KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

OVERVIEW OF BASIC EDUCATION AND

ORGANISATION OF LEARNING

AUGUST 2025
Outline
❖ Curriculum Development
❖ Core competencies
❖ Values in the curriculum
❖ Organisation & Focus
❖ Learning areas at different Levels
 CURRICULUM DEVELOPMENT
The National curriculum is developed by KICD as empowered by Act of
Parliament the Kenya Institute of Curriculum Development (KICD) Act, 2013
(Revised 2019). Basic Education Curricula include:
a) Pre-primary education
b) Primary education
c) Junior School
d) Senior School
e) Special Needs Education
f) Teacher Education
g) Adult and Continuing Education
h) Technical and Vocational Education and Training.
Core Competencies in the Basic Education
The seven core competencies in the curriculum are:
1. Communication and Collaboration
2. Critical Thinking and Problem Solving
3. Citizenship
4. Imagination and Creativity
5. Digital Literacy
6. Learning to learn
7. Self Efficacy
Values in the Competency Based Curriculum
The eight values in the curriculum are:
How Values are Integrated in the Curriculum mainly
• Love through:
• Responsibility • Infusion in the learning experiences
• Respect • Guidance and Counselling
programmes
• Unity • Whole-School Approach- involving
• Peace learners, teachers, support staff,
• Patriotism Board of Management, family
members, wider school community
• Social Justice
and relevant stakeholders.
• Integrity
Organisation of Basic Education
FOCUS OF BASIC EDUCATION LEVELS

PP2
LEARNING AREAS: PRE-PRIMARY (PP1 & PP2)

The five learning areas in pre-primary curriculum are:

S/no Activity learning area

1 Language activities
2 Mathematical activities
3 Creative activities
4 Environmental activities
5 Religious activities
Pastoral/Religious programme of instruction
 LOWER PRIMARY (GRADES 1, 2 & 3)
The seven learning areas in lower primary curriculum are:
1. Indigenous Language Activities The curriculum is
2. Kiswahili Language Activities / Kenya Sign Language adapted for Hearing
Activities Impaired, Visually
3. English Language Activities Impaired and
Physically Impaired.
4. Mathematical Activities
A stage based
5. Religious Education Activities curriculum for the
6. Environmental Activities Mentally challenged
for
7. Creative Activities foundational level
Pastoral/Religious Programme of Instruction
.
UPPER PRIMARY (GRADES 4, 5 & 6)

The eight learning areas in the upper primary curriculum are:

1. English The curriculum is
adapted for Hearing
2. Kiswahili/ Kenya Sign Language Impaired, Visually
Impaired and
3. Mathematics Physically Impaired.

4. Religious Education A stage based

5. Science & Technology curriculum for the
Mentally challenged
6. Agriculture for
intermediate level
7. Social Studies
8. Creative Arts
Pastoral/Religious Programme of Instruction
 JUNIOR SCHOOL (GRADES 7, 8 & 9)
The nine learning areas in the Junior School curriculum are:
1. English
2. Kiswahili/Kenya Sign Language The curriculum is
adapted for Hearing
3. Mathematics Impaired, Visually
Impaired and Physically
4. Religious Education Impaired.
5. Social Studies A stage based
curriculum for the
6. Integrated Science Mentally challenged for
pre-vocational level
7. Pre-technical Studies
8. Agriculture
9. Creative Arts and Sports
Pastoral/Religious Programme of Instruction
 SENIOR SCHOOL (GRADE 10, 11 & 12)
Senior school comprises three years of education for learners between
15 and 18 years.
It lays the foundation for further education and training at the tertiary level
and the world of work.
Learners will specialise in a career path of choice based on their potential,
interests and personality.
Learners will undertake core subjects and elective subjects based on career
choice, interests, personality and aptitude.
 ARTS AND SPORT SCIENCE PATHWAY

SPORTS SCIENCE • Sports and Recreation

ARTS AND
SPORTS
SCIENCE
• Music and Dance
ARTS • Theatre and Film
• Fine Arts
SOCIAL SCIENCE PATHWAY
SOCIAL SCIENCES

