes the different types of finishing techniques in sprint race |
Rarely compares nor distinguishes the different types of finishing techniques in sprint race |
Ability to creatively apply starting, running and finishing techniques in mini races | Consistently and creatively applies starting, running and finishing techniques in mini races with excellence |
Creatively applies starting, running and finishing techniques in mini races with excellence |
Fairly applies starting, running and finishing techniques in mini races with excellence |
Needs assistance in applying starting, running and finishing techniques in mini races |
Assessment Rubric for Athletics-Baton change Relays |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to explain the different relay races in athletics | Proficiently explains the different relay races in athletics | Accurately explains the different relay races in athletics | Fairly explains the different relay races in athletics | Explains the different relay races in athletics with difficulty |
Ability to perform the upsweep and down sweep baton change techniques in the designated zones | Excellently and correctly performs the upsweep and down sweep baton change techniques in the designated zones | Correctly performs the upsweep and down sweep baton change techniques in the designated zones | Fairly performs the upsweep and down sweep baton change techniques in the designated zones | Needs assistance to perform the upsweep and down sweep baton change techniques in the designated zones |
Ability to develop values and observe safety in relay racing | Consistently exhibits exemplary sportsmanship and observes safety during relays |
Displays sportsmanship and observes safety during relays |
Fairly displays sportsmanship and occasionally adheres to safety during relays | Rarely displays sportsmanship and hardly observes safety during relays |
STRAND 3.0: PHYSICAL FITNESS AND HEALTH
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
3.0 Physical Fitness and Health |
3.1 Pre- exercise assessment of flexibility, balance and coordination (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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3.2 Fitness activities for flexibility balance and coordination (4 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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3.3 Post exercise assessment of flexibility, balance and coordination (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric for Physical Fitness and Health( Health Related Fitness) |
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Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to identify basic tools to assess flexibility, balance and coordination | Excellently identifies basic tools for assessing flexibility, balance and coordination |
Correctly identifies basic tools for assessing flexibility, balance and coordination |
Fairly identifies basic tools for assessing flexibility, balance and coordination | Needs assistance to identify any basic tools for assessing flexibility, balance and coordination |
Ability to perform exercises to enhance flexibility, balance and coordination and ensures hydration | Consistently adheres to instructions while performing fitness exercises with excellence and ensures hydration | Adheres to instructions while performing fitness exercises with excellence and ensures hydration | Fairly adheres to instructions while displaying some ability in performing the fitness exercises and tries to ensure hydration | Hardly adheres to instructions while trying to perform the fitness exercises and rarely ensures hydration |
Ability to create a portfolio of pretest and posttest assessment of fitness journaling |
Consistently adheres to instructions while excellently creating portfolio of pretest and posttest assessment of fitness journaling |
Adheres to instructions while correctly creating portfolio of pretest and posttest assessment of fitness journaling |
Fairly adheres to instructions while creating portfolio of pretest and posttest assessment of fitness journaling |
Rarely adheres to instructions while creating portfolio of pretest and posttest assessment of fitness journaling |
Ability to describe exercises that promote flexibility, balance and coordination | Explicitly and exhaustively describes exercises that promote flexibility, balance and coordination |
Correctly describes exercises that promote flexibility, balance and coordination |
Fairly describes exercises that promote flexibility, balance and coordination |
Needs assistance to describe exercises that promote flexibility, balance and coordination |
Ability to utilize basic fitness tools before and after exercises to assess flexibility, balance and coordination pre and post exercises |
Consistently and accurately utilizes the assessment tools to check fitness levels before and after a period of fitness exercises |
Accurately utilizes the assessment tools to check fitness levels before and after a period of fitness exercises |
Fairly utilizes the assessment tools to check fitness levels before and after a period of fitness exercises |
Needs assistance in utilizing the assessment tools to check fitness levels before and after a period of fitness exercises |
Ability to create a portfolio of post-test fitness assessment records in flexibility, balance and coordination |
Creates an excellent portfolio of post-test fitness assessment records in flexibility, balance and coordination |
Creates a correct portfolio of post-test fitness assessment records in flexibility, balance and coordination |
Fairly creates a portfolio of post-test fitness assessment records in flexibility, balance and coordination |
Hardly creates a portfolio of post-test fitness assessment records in flexibility, balance and coordination |
Ability to display sportsmanship and observe safety when performing exercises and assessing fitness | Skillfully exhibits exemplary sportsmanship and observes safety observes safety | Correctly exhibits sportsmanship and observes safety precautions | Fairly exhibits sportsmanship and occasionally observes safety | Requires help in displaying sportsmanship and rarely observes safety |
STRAND 4.0: CAREER OPPORTUNITIES IN SPORTS
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
4.0 Career Opportunities in Sports | 4.1 Games and sports related Careers (3 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
4.2 Use of talent to generate income (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric for Career Opportunities |
||||
Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to identify opportunities in games and Sports related careers. | Demonstrates exemplary knowledge relating to career opportunities in games and sports |
Demonstrates appropriate knowledge relating to career opportunities in games and sports |
Fairly demonstrates appropriate knowledge, related to career opportunities in games and Sports |
Rarely demonstrates knowledge related to career opportunities in games and Sports |
Ability to seek linkages and opportunities for visits to sports institutions | Exhibits admirable knowledge on sports institutions and successfully reaches out for linkages | Demonstrates appropriate knowledge on sports institutions and successfully reaches out for linkages | Demonstrates partial knowledge on sports institutions and attempts to reach out for linkages | Hardly demonstrates knowledge, on sports institutions and rarely reaches out for linkages |
Ability to discuss ways of earning income through talents or participation in games and sports | Demonstrates excellent knowledge when discussing ways of earning income through talents or participation in games and sports |
Demonstrates appropriate knowledge when discussing ways of earning income through talents or participation in games and sports |
Demonstrates partial knowledge when discussing ways of earning income through talents or participation in games and sports |
Scarcely demonstrates knowledge when discussing ways of earning income through talents or participation in games and sports |
Ability to research on appropriate financial services and prepare personal budgets | Consistently adheres to instructions while researching on appropriate financial services and preparing personal budgets | Adheres to instructions while researching on appropriate financial services and preparing personal budgets | Fairly adheres to to instructions while researching on appropriate financial services and preparing personal budgets | Need assistance to adhere to to instructions while researching on appropriate financial services and preparing personal budgets |
Ability to analyse how to patent own creativity | Demonstrates exemplary knowledge when analysing ways of patenting own creativity in games and sports |
Demonstrates appropriate knowledge when analysing ways of patenting own creativity in games and sports |
Demonstrates partial knowledge when analysing ways of patenting own creativity in games and sports |
Needs help to demonstrate knowledge when analysing ways of patenting own creativity in games and sports |
STRAND 5.0: COMMUNITY SERVICE LEARNING (CSL) PROJECT
The CSL project is based on the strands learned in Games, Athletics and Career opportunities in Sports. Specifically, it deals with learning how to improvise equipment under the sub strands learned in different Games; Athletics; Games and Sports related careers. The project is meant to easily avail resources for play at low or no cost. It provides an opportunity to enhance learning while engaging the school or the larger community.
Although the CSL can start at the beginning of the term, it can continue during informal and non-formal sessions to ensure learners keep acquiring knowledge on improvisation to produce equipment for use in all PE and sports lessons. The CSL project endeavors to address the problem of inadequate or expensive sports equipment by stimulating creativity for improvisation and environmental conservation through the use of recyclable materials in the community
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
5.0 Community Service Learning Project |
5.1 Improvisation of Sports Equipment (5 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:-
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Values:
|
||||
Link to other subjects:
|
Reflections
- Has the project enabled learners to acquire a deeper understanding of the concept of material improvisation and interacting with the community to source for recyclable materials?
- Has the involvement of the community led to a better relationship between the school and the community?
- Was there value addition in learning in terms of competencies and values gained?
Assessment Rubric for Netball |
||||
Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to identify the gaps and equipment to improvise as a CSL activity | Demonstrates excellent knowledge in identifying gaps and required PE and sports equipment to be improvised from recyclable materials in the community |
Demonstrates appropriate knowledge in identifying gaps and required PE and sports equipment to be improvised from recyclable materials in the community |
Partially identifies gaps and required PE and sports equipment to be improvised from recyclable materials in the community | Needs help in identifying gaps and required PE and sports equipment to be improvised from recyclable materials in the community |
Ability to collaboratively plan for the CSL project | Demonstrates exemplary collaborative skills in planning for the equipment to be improvised in the project | Demonstrates appropriate collaborative skills in planning for the equipment to be improvised in the project | Fairly demonstrates appropriate collaborative skills in planning for the equipment to be improvised in the project | Rarely demonstrates collaborative skills in planning for the equipment to be improvised in the project |
Ability to improvise sports equipment using recyclable environmental friendly materials |
Creatively and correctly improvises sports equipment using recyclable environmental friendly materials | Correctly improvises sports equipment using recyclable environmental friendly materials | Fairly improvises sports equipment using recyclable environmental friendly materials | Needs assistance in improvising sports equipment using recyclable environmental friendly materials |
OPTIONS
Learners must cover at least ONE of these areas: This will depend on what was covered in previous grade, interest and resources available
6.0 Hockey
7.0 Kabaddi
8.0 Swimming
STRAND 6.0: HOCKEY
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
OPTION 6.0 Hockey |
6.1 Hockey: Equipment, grip and stance (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
6.2 Passing skills in Hockey (4 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
|
6.3 Hitting skills in Hockey (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
|
6.4 Stopping skills in Hockey (2 lessons) |
By the end of the sub-strand, the learner should be able to:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric for Hockey. Equipment and Passing Skill |
||||
Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to identify equipment and describe the Hockey pitch | Exhaustively and correctly identifies equipment and describes the Hockey pitch with excellence |
Correctly identifies equipment and describes the Hockey pitch | Fairly identifies equipment and describes the Hockey pitch | Needs help to identify equipment and describes the Hockey pitch with difficulty |
Ability to demonstrate the body stance and stick grip in Hockey | Demonstrates body stance and stick grip in Hockey with excellence |
Demonstrates body stance and stick grip in Hockey correctly | Fairly demonstrates body stance and stick grip in Hockey | Hardly demonstrates body stance and stick grip in Hockey |
Ability to identify the parts of the Hockey stick that makes contact with the ball | Consistently and correctly identifies the parts of the Hockey stick that makes contact with the ball |
Correctly identifies the parts of the Hockey stick that makes contact with the ball |
Fairly identifies the parts of the Hockey stick that makes contact with the ball |
Seldom identifies the parts of the Hockey stick that make contact with the ball |
Ability to perform passing Hockey ball using the forward and reverse of the stick |
Performs passing Hockey ball using the forward and reverse of the stick with excellence |
Performs passing Hockey ball using the forward and reverse of the stick correctly |
Fairly performs passing Hockey ball using the forward and reverse of the stick correctly |
Needs assistance to perform passing Hockey ball using the forward and reverse of the stick |
Ability to adhere to rules when passing the ball | Consistently adheres to rules when passing the ball while observing safety and fair play | Adheres to rules when passing the ball while observing safety and fair play | Fairly adheres to rules when passing the ball while observing safety and fair play | Hardly adheres to rules when passing the ball while observing safety and fair play |
Assessment Rubric for Hockey- Hitting and Stopping Skill | ||||
Indicators | Exceeds expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to explain the steps of hitting a hockey ball | Skillfully and correctly explains the steps of hitting a hockey ball | Correctly explains the steps of hitting a hockey ball | Partially explains the steps of hitting a hockey ball | Needs assistance to explain the steps of hitting a hockey ball |
Ability to execute hitting a ball in Hockey |
Executes hitting a hockey ball with excellence | Executes hitting a hockey ball correctly | Fairly executes hitting a hockey ball | Needs help to execute hitting a hockey ball |
Ability to adhere to rules when hitting a hockey ball | Consistently adheres to rules when hitting a hockey ball while observing safety and fair play |
Adheres to rules when hitting a hockey ball while observing safety and fair play |
Fairly adheres to rules when hitting a hockey ball while observing safety and fair play |
Scarcely adheres to rules when hitting a hockey ball while observing safety and fair play |
Ability to explain the steps in stopping a hockey ball |
Proficiently explains the steps of stopping a hockey ball | Correctly explains the steps of stopping a hockey ball | Fairly explains the steps of stopping a hockey ball | Needs help to explain the steps of stopping a hockey ball |
Ability to stop the ball using the forward and reverse stick | Skillfully and correctly stops the ball using the forward and reverse stick with excellence while observing safety |
Correctly stops the ball using the forward and reverse stick with excellence while observing safety |
Fairly stops the ball using the forward and reverse stick with excellence while observing safety |
Requires assistance to stop the ball using the forward and reverse stick with excellence while observing safety |
Ability to critically employ the forward and reverse stick in stopping the hockey ball |
Critically and consistently employs the forward and reverse stick in stopping the hockey ball | Critically and correctly employs the forward and reverse stick in stopping the hockey ball | Fairly employs the forward and reverse stick in stopping the hockey ball | Hardly employs the forward and reverse stick in stopping the hockey ball |
STRAND 7.0: OPTION KABADDI
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
7.0 OPTION Kabaddi |
7.1 Defensive positioning and entry skill (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
7. 2 Defensive skills (4 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:-
|
|
|
7.3 Attacking skills (4 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric for Kabaddi-Defensive Positioning and Skills |
||||
Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to describe team positions for defensive play in Kabaddi | Excellently describes team positions for defensive play in Kabaddi | Correctly describes team positions for defensive play in Kabaddi | Fairly describes team positions for defensive play in Kabaddi | Needs help to describe team positions for defensive play in Kabaddi |
Ability to evaluate techniques used to start Kabaddi | Proficiently evaluates techniques used to start Kabaddi | Correctly evaluates techniques used to start Kabaddi | Fairly evaluates techniques used to start Kabaddi | Needs assistance to evaluate techniques used to start Kabaddi |
Ability to perform the defensive positioning and raiders entry in Kabaddi |
Performs the defensive positioning and raiders entry in Kabaddi with excellence | Correctly performs the defensive positioning and raiders entry in Kabaddi |
Fairly performs the defensive positioning and raiders entry in Kabaddi |
Rarely performs the defensive positioning and raiders entry in Kabaddi |
Ability to apply the rules governing entry and positioning in Kabaddi |
Skillfully and correctly applies the rules governing entry and positioning in Kabaddi | Correctly applies the rules governing entry and positioning in Kabaddi | Partly applies the rules governing entry and positioning in Kabaddi | Does not apply the rules governing entry and positioning in Kabaddi |
Ability to distinguish between block and chain tackles in Kabaddi |
Consistently and correctly distinguishes between block and tackle techniques in Kabaddi with excellence |
Correctly distinguishes between block and tackle techniques in Kabaddi |
Partly distinguishes between block and tackle techniques in Kabaddi |
Needs assistance to distinguish between block and tackle |
Ability to perform the block and chain tackles techniques in Kabaddi | Excellently performs the block and chain tackles techniques in Kabaddi while observing safety | Correctly performs the block and chain tackles techniques in Kabaddi while observing safety | Fairly performs the block and chain tackles techniques in Kabaddi while observing some safety precautions. | Hardly performs the block and chain tackles techniques in Kabaddi while observing safety |
Ability to creatively employ the block and chain tackle in Kabaddi |
Consistently and creatively employs the block and chain tackle in Kabaddi | Correctly and creatively employs the block and chain tackle in Kabaddi | Fairly employs the block and chain tackle in Kabaddi | Needs help to creatively employ the block and chain tackle in Kabaddi |
Assessment Rubric for Kabaddi-Attacking Skills |
||||
Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to differentiate the attacking skills of hand touch and squat thrust in Kabaddi | Distinctly and correctly differentiates attacking skills of hand touch and squat thrust in Kabaddi with excellence |
Correctly differentiates attacking skills of hand touch and squat thrust in Kabaddi | Fairly differentiates attacking skills of hand touch and squat thrust in Kabaddi |
Hardly differentiates attacking skills of hand touch and squat thrust in Kabaddi |
Ability to perform different types of hand touches and squat thrusts employed when attacking in Kabaddi | Excellently performs different types of hand touches and squat thrusts employed when attacking while observing safety | Correctly performs different types of hand touches and squat thrusts employed when attacking while observing safety | Fairly performs different types of hand touches and squat thrusts employed when attacking while observing some safety precautions | eeds help to perform different types of hand touches and squat thrusts employed when attacking in Kabaddi and rarely observes safety |
Ability to critically employ the different attacking skills in Kabaddi while observing rules and regulations |
Consistently and critically employs the different attacking skills in Kabaddi while observing rules and regulations |
Critically employs the different attacking skills in Kabaddi while observing rules and regulations |
Fairly employs the different attacking skills in Kabaddi while observing rules and regulations |
Rarely employs the different attacking skills in Kabaddi while observing rules and regulations |
STRAND 8.0: SWIMMING
Strand | Sub Strand | Specific Learning Outcomes | Suggested learning Experience | Key Inquiry Question(s) |
OPTION 8.0 SWIMMING |
8.1 Water Orientation (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
8.2 Front Crawl (4 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
|
8.3 Back stroke in swimming (3 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric for Swimming: Water Orientation and Front Crawl |
||||
Indicators | Exceeds Expectations | Meet Expectations | Approaches Expectations | Below Expectations |
Ability to establish and demonstrate water confidence and buoyancy | Consistent adherence to instructions while performing floating and balancing in water with excellence |
Adherence to instructions while performing floating and balancing in water |
Fairly adheres to instructions while performing floating and balancing in water |
Hardly adheres to instructions while performing floating and balancing in water |
Ability to creatively float and balance in water | Consistently and creatively float and balance in water | Creatively float and balance in water | Fairly float and balance in water | Needs assistance to float and balance in water |
Ability to observe rules and regulations during swimming | Proficiently adheres to instructions and rules while observing safety |
Adherence to instructions and rules while observing safety |
Partly adheres to instructions and rules while occasionally observing safety |
Needs help to adhere to instructions and rules and hardly observes safety |
Ability to describe flutter kick, arm action and breathing techniques in Front crawl | Consistently and correctly describes flutter kick, arm action and breathing techniques in Front crawl |
Correctly describes flutter kick, arm action and breathing techniques in Front crawl |
Fairly describes flutter kick, arm action and breathing techniques in Front crawl |
Hardly able to describe flutter kick, arm action and breathing techniques in Front crawl |
Ability to perform the flutter kick, arm action and breathing techniques in Front crawl |
Performs the flutter kick, arm action and breathing techniques in Front crawl with excellence |
Performs the flutter kick, arm action and breathing techniques in Front crawl correctly |
Fairly performs the flutter kick, arm action and breathing techniques in Front crawl |
Needs help to perform the flutter kick, arm action and breathing techniques in Front crawl |
Ability to creatively combine the techniques in Front crawl | Consistently and correctly displays exemplary combination of techniques in Front crawl |
Correctly displays exemplary combination of techniques in Front crawl |
Displays fair performance of techniques in Front crawl | Hardly able to perform techniques in Front crawl |
Assessment Rubric for Swimming: Backstroke | ||||
Indicators | Exceeds expectations | Meets expectation | Approaches Expectations | Below Expectations |
Ability to describe the body position in performance of Back stroke | Excellently describes body position in performance of Back stroke | Correctly describes body position in performance of Back stroke | Fairly describes body position in performance of Back stroke | Needs assistance to describe body position in performance of Back stroke |
Ability to describe flutter kicks, arm action and breathing in Back stroke | Exhaustively and explicitly describe flutter kicks, arm action and breathing in Back stroke |
Explicitly describe flutter kicks, arm action and breathing in Back stroke |
Fairly describes flutter kicks, arm action and breathing in Back stroke |
Needs help to describe flutter kicks, arm action and breathing in Back stroke |
Ability to perform the flutter kick arm action and breathing techniques in Back crawl |
Performs the flutter kick, arm action and breathing techniques in Back crawl with excellence |
Performs the flutter kick, arm action and breathing techniques in Back crawl correctly |
Fairly performs the flutter kick, arm action and breathing techniques in Back crawl correctly |
Seldom performs the flutter kick, arm action and breathing techniques in Back crawl |
Ability to creatively combine the flutter kick, arm action and breathing in Back crawl | Consistently and correctly displays exemplary combination of techniques in Back crawl |
Correctly displays exemplary combination of techniques in Back crawl |
Fairly combines techniques in the performance of Back crawl | Needs assistance to perform techniques in Back crawl |
APPENDIX: SUGGESTED RESOURCES, ASSESSMENT AND NON-FORMAL ACTIVITIES
Strand | Suggested Resources | Suggested Assessment | Suggested Non-Formal Activities to Support Learning |
Games | Open places or marked fields ICT devices Netball balls Handball balls Whistle |
Oral questions practical Observation checklist Written tests | Read on Netball and Handball from the internet and other sources Participate in ball games competitions in and out of school |
Athletics | Open places or marked fields ICT devices, whistle Long jump runway and landing area, tape measure Javelin Relay batons |
Oral questions practical Observation checklist Written tests | Read on Athletics Watch Athletics championships on television Participate in Athletics competitions |
Physical Fitness and Health | Open places Fitness test form Music system Whistle Fitness evaluation tools |
Oral questions practical Portfolio Written tests | Participation in school games and sports teams |
Career Opportunities in Sports | Books Newspapers ICT devices Sports Institutions |
Oral questions Written tests Portfolio | Attending training sessions of various school teams to talk to various officials in the teams |
Community Service Learning Project |
Questionnaires Easily available materials in the environment Posters |
Oral questions Reports | Campaigns on use of easily available materials to improvise sports equipment |
Optional |
Hockey- hockey equipment, Open places or marked field, ICT devices, whistle Kabaddi – Open places or marked field, ICT devices, whistle Swimming - Swimming pool, floaters, ICT devices, |
Oral questions Written tests practical | Reading on skills in Hockey, Kabaddi and Swimming Watching Hockey, Kabaddi and Swimming competitions on Television |
French - Grade 7 Curriculum Design
GRADE 7
FRENCH
FOREWORD
Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.
PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION
PREFACE
The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.
The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).
It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.
JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.
The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.
KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.
I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.
My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.
PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
TABLE OF CONTENTS
- FOREWORD iii
- PREFACE iv
- ACKNOWLEDGEMENT v
- TIME ALLOCATION viii
- NATIONAL GOALS OF EDUCATION ix
- LEARNING OUTCOMES FOR MIDDLE SCHOOL xii
- ESSENCE STATEMENT xii
- SUBJECT GENERAL LEARNING OUTCOMES xiii
- STRAND 1.0: LISTENING AND SPEAKING 1
- STRAND 2.0: READING 21
- STRAND 3.0: WRITING 37
- STRAND 4.0: LANGUAGE STRUCTURES 53
- GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY 70
- APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES 74
TIME ALLOCATION
|
Subject |
Number of Lessons Per Week (40 minutes per lesson) |
1. |
English |
5 |
2. |
Kiswahili/KSL |
4 |
3. |
Mathematics |
5 |
4. |
Integrated Science |
4 |
5. |
Health Education |
2 |
6. |
Pre-Technical and Pre-Vocational Education |
5 |
7. |
Social Studies |
3 |
8. |
Religious Education (CRE/IRE/HRE) |
2 |
9. |
Business Studies |
3 |
10. |
Agriculture |
3 |
11. |
Life Skills Education |
1 |
12. |
Sports and Physical Education |
2 |
13. |
Optional Subject |
3 |
14. |
Optional Subject |
3 |
|
Total |
45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.
Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.
Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.
Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practise relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Learning foreign languages is a prerequisite for global citizenship; the national goals of education advocate promoting international consciousness and fostering positive attitudes towards other nations. Proficiency in foreign languages empowers one and provides limitless opportunities to enjoy the privileges, rights, and benefits of global citizenship and contribute positively to its very existence. At Upper Primary, learners were equipped with the necessary listening, speaking, reading, and writing skills. French at Junior Secondary builds on the linguistic competencies acquired in upper primary. The proposed learning experiences provide the opportunity to experiment with and explore the language in contextualized communication situations. The content is delivered using interactive and participatory methods of learning aimed at unlocking the learners' multiple intelligences. The expected results are heightened awareness, understanding, and appreciation of the French language. The learner will exit Junior Secondary as an intermediate user of the language. Importantly, this will form a crucial foundation for those advancing in French to Senior Secondary.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- listen actively to varied audio stimuli on issues relating to day-to-day life
- use spoken language to interact with others on various topics
- read simple texts on everyday contexts with comprehension
- create simple written texts on various topics using varied media
- utilize digital literacy skills responsibly in learning and communication
- address pertinent and contemporary issues using relevant knowledge, skills and attitudes acquired
- transform their learning experiences into service learning in the community
- align their learning experiences to the development of the core competencies
- appreciate cultural diversity for national cohesion and international consciousness.
STRAND 1.0: LISTENING AND SPEAKING
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.1 Listening comprehension : Social interaction (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
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Core-Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues:
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify informal words and expressions |
The learner identifies informal words and expressions in simple oral interactions with ease. |
The learner identifies informal words and expressions in oral social interactions with peers |
Learner partially identifies and uses appropriate informal words and expressions in social interactions |
The learner identifies informal words and expressions but needs a lot of prodding yet still misuses them. |
Ability to use informal expressions in social interactions |
The learner uses a wide variety of appropriate words and expressions in the informal context of oral communication. |
The learner uses the correct expressions to address the target audience in formal and informal contexts of communication. |
The learner uses some words and expressions in informal interactions. Shows un-sustained attention to the person speaking |
The learner uses words and expressions in informal interactions but makes numerous errors that affect communication. The attention span of the learner is erratic and un-sustained. |
The learner not only pays keen attention to the person who is speaking but also contributes and motivates the speaker by providing additional expressions |
The learner uses appropriate words and expressions to carry out social interactions. The learner also pays keen attention to the person who is speaking. |
Sometimes unable to associate words and expressions to the appropriate contexts – may use those for formal situations in informal ones and vice versa. |
The learner consistently mixes formal and informal words and expressions and cannot make definite choices for application. |
|
Ability to pronounce sounds in words correctly |
The learner pronounces the semi vowel sounds in words accurately and with excellent clarity |
The learner pronounces the semi vowel sounds in words accurately and clearly. |
The learner pronounces the semi vowel sounds in words fairly accurately and occasional lack of clarity |
The learner pronounces the semi vowel sounds in words with inaccuracies that occasionally impedes meaning |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.2 Listening Comprehension: Immediate Family (4 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core-Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues:
|
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Link to other subjects:
|
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Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to use vocabulary and expressions |
The learner exhibits fluency using appropriate vocabulary and expressions when discussing family and friends. |
The learner displays appropriate use of vocabulary and expressions when discussing family. |
The learner makes a few errors in vocabulary and expressions when talking about family. |
The learner's choice of vocabulary used to discuss family is largely inappropriate. |
Ability to articulate sounds |
The learner can pronounce the vocabulary and expressions excellently while speaking. |
The learner pronunciation while speaking is quite apt. |
The learner can adequately articulate words and expressions that make sense. |
Learner mispronounces words. Occasionally the message is distorted. |
Ability to describe people |
The learner can detect and classify the descriptive words from the recorded text describing members of a family. The classification is quite detailed |
The learner can detect and extract the descriptive words heard from the recorded text that describe members of a family. The classification adheres to the basic instructions provided. |
The learner can partially detect the descriptive words in the recorded text which describe family members. The guided classification is reasonably well done |
The learner attempts to identify the description from the recorded text that describes members of a family. The Learner does limited classification with difficulty. |
Strand |
Sub strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.3 Oral Expression: Our room (4 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues:
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
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Ability to choose vocabulary and expressions choice |
The learner is spontaneous in choosing appropriate vocabulary and expressions when describing a room and often adds self-learnt words. |
The learner always chooses appropriate vocabulary and expressions when describing a room; makes minimal errors in the use of the speech and expressions |
The learner chooses appropriate vocabulary and expressions in describing a room. Errors made do not affect the intended meaning. |
The learner chooses vocabulary and expressions to describe a room, but the choice is inappropriate most of the time. Consistently makes errors that affect the intended meaning. |
Ability to organize ideas coherently |
The learner describes a room in a faultless organized manner. The flow of ideas is smooth, and coherence is achieved with great ease. |
The learner describes a room in an organized manner. Ideas are well linked, and coherence is achieved with relative ease. |
The learner describes a room with some good ideas that are reasonably well organized and linked. Coherence may be affected by the shaky organization of ideas. |
The learner attempts to describe a room but with limited ideas that are not well organized. Coherence is greatly affected. |
Ability to manipulate sounds |
The learner correctly manipulates the sound [eau] in all words learn; can pronounce new words with the sound [eau] with great ease. |
The learner correctly manipulates the sound [eau] in all words learnt with relative ease. Errors are minimal. |
The learner can manipulate the sound [eau] in most of the words learnt. They make a few errors that, at times, distort the meaning of the words. |
The learner manipulates the sound [eau] in very few of the words learnt with many difficulties. Errors are consistent and affect the meaning of words thus distorting communication. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.4 Oral expression: Media (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
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Core Competencies to be developed:
|
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Values :
|
||||
Pertinent and Contemporary Issues:
|
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Links to other subjects:
|
Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify media devices |
The learner can identify media devices within and outside their immediate environment |
The learner can identify all media devices presented within the immediate environment |
The learner can identify most media devices within the immediate environment |
The learner can identify media devices within the environment with assistance |
Ability to respond to oral instructions |
The learner understands, interprets, and responds to oral instructions on matters of media device operations |
The learner responds promptly and accurately to oral instructions about media devices |
The learner responds appropriately to most oral instructions about media devices |
The learner responds to few verbal instructions about media devices |
Ability to create using media devices |
The learner quickly generates several audio recordings of varying complexity on use of media devices |
The learner generates accurate and straightforward audio recordings on media devices in the surrounding |
The learner generates some logical audio recordings on the use of media devices in their surrounding |
The learner struggles to generate at least two accurate audio recordings about media devices in their surrounding |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.5 Listening comprehension and oral expression: School (4 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
Links to other subjects:
|
||||
Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to communica te clearly |
The learner always listens keenly and speaks when relating places to different activities in school; articulates words correctly in discussing places and activities in school |
The learner often listens keenly and speaks when relating places to different activities in school |
The learner sometimes listens keenly and speaks when relating places to different activities in school |
The learner hardly listens keenly and hardly speaks when relating places to different activities in school |
Ability to locate places |
The learner locates places in school and accurately associates activities that take place in the different sites within the school with ease |
The learner accurately locates places in school with relative ease; may hesitate on activities but eventually makes the correct associations or ideas |
The learner locates places in school with ease but makes some errors relating the places to activities |
The learner locates a few places in school with difficulty; makes some relevant associations with activities. |
Ability to articulate sounds |
The learner articulates correctly and has audible and clear diction |
The learner occasionally says sounds with errors in vocabulary/words/expressions on places and activities in the school |
The learner says sounds, words, and phrases on places and activities in the school with some errors |
The learner articulates sounds while talking about places and activities in school with continued guidance yet still makes consistent errors. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.6 Listening comprehension and Oral expression: Shopping (5 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to choose appropriate vocabulary |
The learner uses the appropriate vocabulary to identify common market items with a lot of ease. |
The learner can use the vocabulary to identify common market items and say what they need with minimal errors |
The learner uses some of the vocabulary but makes some errors that affect identifying common market items. |
The learner uses limited vocabulary to identify common market items. |
Ability to make dialogues on buying and selling |
The learner talks about buying and selling with excellent fluency and even includes a clear introduction and conclusion. |
The learner talks about buying and selling with fluency and can conclude a transaction effectively |
The learner talks about buying and selling but makes errors that obscure coherence to a limited extent |
The learner talks about buying and selling but struggles to express a need and sustain the conversation |
Ability to communicate effectively |
The learner confidently and efficiently adapts conversation effectively to the role assumed and the simulated situation |
The learner progressively adapts the conversation to the role assumed and effectively simulates the situation |
The learner progressively adapts conversation to the role assumed and the simulated situation |
The learner is hesitant to adapt the conversation to the role assumed and displays unease in the simulated situation. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.7 Listening Comprehension and Oral expression: Hobbies (6 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify common hobbies |
The learner quickly identifies a wide range of common hobbies learnt from print and digital devices |
The learner identifies most of the common hobbies learnt from image and digital devices |
The learner identifies some of the common hobbies learnt from print and digital devices |
With a lot of prompting, the learner identifies just the primary pursuits learnt, from image and digital devices, |
Ability to justify the choice of hobbies |
The learner justifies choices of particular hobbies with ease and shows exceptional tolerance and understanding of others' choices and points of view. |
The learner justifies the choice of particular hobbies and shows reasoned tolerance and understanding of others' choices and points of view. |
The learner justifies the choice of particular hobbies and shows moderately reasoned tolerance and understanding of others' choices and points of view. |
The learner makes attempts to justify the choice of hobbies; shows minimal tolerance and understanding of others' choices and points of view |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.8 Listening and Speaking |
1.8 Listening Comprehension: Health |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify common ailments |
The learner can orally identify all common ailments learnt with a lot of ease and give details on the diseases. |
The learner can orally identify all common ailments learnt with ease. |
The learner can orally identify most of the common ailments learnt. |
The learner can orally identify a few common ailments learnt. |
Ability to express one's state of health |
The learner sufficiently expresses a state of health in communication using a variety of vocabulary and expressions; supplies great detail in expressing a current state of health |
The learner expresses a state of health using appropriate vocabulary and expressions. |
The learner expresses a state of health in communication using an appropriate but limited vocabulary and expressions; makes some errors that may interfere with coherence |
The learner expresses a state of health using minimal vocabulary and inappropriate expression but requires frequent prompting. |
Ability to articulate sounds |
The learner articulates sound [jɛ] correctly in all words learnt with ease and can say the sound correctly even in new words. |
The learner articulates sound [jɛ] correctly in all words learnt with ease and has good audibility but with minor distortions that do not affect meaning. |
The learner articulates sound [jɛ] correctly in most of the words learnt. There are a few distortions which sometimes affect the meaning of the words noted. |
The learner articulates sound [jɛ] correctly in very few words learnt. Consistent significant distortions significantly affect the meaning of the words noted. |
STRAND 2.0: READING
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
1.1 Reading aloud: social interaction (1 Lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify words and expressions in informal interactions |
The learner quickly and accurately identifies words and phrases used in informal interactions and shows interest in discovering new words and expressions |
The learner accurately identifies words and expressions used in informal interactions |
The learner partly identifies words and expressions used in informal interactions |
The learner identifies words and phrases used in informal interactions with difficulty |
Ability to correctly articulate words |
The learner reads with confidence correctly articulating words and expressions used in informal contexts of communication |
The learner can read and correctly articulate words and expressions used in informal contexts of communication |
The learner can read and correctly articulate words and expressions used in informal contexts of communication; however, the learner lacks consistency |
The learner can read and correctly articulate some words and expressions used in informal contexts of communication with considerable assistance but still makes a lot of errors |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.2 Reading for fluency: Immediate Family (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core-Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and contemporary issues:
|
||||
Link to other subjects:
|
Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to give examples of fluent reading |
The learner quickly and confidently states whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading |
The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading |
The learner sometimes hesitates while deciding whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading |
The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading with constant prompting |
Ability to read fluently |
The learner articulates words exceptionally well while reading with the correct intonation, rhythm and pace |
The learner articulates words well while reading with the correct intonation, rhythm and pace |
The learner can articulate most words correctly but does not always maintain the correct intonation, rhythm and pace. |
The learner reads independent words laboriously, displaying little understanding of the text and consistently makes errors in intonation and pace that result in distortions |
Ability to work in teams |
The learner exhibits an exceptional level of understanding and willingness to seek information or assist others as they read in pairs |
The learner shows understanding and willingness to seek information or assist others as they read in pairs. |
The learner shows limited understanding of the text but is willing to seek information or be assisted as they read in pairs |
The learner accepts to read alongside peers but shows limited understanding of the text; is unwilling to seek information or help as they read in pairs |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.3 Reading Comprehension: Our room (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to comprehend simple texts |
The learner can to correctly answer all comprehension questions from texts rea; responses are spontaneous and detailed. |
The learner can correctly answer all comprehension questions from texts read. |
The learner can answer comprehension questions from texts read. A few answers given are incorrect. |
The learner answers comprehension questions from texts read. Answers are sometimes wrong and supplied after persistent prompting. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.4 Reading aloud: Media (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
Digital citizenship as learners acquire knowledge on handling and manipulating digital devices. The learner develops patience through coping with the challenges of working with technology and also develops integrity by using media responsibly. |
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Links to other subjects:
|
||||
Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to read names of media devices |
The learner reads names of media devices written and audio-visual materials with ease |
The learner reads names of media devices in written and audio-visual materials |
The learner reads names of some media devices in written and audio-visual materials |
The learner reads names of media devices in written and audio-visual materials but with considerable assistance from the teacher |
Ability to articulate words and expressions correctly |
The learner reads and correctly articulates a wide variety of vocabulary independently, spontaneously and with ease |
The learner reads vocabulary with the correct pronunciation, intonation, and rhythm |
The learner reads vocabulary, but the pronunciation, intonation, and rhythm is not always correct |
The learner pronounces words correctly with some assistance but does not usually have the correct intonation and rhythm |
Ability to read using various electronic media |
The learner takes the initiative to discover and use appropriate learning applications to practice pronunciation |
The learner can use learning applications to practice pronunciation |
The learner occasionally uses learning applications to practice pronunciation |
The learner hardly uses learning applications to practice pronunciation |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.5 Reading Comprehension: School (2 lessons) |
By the end of the sub strand, the learner should be able to: state the facilities and activities in school derive meaning from simple texts show pleasure in reading texts fluently |
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to state facilities and activities in school |
The learner confidently enumerates places in school and the activities that take place in the cited places |
The learner enumerates places in school and most activities that take place in the cited places |
The learner enumerates most places in school and some activities that take place in the cited places |
The learner enumerates key places in school but does not always match activities correctly to the cited places |
Ability to infer information from texts |
The learner responds to questions with accuracy and is excellent at infering meaning from the vocabulary and images in a wide variety of texts |
The learner responds to questions with accuracy and infers meaning from the vocabulary and images in a standard range of texts |
The learner responds to some questions with accuracy and partially infers meaning from the vocabulary and images in texts |
The learner responds to questions with little accuracy and has difficulty inferring meaning from the vocabulary and images in texts |
Ability to lead community activities |
The learner keenly observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places |
The learner observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places |
The learner prompted to note the immediate community's needs for signage; may help draw a plan to create signs and place them in required places |
The learner observes the immediate community's needs for signage but requires assistance to make a decision and draw a plan to create signs and place them in places needed |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.6 Reading Comprehension: Shopping (2 Lessons) |
By the end of sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and contemporary issues:
|
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to choose appropriate vocabulary |
The learner always uses appropriate vocabulary when simulating buying and selling situations |
The learner uses appropriate vocabulary when simulating buying and selling situations |
Learner sometimes uses appropriate vocabulary when simulating buying and selling situations |
The learner hardly uses appropriate vocabulary when simulating buying and selling situations |
Ability to comprehend simple texts |
The learner responds correctly to all questions on buying and selling from reading texts with a lot of ease. |
The learner responds correctly to all the questions on buying and selling from reading texts |
The learner responds correctly to some of the questions on buying and selling from reading texts. |
The learner responds correctly to very few questions on buying and selling from reading texts |
Ability to work in teams |
The learner always listens keenly to others and speaks when contributing to the group discussion |
The learner listens to others and speaks when contributing to the group discussion |
The learner gets distracted sometimes and does not always speakwhen contributing to the group discussion |
The learner is constantly distracted when listening to others and stutters when contributing to group discussions |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.7 Reading Comprehension: Hobbies (4 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Pertinent and contemporary issues:
|
Values:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to build vocabulary on hobbies |
The learner reads a wide variety of materials on hobbies to build vocabulary |
The learner reads recommended texts to build vocabulary on hobbies |
The learner reads some of the recommended texts to build vocabulary on hobbies |
The learner hardly reads recommended texts to build vocabulary on hobbies |
Ability to comprehend simple texts |
The learner promptly and accurately responds to all questions on hobbies. |
The learner accurately responds to all questions on hobbies. |
The learner accurately responds to most of the questions on hobbies |
The learner attempts to respond accurately to questions on hobbies. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.8 Reading Comprehension: Health (3 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to read for comprehension |
The learner can easily pick out specific information on common ailments from reading texts and correctly answer all questions in great detail. |
The learner can pick out specific information on common ailments from reading texts to answer all questions eventually correctly. |
The learner can partly pick out specific information on common ailments from reading texts with; can correctly answer questions from the read text. |
The learner can pick out very little information on common ailments from reading text; cannot give correct answers to basic questions |
Ability to read fluently |
The learner reads simple texts accurately with excellent phrasing, expression and pace that enhances comprehension. Self-correction is automatic. |
The learner reads simple texts accurately, maintaining the appropriate pace and expression that enhance comprehension. Self-correction is applied in some instances. |
The learner reads simple texts accurately but has some challenges maintaining the appropriate pace and expression that enhance comprehension. |
The learner reads simple texts with a lot of inaccuracies and has consistent challenges in maintaining appropriate pace and expression. Comprehension is greatly hampered. |
Ability to research |
The learner searches for and explores a wide variety of sources of information on common ailments; proceeds to analyze the information |
The learner searches for and explores the recommended sources of information on common ailments |
The learner searches for and explores some sources of information on common ailments |
The learner searches for and explores other sources of information on common ailments after consistent prompting |
STRAND 3.0: WRITING
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
1.1 Guided writing: Social interaction (1 Lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to write short interactions and dialogues |
The learner writes excellent interactive texts using accurate vocabulary and expressions that are appropriate for informal interaction |
The learner writes good interactive texts using vocabulary and expressions that are appropriate for informal interaction |
The learner writes short, interactive texts with irregularly sustained use of vocabulary and expressions appropriate for informal texts. |
The learner attempts to write short, interactive texts. Vocabulary and language are mainly inappropriate for informal texts. |
Ability to write using the informal register |
The learner writes short texts using informal expressions and elision though the text lucks sustained coherence suitable for everyday interactions. |
The learner writes short texts using informal expressions and elision; makes a few mistakes that do not affect coherence. |
The learner writes short texts using informal expressions and elision though the text lacks coherence and vocabulary on informal interactions are misused and distort the meaning |
The learner writes short texts using expressions and elision that often result in distorting meaning even after assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.2 Guided writing: Immediate Family (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and contemporary Issues:
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to construct correct sentences
|
The learner can use highly effective and appropriate phrases while writing texts.
|
The learner adequately uses vocabulary and expressions while writing about family and friends.