LANGUAGES HUMANITIES &

& LITERATURE BUSINESS STUDIES

• Literature in English • Christian Religious Education

• Indigenous Languages
• Islamic Religious Education
• Fasihi ya Kiswahili
• Sign Language • Hindu Religious Education
• Arabic • Business Studies
• French • History and Citizenship
• German • Geography
• Mandarin Chinese
STEM PATHWAY
• Mathematics
• Biology
PURE
• Chemistry
SCIENCES • Physics
• General Science
SCIENCE,
TECHNOLOGY, APPLIED • Agriculture
• Computer Studies
ENGINEERING SCIENCES
• Home Science
AND • Aviation
MATHEMATICS • Building and Construction
• Electricity
(STEM) • Metalwork
• Power Mechanics
TECHNICAL • Woodwork
STUDIES • Media Technology
• Marine and Fisheries Technology
Scope of Learning in Senior School

Core Subjects
1. English
2. Kiswahili /KSL
3. Mathematics/Essential Mathematics
4. Community Service Learning (CSL).
Pastoral / Religious Programme of Instruction

Support Subjects
1. Physical Education
2. Information Communication Technology(ICT)
17
ELECTIVE SUBJECTS

1.Elective subject 1
2.Elective subject 2
3.Elective subject 3

NB: Schools will get official communication on this

scope of learning later this year.
 LIST OF ALL SUBJECTS AT SENIOR SCHOOL

• Literature in English • Biology

• English • Indigenous Languages • Chemistry
• Kiswahili/KSL • Fasihi ya Kiswahili • Physics
• Core Mathematics/ Essential • Sign Language • General Science
Mathematics • Arabic • Agriculture
• Physical Education (PE) • French • Computer Studies
• Community Service Learning • German • Home Science
• ICT • Mandarin Chinese • Aviation
• Christian Religious • Building Construction
Education • Electricity
• Sports and Recreation • Islamic Religious • Metalwork
• Music and Dance Education • Power Mechanics
• Theatre and Film • Hindu Religious Education • Woodwork
• Fine Arts • Business Studies • Media Technology
• History and Citizenship • Marine and Fisheries Technology
• Geography
 "Curriculum is never
static.
It is ever-changing and
needs to adapt to the
needs of society."
Linda Darling-Hammond
COMPETENCY BASED ASSESSMENT FRAMEWORK

A PAPER PRESENTED DURING

SENIOR SCHOOL TEACHERS RETOOLING

AUGUST 2025
 Session Outcomes

By the end of the session, the participant should be able to

a) understand why assessments modes changed under CBE
b) explain the meaning of CBA
c) explain the linkage between CBC and CBA
d) explore the CBA Framework
e) Understand the theories underpinning CBA
f) discuss the Paradigm shifts in assessment
 Why Change Assessment Modes under CBE
Reduce Emphasize Promote Align Prepare

To reduce To emphasize To promote To align with To prepare

exam-centric practical skills equity and global best learners for 21st-
and real-world century skills and
pressure on application: inclusivity practices in challenges:
learners: Uses Bridges the gap ensuring that assessment- current world
both between school no one is left to ensure our demands skills
like
formative & and world of behind due education collaboration,
summative work, making to rigid system
learner to thrive communication,
assessments and not to timelines or remains digital literacy,
survive. standardized relevant and lifelong learning
examinations competitive and
adaptability—
. globally skills that
traditional exams
rarely assess.
 Assessment
▪
framework
An assessment framework is a structured
plan that defines the
❖ purpose of evaluation,
❖ tools to be used,
❖ modes of delivery,
❖ feedback mechanisms.
▪ It ensures that assessments are purposeful,
consistent, and aligned with specific goals,
while providing clear criteria for measuring
performance and guiding improvement.
 Pillars of Assessment
The term "Pillars of Assessment" refers to components or foundational element that supports an effective
assessment system.

1. Purpose 2. Mode – 3. Reporting – WHAT

Before – WHY? HOW? & WHO?
conducting What is the Based on the Determine:
any goal of the purpose,
assessmen assessmen choose the • How learner
t, t?
appropriate achievement will be
assessment reported.
educators method:
should Is it for: • Who will receive the
• Project
• Placement? feedback (e.g., learners,
reflect on method
• Written test parents,
key • Transition? administrators).
• Oral
foundation • Informing assessment • Which approach will
al pillars: instruction • Practical be effective in
? assessment communicating of
• Portfolio results.
 What is CBA?
•Is the process of evaluating a learner’s ability to
apply knowledge and skills in real or meaningful
contexts
• Involves intentional process of collecting credible
evidence and making informed judgments about what a
learner understands and can do.