|
The learner makes quite some predictive (gender number) spelling errors while writing, which compromises clarity |
The learner makes spelling errors while writing, thus distorting a large part of the intended communication. |
Ability to describe people |
The learner uses descriptive expressions learnt to describe the immediate family members effortlessly |
The learner employs the descriptive expressions learnt adequately to describe the immediate family members clearly. |
The learner makes some attempts to describe family members using descriptive expressions and vocabulary learnt though the writing contains quite some errors |
The learner attempts to describe family members using descriptive expressions and vocabulary learnt, and the writing contains predictive mistakes. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.3 Descriptive Writing: Our room (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to use correct word order |
Learner writes descriptive texts using appropriate word order and successfully experiments with new word orders. |
The learner writes descriptive texts using an appropriate word order. |
The learner writes descriptive texts using appropriate word order most of the time. |
The learner is aware of the word order but repeatedly uses the wrong order when writing descriptive texts |
Ability to describe a room, place, or item. |
The learner confidently uses the descriptive expressions learnt to describe a room, place, or item. |
The learner employs the descriptive expressions learnt adequately to describe a room, place, or items. |
The learner makes some attempt to describe a room, place, or items using descriptive expressions and vocabulary learnt through the writing contains quite some other grammatically related errors |
The learner attempts to describe a room, place, or items using descriptive expressions and vocabulary taught, and the writing contains many repeated errors. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.4 Creative Writing: Media (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issus:
|
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to list different types of media devices |
The learner generates a list of various electronic media devices as well and matches them with all their multiple illustrations |
The learner generates a list of electronic media devices and matches most of them with their illustrations |
The learner generates a list of electronic devices and matches them to some familiar illustrations |
The learner generates a list of media devices but fails to match most illustrations to the names |
Ability to create texts using a given electronic medium |
The learner experiments using different electronic medium to create accurate texts and images which are well-edited using various visual effects |
The learner creates accurate and well-edited texts on a provided electronic medium. |
The learner creates one or two texts using electronic media provided; texts may have a few errors. |
The learner creates texts with prompting; designs an unstructured text that invariably needs re-organization and editing. |
Ability to interact through media devices |
The learner composes clear and comprehensible texts to interact regularly with teachers, friends, and classmates through a digital platform. |
The learner composes comprehensible texts to interact with teachers, peers through digital platforms as instructed |
The learner composes editable texts to interact with teachers, peers through a digital platform as instructed |
The learner composes introductory texts to interact with teachers, peers through digital platforms. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.5 Creative Writing: School (3 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
Pertinent and contemporary issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to state places and activities in school |
The learner can quickly and accurately identify all the places and activities in school |
The learner can identify all the places and activities in school |
The learner can identify three quarters of the places and activities in school |
The learner can identify less than half of the places and activities in school. |
Ability to write creatively |
The learner creatively writes short texts on places and activities in school with an exceptional amount of creativity |
The learner creatively writes short texts on places and activities in school |
The learner writes short factual texts on places and activities in school with some amount of creativity. |
The learner writes short texts on places and activities in school with very little or no creativity; errors hamper intended communication. |
Ability to produce clear and legible labels |
The learner creatively uses varied media devices to make clear and legible labels |
The learner makes clear and legible labels using various media. |
The learner makes clear and legible, and practical labels |
The learner makes creative labels that are not always clear. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.6 Functional and Creative Writing: Shopping |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to select adequate vocabulary in writing. |
The learner composes shopping lists with a variety of vocabulary on market goods. |
The learner writes shopping lists with adequate vocabulary on market goods. |
The learner writes shopping lists with limited vocabulary learnt on market goods. |
The learner writes shopping lists with minimal vocabulary on market goods. |
Ability to create using media |
The learner easily creates shopping lists with all items correctly put in their respective categories. |
The learner creates shopping lists with most items correctly put in their respective categories. |
The learner writes shopping lists with some items put in inappropriate categories. |
The learner produces shopping lists with items categorized haphazardly. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.7 Creative writing: Hobbies (4 lessons) |
By the end of the sub-stand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to use vocabulary |
The learner uses appropriate vocabulary beyond the class list to write texts on hobbies. |
The learner uses adequate vocabulary to create texts on hobbies |
The learner uses appropriate vocabulary to write texts on hobbies but lacks creativity. |
The learner uses limited vocabulary to write texts on hobbies but requires constant prompting. |
Ability to create texts |
The learner creates very well-organized and coherent—texts where a wide range of vocabulary is excellently applied. |
The learner creates organized and coherent texts Using appropriate vocabulary |
The learner sometimes creates texts which lack proper organization and coherence. |
The learner creates a few texts with much prompting, but the texts lack proper organization, and coherence is greatly affected. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.3 Writing |
3.8 Creative writing: Health (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to describe common ailments |
The learner uses a variety of relevant words and expressions with ease to describe the common ailments |
The learner uses appropriate words and expressions to describe the common ailments |
The learner uses limited stock words and expressions to describe the common ailments |
The learner uses words and expressions to describe basic common ailments with considerable assistance. |
Ability to create texts |
The learner creates texts on common ailments with a developed plot, characters, and expressions creatively and coherently. The learner uses extensive vocabulary on health and wellbeing and to express feeling. |
The learner adapts texts on common ailments with a relevant plot, key characters, and expressions coherently. Vocabulary on health and wellbeing is adequately used. |
The learner writes texts on common ailments but with lots of repetition. The plot is shaky characters and expressions are undeveloped. Creativity and coherence are evident. |
The learner writes limited texts on common ailments, but with a lot of assistance. The plot, characters, and expressions are not well defined. Creativity may be evident, but coherence lacks. |
STRAND 4.0: LANGUAGE STRUCTURES
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language structures |
4.1 Social Interactions: Informal register (1 Lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to pick out informal register |
The learner can discern an extensive range of informal language structures from various materials with consistent ease. |
The learner can discern most informal language structures from a variety of materials with ease. |
The learner can discern some informal language structures from a variety of materials, albeit with some difficulty. |
The learner can discern very few informal language structures from various core reference material with many difficulties. |
Ability to use elision and informal register |
The learner correctly and spontaneously employs elision and informal register in communication. |
The learner correctly and almost consistently employs elision and informal register in a relevant situation of communication. |
The learner employs elision and informal register satisfactorily in communication; able to self-coherent in some following lapses. |
The learner employs elision and informal register in communication incorrectly even with consistent guidance. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language structures |
4.2 Possessive adjectives: Immediate Family (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and contemporary Issues:
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to use possessive adjectives correctly |
The learner uses singular and plural forms of possessive adjectives appropriately and creatively when writing short texts |
The learner uses singular and plural forms of possessive adjectives correctly and appropriately when writing short texts |
The learner correctly uses singular and plural forms of possessive adjectives sometimes |
The learner uses singular and plural forms of possessive adjectives randomly when writing short texts |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.3 Adjectives and Prepositions: Our room (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify qualitative adjectives and prepositions of place |
The learner quickly identifies a wide variety of nouns, adjectives, prepositions of place, and appropriate placement in texts. They can expand the standard list with new adjectives and prepositions of place. |
The learner identifies all nouns, adjectives, and prepositions of place and their correct placement in texts. |
The learner identifies most nouns, adjectives, and prepositions of place in texts. The placement is sometimes wrong and distorts the intended meaning. |
The learner identifies very few nouns, adjectives, and prepositions of place in texts. The placement is, most of the time, incorrect. |
Ability to use nouns, qualitative adjectives, and prepositions in texts |
The learner constantly analyses, appropriately selects and uses the correct nouns, qualitative adjectives, and prepositions to complete texts |
The learner analyses, chooses, and uses the proper nouns, qualitative adjectives, and prepositions to complete texts |
The learner partially analyses, chooses, and uses the correct nouns, qualitative adjectives, and prepositions to complete texts |
The learner hardly analyses, selects or uses the correct nouns, qualitative adjectives, and prepositions to complete texts |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.4 Nouns and Verbs: Media (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and contemporary issues:
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to use singular and plural forms of nouns |
The learner uses appropriate singular and plural forms of nouns and in identifying varied media devices |
The learner uses appropriate singular and plural forms of nouns in identifying most media devices |
The learner uses some appropriate singular and plural forms of nouns in identifying media devices |
The learner uses the a few singular and plural forms of nouns correctly, makes errors in identifying some primary media devices |
Ability to use the infinitive form of verbs |
The learner exhibits excellent command of verb infinitives when identifying media devices |
The learner exhibits good command of verb infinitives when identifying media devices |
The learner exhibits varying command of verb infinitives when identifying media devices |
The learner exhibits limited command of verb infinitives when identifying media devices |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.5 Prepositions: School (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to use correct prepositions and interrogative forms |
The learner accurately asks/answers questions on place and activities using correct prepositions and interrogative forms. Prepositions and interrogative are used to bring out the intended meaning. The expressions are flawless |
The learner asks and answers questions on places and activities correctly Minimal grammatical errors made do not obscure intended meaning. |
The learner makes a fair attempt at the correct use of prepositions of place and the interrogative form. Some mistakes are evident in attempts to construct some complete sentences. Through positive reinforcement, effective communication is achieved |
The learner attempts to use prepositions (of place) and the interrogative form in a jumbled-up manner Intended communication is often still not clear despite consistent guidance. |
Ability to organize ideas or expressions |
The learner quickly and confidently constructs well-developed sentences when expressing self on places and activities. There is always an explicit agreement between the prepositions of place and interrogative. |
The learner regularly places the prepositions and interrogative in the right place to bring out the exact meaning There is correct Sequencing of ideas is usually appropriate |
The learner makes an attempt at structuring and organizing the prepositions and interrogative to locate places There are several errors in the placement of proper prepositions, but meaning can be derived through remediation. |
The learner attempts to organize ideas with consistent prompting. There are many prepositional and interrogative errors. However, a sentence or two may be correct. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
Language structures |
4.6 Indefinite and Partitive Articles: Shopping (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to express information politely |
The learner always asks appropriate questions and gives information in a polite manner |
The learner asks questions and gives information in a consistent and polite manner |
The learner asks questions and gives (sometimes) information politely. |
The learner asks questions and gives information with no thought for politeness. |
Ability to use partitive articles in context |
The learner very quicly analyses the communication situation and uses varied but appropriate partitive articles |
The learner analyses the communication situation and uses appropriate partitive articles |
The learner analyses the communication situation and uses appropriate partitive articles |
The learner analyses the basic communication situation and uses some partitive articles |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.7 Present tense: Hobbies (2 lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues:
|
||||
Links to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to identify verbs in the resent tense |
The learner spontaneously identifies verbs in the present tense in texts and creates them in varied situations |
The learner identifies and uses verbs in the present tense correctly in varied situations |
The learner identifies and uses verbs in the present tense in some situations |
The learner identifies and uses verbs in the present tense in a limited number of situations; this with considerable assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.3 Language Structures |
4.8 The Interrogative: Health (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues:
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to Identify interrogative pronouns |
The learner quickly and constantly identifies interrogative pronouns in texts on health |
The learner identifies interrogative pronouns in texts on health |
The learner identifies most interrogative pronouns in texts on health |
The learner identifies few interrogative pronouns in texts on health |
Ability to use correct verbs to describe a state of health |
The learner confidently uses the correct form of verbs, conjugated in the present tense. |
The learner uses the correct form of verbs, conjugated in the present tense. |
The learner progressively uses the correct form of verbs, conjugated in the present tense, makes a few errors in the description of state of health. |
The learner can correctly conjugate verbs with lots of guidance but makes many errors in the application. |
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).
All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.
CSL Skills to be covered:
- Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
- Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
- Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
- Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
- Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
- Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.
Suggested PCIs |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Questions |
The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality |
By the end of the CSL class activity, the learner should be able to:
|
The learner is guided to:
|
|
Assessment Rubric |
||||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
||
The ability to identify and analyse a pertinent issue in society to be addressed |
Learner critically defines and elaborately discusses a pertinent issue to be addressed. |
Learner defines and discusses a pertinent issue to be addressed. |
Learner defines and discusses a pertinent issue to be addressed with minimal support. |
Learner requires support to critically examine and select the appropriate issue. |
||
The ability to plan to solve the identified problem |
Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project. |
Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project. |
Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project. |
Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project. |
The ability to design solutions to the identified problem and implement them |
Learner constantly applies the knowledge and skills gained in subjects to address the identified issue. |
Learner applies the knowledge and skills gained in subjects to address the identified issue. |
Learner applies the knowledge and skills gained in subjects to address the identified issue with some support. |
Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue. |
Ability to share findings to relevant actors |
Learner comprehensively and confidently shares findings of the issue addressed in the activity. |
Learner confidently shares findings of the issue addressed in the activity. |
Learner shares some of the findings of the issue addressed in the activity. |
Learner briefly shares findings of the issue addressed in the activity, lacks necessary details. |
The ability to reflect on own learning and relevance of the activity |
Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning. |
Learner clearly outlines the benefits of the CSL activity on the target community and own learning. |
Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear. |
Learner struggles to outline the benefits of the CSL activity on the target community and own learning. |
APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand |
Suggested Assessment Methods |
Suggested Learning Resources |
Suggested Non-formal Activities |
Listening and speaking |
|
|
|
Reading |
|
|
|
Writing |
|
|
|
Language structures |
|
|
|
Home Science - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
HOME SCIENCE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Home Science is an applied and integrated science which aims at improving the quality of life for the individual, the family and the community. It is also anchored on Kenya Vision 2030’s social pillar which promotes education, health, environment, gender, youth, children, housing, water and sanitation. The National Education Sector Plan (NESSP) 2018- 2022 has shown that Home Science is among other learning areas that expose a learner's abilities in life. Further, respondents in the Needs Assessment Survey (KICD, 2016) indicated that Home Science should be emphasised in the curriculum reforms.
Home Science is an optional subject in the lower secondary curriculum. As a discipline, it covers aspects of caring for self and the family, foods, nutrition, textiles, clothing, housing the family, home care, laundrywork, maternal health care and consumer education. It forms the foundation for learners who want to pursue related subjects and careers at the senior secondary and tertiary levels.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- adopt a healthy lifestyle through nutritional habits for the wellness of self and others,
- apply the principles of consumer education for personal financial management,
- develop skills in fabric choice for construction of garments and household articles,
- adopt healthy hygienic practices at personal and household level,
- build a foundation for further education, career and training,
- appreciate the importance of a healthy environment for the wellbeing of self and other
STRAND 1.0: FOODS AND NUTRITION
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
1.0 Foods and Nutrition |
1.1 Conservation ( 8 lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe the role of Home Science education in contemporary life for self and others. | Correctly and comprehensively describes the role of Home Science education in contemporary life for self and others. |
Correctly describes the role of Home Science education in contemporary life for self and others. |
Correctly describes the role of Home Science education in contemporary life for self but not for others. |
Needs support to describe the role of Home Science education in contemporary life for either self or others. |
Ability to explain the nutrient conservation in food handling. | Correctly and comprehensively explains of nutrient conservation in food handling |
Correctly explains of nutrient conservation in food handling |
Correctly explains some of nutrient conservation in food handling |
Explains some of nutrient conservation in food handling with assistance. |
Ability to investigate the effect of heat on vegetables during cooking. | Correctly and critically investigates the effect of heat on vegetables during cooking. | Correctly investigates the effect of heat on vegetables during cooking. | Investigates correctly, aspects of some effect of heat on vegetables during cooking. | Correctly investigates some aspects of the effect of heat on vegetables during cooking when assisted. |
Ability to conserve food nutrients in the various vegetables found in the locality |
Accurately and innovatively able to conserve food nutrients in the various vegetables found in the locality |
Accurately able to conserve food nutrients in the various vegetables found in the locality |
Accurately attempts to conserve food nutrients in the various vegetables found in the locality |
Accurately conserves some food nutrients in the various vegetables found in the locality |
Ability to describe the safety precautions to observe when investigating effect of heat on vegetables during cooking | Comprehensively and accurately able to describe the safety precautions to observe when investigating effect of heat on vegetables during cooking | Accurately able to describe the safety precautions to observe when investigating effect of heat on vegetables during cooking | Accurately able to describe some safety precautions to observe when investigating effect of heat on vegetables during cooking | Can accurately describe some safety precautions to observe when investigating effect of heat on vegetables during cooking only when assisted. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
1.0 Foods and Nutrition |
1.2 Small Kitchen Tools and Equipment (7 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to classify small kitchen tools and equipment used at home, | Precisely and appropriately classifies small kitchen tools and equipment used at home. |
Appropriately classifies small kitchen tools and equipment used at home. |
Appropriately classifies some small kitchen tools and equipment used at home. |
Classify some small kitchen tools and equipment but needs help. |
Ability to describe the uses of small kitchen tools and equipment | Accurately and concisely able to describe the uses of small kitchen tools and equipment |
Accurately able to describe the uses of small kitchen tools and equipment |
Partly able to describe the uses of small kitchen tools and equipment |
Can only describe the uses of small kitchen tools and equipment when assisted. |
Ability to explain the factors to consider in the choice of small kitchen tools and equipment. | Comprehensively and correctly describes factors to consider in the choice of small kitchen tools and equipment. |
Correctly describes factors to consider in the choice of small kitchen tools and equipment. |
Correctly describes some factors to consider in the choice of small kitchen tools and equipment. |
Describe some factors to consider in the choice of small kitchen tools and equipment with assistance. |
Ability to care for the small kitchen tools and equipment used at home | Systematically and correctly able to care for the small kitchen tools and equipment used at home |
Systematically able to care for the small kitchen tools and equipment used at home |
Partially able to care for the small kitchen tools and equipment used at home |
Systematically cares for some small kitchen tools and equipment used at home with help. |
Ability to improvise small kitchen tools and equipment using safe, locally sustainable resources. | Correctly and innovatively improvises small kitchen tools and equipment using safe, locally sustainable resources. |
Correctly improvises small kitchen tools and equipment using safe, locally sustainable resources. |
Fairly able to improvise some small kitchen tools and equipment using safe, locally sustainable resources. |
Can improvise some small kitchen tools and equipment using some safe, locally and sustainable resources with help. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
1.0 Foods and Nutrition |
1.3 Cooking Food (16 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe methods of cooking different types of food. | Correctly and broadly describe methods of cooking different types of food. | Correctly able to describe methods of cooking different types of food. | To a certain extent able to correctly describe some methods of cooking different types of food. | Correctly able to describe some methods of cooking different types of food when prompted. |
Ability to examine the suitable equipment used in various methods of cooking food |
Correctly and exhaustively able to examine the suitable equipment used in various methods of cooking food. | Correctly able to examine the suitable equipment used in various methods of cooking food. | Correctly able to examine the few suitable equipment used in various methods of cooking food |
Correctly able to examine some suitable equipment used in various methods of cooking food when helped. |
Ability to improvise the equipment used in various methods of cooking food | Suitably and creatively able to improvise the equipment used in various methods of cooking food | Creatively able to improvise the equipment used in various methods of cooking food | Creatively able to improvise some equipment used in various methods of cooking food with inaccuracies. | Creatively able to improvise some equipment used in various methods of cooking food only when helped. |
Ability to describe the procedure for cooking foods using various methods. | Correctly and systematically able to describe the procedure for cooking foods using various methods. | Able to describe the procedure for cooking foods using various methods. | To some extent able to describe the procedure for cooking foods using various methods. | Systematically describe some procedures for cooking foods using various methods only when prompted. |
Ability to plan, cook and serve suitable foods using appropriate methods of cooking. | Correctly and innovatively plans, cooks and serves suitable foods using appropriate methods of cooking. | Correctly able to plan, cook and serves suitable foods using appropriate methods of cooking. | Tries to correctly plan, cook and serve some suitable foods using appropriate methods of cooking. | Correctly plans, cooks and serves some suitable foods using few appropriate methods of cooking when assisted. |
STRAND 2.0: CONSUMER EDUCATION
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
2.0 Consumer Education |
2.1 Buying (6 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to analyse the factors to consider when buying goods and services needed at the household level. | Correctly and concisely and able to analyse factors to consider when buying goods and services needed at the household level, | Correctly able to analyse factors to consider when buying goods and services needed at the household level. |
Partly able to correctly analyse factors to consider when buying goods and services needed at the household level. |
Needs support to correctly analyse factors to consider when buying goods and services needed at the household level. |
Ability to explore the methods of buying various household goods and services from sale outlets | Broadly and suitably able to to explore the methods of buying various household goods and services from sale outlets | Broadly able to to explore the methods of buying various household goods and services from sale outlets | Attempts to broadly explore some methods of buying various household goods and services from sale outlets | Can broadly explore some methods of buying various household goods and services from sale outlets only when helped. |
Ability to evaluate the costs of various goods and services needed at the household level. | Correctly and exhaustively able to evaluate costs of various goods and services needed at the household level. | Correctly able to evaluate costs of various goods and services needed at the household level. | Able to correctly evaluate some costs of various goods and services needed at the household level. | Correctly able to evaluate some costs of various goods and services needed at the household level with help. |
Ability to perform the buying transactions of goods and services for household use. | Correctly and systematically able to perform buying the transactions of goods and services for household use. |
Systematically able to perform buying the transactions of goods and services for household use. | Systematically able to perform some buying the transactions of goods and services for household use. | Systematically able to perform some buying the transactions of goods and services for household use when assisted. |
STRAND 3.0 TEXTILES AND CLOTHING
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
3.0. Textiles and Clothing |
3.1 Natural Textile Fibres
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By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to classify the textile fibres based on their natural sources. | Accurately and concisely able to classify the textile fibres based on their natural sources. | Accurately able to classify the textile fibres based on their natural sources. | Makes effort accurately classify some textile fibres based on their natural sources from time to time. |
Accurately able to classify limited number of textile fibres based on their natural sources only when prompted. |
Ability to describe the properties of natural textile fibres. | Broadly and correctly able to describe the properties of natural textile fibres. | Correctly able to describe the properties of natural textile fibres. | Attempts to correctly describe some properties of natural textile fibres now and then. | Correctly describe few properties of natural textile fibres when prompted. |
Ability to explain the uses of natural textile fibres | Concisely and accurately to explain the uses of natural textile fibres | Accurately to explain the uses of natural textile fibres | Accurately to explain some uses of natural textile fibres | Accurately able to explain some uses of natural textile fibres only when encouraged. |
Ability to carry out the physical identification tests of natural textile fibres. | Systematically and correctly able to carry out the physical identification tests of natural textile fibres. | Systematically able to carry out the physical identification tests of natural textile fibres. | Partially able to carry out the physical identification tests of natural textile fibres. | Can be able to systematically carry out the physical identification tests of natural textile fibres only when urged. |
Ability to outline the safety precautions to observe when carrying out physical identification on natural fibres | Clearly and accurately able to outline the safety precautions to observe when carrying out physical identification on natural fibres | Accurately able to outline the safety precautions to observe when carrying out physical identification on natural fibres | Accurately able to outline some safety precautions to observe when carrying out physical identification on natural fibres | Accurately able to outline some safety precautions to observe when carrying out physical identification on natural fibres only when assisted. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
3.0 Textiles and Clothing |
3.2 Sewing Machine (10 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the factors considered in buying different types of sewing machines. |
Correctly and confidently able to explain the factors considered in buying different types of sewing machines. |
Correctly able to explain the factors considered in buying different types of sewing machines. |
Tries to correctly explain some factors considered in buying different types of sewing machines. | Correctly explains some factors considered in buying different types of sewing machines only when assisted. |
Ability to describe the functions of various parts of a sewing machine. | Suitably and consistently able to describe the functions of various parts of a sewing machine. | Suitably able to describe the functions of various parts of a sewing machine. | Sometimes able to describe some functions of various parts of a sewing machine. | Suitably able to describes the functions of some parts of a sewing machine when helped. |
Ability to prepare a sewing machine for safe basic straight stitching, | Accurately and independently able to prepare a sewing machine for safe basic straight stitching, | Accurately able to prepare a sewing machine for safe basic straight stitching, | Partially able to prepare a sewing machine for safe basic straight stitching, | Accurately able to prepare a sewing machine for safe basic straight stitching unless aided. |
Ability to practice the basic straight stitching on a stitch swatch, sample or strip. | Suitably and independently able to practice basic straight stitching on a stitch swatch , sample or strip. |
Suitably able to practice basic straight stitching on a stitch swatch , sample or strip. |
Sometimes able to suitably practice some basic straight stitching on a stitch swatch, sample or strip. | Suitably able to practice some basic straight stitching on a stitch swatch, sample or strip when helped. |
Ability to outline the machine faults and their remedies during straight stitching | Precisely and exhaustively able to outline the machine faults and their remedies during straight stitching |
Exhaustively able to outline the machine faults and their remedies during straight stitching |
Exhaustively able to outline some machine faults and their remedies during straight stitching |
Can outline the machine faults and their remedies exhaustively during straight stitching only when helped. |
Ability to carry out the basic care of a sewing machine. | Appropriately and consistently carry out basic care of a sewing machine. | Consistently able to carry out basic care of a sewing machine. | Makes little effort to consistently carry out basic care of a sewing machine. | Can consistently carry out basic care of a sewing machine only when prompted. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
3.0 Textiles and Clothing |
3.3 Seams
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By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the meaning of the term seam as used in clothing construction |
Correctly and confidently able to explain the meaning of the term seam as used in clothing construction. |
Correctly able to explain the meaning of the term seam as used in clothing construction. |
Partially able to explain the meaning of the term seam as used in clothing construction. |
Correctly able to explain the meaning of the term seam as used in clothing construction only when supported. |
Ability to identify the types of seams used in clothing construction | Accurately and explicitly to identify the types of seams used in clothing construction | Accurately able to identify the types of seams used in clothing construction |
Accurately able to identify some types of seams used in clothing construction |
Accurately able to identify few types of seams used in clothing construction only when helped. |
Ability to analyze the factors to consider when choosing seams in clothing construction |
Exhaustively and correctly able to analyze the factors to consider when choosing seams in clothing construction | Correctly able to analyze the factors to consider when choosing seams in clothing construction | Attempts to correctly analyse some factors to consider when choosing seams in clothing construction | Can only analyse correctly the factors to consider when choosing seams in clothing construction when helped. |
Ability to examine the qualities of well-made seams in clothing construction |
Accurately and consistently able to examine the qualities of well-made seams in clothing construction,. |
Accurately able to examine the qualities of well-made seams in clothing construction,. |
Partially able to examine the qualities of well-made seams in clothing construction,. |
Accurately able to examine few qualities of well-made seams in clothing construction unless assisted. |
Ability to make the samples of seam used in clothing construction | Methodically and accurately able to make samples of seam used in clothing construction | Methodically able to make samples of seam used in clothing construction | Attempts to methodically make some samples of seam used in clothing construction from time to time. |
Methodically makes few samples of seam used in clothing construction when aided. |
Ability to construct a simple household article. | Creatively and suitably able to construct a simple household article. |
Suitably able to construct a simple household article. |
Makes a little effort to suitably construct a simple household article. |
Can suitably construct a simple household article only when assisted. |
STRAND 4.0: CARING FOR THE FAMILY
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
4.0. Caring for the Family |
4.1 Household Cleaning Agents (8 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ablity to identify the cleaning agents for household purposes | Precisely and accurately able to identify the cleaning agents for household purposes |
Accurately able to identify the cleaning agents for household purposes |
Accurately able to identify some cleaning agents for household purposes |
Can accurately identify few cleaning agents for household purposes only when assisted. |
Ability to differentiate soap and soapless detergents for household use | Correctly and precisely able to differentiate soap and soapless detergents for household use. | Precisely able to differentiate soap and soapless detergents for household use. | Partially able to differentiate soap and soapless detergents for household use. | Precisely able to differentiate soap and soapless detergents for household use only when unless assisted. |
Ability to describe the basic soap ingredients and substances added during soap making | Correctly and broadly able to describe the basic soap ingredients and substances added during soap making. | Correctly able to describe the basic soap ingredients and substances added during soap making. | Attempts to correctly describe some basic soap ingredients and substances added during soap making. | Can only correctly describe the basic soap ingredients and substances added during soap making when helped. |
Ability to explain the qualities of an effective cleaning agent for household purposes | Concisely and clearly to explain the qualities of an effective cleaning agent for household purposes | Concisely able to explain the qualities of an effective cleaning agent for household purposes | Concisely able to explain some qualities of an effective cleaning agent for household purposes |
Can only explain the qualities of an effective cleaning agent for household purposes when assisted.
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Ability to prepare homemade soap using safe,locally sustainable ingredients. | Accurately and innovatively able to prepare homemade soap using safe, locally sustainable ingredients. | Accurately able Hardly able to to prepare homemade soap using safe, locally sustainable ingredients. | Makes an effort to accurately prepare home-made soap using safe, locally sustainable ingredients. |
Can only acurately prepare home -made soap using safe, locally sustainable ingredients when helped.
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COMMUNITY SERVICE LEARNING (CSL) PROJECT
Project Title: Homemade Soap
The CSL project is based on the strand, caring for the family, under the sub strand, household cleaning agents. The project seeks to deepen the understanding of the concept of soap by providing an opportunity to practise the knowledge gained in the classroom to benefit themselves and the community.
To implement the project, the learners should be guided and facilitated to make the planning, organisation and implementation of the project activities. The project should be conducted by learners in groups where resources are scarce.
Resources Required
The learners should make use of safe, locally sustainable ingredients to economically make homemade soap for household use. The materials are natural.
Integration of Learning and Community Service
Clean water remains a basic need and many do not have it in low and middle-income settings. Learners will address the need for accessibility to home -made soap for household use. This will minimise the risk of infections at school and in the community and raise the standards of hygiene which are real-life issues. World Health Organisation (WHO) also advises the general public to practise hand washing with soap and water both at home and in school. Washing hands with soap and water seems simple enough, but it can have a huge impact on personal and public health.
Making soap from safe, locally sustainable ingredients is an effective and inexpensive way to help prevent transmission of diseases such as diarrhoea, skin and respiratory infections for both learners and community members.
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
4.0 Caring for the Family |
4.2 Homemade Soap (3 lessons) |
By the end of the CSL Project, the learner should be able to:
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The learner is guided to:
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The Key Component of CSL Developed: Life skills, Research, Entrepreneurship and Financial Literacy, Communication and Community Development.
Entrepreneurship and Financial Literacy: Importance of Entrepreneurship and Financial Literacy in the Community and School.
Research: Importance of Research
Community Development: Importance of Community Development
Communication: Importance of Communication
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to investigate the economical ways to provide soap for household use. | Correctly and exhaustively able to investigate the economical ways to provide soap for household use. |
Correctly able to investigate the economical ways to provide soap for household use. |
Makes effort to correctly investigate some economical ways to provide soap for household use. | Can be able to correctly investigate the economical ways to provide soap for household use, only when aided. |
Ability to document the proposed plan and procedure of homemade soap for effective implementation. | Correctly and systematically documents the proposed plan and procedure of homemade soap for effective implementation. |
Correctly able to document the proposed plan and procedure of homemade soap for effective implementation. | Attempts to correctly document proposed plan and procedures of hand-made soap for effective implementation with few inaccuracies. | Can document the proposed plan and procedure of homemade soap for effective implementation only when assisted. |
Ability to apply knowledge in soap making to prepare hand- made soap for household use | Accurately and innovatively able to apply knowledge in soap making to prepare homemade soap for household use |
Innovatively able to apply knowledge in soap making to prepare homemade soap for household use |
Makes a little effort to innovatively apply knowledge in soap making to prepare homemade soap for household use | Innovatively able to apply knowledge in soap making to prepare homemade soap for household usewhen helped. |
Ability to use homemade soap in the care of the family and school community |
Correctly and relevantly able to use homemade soap in the care of the family and school community |
Relevantly able to use homemade soap in the care of the family and school community |
Partially able to use homemade soap in the care of the family and school community |
Can relevantly use homemade soap in the care of the family and school community, only when assisted. |
Ability to evaluate the effectiveness of the homemade soap project at school, | Correctly and concisely able to evaluate the effectiveness of the homemade soap project at school, | Concisely able to evaluate the effectiveness of the homemade soap project at school, | Partially evaluate the effectiveness of the homemade soap project at school, | Can be able to concisely evaluate the effectiveness of the homemade soap project at school, only when helped. |
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
4.0. Caring for the Family |
4.3 Special Treatments in Laundry work (8 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competences to be Developed
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain types of special treatments in household laundry work | Concisely and relevantly able explain types of special treatments in household laundry work | Relevantly able explain types of special treatments in household laundry work | Relevantly explain some types of special treatments in household laundry work | Requires help to explain types of special treatments in household laundry work |
Ability to examine requirements for special treatments in household laundry work | Correctly and exhaustively able to examine requirements for special treatments in household laundry work | Correctly able to examine requirements for special treatments in household laundry work | Partially able to examine requirements for special treatments in household laundry work | Can be able to correctly examine requirements for special treatments in household laundry work when assisted. |
Ability to prepare home-made starch for special treatment in household laundry work | Systematically and correctly able to prepare home-made starch for special treatment in household laundry work | Correctly able to prepare home-made starch for special treatment in household laundry work | Attempts to correctly prepare home-made starch for special treatment in household laundry work with inaccuracies. | Requires helped to prepare home-made starch for special treatment in household laundry work |
Ability to describe the procedure of various special treatments in household laundry work | Logically and correctly describes the procedure of various special treatments in household laundry work | Correctly able to describe the procedure of various special treatments in household laundry work | Partially able to describe the procedure of various special treatments in household laundry work | Can correctly describe the procedure of various special treatments in household laundry work only when assisted. |
Ability to apply safety measures while carrying out various special treatments in household laundry work | Concisely and correctly able to apply safety measures while carrying out various special treatments in household laundry work | Correctly to apply safety measures while carrying out various special treatments in household laundry work | Correctly able to apply some safety measures while carrying out various special treatments in household laundry work | Can be able to apply few safety measures while carrying out various special treatments in household laundry work only when guided closely. |
Ability to carry out special treatments in household laundry work | Correctly and systematically able to carry out special treatments in laundry work |
Systematically able to carry out special treatments in laundry work | Attempts to systematically carry out special treatments in laundry work | Can carry out systematically few special treatments in laundry work only if supported. |
APPENDIX: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES & NON-FORMAL LEARNING ACTIVITIES
Strand | Sub Strand | Specific Learning Outcomes | Suggested Learning Experience | Key Inquiry Question (s) |
1.0 Foods and Nutrition |
1.1 Conservation ( 8 lessons) |
|
|
Learners will be guided to:
|
1.2 Small Kitchen (7 lessons) |
|
|
|
|
1.3 Cooking Food (16 Lessons) |
|
|
|
|
2.0 Consumer Education |
2.1 Buying
|
|
|
|
3.0 Textilesand Clothing |
3.1 Natural
|
|
|
|
3.2 Sewing Machine (10 lessons) |
|
|
|
|
3.3 Seams (10 lessons) |
|
|
|
|
4.0 Caring for the Family | 4.1 Household Cleaning Agents (8 lessons) |
|
|
|
4.2 Homemade soap (3 lessons) |
|
|
|
|
4.3 Special Treatments in Laundry work (8 Lessons) |
|
|
|
German - Grade 7 Curriculum Design
GRADE 7
GERMAN
FOREWORD
Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.
PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION
PREFACE
The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.
The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).
It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.
JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.
The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.
KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.
I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.
My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.
PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
TABLE OF CONTENTS
FOREWORD iii
PREFACE iv
ACKNOWLEDGEMENT v
TIME ALLOCATION viii
NATIONAL GOALS OF EDUCATION ix
LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL xii
ESSENCE STATEMENT xii
SUBJECT GENERAL LEARNING OUTCOMES xiii
STRAND 1.0: LISTENING AND SPEAKING 1
STRAND 2.0: READING 17
STRAND 3.0: WRITING 32
STRAND 4.0: LANGUAGE STRUCTURES 46
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY 62
ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.66
TIME ALLOCATION
No |
Subject |
Number of Lessons Per Week (40 minutes per lesson) |
1. |
English |
5 |
2. |
Kiswahili/KSL |
4 |
3. |
Mathematics |
5 |
4. |
Integrated Science |
4 |
5. |
Health Education |
2 |
6. |
Pre-Technical and Pre-Career |
5 |
7. |
Social Studies |
3 |
8. |
Religious Education (CRE/IRE/HRE) |
2 |
9. |
Business Studies |
3 |
10. |
Agriculture |
3 |
11. |
Life Skills Education |
1 |
12. |
Physical Education and Sports |
2 |
13. |
Optional Subject |
3 |
14. |
Optional Subject |
3 |
|
Total |
45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.
Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.
Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.
Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL
By end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practise relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Foreign language proficiency enables one to be an effective member of the global world. German language learning at Junior Secondary builds on the linguistic competencies developed at Upper Primary. Additionally, it focuses on further development of the four basic language skills: listening, speaking, reading and writing. Cultural knowledge, contextual topical content and applied grammar are the vehicles through which the four skills are developed. Emphasis is on the functional use of language as well as acquisition of the necessary oral, intensive and extensive reading and writing skills on varied contexts through collaborative approaches. Learners are expected to attain the intermediate level of proficiency in German language (equivalent to A2 of the Common European Framework of Reference for Languages) in order to transit to Senior School. The learner will be empowered to respect, appreciate and participate in the opportunities within their own and the international community.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary, the learner should be able to:
- Listen actively to speakers in varied contexts and respond appropriately.
- Interact with others on familiar topics.
- Read texts of medium complexity on familiar matters for information and enjoyment.
- Write texts of medium complexity on subject matter relating to their everyday experiences.
- Use varied media to access and create information to enhance German language learning.
- Appreciate own and other people’s culture for national cohesion and international consciousness.
- Apply acquired knowledge and skills to address challenges in everyday life.
STRAND 1.0: LISTENING AND SPEAKING |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.1. Selective listening: Market (5 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below expectations |
Ability to identify commodities |
Learner identifies and confidently names all commodities found at the market in texts |
Learner identifies and names all commodities found at the market in texts |
Learner identifies and names most of the commodities found at the market in texts |
Learner requires support to identify some commodities found at the market in texts |
Ability to listen for selective information |
Learner identifies specific information in diverse shopping contexts and carries out all assigned tasks |
Learner identifies specific information in diverse shopping contexts |
Learners identifies specific information in shopping contexts |
Learner listens to texts, exhibits difficulties in identifying selective information |
Ability to speak clearly and logically |
Learner speaks clearly and logically about all the given topics, engages audience all the time |
Learner speaks clearly and logically about all the given topics |
Learner speaks clearly and logically about most of the given topics |
Learner requires prompting to speak clearly and logically about given topics |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.2. Selective listening: School (5 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify school subjects |
Learner identifies and explains all school subjects with ease |
Learner identifies and names all school subjects |
Learner identifies and names most school subjects |
Learner names some school subjects but requires support to identify others |
Ability to actively listen for selective information |
Learner actively listens for and identifies specific information in given texts, gives explanations without prompting |
Learner actively listens for and identifies specific information in given texts |
Learner actively listens for and identifies most of the required specific information in texts |
Learners listens for and identifies specific information with a lot of prompting |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.3. Listening for gist: Leisure time (5 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core-Competency to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify holiday destinations |
Learner identifies and explains all holiday destinations in given texts |
Learner identifies all holiday destinations in given texts |
Learner identifies most of the holiday destinations in given texts |
Learner identifies a few holiday destinations in given texts |
Ability to talk about leisure time activities |
Learner talks about leisure time activities in Kenya and Germany and identifies inappropriate leisure time activities |
Learner accurately talks about a various leisure time activities in Kenya and Germany |
Learner talks about leisure time activities most of the time |
Learner talks about leisure time activities when prompted |
Ability to listen for gist |
Learner listens to texts on common leisure activities and modes of transport and confidently responds to the given tasks on general ideas expressed |
Learner listens to texts on common leisure activities and modes of transport and responds to the given tasks on general ideas expressed |
Learner listens to texts on common leisure activities and modes of transport and responds to most of the given tasks on general ideas expressed appropriately |
Learner listens to texts on common leisure activities and modes of transport but requires support to undertake given tasks |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.4. Selective Listening: Family (5 Lessons) |
By the end of the sub-strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to talk about family relationships |
Learner talks about all the members of an extended family and explains how they are related |
Learner talks about all the members of an extended family |
Learner talks about the members of an extended family but lacks detail in a few instances |
Learner talks about members of an extended family, briefly, lacks expected details and hesitates considerably |
Ability to listen to texts for selective information |
Learner listens for specific information in texts about diverse family contexts and undertakes all the given tasks on selective comprehension |
Learner listens for specific information in texts about diverse family contexts and undertakes the given tasks on selective comprehension |
Learner listens for specific information in texts about diverse family contexts and undertakes some of the given tasks on selective comprehension; requires support in a few tasks |
Learner listens to texts on information about diverse family contexts; exhibits challenges in identifying selective information |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.5. Selective listening: Home (5 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify household items and pets |
Learner identifies, names and explains all household items and pets |
Learner identifies and names all household items and pets |
Learner identifies and names most of the household items and pets. |
Learner names some household items and pets; requires support to identify others |
Ability to listen selectively |
Learner listens to the given texts for specific information and undertakes all the given tasks with ease |
Learner listens to the given texts for specific information and undertakes all the given tasks |
Learner listens to the given texts for specific information and undertakes most of the given tasks |
Learner listens to the given texts and undertakes some of the given tasks |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.6. Selective listening: Human Body (5 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
PCIs:
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify parts of the human body |
Learner identifies, names and explains the functions of all parts of the human body |
Learner identifies and names all parts of the human body |
Learner identifies and names most of the parts of the human body |
Learner names some of the parts of the human body; requires support to identify others |
Ability to listen for specific information |
Learner listens to texts about parts of the human body and their functions and independently carries out all the given tasks |
Learner listens to texts about parts of the human body and their functions and carries out all the given tasks |
Learner listens to texts about parts of the human body and their functions and carries out most of the given tasks |
Learner listens to texts about parts of the human body and their functions and carries out some of the given tasks |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
1.0 Listening and Speaking |
1.7. Appreciative listening: Media
(5 Lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to classify media |
Learner categorises and explains all the given media |
Learner categorises all the given media |
Learner categorises most of the given media |
Learner categorises some of the given media |
Ability to listen for enjoyment |
Learner always appreciates songs and texts shared by peers and gives constructive feedback all the time |
Learner appreciates songs and texts shared by peers and gives constructive feedback |
Learner appreciates most songs and texts shared by peers and gives feedback most of the time |
Learner acknowledges songs and texts shared by peers and requires support in giving feedback |
Ability to interact and create with technology |
Learner competently connects basic parts of a digital device and creates presentations using digital devices |
Learner connects basic parts of a digital device and creates presentations using digital devices |
Learner connects basic parts of a digital device and creates presentations using digital devices with minimal assistance |
Learner connects basic parts of a digital device, requires support to create presentations |
STRAND 2.0: READING |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.1 Reading aloud: Market (3 Lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to articulate words correctly |
Learner confidently reads with the correct pronunciation and intonation |
Learner reads with the correct pronunciation and intonation |
Learner reads texts correctly but with minimal halts that require minimal prompting |
Learner distorts the pronunciation and intonation of some words |
Ability to read with appropriate tempo |
Learner reads with appropriate speed while observing all the necessary punctuation marks and sentence melody |
Learner reads with the appropriate speed and necessary pauses |
Learner reads with the appropriate speed most of the time |
Learner reads slowly and hesitantly |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.2 Silent reading: School (3 Lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to skim a reading text |
Learner reads and understands general and specific information from texts on school and school timetables and carries out all the given the tasks |
Leaner reads and understands general information from texts on school and school timetables and carries out the given tasks |
Learner reads and understands general information from texts on school and school timetables and carries out most of the given tasks appropriately |
Learner reads general information from texts on school and school timetables with minimal understanding; requires considerable prompting to carry out assigned tasks |
Ability to scan a reading text |
Learner confidently reads specific information from texts related to school and carries out related tasks with ease |
Learner reads specific information from texts on school and carries out related tasks |
Learner reads for specific information from texts on school and carries out related tasks; requires minimal support |
Learner reads texts on school with consistent prompting; requires support to carry out related tasks |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.3 Reading Comprehension: Leisure time (4 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to read out leisure time activities
|
Learner identifies, reads out and explains all leisure time activities from the given texts |
Learner identifies and reads out all leisure time activities from the given texts |
Learner identifies most of the leisure time activities from the given texts and reads them out loud |
Learner identifies some of the leisure time activities from the given texts |
Ability to read for comprehension |
Learner understands reading texts and carries out all related tasks with ease |
Learner understands reading texts and carries out all related tasks |
Learner understands reading texts and carries out most of the related tasks |
Learner understands reading texts but requires prompting to carry out the related tasks |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.4 Silent reading: Family (4 Lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to read names of family relations |
Learner correctly reads and understands all names of the given family relations in a text |
Learner correctly reads all names of the given family relations in a text |
Learner correctly reads most of the names of the given family relations in a text |
Learner reads the names of the given family relations in a text with a lot of prompting |
Ability to read texts for general and specific information |
Learner reads and extracts general and specific information from texts as well as carrying out related tasks with ease |
Learner reads and extracts general and specific information from texts as well as carrying out related tasks |
Learner reads and extracts general and specific information from texts as well as carrying out some of the related tasks |
Learner reads and extracts general and specific information from texts but requires consistent prompting to carry out the related tasks |
READING |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.5. Reading comprehension: Home (4 Lessons) |