• carried out using a variety of tools and methods, including

written tests, projects, and practical activities, to capture
diverse aspects of learning
 Activity 1

1. What is a competency?

2. Can you recall a moment during your time as a student

when you felt a teacher may not have demonstrated
competency? If so, how did that experience affect your
learning

Invite a few randomly selected participants to briefly share their

personal experiences
 Competency
Is the ability to apply appropriate knowledge, skills, values and attitude to
successfully perform a real-life task

Example
A senior school science teacher can demonstrate competency by:
a) Applying subject knowledge to explain concepts clearly using relevant examples.
b) Using instructional skills to engage learners through experiments and discussions
& fieldwork aligned with CBC
c) Showing professional values by respecting learners’ diverse backgrounds and
learning needs across urban and rural settings
d) Maintaining a positive attitude that fosters curiosity, resilience, and a growth
mindset among learners.
e) Successfully managing a classroom and adapting lessons to real-world scenarios
 Therefore
CBA is a continuous process that focuses on documenting what a learner

knows and can do:

a) Before learning – to identify prior knowledge and readiness

b) During learning – to monitor progress and guide instruction

c) After learning – to assess mastery of skills and to inform transition

Shifts in Assessment
 Activity 2

What are some of the major shifts in

assessment practices in Kenya that you
are aware of?

Invite a few randomly selected participants to briefly share their

personal experiences
 What are the major shifts in Assessment
Continuous Assessment:
Focuses on learner assessed Authentic Assessment:
Competencies: skills, throughout the learning Assesses the application of
knowledge &values process. knowledge and skills to
solve real world problems
Assessment tools: Uses
Integration of ICT in variety of assessment tools to
assessment gather information about a
learner’s achievement and cater Learner-Centred:
for diverse learner needs and abilities From Teacher-Centered to
Learner-Centered
Holistic Approach in Formative Feedback: Assessment, tailored to
Assessment: Evaluates Continuous and meet individual
emotional and social constructive feedback to
development alongside
learners’ needs
guide learning.
cognitive achievements.
The linkage between various components of CBC and CBA

CBC CBA
Learning outcomes Assessment standards

Learning Experiences Assessment Tasks

Assessment Rubrics for Sub Assessment Rubric for

strands Tasks
 Theories Underpinning Competency-Based
Assessment in Kenya
Theory Major Assertions Implications for Assessment
Experiential Learning (Kolb) Learning is best through Use of fieldwork, experiments/practical, role plays,
experience and reflection. and projects.
Situated Learning (Lave & Learning is social and Design authentic, real-world tasks and collaborative
Wenger) context-bound. assessments.
Multiple Intelligences Learners have diverse Use varied assessment tools to capture different
(Gardner) intelligences (e.g., linguistic, strengths.
spatial, kinesthetic).
Constructivist Theory (Piaget, Learners construct Encourage formative assessment, scaffolding, and
Vygotsky) knowledge through learner reflection.
interaction and exploration.
Bloom’s Taxonomy Learning progresses from Design assessments that target higher-order
remembering to creating. thinking skills.
Social Learning Theory Learning occurs through Incorporate peer assessment, group work, and role
(Bandura) observation and modeling. modeling.
 CBA Journey and the Key Milestones
KNEC
Conduct KNEC administered
ed Pilot administered Successfully Grade 9 PILOT
Start of study for 2nd SBA Conducted 4th
SBA and the
CBC Grade 3 (Grade 3, 4)
1st KPSEA
implement
&KILEA
ation

2017 2018 2019 2020 2021 2022 2023 2024 2025

MLP(KEYA) Conducted the Successfully KNEC to 1ST

Conducted the 1st 3rd assessment Conducted 5th administer
assessment to Grade 3 (Grade 3,4,5) SBA & the 2nd KJSEA &
& KFLEA KPSEA &KILEA
KPLEA
Organization of CBA Age-Based
Curriculum
Organisation of CBA Stage-Based
Curriculum
 Activity 3

What types of assessments are administered by

KNEC under the CBA framework do you know of?