By the end of the sub-strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify rooms common pets and items |
Learner identifies rooms, common pets and household items in a text confidently |
Learner identifies rooms, common pets and household items |
Learner identifies rooms, common pets and household items with minimal assistance |
Learner identifies a few rooms, common pets and household items but needs some support to identify others |
Ability to read for comprehension |
Learner reads texts for details on rooms, common pets and items and responds to all questions in detail appropriately |
Learner reads texts for details on rooms, common pets and items and responds to all questions appropriately |
Learner reads texts for details on rooms, common pets and items with some assistance and responds to most questions appropriately |
Learner needs assistance to extract details from texts on rooms, common pets and items |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.6. Reading aloud: Human Body (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||||||
Core Values:
|
||||||||
Pertinent and Contemporary Issues (PCIs):
|
||||||||
Link to other subjects:
|
||||||||
Assessment Rubric |
||||||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
||||
Ability to extract names of body parts |
Learner extracts names of all body parts and their functions from a reading text |
Learner extracts names of all body parts from a reading text |
Learner extracts names of most body parts from a reading text |
Learner identifies some body parts in reading texts but needs support to identify others |
||||
Ability to articulate words correctly and sentence melody |
Learner reads the given body parts and their functions with the correct pronunciation, intonation |
Learner reads the given body parts and their functions with the correct pronunciation and intonation |
Learner reads most of the given body parts and their functions with correct pronunciation and intonation |
Learner requires support to articulate the body parts and their functions correctly |
Ability to use appropriate tempo |
Learner confidently reads all running dictation texts with appropriate tempo |
Learner reads all running dictation texts with appropriate tempo |
Learner reads the running dictation texts with observable hesitation |
Learner reads the running dictation texts slowly and hesitantly with constant nudging |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
2.0 Reading |
2.7 Extensive Reading: Media (3 Lessons) |
By the end of the sub- strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to read texts for general information |
Learner reads and understands general and specific information from texts on print and electronic media and devices and carries out all given tasks |
Learner reads and understands general information from texts on print and electronic media and devices and carries out tasks without much prompting |
Learner reads and understands general information from texts on print and electronic media and devices and carries out some of the tasks appropriately |
Learner reads and understands the general information from texts on print and electronic media and devices with a lot of prompting
|
Ability to scan texts on diverse contexts on media |
Learner reads texts for specific information on print and electronic media and devices and carries out related tasks with ease |
Learner reads texts for specific information on print and electronic media and devices and carries out the related tasks |
Learner reads texts for specific information on print and electronic media and devices and carries out most of the related tasks |
Learner reads texts for specific information on print and electronic media and devices, but requires consistent prompting to carry out related tasks |
STRAND 3.0: WRITING |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.1 Functional writing: Market (2 Lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify food items |
Learner identifies and explains all food items |
Learner identifies all food items |
Learner identifies most food items |
Learner identifies some food items and requires assistance to identify others |
Ability to write a shopping list |
Learner writes a well detailed shopping list using correct format |
Learner writes a shopping list using correct format |
Learner writes a shopping list using correct format most of the time |
Learner writes a shopping list using correct format sometimes. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.2 Functional writing: School (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify subjects taught in school |
Learner accurately identifies all subjects taught in school and shows how they are linked |
Learner accurately identifies all subjects taught in school |
Learner accurately identifies most subjects taught in school |
Learner identifies some subjects taught in school |
Ability to write a diary |
Learner writes a detailed and creative diary using the appropriate format |
Learner writes a diary using the appropriate format |
Learner writes a diary using the appropriate format most of the time |
Learner writes a diary, but needs support to use the appropriate format |
Ability to be creative and open - minded |
Learner displays creativity in creating timetables with ease , open-minded and respectful to the ideas of peers |
Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers |
Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers most of the time |
Learner displays some creativity in creating timetables but is not open- minded and respectful to the ideas of peers most of the time |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.3 Functional writing: Leisure Time (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify leisure time activities and modes of transport |
Learner identifies and explains all leisure time activities and modes of transport in Kenya and Germany |
Learner identifies all leisure time activities and modes of transport in Kenya and Germany |
Learner identifies most leisure time activities and modes of transport in Kenya and Germany |
Learner identifies a few leisure time activities and modes of transport in Kenya and Germany |
The ability to design a poster/brochure |
Learner designs an informative and creative brochure/poster on leisure time activities |
Learner designs an informative brochure/poster on leisure time activities |
Learner designs a brochure/poster on leisure time activities with minimal support |
Learner designs a brochure/poster on leisure time activities with a lot of support |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.4 Descriptive writing: Family (2 Lessons) |
By the end of the sub-strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||||||
Pertinent and Contemporary Issues (PCIs):
|
||||||||
Link to other subjects:
|
||||||||
Assessment Rubric |
||||||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
||||
Ability to write descriptive texts |
Learner writes a clearly detailed text on family members, their roles and interactions with ease |
Learner writes a clearly detailed text on family members, their roles and interactions |
Learner writes a text with most details on family members, their roles and interactions |
Learner writes a text on family members, their roles and interactions with considerable support |
||||
Ability to use interpretation and inference skills in solving problems |
Learner identifies, interprets common conflicts in family settings and suggests appropriate solutions in writing |
Learner interprets common conflicts in family settings and suggests appropriate solutions in writing |
Learner interprets most of the common conflicts in family settings and suggests appropriate solutions in writing |
Learner interprets some common conflicts in family settings and requires prompting to suggest appropriate solutions in writing |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.5. Descriptive writing: Home (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to write names of household items and pets |
Learner accurately writes the names of household items and explains their functions and common pets |
Learner accurately writes the names of household items and common pets |
Learner writes the names of most household items and common pets |
Learner writes some names of household items and common pets, makes spelling errors on some words |
Ability to write descriptive texts |
Learner confidently writes texts providing vivid details on rooms found in a home, household items and common pets |
Learner writes texts providing details on rooms found in a home, household items and common pets |
Learner writes texts providing some details on rooms found in a home, household items and common pets |
Learner needs support to write texts providing details on rooms found in a home, household items and common pets |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.6. Descriptive writing: Human Body (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to write the names of the parts of the human body |
Learner names all parts of the human body correctly with ease |
Learner names all parts of the human body correctly |
Learner names most parts of the human body correctly |
Learner names a few parts of the human body |
Ability to describe the functions of the body |
Learner describes the body parts and their functions in writing with ease |
Learner describes the body parts and their functions in writing |
Learner describes the body parts and most of their functions in writing |
Learner names the body parts and describes a few of their functions |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
3.0 Writing |
3.7. Descriptive writing: Media (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to write media devices |
Learner accurately writes all required media devices with ease |
Learner accurately writes all required media devices |
Learner accurately writes most of the required media devices |
Learner accurately writes some of the required media devices |
Ability to describe uses of media |
Learner describes in elaborate detail the uses of various types of media including advantages and disadvantages with ease |
Learner describes the uses of various types of media including the advantages and the disadvantages with appropriate detail |
Learner describes some uses of various types of media including the advantages and the disadvantages with minimal detail |
Learner describes some uses of various types of media, lacks adequate detail, requires prompting to mention advantages and disadvantages |
STRAND 4.0: LANGUAGE STRUCTURES |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.1 Nouns, Pronouns and Direct Objects (3 Lessons) |
By the end of the sub strand, the learner should be able to
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify specific nouns, direct objects and quantifiers |
Learner easily identifies all compound nouns, quantifiers and direct objects in sentences with ease |
Learner identifies compound nouns, quantifiers and direct objects in sentences |
Learner identifies most of the compound nouns, quantifiers and direct objects in sentences |
Learner identifies some of the compound nouns, quantifiers and direct objects in sentences |
Ability to construct sentences |
Learner accurately constructs sentences using interrogative pronouns with ease |
Learner constructs correct sentences using interrogative pronouns accurately. |
Learner constructs correct sentences using interrogative pronouns |
Learner requires support to construct sentences using interrogative pronouns |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.2 Prepositions and Making Comparisons (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to identify prepositions and interrogative pronouns |
Learner identifies and explains all prepositions and interrogative pronouns found in texts |
Learner identifies all prepositions and interrogative pronouns found in texts |
Learner identifies most prepositions and interrogative pronouns found in texts |
Learner identifies some prepositions and interrogative pronouns found in texts |
Ability to apply correct comparative forms
|
Learner confidently makes equal and unequal comparisons using the correct comparative and superlative forms |
Learner makes equal and unequal comparisons using the correct comparative and superlative forms |
Learner makes equal and unequal comparisons using the correct comparative and superlative forms most of the time |
Learner makes equal and unequal comparisons using the correct comparative and superlative forms with assistance. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.3. Verbs and Adverbs (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to express themselves using modal verbs and adverbs |
Learner appropriately uses modal verbs and adverbs of manner to express themselves all the time |
Learner appropriately uses modal verbs and adverbs of manner to express themselves |
Learner appropriately uses modal verbs and adverbs of manner to express themselves most of the time |
Learner uses modal verbs and adverbs of manner to express themselves with assistance |
Ability to communicate using irregular verbs |
Learner accurately communicates using irregular verbs in varied contexts |
Learner accurately communicates using irregular verbs in given contexts |
Learner accurately communicates using irregular verbs in given contexts most of the time |
Learner communicates using irregular verbs with assistance |
Ability to connect using digital technology |
Learner competently connects using digital technology as they research and share their findings on leisure activities |
Learner connects using digital technology as they research and share their findings on leisure activities |
Learner connects using digital technology as they research and share their findings on leisure activities most of the time |
Learner requires assistance to connect using digital technology as they research and share their findings on leisure activities |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.4 Adjectives and Possessive Articles (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below expectations |
Ability to apply adjectives in sentences |
Learner easily applies varied adjectives appropriately in sentences |
Learner applies adjectives appropriately in sentences |
Learner applies most adjectives appropriately in sentences |
Learner applies only a few adjectives in sentences |
Ability to construct sentences using possessive articles |
Learner constructs complex sentences using possessive articles with ease |
Learner constructs sentences using possessive articles appropriately |
Learner constructs simple sentences using possessive articles |
Learner constructs sentences using some possessive articles and needs assistance to construct simple sentences |
Ability to be open-minded |
Learner displays open- mindedness and empathy as they talk to peers about their families |
Learner always displays open- mindedness as they talk to peers about their families |
Learner displays open- mindedness as they talk to peers about their families most of the time |
Learner displays open- mindedness as they talk to peers about their families sometimes |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.5 Prepositions of location (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below expectations |
Ability to write prepositions of location |
Learner correctly writes all prepositions in a sentence, isolates prepositions of location |
Learner correctly writes all prepositions of location in a sentence |
Learner correctly writes most prepositions of location in a sentence |
Learner writes some prepositions of location in a sentence |
Ability to describe positions of items in writing |
Learner constructs complex sentences using the prepositions of location appropriately |
Learner constructs sentences using the prepositions of location appropriately |
Learner constructs simple sentences using the prepositions of location appropriately |
Learner constructs basic sentences using prepositions of location with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.6 Singular and plural forms (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||||||
Core Values:
|
||||||||
PCIs:
|
||||||||
Link to other subjects:
|
||||||||
Assessment Rubric |
||||||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
||||
Ability to write the singular and plural forms of nouns |
Learner independently writes the singular and plural forms of body parts correctly |
Learner writes the singular and plural forms of body parts correctly |
Learner writes the singular and plural forms of most body parts correctly |
Learner writes the singular and plural forms of some body parts correctly |
||||
Ability to form plurals using identified patterns |
Learner independently forms and uses correct plural forms of all body parts in sentences and texts |
Learner forms and uses correct plural forms of various body parts in sentences and texts |
Learner forms and uses correct plural forms of most of the body parts in sentences and texts |
Learner forms plurals for some body parts with prompting |
Ability to learn independently |
Learner learns independently through research and shares what they have learned with peers without prompting |
Learner learns independently through research |
Learner learns with some independence through research most of the time |
Learner learns independently with considerable limitations and requires frequent nudging |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.0 Language Structures |
4.7 Negative Articles (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Core Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicators |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Below Expectations |
Ability to form negative articles and interact with technology |
Learner forms accurate negative articles in the nominative and accusative cases and uses the internet competently to establish the rules for negation with ease |
Learner forms accurate negative articles in the nominative and accusative cases and uses the internet to establish the rules for negation |
Learner forms most negative articles in the nominative and accusative cases and uses the internet most of the time to establish the rules for negation |
Learner needs assistance to form negative articles in the nominative and accusative cases and uses the internet sometimes to establish the rules for negation |
Ability to negate sentences |
Learner accurately negates sentences with great confidence |
Learner negates sentences accurately |
Learner accurately negates most sentences |
Learner needs assistance in negating sentences |
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).
All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.
CSL Skills to be covered:
- Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
- Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
- Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
- Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
- Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
- Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.
Suggested PCIs |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Questions |
The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality |
By the end of the CSL class activity, the learner should be able to:
|
The learner is guided to:
|
|
Assessment Rubric |
||||||
Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
||
The ability to identify and analyse a pertinent issue in society to be addressed |
Learner critically defines and elaborately discusses a pertinent issue to be addressed. |
Learner defines and discusses a pertinent issue to be addressed. |
Learner defines and discusses a pertinent issue to be addressed with minimal support. |
Learner requires support to critically examine and select the appropriate issue. |
||
The ability to plan to solve the identified problem |
Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project. |
Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project. |
Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project. |
Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project. |
The ability to design solutions to the identified problem and implement them |
Learner constantly applies the knowledge and skills gained in subjects to address the identified issue. |
Learner applies the knowledge and skills gained in subjects to address the identified issue. |
Learner applies the knowledge and skills gained in subjects to address the identified issue with some support. |
Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue. |
Ability to share findings to relevant actors |
Learner comprehensively and confidently shares findings of the issue addressed in the activity. |
Learner confidently shares findings of the issue addressed in the activity. |
Learner shares some of the findings of the issue addressed in the activity. |
Learner briefly shares findings of the issue addressed in the activity, lacks necessary details. |
The ability to reflect on own learning and relevance of the activity |
Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning. |
Learner clearly outlines the benefits of the CSL activity on the target community and own learning. |
Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear. |
Learner struggles to outline the benefits of the CSL activity on the target community and own learning. |
ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.
Strand |
Suggested learning resources |
Suggested assessment methods |
Non- formal activities |
1.0 Listening and Speaking |
|
|
|
2.0 Reading |
|
|
|
3.0 Writing |
|
|
|
4.0 Language structures SNE |
|
|
|
Health Education - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
HEALTH EDUCATION
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
The Government of Kenya is committed to the improvement of the health and welfare of its citizens. This is demonstrated through its commitment to implement the 17 Sustainable Development Goals (SDGs) of 2015 in which health is a cross cutting issue. The (SDGs) number (2) two, (3) three and (6) six aimed at addressing zero hunger, good health and wellbeing and clean water and sanitation respectively are a key focus in the curriculum. Several government policy documents such the Kenya Demographic Health Survey (2014), the social pillar of the Vision 2030, the constitution of Kenya 2010, Kenya Mental Health Policy (2015-2030) and the Kenya School Health policy (2018) among others, aim at achieving optimal health status and capacity of all citizens through provision of legal frameworks for ensuring comprehensive health service delivery. The introduction of health education in the curriculum was also highlighted by many respondents as indicated in the Needs Assessment Survey (KICD, 2016). Health education will therefore focus on promoting healthy living practices and preventing diseases and disorders.
The health education curriculum is aimed at equipping learners with information on health and instilling positive attitudes towards the promotion of health and prevention of illnesses to enable them to contribute to and participate in nation building. As a learning area at the junior school level, Health Education covers; health and nutrition, diseases and disorders affecting various body systems, mental and emotional health, drug and substance use, safety and first aid, environmental health and sanitation and human reproductive health. This will help the learners acquire competencies that will enable them deal with daily health issues hence promote health and wellness for self and the community. The learning of Health Education adopts theories such as the constructivist theory of learning where learners will be given opportunities to construct knowledge through discovery, research, personal experiences and exploration. Through inquiry-based learning approaches, learners will be exposed to hands-on learning experiences to enable them practice the principles of good health.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary school, the learner should be able to:
- Adopt healthy eating habits and food safety practices to promote health and wellness for self and others.
- Apply the knowledge and principles of prevention and control of diseases and disorders to promote health.
- Promote mental and emotional health for wellness.
- Apply safety and first aid skills to prevent accidents and handle injuries in the community.
- Adopt proper use of medicine and drugs for wellbeing of self and community.
- Practice proper waste management to prevent pollution in the environment.
- Utilize knowledge on human growth and development to build healthy relationships.
- Apply digital literacy in promoting practices that enhance health and wellness.