Invite a few randomly selected participants to briefly share their

personal experiences
 JS Assessment structure
60%

Grade 8
(SBA) 20% of 40%
20% SBAs(7,8) 100%
Grade 9
KPSEA 20% KPSEA
Grade 7
(SBA)

KJSEA
60% summative
 Senior School Assessment structure

Grade 10
(SBA) SBA30%
30%
Grade 12 100%
Grade 11
(SBA)
KCBE
70% summative
 HOW SUBJECTS ARE ASSESSED
Grade -KPSEA Junior School-KJSEA Senior School-KCBE
1 English 1. English English
Literature in English
2 Kiswahili/KSL 2. Kiswahili/KSL Kiswahili
Fasihi ya Kiswahili
KSL
3 Mathematics 3. Mathematics Core Mathematics
Essential Mathematics
4 Integrated Science 4. Integrated Science Biology
(Science & Physics
Technology, Chemistry
General Science
Agriculture, Home 5. Agriculture Agriculture
Science, PHE) Home science
 Creative Arts & Social studies 6. Social Studies Geography
5
(Music, Art & Craft, Social Studies & History & Citizenship
Religious Education-CRE-HRE, IRE) 7. CRE/IRE/HRE CRE/IRE/HRE
8. Creative Arts & Sports Music and Dance
Fine Arts
Theatre and Film
Sports & Recreation
9. Pre-technical Studies Computer STUDIES
Business Studies
Aviation
Building Construction
Electricity
Metalwork
Power mechanics
Woodwork
Media Technology
Marine and Fisheries Technology
Arabic/French/German/ Chinese Mandarin
Indigenous Language
Retooling of Senior School Teachers:
CBE Learning Approaches
August 2025
Expected Learning Outcomes
By the end of the session, the participant should be able
to:
1. Demonstrate an understanding of the constructivist
approach to learning
2. Determine the appropriate CBE instructional strategies
for a given learning task
3. Appreciate variation of teaching approaches in the
achievement of learner outcomes
CBE: The Constructivist Approach
• CBE anchored on the Constructivist Approach
• Constructivism is a learning theory, where learners actively
construct knowledge and make meaning, based on their
experiences, individually or socially by actively engaging with the
materials presented to them.
• The theory emphasizes learner-centered approaches to
learning, where learners take ownership of their knowledge and
experiences as they progress through a course or program.
CBE: Constructivist Approach
Two notions underpinning constructed knowledge:
1. Prior knowledge always influences the formation of
new knowledge, and;
2. Learning is an active process. Learners are not blank
slates, they bring prior cultural knowledge and/or
experiences to learning situations that impact the new
knowledge they will construct or modify.
Pedagogical Goals of Constructivist Learning
Environments
1. To embed learning in social experience
(collaboration)
2. To encourage the use of multiple modes of
representation, (video, audio text, etc.)
3. To embed learning in realistic contexts (authentic
tasks)
4. To provide experience in and appreciation for multiple
perspectives (evaluation of alternative solutions)
Benefits of Constructivism
1. Students learn more, and enjoy learning when they are
actively involved, rather than passive listeners.
2. Education works best when it concentrates on thinking
and understanding, rather than on rote memorization.
3. Constructivist learning is transferable
4. Constructivism gives learners ownership of what they
learn
Gender Transformative Pedagogy (GTP) encompasses a range of learning
approaches, methods and tools that encourage critical reflection and
examination of gender roles, norms, and power dynamics.
It prompts teachers to reflect on their beliefs about traditional gender roles,
raises awareness about their (un)conscious bias and supports them to take an
active role in challenging negative gender stereotypes hence creating safe
and inclusive learning environments, where all learners participate and
thrive.
GTP focuses on four (4) interrelated dimensions of teaching and learning as
summarised below:
Key Dimensions of Gender Transformative Pedagogy
Transformative Learning Approaches
Activity

▪ In small groups, discuss the common instructional

methods used in Senior school
▪ Discuss the advantages and disadvantages of any
two of the identified instructional methods in
classroom learning
▪ Present your findings in plenary
 Transformative Pedagogies
• Pedagogy can loosely be defined as the repeated patterns or
sets of learning experiences that facilitate achievement of
specified learning outcomes.
• ‘Transformative pedagogies’ are anchored on constructivist
theory of learning. These which are innovative learning
approaches that empower learners to critically examine their
contexts, beliefs, values, knowledge and attitudes.
• Transformative pedagogies aim at developing learners self-
reflection, appreciation of diversity, critical thinking, and
creativity.
Gardner’s Theory of Multiple Intelligences
Traditional classroom vs Constructivist classroom