STRAND: 1.0: HEALTH AND NUTRITION
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Health and Nutrition |
1.1 Introduction to Health Education (2 lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to outline the importance of health education for healthy living | Correctly outlines the importance of health education for healthy living. | Outlines the importance of health education for healthy living. | Partially outlines the importance of health education for healthy living | Attempts to outline the importance of health education for healthy living with assistance |
Ability to identify requirements for various careers in health education |
Correctly and critically identifies requirements for various careers in health education |
Correctly identifies requirements for various careers in health education |
Correctly identifies some requirements for various careers in health education |
Identifies some requirements for various careers in health education with assistance |
Ability to promote health education related activities in the community | Creatively promotes health education related activities in the community | Promotes health education related activities in the community | Promotes some health education related activities in the community | Needs guidance to promote some health education related activities in the community |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Health and Nutrition |
1.2 Health Promotion (3 lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify common health concerns in the community for awareness creation | Correctly and precisely identifies common health concerns in the community for awareness creation |
Correctly identifies common health concerns in the community for awareness creation |
Correctly identifies some common health concerns in the community for awareness creation |
Needs guidance to identify some common health concerns in the community for awareness creation |
Ability to determine ways of promoting wellness in individuals and the community |
Accurately and creatively determines ways of promoting wellness in individuals and the community |
Accurately determines ways of promoting wellness in individuals and the community |
Accurately determines some ways of promoting wellness in individuals and the community |
Needs assistance to determine some ways of promoting wellness in individuals and the community |
Ability to identify challenges to health promotion in the community |
Correctly and critically identifies challenges to health promotion in the community and suggests solutions |
Correctly identifies challenges to health promotion in the community |
Correctly identifies some challenges to health promotion in the community |
With support identifies some challenges to health promotion in the community |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Health and Nutrition |
1.3
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By the end of the sub-strand, the learner should able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the functions and sources of macro and micro-nutrients | Correctly and comprehensively identifies the functions and sources of macro and micro-nutrients |
Correctly identifies the functions and sources of macro and micro-nutrients |
Identifies some of the functions and sources of macro and micro-nutrients |
Identifies some of the functions and sources of macro and micro nutrients with assistance |
Ability to describe the signs and symptoms of macro and micro-nutrient deficiencies and disorders |
Accurately describes the signs and symptoms of macro and micro- nutrient deficiencies and disorders |
Describes the signs and symptoms of macro and micro- nutrient deficiencies and disorders |
Partially describes the signs and symptoms of macro and micro- nutrient deficiencies and disorders |
Requires guidance to describe the signs and symptoms of macro- and-micro nutrient deficiencies |
Ability to discuss the intervention measures for preventing macro and micro nutrient deficiencies | Correctly and exhaustively discusses the intervention measures for preventing macro and micro nutrient deficiencies |
Correctly discusses the intervention measures for preventing macro and micro nutrient deficiencies |
Discusses the intervention measures for preventing macro and micro nutrient deficiencies |
Discusses intervention measures for preventing macro and micro nutrient deficiencies with assistance |
Ability to examine the role of water and dietary fibre in promoting health | Correctly examines the role of water and dietary fibre in the body and states their sources |
Correctly examines the role of water and dietary fibre in promoting health | Examines the role of water and dietary fibre in promoting health | Attempts to examine the role of water and dietary fibre in promoting health |
STRAND 2.0: HUMAN BODY SYSTEMS
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Human Body Systems |
2.1 Digestive system (4 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to illustrate the major parts of the digestive system in humans | Correctly illustrates major parts of the digestive system in humans | Illustrates major parts of the digestive system in humans | Attempts to illustrate some of the major parts of the digestive system in humans | With assistance illustrates some parts of the digestive system in humans |
Ability to explain the functions of various parts of the human digestive system | Correctly and exhaustively explains the functions of various parts of the human digestive system | Correctly explains the functions of various parts of the human digestive system | Partially explains the functions of various parts of the human digestive system | Explains some functions of various parts of the human digestive system with guidance |
Ability to identify common conditions and diseases affecting the digestive system and their causes |
Correctly and comprehensively identifies common conditions and diseases affecting the digestive system and their causes |
Correctly identifies common conditions and diseases affecting the digestive system and their causes |
Identifies some common conditions and diseases affecting the digestive system and their causes |
Attempts to identify common conditions and diseases of the human digestive system and their causes |
Ability to evaluate ways of preventing common conditions and diseases affecting the human digestive system |
Accurate evaluates ways of preventing common conditions and diseases affecting the human digestive system |
Evaluates ways of preventing common conditions and diseases affecting the human digestive system |
Attempts to evaluate ways of preventing common conditions and diseases affecting the human digestive system |
Needs support to evaluate ways of preventing common |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Human Body Systems | 2.2 Excretory system (4 lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify different excretory organs in the human body | Correctly and exhaustively identifies the different excretory organs in the human body. |
Correctly identifies the different excretory organs in the human body. |
Attempts to identify the excretory organs in the human body |
Identifies excretory organs in the human body with guidance
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Ability to describe the functions of the skin in the body | Accurately describes the functions of the skin in the bod | Describes the functions of the skin in the body | Partially describes the functions of the skin in the body | Needs assistance to describe the functions of the skin in the body |
Ability to discuss causes, signs and symptoms of common skin conditions and diseases |
Correctly and with clarity is able to discuss causes, signs and symptoms of common skin conditions and diseases |
Correctly discusses causes, signs and symptoms of common skin conditions and diseases |
Correctly discusses some of the causes, signs and symptoms of common skin conditions and diseases |
Attempts to discuss some of the causes, signs and symptoms of common skin conditions and diseases |
Ability to prevent common conditions and diseases of the skin for healthy living |
Correctly prevents common conditions and diseases of the skin for healthy living | Prevents common conditions and diseases of the skin for healthy living | Attempts to prevent common conditions and diseases of the skin for healthy living | Needs guidance to prevent common conditions and diseases of the skin for healthy living |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Human Body Systems |
2.3 Circulatory system (4 lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe the structure and functions of the heart | Correctly describes the structure and functions of the heart | Describes the structure and functions of the heart | Attempts to describe the structure and functions of the heart |
Needs assistance to describe the structure and functions of the heart |
Ability to analyse causes,signs and symptoms of common conditions and diseases of the circulatory system | Accurately and comprehensively analyses causes, signs and symptoms of common conditions and diseases of the circulatory system |
Accurately analyses causes, signs and symptoms of common conditions and diseases of the circulatory system |
Analyses some of the causes, signs and symptoms of common conditions and diseases of the circulatory system |
Attempts to analyse causes,signs and symptoms of common conditions and diseases of the circulatory system |
Ability to determine ways of preventing common conditions and diseases of the circulatory system | Correctly determines ways of preventing common conditions and diseases of the circulatory system | Determines ways of preventing common conditions and diseases of the circulatory system | Partially determines ways of preventing common conditions and diseases of the circulatory system | Needs guidance to determine ways of preventing common conditions and diseases of the circulatory system |
STRAND 3.0: MENTAL AND EMOTIONAL HEALTH
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
3.0 Mental and Emotional Health |
3.1 Mental Health (3 lessons) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the importance of mental health for personal wellness |
Correctly and exhaustively explains the importance of mental health for personal wellness |
Correctly explains the importance of mental health for personal wellness |
Attempts to explain the importance of mental health for personal wellness |
With assistance explains the importance of mental health for personal wellness. |
Ability to investigate the causes of mental illnesses and disorders in the community |
Correctly and critically investigates the causes of mental health disorders in the community and suggests solutions | Correctly investigates the causes of mental health disorders in the community and suggests solutions | Attempts to investigate the causes of mental health disorders in the community and suggests solutions | Needs guidance to investigate the causes of mental health disorders in the community |
Ability to discuss signs and symptoms of mental illnesses and disorders for proper management |
Accurately and comprehensively discusses signs and symptoms of mental illnesses and disorders for proper management | Accurately discusses signs and symptoms of mental illnesses and disorders for proper management | Discusses some of the signs and symptoms of mental illnesses and disorders for proper management | Attempts to discuss signs and symptoms of mental illnesses and disorders for proper management |
Ability to apply preventive measures against mental illnesses and disorders for the wellbeing of self and others |
Correctly applies preventive measures against mental illnesses and disorders for the wellbeing of self and others | Applies preventive measures against mental illnesses and disorders for the wellbeing of self and others | Attempts to apply preventive measures against mental illnesses and disorders for the wellbeing of self and others |
Applies some preventive measures against mental illnesses and disorders for the wellbeing of self and others with guidance |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
3.0 Mental and Emotional Health |
3.2 Mental Health in the Community (3 lessons) |
By the end of the sub- strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the psychological factors that affect mental health | Accurately explains the psychological factors that affect mental health | Explains the psychological factors that affect mental health | Attempts to explain the psychological factors that affect mental health | With assistance explains psychological factors that affect mental health |
Ability to analyse social factors that affect mental wellbeing | Correctly and appropriately analyses social factors that affect mental health | Correctly analyses social factors that affect mental health | Analyses some of the social factors that affect mental health | Attempts to analyse social factors that affect mental health. |
Ability to outline environmental factors that affect |
Accurately outlines environmental factors that affect mental health |
Outlines environmental factors that affect mental health |
Outlines some of the environmental factors that affect mental health |
Needs guidance to outline environmental factors that affect mental health. |
Ability to adopt lifestyles that minimize mental illnesses and disorders |
Correctly adopts lifestyles that minimize mental illnesses and disorders | Adopts lifestyles that minimize mental illnesses and disorders | Attempts to adopt lifestyles that minimize mental illnesses and disorders |
Needs support to adopt lifestyles that minimize mental illnesses and disorders |
STRAND 4.0: USE OF MEDICINE
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
4.0 Use of medicine |
4.1 Safe use of medicine (4 lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to interpret instructions on a prescription for safe use of medicine |
Correctly and comprehensively interprets instructions on a prescription for safe use of medicine |
Correctly interprets instructions on a prescription for safe use of medicine |
Attempts to interpret instructions on a prescription for safe use of medicine |
Needs assistance to interpret instructions on a prescription for safe use of medicine |
Ability to explain common side effects of medicine in the body | Correctly explains common side effects of medicine and peer teach others | Explains common side effects of medicine and peer teach others | Partially explains common side effects of medicine and peer teach others | Needs guidance to explain the common side effects of medicine in the body |
Ability to discuss the correct use of medicine to maintain its effectiveness in the body |
Exhaustively and accurately discusses the correct use of medicine to maintain its effectiveness in the body | Accurately discusses the correct use of medicine to maintain its effectiveness in the body | Partially discusses the correct use of medicine to maintain its effectiveness in the body | Needs guidance to discuss the correct use of medicine to maintain its effectiveness in the body. |
Ability to practice proper ways of storing medicine to sustain its efficacy |
Correctly practices ways of storing medicine to sustain its efficacy | Practices ways of storing medicine to sustain its efficacy | Attempts to practice ways of storing medicine to sustain its efficacy | Needs support to practice ways of storing medicine to sustain efficacy |
STRAND 5.0: FIRST AID AND BASIC LIFE SUPPORT
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
5.0 First Aid and Basic Life Support |
5.1 First Aid (4 lessons) |
By the end of the sub-strand, the learner should be able to;
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the contents of first aid kit and state their uses |
Correctly and critically identifies the contents of first aid kit and state their uses |
Correctly identifies the contents of first aid kit and state their uses |
Correctly identifies some of the contents of first aid kit and state their uses |
Attempts to identify the contents of first aid kit and state their uses |
Ability to improvise contents of the first aid kit using locally available materials |
Correctly and innovatively improvises contents of the first aid kit using locally available materials |
Correctly improvises contents of the first aid kit using locally available materials |
Improvises contents of the first aid kit using locally available materials |
Needs assistance to improvise contents of the first aid kit using locally available materials |
Ability to describe the precautions to observe while offering first aid to an injured person | Correctly and comprehensively describes the precautions to observe while offering first aid to an injured person |
Correctly describes the precautions to observe while offering first aid to an injured person |
Describes some of the precautions to observe while offering first aid to an injured person |
Attempts to describe the precautions to observe while offering first aid to an injured person |
Ability to demonstrate application of Airway,Breathing and Circulation technique in saving life | Correctly and skillfully demonstrates application of Airway,Breathing and Circulation technique in saving life | Demonstrates application of Airway,Breathing and Circulation technique in saving life | Attempts to demonstrate application of Airway,Breathing and Circulation technique in saving life | Needs assistance to demonstrate application of Airway,Breathing and Circulation technique in saving life |
Ability to describe methods for safe disposal of used first aid materials | Accurately describes methods for safe disposal of used first aid materials and guides others on the same |
Describes methods for safe disposal of used first aid materials and guides others on the same |
Partially describes methods for safe disposal of used first aid materials and guides others on the same |
Requires guidance to describe methods for safe disposal of used first aid materials |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
5.0 First aid and basic life support |
5.2 First aid for common accidents and injuries (4 lessons) |
By the end of the sub- strand, the learner should be able to;
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the common types of accidents and injuries in daily life |
Correctly and precisely identifies common types of accidents and injuries |
Correctly identifies common types of accidents and injuries |
Identifies some of the common types of accidents and injuries |
Attempts to identify the common types of accidents and injuries in daily life |
Ability to describe common causes of accidents and injuries in the community | Correctly and comprehensively describes common causes of accidents and injuries |
Correctly describes common causes of accidents and injuries |
Describes some of the common causes of accidents and injuries |
Attempts to describe some of the common causes of accidents and injuries |
Ability to discuss safety precautions to observe for prevention of accidents and injuries | Correctly and critically discusses safety precautions to observe for prevention of accidents and injuries | Discusses safety precautions to observe for prevention of accidents and injuries | Partially discusses safety precautions to observe for prevention of accidents and injuries | Discusses safety precautions to observe for prevention of accidents and injuries with assistance |
Ability to carry out first aid for various accidents and injuries | Accurately and creatively carries out first aid for various accidents and injuries | Accurately carries out first aid for various accidents and injuries | Carries out first aid for some accidents and injuries | Attempts to carry out first aid for some of the accidents and injuries |
COMMUNITY SERVICE LEARNING PROJECT
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
5.2 CSL PROJECT |
First aid for common accidents and injuries (3 Lessons) |
By the end of the sub strand the learner should be able to:
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Learners will be guided to:
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Key Components of CSL developed: Research, Communication, Life skills and Citizenship and leadership
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to assess common causes of accidents and injuries in the community | Correctly assesses common causes of accidents and injuries in the community | Assesses common causes of accidents and injuries in the community | Partially assesses common causes of accidents and injuries in the community | Needs assistance to assess common causes of accidents and injuries in the community |
Ability to recommend safety precautions for preventing accidents and injuries in the school community | Correctly recommends safety precautions for preventing accidents and injuries in the school community | Recommends safety precautions for preventing accidents and injuries in the school community | Recommends some safety precautions for preventing accidents and injuries in the school community | Attempts to recommend safety precautions for preventing accidents and injuries in the school community |
Ability to apply first aid skills to manage identified injuries within the school community | Correctly and creatively applies first aid skills to manage identified injuries within the school community |
Correctly applies first aid skills to manage identified injuries within the school community |
Attempts to apply first aid skills to manage identified injuries within the school community |
Needs guidance to apply first aid skills to manage identified injuries within the school community |
Ability to create posters to inform the community on preventive measures for common accidents and injuries | Correctly and innovatively creates posters to inform the community on preventive measures for common accidents and injuries |
Correctly creates posters to inform the community on preventive measures for common accidents and injuries |
Attempts to create posters to inform the community on preventive measures for common accidents and injuries | Needs assistance to create posters to inform the community on preventive measures for common accidents and injuries |
Ability to speak clearly and effectively as they present the report | Speaks with confidence and articulates the ideas demonstrating they are conversant with the report |
Speaks clearly in a logical manner as they present the report | Speaks clearly but not in a logical manner as they present the report | Needs prompting as they present the report |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
5.0 First Aid and Basic Life Support |
5.3 Road safety (2 lessons) |
By the end of the sub-strand, the learner should be able to;
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The learner is guided to:
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to discuss the factors that contribute to road accidents in the community | Correctly and exhaustively discusses the factors that contribute to road accidents in the community |
Correctly discusses the factors that contribute to road accidents in the community |
Discusses some of the factors that contribute to road accidents in the community |
Attempts to discuss the factors that contribute to road accidents in the community |
Ability to analyse ways of preventing road accidents | Accurately and critically analyses ways of preventing road accidents in the community |
Accurately analyses ways of preventing road accidents in the community |
Partially analyses ways of preventing road accidents in the community |
Needs guidance to analyse ways of preventing road accidents in the community |
Ability to interpret road safety signs and signals to promote road safety |
Accurately interprets road safety signs and signals to promote road safety | Interprets road safety signs and signals to promote road safety | Interprets some of the road safety signs and signals to promote road safety | Attempts to interpret road safety signs and signals to promote road safety |
Ability to practise road safety rules for safe use of the roads |
Correctly practices road safety rules for safe use of the roads | Practices road safety rules for safe use of the roads |
Attempts to practice road safety rules for safe use of the roads | Needs guidance to practice road safety rules for safe use of the roads |
STRAND 6.0: ENVIRONMENTAL HEALTH AND SANITATION
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
6.0 Environmental Health and Sanitation |
6.1 (3 lessons) |
By the end of the sub-strand, the learner should be able to:
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The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to discuss the importance of environmental health for healthy living |
Correctly and exhaustively discusses the importance of environmental health for healthy living |
Correctly discusses the importance of environmental health for healthy living |
Attempts to discuss the importance of environmental health for healthy living | Discusses the importance of environmental health for healthy living with assistance |
Ability to identify environmental factors that affect human health | Correctly and critically identifies environmental factors that affect human health | Correctly identifies environmental factors that affect human health | Identifies some of the environmental factors that affect human health | Attempts to identify environmental factors that affect human health |
Ability to apply measures to control environmental factors affecting human health |
Accurately and innovatively applies measures to control environmental factors affecting human health |
Accurately applies measures to control environmental factors affecting human health |
Partially applies measures to control environmental factors affecting human health |
Needs support to apply measures to control environmental factors affecting human health |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
6.0 Environmental Health and Sanitation |
6.2 (3 lessons) |
By the end of the sub-strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify types of environmental contaminants that affect human health |
Correctly identifies types of environmental contaminants that affect on human health | Identifies types of environmental contaminants that affect on human health | Partially identifies types of environmental contaminants that affect on human health | Identifies some of the environmental contaminants that affect human health with assistance |
Ability to outline the effects of environmental contamination on human health |
Correctly and exhaustively outlines the effects of environmental contamination on human health |
Correctly outlines the effects of environmental contamination on human health |
Outlines some of the effects of environmental contamination on human health |
Attempts to outline the effects of environmental contamination on human health |
Ability to control environmental contamination for disease prevention and control | Accurately controls environmental contamination for disease prevention and control | Controls environmental contamination for disease prevention and control | Attempts to control environmental contamination for disease prevention and control | Needs guidance to control environmental contamination for disease prevention and control |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
6.0 Environmental Health and Sanitation |
6.3 Infection Prevention and Control (4 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to outline personal protective equipment used for infection prevention | Correctly outlines personal protective equipment used for infection prevention | Outlines personal protective equipment used for infection prevention | Partially outlines personal protective equipment used for infection prevention | Needs assistance to outline personal protective equipment used for infection prevention |
Ability to make personal protective equipment using locally available materials | Correctly and innovatively makes personal protective equipment using locally available materials |
Correctly makes personal protective equipment using locally available materials |
Makes some personal protective equipment using locally available materials |
Attempts to make personal protective equipment using locally available materials |
Ability to illustrate correct use of personal protective equipment for infection prevention and control |
Accurately illustrates correct use of personal protective equipment for infection prevention and control | Illustrates correct use of personal protective equipment for infection prevention and control | Attempts to illustrate correct use of personal protective equipment for infection prevention and control | Needs guidance to illustrate correct use of personal protective equipment for infection prevention and control |
Ability to apply infection prevention and control measures for promotion of health |
Correctly and critically applies infection prevention and control measures for promotion of health |
Correctly applies infection prevention and control measures for promotion of health |
Applies some of the infection prevention and control measures for promotion of health |
Attempts to apply infection prevention and control measures for promotion of health |
STRAND 7.0: HUMAN REPRODUCTIVE HEALTH
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
7.0 Human Reproductive Health |
7.1 Pubertal growth and development (3 lessons) |
By the end of the sub-strand, the learner should be able to:
and development |
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify changes occurring in boys and girls at puberty | Correctly identifies changes occurring in boys and girls at puberty | Identifies changes occurring in boys and girls at puberty | Identifies some of the changes occurring in boys and girls at puberty | Attempts to identify changes occurring in boys and girls at puberty |
Ability to discuss personal hygiene needs during puberty |
Correctly and exhaustively discusses personal hygiene needs during puberty |
Correctly discusses personal hygiene needs during puberty |
Partially discusses personal hygiene needs during puberty |
With support discusses personal hygiene needs during puberty |
Ability to apply measures for management of menstrual hygiene |
Correctly applies measures for management of menstrual hygiene and guides peers |
Applies measures for management of menstrual hygiene and guides peers |
Attempts to apply measures for management of menstrual hygiene |
Needs assistance to apply measures for management of menstrual hygiene |
Ability to identify myths and misconceptions on menstrual experience |
Correctly and critically identifies myths and misconceptions on menstrual experience | Correctly identifies myths and misconceptions on menstrual experience | Attempts to identify myths and misconceptions on menstrual experience | Needs guidance to identify myths and misconceptions on menstrual experience |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
7.0 Human Reproductive Health |
7.2 Reproductive Health (3 lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to discuss the importance of reproductive health in the community. | Correctly and exhastively discusses the importance of reproductive health in the community |
Correctly discusses the importance of reproductive health in the community |
Attempts to discuss the importance of reproductive health in the community | With assistance, discusses importance of reproductive health in the community |
Ability to explain the practices that adversely affect reproductive health. | Accurately and critically explains the practices that adversely affect reproductive health |
Explains the practices that adversely affect reproductive health |
Explains some of the practices that adversely affect reproductive health | Attempts to explain practices that adversely affect reproductive health |
Ability to identify the myths and misconceptions about reproductive health in the community. |
Correctly identifies the myths and misconceptions about reproductive health in the community | Identifies the myths and misconceptions about reproductive health in the community | Partially identifies the myths and misconceptions about reproductive health in the community | With assistance, identifies myths and misconceptions about reproductive health in the community |
APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Health and Nutrition | 1.1 Introduction to Health Education (2 lessons) |
|
Digital resources, reference materials, charts, realia, hand washing materials and equipment, resource person | Learners engage in career talks with a resource person on career opportunities in Health education Learners participate in health education related activities in the school community |
1.2 Health promotion |
|
Digital resources, manilla papers, charts, posters, marker pens, reference materials | Learners create health promotion materials for to wellness of individuals and community (talking wall, charts, flyers, posters, counselling cards) |
|
1.3 Nutrients and their functions in the body |
|
Digital resources, reference materials, realia, pictures, charts | Learners design promotion materials with messages on importance of proper nutrition in the community and display them as talking walls |
|
2.0 Human Body Systems | 2.1 Digestive system |
|
Digital resources, reference materials, charts, models |
Learners take part in debates and clubs to peer teach others on prevention measures for common conditions and diseases of the human digestive system Learners practice health initiatives for prevention of common conditions and diseases of the skin
Learners to create a daily log on the foods they eat and physical activities they engage in |
2.2 Excretory system |
|
Video clips/ documentaries, charts, pictures, photos, reference materials, digital devices | ||
2.3 Circulatory system |
|
Digital materials, models, pictures, charts, reference books, manilla papers, assorted marker pns | ||
3.0 Mental And Emotional Health | 3.1 Mental health |
|
Resource person, digital devices, video clips, print reference materials, |
Learners to participate in debates, health clubs or online collaborative forums to discuss on how to improve mental health in the community Learners carry out a simple survey to investigate causes of mental illness in the community Learners take part in activities that promote positive mental wellbeing such as guidance and counselling sessions, participating in health clubs |
3.2 Mental health in the Community |
|
Resource person, Print materials and digital resources, digital devices | ||
4.0 Use Of Medicine | 4.1 Safe use of medicine |
|
Resource person, digital devices, video clips, print reference materials, realia, sample prescriptions, pictures, photos | Learners role play on correct use of medicine |
5.0 First Aid And Basic Life Support | 5.1 First Aid |
|
Realia, pictures, digital resources, print materials, reference books, charts, Resource person, models | Learners role play the ABC technique using models |
5.2 First Aid |
|
Resource person, digital devices, video clips, print reference materials, models, realia | Learners dramatize managing minor injuries as they observe safety Learners to create posters/ flyers to inform the school community on the common causes of accidents and injuries |
|
5.3 Road safety |
|
Pictures, charts, posters, digital resources, print materials, reference books, video clips, models, digital devices |
Learners create awareness on road safety signs and precautions to observe when using the roads using clubs and debates Learners demonstrate application of road safety rules and signs using role |
|
6.0 Environmental Health And Sanitation | 6.1 Environmental Health |
|
Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment | Learners participate in activities to prevent environmental factors affecting human health(planting trees, environmental clean up,sensitization and advocasy). Use debates and clubs to sensitize peers on prevention of environmental factors affecting health |
6.2 Environmental contaminants |
|
Digital resources, reference materials, realia, pictures, charts, photos |
|
|
6.3 Infection Prevention and Control |
|
Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials | Learners improvise personal protective gear using locally available resources Learners carryout cleaning and disinfecting of equipment and surfaces |
|
7.0 Human Reproductive Health | 7.1 Pubertal growth and development |
|
video clips, digital devices, resource person, pictures, charts, digital and print reference materials | Learners use health clubs and debates to sensitize peers on personal hygiene needs associated with onset of puberty |
7.2 Reproductive Health |
|
Video clips/Documentaries, digital devices, reference books, posters, charts | Learners initiate campaigns among peers using verses, poems and songs for promotion of positive reproductive health practices |
Computer Science - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
COMPUTER SCIENCE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Computer science is the study of computers and algorithmic processes, including their principles, hardware and software designs, applications and their impact on society. This discipline is deeply concerned with how computer systems work, and how they are designed and programmed. Computer science as a subject will equip learners with knowledge, skills, attitudes, values and 21st century skills that are necessary in the attainment of Vision 2030. The curriculum will focus on developing computing skills as well as preparing future experts, engineers and specialists in computer related fields by equipping them with relevant and modern computing competencies through up-to-date technologies and learning experiences. The learning experiences will involve active learner participation conducted through practical and experiential learning activities to develop applicable competencies in computational thinking. The acquired knowledge, skills and attitudes will form a strong foundation for development of computational thinking competencies for learners who wish to specialize in STEM pathway. The curriculum for computer science responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030 and National ICT policy of Kenya 2016 (revised 2020).
GENERAL SUBJECT OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- Apply computer fundamental knowledge and skills in everyday life.
- Demonstrate ethical behavior, security and safety when using computers.
- Acquire foundational knowledge, skills and positive attitude in computer networks and programming.
- Exhibit competency in the use of computers for adapting to a fast-changing technological world.
- Develop positive attitude towards the ever-changing computer technology to cope with the needs of the society.
- Promote an inquiry-based learning that provokes interest for further education and training in computing disciplines.