Traditional classroom Constructivist Classroom

Curriculum begins with the parts of the Curriculum emphasizes big concepts,
whole. Emphasizes basic skills. beginning with the whole and
expanding to include the parts.
Strict adherence to fixed curriculum is
highly valued. Pursuit of student questions and
interests is valued.
Materials are primarily textbooks and
workbooks. Materials include primary sources of
material and manipulative materials.
Traditional classroom vs Constructivist classroom

Traditional classroom Constructivist Classroom

Learning is based on repetition. Learning is interactive, building on what the
student already knows.
Teachers have a dialogue with students,
Teachers disseminate information to
helping them to construct their own
students; students are recipients of
knowledge.
knowledge.
Teacher's role is interactive, rooted in
Teacher's role is directive, rooted in negotiation.
authority. Assessment includes student works,
Assessment is through testing, correct observations etc,.
answers. The process is as important as product.

Knowledge is seen as inert. Knowledge is seen as dynamic, ever

changing with our experiences.
Students work primarily alone.
Students work primarily in groups.
 Transformative Learning Approaches
Cont..,
Different disciplines/learning areas have their own central
concepts, which form a network of relationships, with their
own language, symbols and means of communication with
their own techniques and skills
Generally, there are two main pedagogical approaches to learning
Heuristic
Expository (Discovery or
(transmission Teacher- facilitation Learner-
strategy) centred strategy-learner centred
centered).
Activity

a) In small groups, discuss any two common

heuristic (learner centered) instructional method
used in instructional practice
b) Using your designs, discuss how the identified
methods in of instruction in (a) apply in your
subject
c) Present your findings in plenary
Teaching Methods Continuum
Transformative Learning Approaches
Cont..,
The CBC suggests a shift towards the heuristic or learner
centered Inquiry Based Learning approaches, with an
emphasis on activities by the learner.
Examples of transformative pedagogies
Experiential Learning
• Experiential Learning is an engaged learning process whereby
students “learn by doing” and by ‘reflecting’ on their
experiences
• By engaging students in hands-on experiences and reflection,
they are better able to connect theories and knowledge
learned in the classroom to real-world situations.
• Examples: Hands-on laboratory experiments, practicums, field
exercises, Community service-learning, study abroad/away
and culminating experiences such as internships, student
teaching etc.
Experiential Learning: Benefits to learners
• A better understanding of course material
• A broader view of the world and an appreciation of
community
• Insight into their own skills, interests, passions, and
values
• Opportunities to collaborate with diverse people
• The gratification of assisting in meeting community
needs
• Self-confidence and leadership skills
 1.Concrete
experience

4. Testing in 2. Observation
new & experience
situations
3. Forming
abstract
concepts
 Inquiry Based Learning
• Inquiry-based learning is a learning approach that focuses on
investigation and problem-solving.
• Inquiry-based learning reverses the order of learning where
instead of presenting information, or ‘the answer’, up-front,
teachers start with a range of scenarios, questions and problems
for students to navigate.
• It is a learner centered approach that aims at horning and
nurturing critical thinking, problem solving, reflective and
independent learning skills.
An inquiry-based lesson may fall into one of the following
categories,based levels of learner engagement;
• Open-Ended Inquiry : The lesson is wholly inquiry-based. The learners
decide on the problem and question to investigate and the method to use to
answer it
• Guided: In guided inquiry the teacher provides the question that needs to be
answered. The learners decide on the best method in which to answer this
question.
• Structured Inquiry: Here, the teacher provides the learners with both the
question to be answered and the method to use to answer it, but not the
expected outcome.
• Confirmation exercises: In confirmation exercises the teacher tells the learners
what the solution is to the question at the beginning of the lesson, and then
provides instructions on how to conduct the procedure to confirm this.
 Project Based Learning
• Project Based Learning is an inquiry learning approach, where learners
gain knowledge and skills by working for an extended period of time to
investigate and respond to authentic, engaging and complex tasks,
questions, problems or challenges.
• PBL is an innovative approach to learning where learners drive their own
learning through inquiry, as they work collaboratively research and
create projects that reflect their innate potential and talents.
• This method leads to increased creativity and learner engagement for
long-term learning
 Project Based Learning: 4 phases/Steps
1. Identifying a problem
2. Agreeing on or devising a solution and potential solution path to
the problem (i.e., how to achieve the solution)
3. Designing and developing a prototype of the solution
4. Refining the solution based on feedback from teachers, experts,
and peers
Activity
Identify a sub strand/ concept from your subject designs that
exemplifies project based learning
Share with your peers
 Problem-based learning (PBL)