STRAND 1.0: FOUNDATION OF COMPUTER SCIENCE
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.1 Computer Concepts (3 Lessons) | By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the characteristics of a computer for awareness | Correctly and systematically explains the characteristics of a computer for awareness | Correctly explains the characteristics of a computer for awareness | Correctly explains some of the characteristics of a computer for awareness |
Hardly explains the characteristics of a computer for awareness |
Ability to use computers to perform daily life activities |
Appropriately and confidently uses computers to perform daily life activities |
Appropriately uses computers to perform daily life activities |
Uses computers to perform some daily life activities | Assisted to use computers to perform some daily life activities |
Ability to outline the stages of processing cycle in a computer | Correctly and precisely outlines the stages of processing cycle in a computer |
Correctly outlines the stages of processing cycle in a computer |
Correctly outlines some of the stages of processing cycle in a computer |
Outlines some of the stages of processing cycle in a computer with assistance |
Ability to explore the advantages and disadvantages of a computer |
Appropriately and confidently explores the advantages and disadvantages of a computer |
Explores the advantages and disadvantages of a computer |
Explores some advantages and disadvantages of a computer |
Explores some advantages and disadvantages of a computer with assistance. |
Ability to analyse the application areas of computers | Correctly and accurately analyses the application areas of computers | Correctly analyses the application areas of computers | Correctly analyses some application areas of computers | Analyses some application areas of computers with assistance. |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.2 Evolution of Computers (3 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify evolution stages of computers from first mechanical device to modern electronic digital devices | Correctly and explicitly identifies evolution stages of computers from first mechanical device to modern electronic digital devices | Correctly identifies evolution stages of computers from first mechanical device to modern electronic digital devices | Correctly identifies some of the evolution stages of computers from first mechanical device to modern electronic digital devices | Attempts to identify evolution stages of computers from first mechanical device to modern electronic digital devices |
Ability to explain the tasks performed by computers at different evolution stages | Accurately and clearly explains the tasks performed by computers at different evolution stages | Accurately explains the tasks performed by computers at different evolution stages | Accurately explains some of the tasks performed by computers at different evolution stages | Rarely explains the tasks performed by computers at different evolution stages |
Ability to distinguish between the difference engine and the analytical engine in relation to computer development | Correctly and accurately distinguishes between the difference engine and the analytical engine in relation to computer development | Correctly distinguishes between the difference engine and the analytical engine in relation to computer development | Occasionally distinguishes between the difference engine and the analytical engine in relation to computer development | Tries to distinguish between the difference engine and the analytical engine in relation to computer development |
Ability to use computer that existed at different evolution stages to perform tasks |
Appropriately and confidently uses computer that existed at different evolution stages to perform tasks |
Appropriately uses computer that existed at different evolution stages to perform tasks |
Sometimes uses computer that existed at different evolution stages to perform tasks correctly |
Assisted to use computer that existed at different evolution stages to perform tasks |
Ability to examine the sustained development of computers in respect to contemporary technology |
Correctly and keenly examines the sustained development of computers in respect to contemporary technology |
Correctly examines the sustained development of computers in respect to contemporary technology |
Examines some of the sustained development of computers in respect to contemporary technology |
Rarely examines the sustained development of computers in respect to contemporary technology |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.3 Generations of Computers (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the generations of computers from first to the latest | Appropriately and specifically identifies the generations of computers from first to the latest | Appropriately identifies the generations of computers from first to the latest | Appropriately identifies some of the generations of computers from first to the latest | Helped in identifying the generations of computers from first to the latest |
Ability to describe the characteristics of different computer generations for awareness | Correctly and clearly describes the characteristics of different computer generations for awareness | Correctly describes the characteristics of different computer generations for awareness | Correctly describes some of the characteristics of different computer generations for awareness | Tries to describe the characteristics of different computer generations for awareness |
Ability to apply technologies of different computers generations in daily life situation | Appropriately and confidently applies technologies of different computers generations in daily life situation | Appropriately applies technologies of different computers generations in daily life situation | Appropriately applies some of the technologies of different computers generations in daily life situation | Assisted to apply technologies of different computers generations in daily life situation. |
Ability to match computer generations to their corresponding technologies |
Accurately and intelligently matches computer generations to their corresponding technologies |
Accurately matches computer generations to their corresponding technologies |
Accurately matches some computer generations to their corresponding technologies |
Attempts to match computer generations to their corresponding technologies |
Ability to analyse the technological advancement of computers from one to the next generation |
Correctly and briefly analyses the technological advancement of computers from one to the next generation | Correctly analyses the technological advancement of computers from one to the next generation | Correctly analyses some technological advancement of computers from one to the next generation | Hardly analyses the technological advancement of computers from one to the next generation |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.4 Classification of Computers (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the types of computers in a computer user environment | Correctly and systematically explains the types of computers in a computer user environment |
Correctly explains the types of computers in a computer user environment |
Explains correctly some of the types of computers in a computer user environment |
Assisted to explain correctly some of the types of computers in a computer user environment |
Ability to apply appropriate criteria to classify computers | Appropriately and confidently applies appropriate criteria to classify computers |
Applies appropriate criteria to classify computers | Sometimes applies appropriate criteria to classify computers | Helped in applying appropriate criteria to classify computers |
Ability to select appropriate types of computers for different situations |
Exactly and accurately selects appropriate types of computers for different situations |
Selects appropriate type of computes for different situations |
Selects some of the appropriate type of computes for different situations |
Assisted to select appropriate type of computers for different situations |
Ability to describe uses of embedded computers in daily life activities | Correctly and concisely describes uses of embedded computers in daily life activities | Correctly describes uses of embedded computers in daily life activities | Correctly describes some uses of embedded computers in daily life activities | Describes uses of embedded computers in daily life activities with assistance |
Ability use different types of computers in performing tasks | Perfectly and confidently uses different types of computers in performing tasks |
Perfectly uses different types of computers in performing tasks |
Sometimes uses different types of computers in performing tasks |
Helped to use different types of computer in performing tasks |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.5 Computer user Environment (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain factors to consider when setting up a computer user environment |
Correctly and clearly explains factors to consider when setting up a computer user environment |
Correctly explains factors to consider when setting up a computer user environment |
Correctly explains some of the factors to consider when setting up a computer user environment |
Rarely explains factors to consider when setting up a computer user environment |
Ability to identify resources for a computer user environment | Accurately and explicitly identifies resources for a computer user environment |
Accurately identifies resources for a computer user environment |
Accurately identifies some of the resources for a computer user environment |
Attempts to identify resources for a computer user environment |
Ability to observe safety precautions and practices in the computer user environment. | Perfectly and confidently observes safety precautions and practices in the computer user environment |
Perfectly observes safety precautions and practices in the computer user environment |
Perfectly observes some safety precautions and practices in the computer user environment |
Tries to observe safety precautions and practices in the computer user environment |
Ability to examine emerging trends in computer user environment | Creatively and precisely examines emerging trends in computer user environment |
Creatively examines emerging trends in computer user environment |
Creatively examines some of the emerging trends in computer user environment |
Attempts to examine emerging trends in computer user environment |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.6 Physical Parts of a Computer (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the physical parts of a computer | Accurately and specifically identifies the physical parts of a computer |
Accurately identifies the physical parts of a computer |
Accurately identifies some of the physical parts of a computer | Rarely identifies the physical parts of a computer |
Ability to explain the functions of the physical parts of a computer | Correctly and systematically explains the functions of the physical parts of a computer |
Correctly explains the functions of the physical parts of a computer |
Correctly explains the some of the functions of the physical parts of a computer |
Hardly explains the functions of the physical parts of a computer |
Ability to connect the physical parts of a computer for use | Accurately and confidently connects the physical parts of a computer for use |
Accurately connects the physical parts of a computer for use | Accurately connects some of the physical parts of a computer for use |
Assisted to connect the physical parts of a computer for use
|
Ability to utilize physical parts of a computer to minimise wastage |
Properly and correctly utilise physical parts of a computer to minimize wastage |
Properly utilives physical parts of a computer to minimise wastage |
Properly utilises physical some parts of a computer to minimise wastage |
Hardly utilises physical parts of a computer to minimise wastage |
Ability to interact with physical parts of a computer | Appropriately and confidently interacts with physical parts of a computer |
Appropriately interacts with physical parts of a computer |
Occasionally interacts with physical parts of a computer | Attempts to interact with physical parts of a computer |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.7 Hands on skills concepts (6 Lessons) | By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to apply the appropriate procedure to start and shut down a computer |
Perfectly and confidently applies the appropriate procedure to start and shut down a computer | Perfectly applies the appropriate procedure to start and shut down a computer | Sometimes applies the appropriate procedure to start and shut down a computer | Assisted to apply the appropriate procedure to start and shut down a computer |
Ability to explain the functions of the keys in a computer keyboard | Correctly and systematically explains the functions of the keys in a computer keyboard | Correctly explains the functions of the keys in a computer keyboard | Correctly explains some of the functions of the keys in a computer keyboard | Attempts to explain the functions of the keys in a computer keyboard |
Ability to categorize the keys in a computer keyboard | Correctly and accurately categorizes the keys in a computer keyboard | Correctly categorizes the keys in a computer keyboard | Correctly categorizes some of the keys in a computer keyboard |
Hardly categorizes the keys in a computer keyboard |
Ability to use pointing devices to manipulate objects in the computer | Appropriately and confidently uses pointing devices to manipulate objects in the computer | Appropriately uses pointing devices to manipulate objects in the computer | Appropriately uses some pointing devices to manipulate objects in the computer | Makes effort to use pointing devices to manipulate objects in the computer |
Ability to interact with the keyboard and pointing devices of a computer |
Appropriately and creatively interacts with the keyboard and pointing devices of a computer | Appropriately interacts with the keyboard and pointing devices of a computer | Occasionally Appropriately interacts with the keyboard and pointing devices of a computer | Attempts to interact with the keyboard and pointing devices of a computer |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.8 Computer Systems Overview (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the components of a computer system in a computer user environment | Accurately and explicitly identifies the components of a computer system in a computer user environment |
Accurately identifies the components of a computer system in a computer user environment |
Accurately identifies some of the components of a computer system in a computer user environment |
Attempts to identify the components of a computer system in a computer user environment |
Ability to relate computer system components to their functions |
Correctly and creatively relates computer system components to their functions |
Correctly relates computer system components to their functions |
Correctly relates some computer system components to their functions |
Tries to relate computer system components to their functions |
Ability to use computer system components to perform tasks | Appropriately and confidently uses computer system components to perform tasks |
Appropriately uses computer system components to perform tasks |
Occasionally uses computer system components to perform tasks |
Assisted to use computer system components to perform tasks |
Ability to describe the linkage among the components of a computer system | Accurately and expansively describes the linkage among the components of a computer system |
Accurately describes the linkage among the components of a computer system |
Occasionally describes the linkage among the components of a computer system |
Tries to describe the linkage among the components of a computer system |
Ability to analyse the importance of computer systems in the society | Accurately and concisely analyses the importance of computer systems in the society | Accurately analyses the importance of computer systems in the society | Accurately analyses some of the importance of computer systems in the society | Rarely analyses the importance of computer systems in the society |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.9 Computer Hardware Concepts (3 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify categories of hardware in a computer system |
Correctly and predominantly identifies categories of hardware in a computer system |
Correctly identifies categories of hardware in a computer system |
Correctly identifies some categories of hardware in a computer system |
Attempts to identify categories of hardware in a computer system |
Ability to relate categories of hardware to their functions |
Appropriately and confidently relates categories of hardware to their functions. |
Appropriately relates categories of hardware to their functions. |
Correctly relates some categories of hardware to their functions. |
Hardly relates categories of hardware to their functions |
Ability to select appropriate hardware for different situations |
Appropriately and creatively selects appropriate hardware for different situations |
Selects appropriate hardware for different situations |
Sometimes Selects appropriate hardware for different situations |
Has difficulty in selecting appropriate hardware for different situations |
Ability to use different elements of computer hardware in performing daily life activities | Appropriately and confidently uses different elements of computer hardware in performing daily life activities | Appropriately uses different elements of computer hardware in performing daily life activities | Appropriately uses some different elements of computer hardware in performing daily life activities | Assisted to use different elements of computer hardware in performing daily life activities |
Ability to examine the role of hardware elements in a computer |
Correctly and keenly examines the role of hardware elements in a computer |
Correctly examines the role of hardware elements in a computer |
Correctly examines some of the role of hardware elements in a computer |
Tries to examine the role of hardware elements in a computer |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.10 Input Devices (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify input devices in a computer system | Correctly and explicitly identifies various input devices in a computer system |
Correctly identifies various input devices in a computer system |
Correctly a identifies some of the input devices in a computer system |
Tries to identify various input devices in a computer system |
Ability to categorize input devices based on their functionality | Accurately and keenly relates input devices to their functions | Accurately relates input devices to their functions | Accurately relates some input devices to their functions | Attempts to relate input devices to their functions |
Ability to select input devices for different situations | Correctly and confidently selects input devices for different situations |
Correctly selects input devices for different situations |
Correctly selects some input devices for different situations |
Tries to select input devices for different situations |
Ability to use input device to perform tasks | Appropriately and creatively uses input device to perform tasks | Appropriately uses input device to perform tasks | Appropriately uses input some device to perform tasks | Attempts to use input device to perform tasks |
Ability to reuse input devices to minimize wastage | Correctly and innovatively reuses input devices to minimize wastage |
Correctly reuses input devices to minimize wastage |
Correctly reuses some input devices to minimize wastage |
Assisted to reuse input devices to minimise wastage |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.11 Central Processing Unit (CPU) (4 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to locate the CPU in a computer | Accurately and creatively locates the CPU in a computer system |
Accurately locates the CPU in a computer system |
Sometimes locates the CPU in a computer system |
Assisted to locate the CPU in a computer system |
Ability to explain functional elements of CPU in a computer system |
Correctly and explicitly explains functional units of CPU in a computer system |
Correctly explains functional units of CPU in a computer system |
Correctly explains some functional units of CPU in a computer system |
Rarely explains functional units of CPU in a computer system |
Ability to explore different types of processors used in computing devices | Appropriately and creatively explores different types of processors used in computing devices | Appropriately explores different types of processors used in computing devices | Appropriately explores some types of processors used in computing devices |
Assisted to explore different types of processors used in computing devices |
Ability to use computers with different types of processors to perform tasks |
Correctly and confidently uses computers with different types of processors to perform tasks |
Correctly uses computers with different types of processors to perform tasks |
Sometimes uses computers with different types of processors to perform tasks |
Assisted to use computers with different types of processors to perform tasks |
Ability to analyse the role of processors in computers | Correctly and creatively analyses the role of processors in computers | Correctly analyses the role of processors in computers | Correctly analyses some role of processors in computers | Attempts analyse the role of processors in computers |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.12 Output Devices (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify output devices of a computer system | Accurately and predominantly identifies output devices of a computer system |
Accurately identifies output devices of a computer system |
Accurately identifies some output devices of a computer system |
Hardly identifies output devices of a computer system |
Ability to describe the functions of output devices in a computer system |
Correctly and concisely describes the functions of output devices in a computer system |
Correctly describes the functions of output devices in a computer system |
Correctly describes some of the functions of output devices in a computer system |
Tries to describe the functions of output devices of a |
Ability to categorize computer output devices based on the output generated | Correctly and keenly categorizes computer output devices based on the output generated | Correctly categorizes computer output devices based on the output generated | Attempts to categorize computer output devices based on the output generated | Has difficulty in categorizing computer output devices based on the output generated |
Ability to select appropriate output devices for different situations |
Predominantly and accurately selects output devices for different situations |
Accurately selects output devices for different situations |
Accurately selects some output devices for different situations |
Attempts to select appropriates output devices for different situations |
Ability to use output devices to perform daily life activities | Creatively and confidently uses output devices to perform daily life activities |
Creatively uses output devices to perform daily life activities |
Occasionally uses output devices to perform daily life activities |
Assisted to use output devices to perform daily life activities |
Ability to examine the technological trends in the development of output devices |
Appropriately and precisely examines the technological trends in the development of output devices |
Appropriately examines the technological trends in the development of output devices |
Appropriately examines sometechnological trends in the development of output devices |
Rarely examines the technological trends in the development of output devices |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.13 Ports and Cables (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify cables and ports in computer systems | Appropriately and accurately identifies cables and ports in computer systems | Appropriately identifies cables and ports in computer systems | Correctly identifies some cables and ports in computer systems | Rarely identifies cables and ports in computer systems |
Ability to explain the types of cables used in computer systems | Correctly and expansively explains the types of cables used in computer systems | Correctly explains the types of cables used in computer systems | Correctly explains some types of cables used in computer systems | Hardly explains the types of cables used in computer systems |
Ability to relate ports to their corresponding cables in computer systems |
Accurately and keenly relates ports to their corresponding cables in computer systems |
Accurately relates ports to their corresponding cables in computer systems |
Accurately relates some ports to their corresponding cables in computer systems |
Attempts to relate ports to their corresponding cables in computer systems |
Ability to connect cables to ports in computer systems | Correctly and confidently connects cables to ports in computer systems | Correctly connects cables to ports in computer systems | Occasionally connects cables to ports in computer systems | Assisted to connects cables to ports in computer systems |
Ability to use cables and ports in computer systems | Appropriately and creatively uses cables and ports in computer systems | Appropriately uses cables and ports in computer systems | Sometimes uses cables and ports in computer systems | Tries to use cables and ports in computer systems |
COMMUNITY SERVICE LEARNING PROJECT
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0 Foundation of Computer Science |
1.14 Computer Setup (CSL Project) |
By the end of the project the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify challenges experienced when setting up a computer |
Appropriately and accurately identifies challenges experienced when setting up a computer |
Correctly identifies challenges experienced when setting up a computer |
Correctly identifies some challenges experienced when setting up a computer |
Rarely identifies challenges experienced when setting up a computer |
Ability to apply appropriate instructions to set up a computer |
Correctly and confidently applies appropriate instructions to set up a computer |
Appropriate instructions to set up a computer |
Sometimes applies appropriate instructions to set up a computer |
Assisted to apply appropriate instructions to set up a computer. |
Ability to set up a computer for use | Confidently and appropriately sets up a computer for use | Appropriately sets up a computer for use | Sometimes sets up a computer for use | Assisted to set up a computer for use |
Ability to explore ways to overcome the challenges experienced when setting up a computer |
Intelligently and creatively explores ways to overcome the challenges experienced when setting up a computer |
Creatively explores ways to overcome the challenges experienced when setting up a computer |
Creatively explores some ways to overcome the challenges experienced when setting up a computer |
Attempts to explore ways to overcome the challenges experienced when setting up a computer |
Ability to boot a computer successfully for use |
Keenly and correctly boots a computer successfully for use |
Correctly boots a computer successfully for use |
Sometimes boots a computer successfully for use |
Assisted to boot computer successfully for use |
STRAND 2.0: COMPUTER AND SOCIETY
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Computer and Society |
2.1 Physical Safety of Computers (2 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify physical threats to computers in a computer user environment | Correctly and specifically identifies physical threats to computers in a computer user environment |
Correctly identifies physical threats to computers in a computer user environment |
Correctly identifies some of the physical threats to computers in a computer user environment |
Tries to identify physical threats to computers in a computer user environment |
Ability to explore ways of mitigating physical threats to computers in a computer user environment | Appropriately and intelligently explores ways of mitigating physical threats to computers in a computer user environment |
Appropriately explores ways of mitigating physical threats to computers in a computer user environment |
Appropriately explores some ways of mitigating physical threats to computers in a computer user environment |
Hardly explores ways of mitigating physical threats to computers in a computer user environment |
Ability to apply appropriate control measures to minimise physical threats to computers in a computer user environment | Correctly and confidently applies appropriate control measures to minimise physical threats to computers in a computer user environment | Correctly applies appropriate control measures to minimise physical threats to computers in a computer user environment | Correctly applies appropriate control measures to minimise physical threats to computers in a computer user environment | Assisted to apply control measures to minimise physical threats to computers in a computer user environment |
Ability to use computers in a physically secured computer user environment | Appropriately and creatively uses computers in a physically secured computer user environment |
Appropriately uses computers in a physically secured computer user environment |
Sometimes uses computers in a physically secured computer user environment appropriately |
Rarely uses computers in a physically secured computer user environment |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Computer and Society |
2.2 Health and Safety (2 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify health complications associated with the use of computers in a computer user environment | Appropriately and specifically identifies health complications associated with the use of computers in a computer user environment |
Appropriately identifies health complications associated with the use of computers in a computer user environment |
Appropriately identifies some of the health complications associated with the use of computers in a computer user environment |
Tries to identify health complications associated with the use of computers in a computer user environment |
Ability to apply appropriate techniques to mitigate health complications associated with the use of computers |
Accurately and confidently applies appropriate techniques to mitigate health complications associated with the use of computers |
Accurately applies appropriate techniques to mitigate health complications associated with the use of computers |
Accurately applies some of the appropriate techniques to mitigate health complications associated with the use of computers |
Hardly applies appropriate techniques to mitigate health complications associated with the use of computers |
Ability to observe safe use and best practices when using computers |
Correctly and carefully observes safe use and best practices when using computers |
Correctly observes safe use and best practices when using computers |
Sometimes observes safe use and best practices when using computers correctly |
Rarely observes safe use and best practices when using computers |
Ability to organise workstation to minimise health complications when using computers |
Appropriately and securely organises workstation to minimise health complications when using computers |
Correctly organises workstation to minimise health complications when using computers |
Occasionally organises workstation to minimise health complications when using computers correctly |
Assisted to organise workstation to minimise health complications when using computers |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Computer and Society |
2.3 Repetitive Strain Injury (RSI) (2 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the symptoms of repetitive strain injury for awareness | Consciously and appropriately identifies the symptoms of repetitive strain injury for awareness | Appropriately identifies the symptoms of repetitive strain injury for awareness | Appropriately identifies some of the symptoms of repetitive strain injury for awareness | Rarely identifies the symptoms of repetitive strain injury for awareness |
Ability to explain the causes of repetitive strain injury for consciousness when using a computer |
Correctly and systematically explains the causes of repetitive strain injury for consciousness when using a computer |
Correctly explains the causes of repetitive strain injury for consciousness when using a computer |
Correctly explains some the causes of repetitive strain injury for consciousness when using a computer |
Hardly explains the causes of repetitive strain injury for consciousness when using a computer |
Ability to apply appropriate strategies to prevent repetitive strain injury when using a computer |
Intelligently and frequently applies appropriate strategies to prevent repetitive strain injury when using a computer |
Intelligently applies appropriate strategies to prevent repetitive strain injury when using a computer |
Intelligently applies some of the appropriate strategies to prevent repetitive strain injury when using a computer |
Attempts to apply appropriate strategies to prevent repetitive strain injury when using a computer |
Ability to use computers safely to minimising the repetitive strain injury |
Correctly and confidently uses computers safely to minimising the repetitive strain injury | Correctly uses computers safely to minimising the repetitive strain injury | Sometimes uses computers safely to minimising the repetitive strain injury | Assisted to use computers safely to minimising the repetitive strain injury |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Computer And Society |