• PBL is an inquiry based instructional method that involves learners in

solving authentic, open-ended, structured, real-world problems.
• It encourages active learning through pursuing individual learners
interests, providing a real-world context to learning, while providing
intrinsic motivation and increased engagement.
• This type of learning enables learners to develop critical thinking and
problem-solving skills that are more transferable to future needs.
• The success of PBL relies on learners’ prior knowledge and skills to
enhance the ability to tackle the provocations and problems presented to
them.
ACTIVITY 1
• For example, your school community could be experiencing an upsurge in
waterborne diseases such as typhoid and cholera. Health officials have
traced the problem to unsafe water sources used by many households.
• You may be requested to support the school by engaging learners in
developing sustainable solutions to improve water quality and hygiene
practices in the area.
Qn. Describe the steps you will take your learners through to help them
develop affordable and sustainable solutions to ensure access to clean and
safe water in the school community?
 Example-2
You have a minute and a half to
think through this activity:
• You have a 5 litre and 3 litre
bottle (non graduated) –and
a running tap
Task:
How do you get 1 litre of
water using the two
containers’?
 Design-based learning (DBL)
• DBL entails the use of open ended, hands-on design, and challenges that
provide learners with the opportunity to not only learn about engineering
design processes and engineering practices.
• DBL deepens learners understanding of disciplinary core ideas by allowing
learners to use their acquired theoretical knowledge to develop new ways of
tackling real-life problems.
• DBL emphasizes real world application, more hands-on and interactive
learning experiences. More importantly,
• It connects theory and practice by allowing learners to identify projects'
needs, develop ideas through engaging in a large range of thinking.
 Cooperative/Collaborative Learning Approach

• Cooperative learning approach involves students working together on

activities or learning tasks in small groups enough to ensure that
everyone participates, respecting one another’s opinion as they deepen
their knowledge base by working towards achievement of specific
outcomes.
• The successful completion of the whole task will depend on active
contribution of each learner.
• Learners feel a part of a team rather than isolated owing to the process
of creating synergy between low and high ability learners to benefit
from each other.
• Students are encouraged to work together, share ideas and help each
other learn to achieve a common goal.
Cooperative Learning Approach Cont..,

• Cooperative learning can involve activities such as group projects,

discussions, brainstorming, and problem-solving dramatization,
role play and debate among others.
• The goal of cooperative learning should be to create an
environment where students can learn from each other and
develop social skills, as well as academic skills.
• Think-pair-Share: The smallest unit of cooperative learning and
has students working in small groups (commonly pairs, or up to
five) to investigate a problem.
• Team-Based Learning (TBL): A collaborative learning method
which centres around the application of knowledge to real-world
problems.
• In collaborative learning, learners structure
their own group work, without formal
assistance from the teacher. The emphasis is on
integrating their knowledge and skills to foster
more holistic learning experiences
• On the other hand, cooperative learning
entails the teacher moving from team to team,
observes the interactions and intervenes when
appropriate. Examples include group
discussions, brainstorming, dramatization, role
play and debate among others
Activity:
In groups, describe a scenario from your subject that can be used
to demonstrate:
i. Collaborative and
ii. Cooperative learning,
Present your exemplars in plenary
Co-operative Vs. Collaborative learning
 Reflective learning Gibbs' model of reflection(1988)
• Reflective practise is what teachers do
when they “look back at the teaching
and learning that occurred and
reconstructs, re-enacts, and recaptures
the events, the emotions etc, and
identifying areas for improvement
• Examples of reflective teaching include;
keeping a journal, gathering feedback
from learners and colleagues, and
recording a class, case studies, story
telling, debate among others
Other 21st Century Learning Approaches Cont..,
• Blended Learning: This approach entails integrating traditional
face-to-face instruction with technology such as use of e-learning
materials. Learners are able to manage the pace at which they learn.
• Differentiated learning: Provides for tailoring instruction, learning
experiences and resources to meet individual learner needs.
• Examples include involving learners through the use of multi-sensory
(audio-visual resources, drawing, storytelling, songs, poems among
others).
 Pedagogical Content Knowledge-PCK