2.4 Data Safety in Computers (2 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain threats to data stored in a computer | Correctly and clearly explains threats to data stored in a computer | Correctly explains threats to data stored in a computer | Correctly explains some of the threats to data stored in a computer | Rarely explains threats to data stored in a computer |
Ability to identify the control measures for securing data in a computer | Appropriately and creatively identifies the control measures for securing data in a computer |
Appropriately identifies the control measures for securing data in a computer |
Appropriately identifies some control measures for securing data in a computer |
Hardly identifies the control measures for securing data in a computer |
Ability to apply the control measures to secure data in a computer |
Correctly and confidently applies the control measures to secure data in a computer |
Correctly applies the control measures to secure data in a computer |
Sometimes applies the control measures to secure data in a computer |
Attempts to apply the control measures to secure data in a computer |
Ability to use the best safety practices to secure data in a computer |
Appropriately and creatively uses best practices to secure data in a computer |
Correctly uses the best practices to secure data in a computer |
Sometimes uses the best practices to secure data in a computer |
Assisted to use best practices to secure data in a computer |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Computer and Society |
2.5 Online (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain online threats to a computer user | Correctly and expansively explains online threats to a computer user | Correctly explains online threats to a computer user | Correctly explains some of the online threats to a computer user | Rarely explains online threats to a computer user |
Ability to identify online safety measures to observe when using a computer |
Appropriately and creatively identifies online safety measures to observe when using a computer. |
Appropriately identifies online safety measures to observe when using a computer. |
Appropriately identifies online safety measures to observe when using a computer. |
Hardly identifies online safety measures to observe when using a computer. |
Ability to apply online safety measures when using a computer | Appropriately and confidently applies online safety measures when using a computer |
Appropriately applies online safety measures when using a computer |
Sometimes applies online safety measures when using a computer |
Assisted to apply online safety measures when using a computer |
Ability to examine the importance of online safety when using a computer | Correctly and keenly examines the importance of online safety when using a computer | Correctly examines the importance of online safety when using a computer | Correctly examines some of the importance of online safety when using a computer | Rarely examines the importance of online safety when using a computer |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
2.0 Computer and Society |
2.6 Online (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to analyse the characteristics of personal and sensitive data for protection from online identity theft |
Correctly and concisely analyses the characteristics of personal and sensitive data for protection from online identity theft |
Correctly analyses the characteristics of personal and sensitive data for protection from online identity theft |
Correctly analyses some of the characteristics of personal and sensitive data for protection from online identity theft |
Hardly analyses the characteristics of personal and sensitive data for protection from online identity theft |
Ability to describe the techniques of protecting personal data from online disclosure | Systematically and briefly describes the techniques of protecting personal data from online disclosure |
Systematically describes the techniques of protecting personal data from online disclosure |
Correctly describes some of the techniques of protecting personal data from online disclosure |
Rarely describes the techniques of protecting personal data from online disclosure |
Ability to apply appropriate methods to protect personal data from online disclosure |
Correctly and confidently applies appropriate methods to protect personal data from online disclosure |
Correctly applies appropriate methods to protect personal data from online disclosure |
Occasionally applies appropriate methods to protect personal data from online disclosure |
Attempts to apply appropriate methods to protect personal data from online disclosure |
Ability to adhere to rules associated with online etiquette when interacting with computers | Cautiously and correctly adheres to rules associated with online etiquette when interacting with computers |
Correctly adheres to rules associated with online etiquette when interacting with computers | Correctly adheres to some rules associated with online etiquette when interacting with computers | Tries to adhere to rules associated with online etiquette when interacting with computers |
Ability to use computers responsibly when online to safeguard digital footprint | Appropriately and confidently uses computers responsibly when online to safeguard digital footprint |
Appropriately uses computers responsibly when online to safeguard digital footprint |
Sometimes uses computers responsibly when online to safeguard digital footprint |
Rarely uses computers responsibly when online to safeguard digital footprint |
STRAND 3.0: COMPUTER NETWORKS
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
3.0 Computer Networks |
3.1 Computer Network Concepts (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to relate computer networks to available types of networks | Correctly and intelligently relates computer networks to available types of networks |
Correctly relates computer networks to available types of networks |
Sometimes relates computer networks to available types of networks |
Rarely relates computer networks to available types of networks |
Ability to use locally available materials to model computer networks | Creatively and innovatively uses locally available materials to model computer networks |
Creatively uses locally available materials to model computer networks |
Sometimes uses locally available materials to model computer networks |
Assisted to use locally available materials to model computer networks |
Ability to explain the benefits of computer networks in the society | Correctly and clearly explains benefits of computer networks in the society | Correctly explains the benefits of computer networks in the society | Correctly explains some of the benefits of computer networks in the society | Hardly explains the benefits of computer networks in the society |
Ability to identify the challenges of computer networks in the society | Appropriately and concisely identifies challenges of computer networks in society | Appropriately identifies challenges of computer networks in society | Appropriately identifies some challenges of computer networks in society | Hardly identifies the challenges of computer networks in the society |
Ability to examine the purpose of computer networks in the society | Correctly and keenly examines purpose of computer networks in the society | Correctly examines purpose of computer networks in the society | Correctly examines some purpose of computer networks in the society | Rarely examines the purpose of computer networks in the society |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
3.0 Computer Networks |
3.2 Connecting to Computer Network (3 Lessons) |
By the end of the sub strand the learner should be able to: a) identify available computer networks in the immediate environment b) connect to the available computer networks in the immediate environment c) use the available computer network in the immediate environment d) appreciate sharing resources through computer networks in the immediate environment. |
The learner is guided to: • visit a computer user environment and list the type of available computer network (wireless or cabled networks), • watch a video clip simulating how to connect to available computer network in the immediate environment (wireless or cabled network), • in groups, connect to a computer network in the immediate environment, • use digital devices such a phones, tablets, computers to share a data files, photos with peers through computer networks in the immediate environment. |
1. Why do you connect to a computer network? 2. What is the purpose of connecting to a computer network? |
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify available computer networks in the immediate environment | Correctly and intelligently identifies available computer networks in the immediate environment | Correctly identifies available computer networks in the immediate environment | Correctly identifies some of the available computer networks in the immediate environment | Rarely identifies available computer networks in the immediate environment |
Ability to connect to the available computer networks in the immediate environment | Correctly and confidently connects to the available computer networks in the immediate environment | Correctly connects to the available computer networks in the immediate environment | Sometimes connects to the available computer networks in the immediate environment | Assisted to connect to the available computer networks in the immediate environment |
Ability to use the available computer network in the immediate environment |
Consciously and creatively uses the available computer network in the immediate environment |
Creatively uses the available computer network in the immediate environment |
Occasionally uses the available computer network in the immediate environment |
Hardly uses the available computer network in the immediate environment |
Ability to share resources through computer networks in the immediate environment | Appropriately and intelligently shares resources through computer networks in the immediate environment |
Appropriately shares resources through computer networks in the immediate environment |
Appropriately shares some resources through computer networks in the immediate environment |
Attempts to shares resources through computer networks in the immediate environment |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
3.0 Computer Networks |
3.3 Internet Concepts (4 Lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
|
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Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe the internet as a resource that runs on a global network of computers |
Correctly and concisely describes the internet as a resource that runs on a global network of computers |
Correctly describes the internet as a resource that runs on a global network of computers |
Sometimes describes the internet as a resource that runs on a global network of computers |
Tries to describe the internet as a resource that runs on a global network of computers |
Ability to explain benefits and challenges of internet in the immediate environment |
Appropriately and comprehensively explains benefits and challenges of internet in the immediate environment | Appropriately explains benefits and challenges of internet in the immediate environment | Appropriately explains some of the benefits and challenges of internet in the immediate environment | Hardly explains benefits and challenges of internet in the immediate environment |
Ability to identify basic requirements for internet connectivity |
Correctly and explicitly identifies basic requirements for internet connectivity |
Correctly identifies basic requirements for internet connectivity |
Correctly identifies some of the basic requirements for internet connectivity |
Rarely identifies basic requirements for internet connectivity |
Ability to explore ways of overcoming challenges of internet in the immediate environment |
Creatively and intelligently explores ways of overcoming challenges of internet in the immediate environment | Creatively explores ways of overcoming challenges of internet in the immediate environment | Creatively explores some of the ways of overcoming challenges of internet in the immediate environment | Attempts to explore ways of overcoming challenges of internet in the immediate environment |
Ability to connect the internet to search for a topical issue |
Correctly and creatively connects the internet to search for a topical issue | Correctly connects the internet to search for a topical issue | Sometimes connects the internet to search for a topical issue | Assisted to connect the internet to search for a topical issue |
Ability to use the internet as a computer network resource |
Appropriately and intelligently uses the internet as a computer network resource |
Appropriately uses the internet as a computer network resource |
Sometimes uses the internet as a computer network resource |
Hardly uses the internet as a computer network resources |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
3.0 Computer Networks |
3.4 World (5 Lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the importance of WWW as used in computer networks | Appropriately and clearly explains the importance of WWW as used in computer networks | Appropriately explains the importance of WWW as used in computer networks | Appropriately explains the importance of WWW as used in computer networks | Attempts to explain the importance of WWW as used in computer networks |
Ability to identify the features of a web browser | Correctly and explicitly identifies the features of a web browser | Correctly identifies the features of a web browser | Correctly identifies some features of a web browser | Rarely identifies the features of a web browser |
Ability to describe the components of a URL | Correctly and concisely describes the components of a URL | Correctly describes the components of a URL | Correctly describes some of the components of a URL | Attempts to describe the components of a URL |
Ability to use a web browser to locate resources in the WWW |
Appropriately and confidently uses a web browser to locate resources in the WWW |
Appropriately uses a web browser to locate resources in the WWW |
Sometimes uses a web browser to locate resources in the WWW |
Rarely uses a web browser to locate resources in the WWW |
Ability to the use WWW as a repository of information |
Correctly and creatively uses the WWW as a repository of information | Correctly uses the WWW as a repository of information | Sometimes uses the WWW as a repository of information | Hardly uses the WWW as a repository of information |
STRAND 4.0: COMPUTER PROGRAMMING
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
4.0 Computer Programming |
4.1 Computer Program- ming Concepts (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the importance of programming as used in computing | Appropriately and systematically explains the importance of programming as used in computing |
Appropriately explains the importance of programming as used in computing |
Appropriately explains some of the importance of programming as used in computing |
Tries to explain the importance of programming as used in computing |
Ability to identify areas where computer programs are used in daily life |
Correctly and explicitly identifies areas where computer programs are used in daily life |
Correctly identifies areas where computer programs are used in daily life |
Correctly identifies some areas where computer programs are used in daily life |
Attempts to identify areas where computer programs are used in daily life |
Ability to launch and interact with a computer program for exposure to programming | Appropriately and confidently launches and interacts with a computer program for exposure to programming |
Appropriately launches and interacts with a computer program for exposure to programming |
Occasionally launches and interacts with a computer program for exposure to programming |
Assisted to launch and interact with a computer program for exposure to programming |
Ability to use computer programs to perform daily life activities | Intelligently and confidently uses computer programs to perform daily life activities |
Confidently uses computer programs to perform daily life activities |
Sometimes uses computer programs to perform daily life activities |
Hardly uses computer programs to perform daily life activities |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
4.0 Computer Programming |
4.2 Visual (3 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify types of visual programming applications for use |
Appropriately and exactly identifies types of visual programming applications for use |
Appropriately identifies types of visual programming applications for use |
Occasionally identifies types of visual programming applications for use |
Rarely identifies types of visual programming applications for use |
Ability to explain the procedure of launching a visual programming application |
Correctly and clearly explains the procedure of launching a visual programming application | Correctly explains the procedure of launching a visual programming application | Sometimes explains the procedure of launching a visual programming application | Tries to explain the procedure of launching a visual programming application |
Ability to launch a visual programming application in a computer |
Correctly and perfectly launches a visual programming application in a computer |
Correctly launches a visual programming application in a computer |
Sometimes launches a visual programming application in a computer |
Hardly launches a visual programming application in a computer |
Ability to navigate a visual programming application interface | Appropriately and confidently navigates a visual programming application interface |
Appropriately navigates a visual programming application interface |
Attempts to navigate a visual programming application interface | Has difficulty in navigating a visual programming application interface |
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
4.0 Computer Programming |
4.3 Visual (12 Lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicators | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explore features of a visual programming application | Correctly and confidently explores features of a visual programming application |
Correctly explores features of a visual programming application |
Correctly explores some features of a visual programming application |
Rarely explores features of a visual programming application |
Ability to relate the features of a visual programming application to their function |
Appropriately relates the features of a visual programming application to their function |
Appropriately relates the features of a visual programming application to their function |
Appropriately relates some of the features of a visual programming application to their function |
Relate the features of a visual programming application to their function with assistance |
Ability to describe terminologies used in a visual programming application | Appropriately and clearly describes terminologies used in a visual programming application | Appropriately describes terminologies used in a visual programming application | Appropriately describes some terminologies used in a visual programming application | Attempts to describe terminologies used in a visual programming application |
Ability to use the features of a visual programming application to create a sequence of instructions to perform a task | Creatively and correctly uses the features of a visual programming application to create a sequence of instructions to perform a task |
Correctly uses the features of a visual programming application to create a sequence of instructions to perform a task |
Correctly uses some features of a visual programming application to create a sequence of instructions to perform a task |
Assisted to use the features of a visual programming application to create a sequence of instructions to perform a task |
Ability to apply the features of a visual programming application to create a sequence of instructions | Appropriately and confidently applies sequence of instructions to create the features of a visual programming application |
Appropriately applies the features of a visual programming application to create a sequence of instructions |
Applies some of the features of a visual programming application to create a sequence of instructions | Assisted to apply the features of a visual programming application to create a sequence of instructions |
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand | Sub Strand | Specific learning Outcomes | Suggested learning Experiences | Key Inquiry Question(s) |
1.0Foundation of Computer Science | 1.1 Computer Concepts (3 Lessons) | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, computer hardware, manilla papers, Internet, video, audio clips, models, checklists |
Assist members in the community on how to apply computers in various areas such as (Education, Business, Banking, Military, Communication, Government, Home, Insurance, Marketing, Healthcare, Engineering Design, manufacturing). |
1.2 Evolution of computers | Rating scales, rubrics, questionnaires, projects journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, |
Discuss the development of computers in respect to contemporary technology during clubs |
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1.3 Generations of computers | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, |
Educate community members on how to use technologies of different computers generations in daily life situation; search information on personal hygiene, prepare personal time table, | |
1.4 Classification of computers | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet, video |
Demonstrate how to use embedded computers (ATM machines, MP3 players, DVD players, Drones, Anti-lock braking system, Airbag control system, Digital watches, Microwaves) during school clubs activities |
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1.5 Computer user environment | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | reference materials, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, adaptable locally available materials, models, checklists |
Sensitize social gatherings how to observe safety precautions when in the computer user environment | |
1.6 Physical parts of a computer | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists | Educate community members how to connect physical parts of a computer | |
1.7 Hands on skills | Rating scales, rubrics,questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, checklists |
Participate in a competition that involves the use of computer keyboard in different ways; typing a simple text, multiplying numbers, drawing diagrams, | |
1.8 Computer Systems overview | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, |
Debate on the importance of computer systems in the society during clubs | |
1.9 Hardware concepts | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, computer hardware, manilla papers, |
Sensitize community membes on the uses of computer hardware
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1.10 Input devices | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, | Deliberate on the factors to consider when selecting an input device with different forums | |
1.11Central Processing Unit (CPU) | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, | Join asocial media group and share a video simulation of the functional organisation of the CPU | |
1.12 Output devices | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, |
During social gatherings share ideas on how to assess user computing needs and select appropriate input devices for different |
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1.13 Ports and Cables | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists | Demonstrate to community members how to connect cablesto their respective ports | |
1.14 Computer Setup (CSL Project) | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Educate community members on how to setup computers | |
2.0 Computer and Society | 2.1 Physical Safety of Computers | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Demonstrate in a community forum how to organise workstation to minimise health complications when using computers |
2.2 Health and Safety | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Participate actively in communal activities which educates the society on health and safety of computer use | |
2.3 Repetitive Strain Injury (RSI) | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Join social media group that shares information on the appropriate strategies of preventing repetitive strain injury when using a computer | |
2.4 Data Safety in Computers | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Share in a social media forum the best practices of keeping data safely in a computer
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2.5 Online Safety Concepts | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Discuss in a forum safety measures to observe when online (not sharing, pictures, location, securing profiles) | |
2.6 Online Identity Safety | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists |
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Sensitize community members on how to keep personal and sensitive data safety when online, | |
3.0 Computer Networks | 3.1 Computer Network Concepts | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Sensitise community members the on benefits of computer networks in the society |
3.2 Connecting to Computer Network | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Demonstrate to social gatherings how to connect to computer network. Visit a community data center and assist in connecting computers to available networks. |
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3.3 Internet Concepts | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Debate on the uses of internet during clubs | |
3.4 World Wide Web (WWW) | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Demonstrate how web browsers work to congregations of community members |
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4.0 Computer Programming | 4.1 Computer Programming Concepts | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Share experience with the community members on how to perform daily life activities (playing computer games, listening to music, performing mathematical operations, drawing objects, type text) using available computer program accessories |
4.2 Visual Programming Concepts | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Demonstrate how to navigate the visual programming application interface to peers. |
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4.3 Visual Programming Features | Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists | Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists |
Create a sequence of actions using the features of a visual programming application (animations, sound) and share with peers |
Business Studies - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
BUSINESS STUDIES
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Business Studies at junior secondary will be offered as an integrated subject covering the following strands; business and money management skills, business and its environment, Government and global influence in business and financial records in business. This will equip the learner with Business competencies like; critical thinking, problem solving and creativity, digital and financial literacy, communication and networking which are considered necessary for their personal life and business in general. The subject is critical at this level of education as evidenced by the KICD needs assessment report and the Kenya Vision 2030. Offering Business Studies at junior secondary level recognises that learning and development of potential is influenced by social- cultural factors, developmental age, instructional opportunities and models as embraced by theories such as the Instructional Design Theory, Vygotsky’s Social-Cultural Theory, Gardner’s Multiple Intelligence Theory and Piaget’s Theory of Cognitive Development. Others are accounting and entrepreneurship theories such as descriptive accounting theory, normative accounting theory and Innovation Theory by Schumpeter among others.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of the Junior Secondary School, the learner should be able to:
- Make effective use of financial literacy skills for prudent financial decision making, generation of income and creation of wealth for sustainable development
- Understand business and its environment in addressing economic issues in the society
- Practice basic business and entrepreneurial skills for the development of self and society
- Act with integrity and apply knowledge, critical understanding and technology to environmental concerns and ethical issues as both opportunities and constraints for businesses
- Recognize role of government in business and respond to community, national and global economic issues, as an informed and responsible citizen
- Develop an awareness of the nature and significance of basic skills of keeping business financial records, innovation and change within the context of business activities
- Exhibit understanding of pertinent and contemporary issues in business and the society
- Develop a foundation for further studies in careers related to Business Studies
STRAND 1.0: BUSINESS AND MONEY MANAGEMENT SKILLS
Strand | Sub strand | Specific learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Business and Money Management Skills |
1.1 Introduction to Business Studies (6 lessons) |
By the end of the sub strand, the learner should be able to:
|
Learners shall be guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Links to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to examine the concept of Business Studies in Kenya. | Correctly examines the concept of Business Studies in Kenya. | Examines the concept of Business Studies in Kenya. | Examines the concept of Business Studies in Kenya with assistance. | Has challenge analyzing the concept of Business Studies in Kenya. |
Ability to explore Career opportunities in Business Studies in Kenya. | Comprehensively explores career opportunities in Business Studies in Kenya. |
Explores career opportunities in Business Studies in Kenya. |
Explores career opportunities in Business Studies in Kenya with assistance. |
Explores some career opportunities in Business Studies in Kenya. |
Strand | Sub strand | Specific learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Business and Money Management Skills |
1.2 Money (6 |
By the end of the sub strand, the learner should be able to:
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Learners shall be guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to illustrate the uses of money in day- to- day life. | Correctly illustrates the uses of money in day- to- day life. | Illustrates the uses of money in day- to day life. | Illustrates the uses of money in day- to day life with assistance | Experience difficulty illustrating the uses of money in day- to- day life. |
Ability to identify the key security features of the Kenyan currency. |
Accurately identifies the key security features of Kenyan currency. |
Identifies the key security features of Kenyan currency. | Identifies the key security features of Kenyan currency with assistance | Experience difficulty identifying key security features of the Kenyan currency. |
Ability to describe themes and symbols on the Kenyan currency. |
Precisely describes themes and symbols on the Kenyan currency. |
Describes themes and symbols on the Kenyan currency. | Describes themes and symbols on the Kenyan currency withy assistance | Experience difficulty describing the themes and symbols on the Kenyan currency. |
Strand | Sub strand | Specific learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Business and Money Management Skills |
1.3 Personal goals (6 lessons) |
By the end of the sub strand, the learner should be able to:
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Learners shall be guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explore the meaning and importance of setting personal goals for self- development. | Comprehensively explores the meaning and importance of setting personal goals for self- development. | Explores the meaning and importance of setting personal goals for self- development. | Explores the meaning and importance of setting personal goals for self- development with assistance. |
Has difficulty exploring the meaning and importance of setting personal goals for self- development. |
Ability to analyse the factors to consider when setting personal goals for self- development. | Critically analyses the factors to consider and their influence on personal goal setting for self- development. | Analyses the factors to consider and their influence on personal goal setting for self- development. | Analyses the factors to consider and their influence on personal goal setting for self- development with assistance | Has difficulty analysing the factors to consider when setting personal goals for self- development. |
Ability to set personal goals for self- development. | Explicitly sets SMART personal goals for self- development. | Sets SMART personal goals for self- development. | Sets SMART personal goals for self- development with assistance | Has difficulty setting personal goals for self- development. |
Ability to apply ICT devices when setting personal goals for self- development. | Innovatively applies ICT devices when setting personal goals for self - development. | Applies ICT devices when setting personal goals for self - development. | Applies ICT devices when setting personal goals for self - development with assistance. | Has difficulty applying ICT devices when setting personal goals for self- development. |
Strand | Sub strand | Specific learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Business and Money Management Skills |
1.4 Talents and abilities (8 lessons) |
By the end of the sub strand, the learner should be able to:
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Learners shall be guided to:
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