• Teacher “expertise is characterised by a high degree of integration

of knowledge with multiple links” (Kaiser, Busse, and Hoth,2015).
• This unique knowledge, which is described as “subject matter
knowledge for teaching” is what is called Pedagogical Content
Knowledge (PCK).
Pedagogical Content Knowledge
• This is in the blending of content and
pedagogy that involves teachers’ actions
“from being able to comprehend subject
matter for themselves, to becoming able to
expose it in new ways, reorganize and
partition it, clothe it in activities and
emotions, in metaphors and exercises, and
in examples and demonstrations, so that it
can be understood by students” (Shulman,
1987, p. 13).
• PCK is an internal construct that exists in
the mind of the instructor
Integration of (ICT)
• The TPACK model leverages on
technology in creating e-
repository/academic platforms,
for planning & Implementing
successful Tech- infused learning
experiences
• It is not merely the sum of the
parts, but what enables the teacher
to determine the “fit” between the
curriculum focus, pedagogical
strategies and digital or non digital
technologies
 Summary
• Transformative pedagogies require embracing age appropriate
learner centered learning approaches, where teachers draw on
a combination different instructional methods based on
learners different learning styles to help achieve the prescribed
learner outcomes.
• A purposive shift from memorisation of content to “hands on”
interactive learning.
• A balanced emphasis on both students’ learning and
addressing real needs in the community, through CSL projects,
and learner support programmes (PEE, Career guidance
programmes.
 “Give the pupils something to do, not
something to learn; and the doing is of such a
nature as to demand thinking; learning
naturally results”–John Dewey
Characteristics of Senior
School Learners
Retooling of Senior School Teachers
August 2025
Activity

- Discuss characteristics of learners at ages 15 to 17 years.

- Outline ways a teacher can enhance and support learning at this
developmental stage.
Cognitive Development
• Late Adolescence to Emergent Adulthood (Ages between 15-17 years) –
Formal Operational stage.
• Significant growth in cognitive skills such as hypothetical reasoning and
problem-solving.
• Enhanced ability to manage more complex tasks and think abstractly
increases.
• Previous learning is crucial for understanding new concepts.
• Focus the future roles and thus need to align learning with expectations.
• Learners need guidance to maintain focus in academics and effectively navigate
their emotions.
Socio-emotional Development
• Peers are important in • Reflects on beliefs • Awareness of what I • Connecting present
the learner’s life. and values that he am feeling. actions to long-term
• Peers shape what one is, or she wants to • Reflecting on why I goals.
what they like and self develop. feel this way. • Focus on building skills
image. • Influence of peer • What can I do to that they can apply.
• Learners want to fit in. groups on learner address how I feel?
• Compare themselves identity.
• Which ways can I use
with peers to see how • Think of what they to manage my
they measure up. want to become emotions
• Peers provide emotional (future roles)
support in difficult times.

Peer Learning
Identity to manage Future focus
importance & formation
influence emotions
Adapting Instruction To Enhance Learning
• This developmental stage is a crucial transition in instructional approaches.
• The focus is more on empowering the learner to develop skills in the different subject areas.
• Enhance acquisition and application of knowledge and skills and development of values
• Instructional methods must adapt to evolving cognitive abilities and emerging adult
identities.
• Accommodating learners’ interests and learning styles helps create effective learning
environments.
• Key areas of focus include: Cognitive development, Identity formation and Scaffolded
autonomy
Gradual shift to Learner Autonomy
Teacher-led Learner-led
Content Focus Problem focus
Dependent Learning Self-directed learning
External Motivation Gradual shift to Internal motivation
Learner Autonomy
Limited Choice for the Learners are the centre
learner of learning
Fixed approaches to Flexible approaches to
learning e.g Lecture learning e.g Discussion
and Experimentation.
Instructional Strategies for Fostering Learner
Autonomy
• It is important to foster collaborative learning, which can be achieved
through:
- Guided practice with peer support
- Collaborative problem solving like projects and,
- Peer assessment activities
• In addition to collaborative approaches, independent tasks should
also be encouraged through:
- Independent practice
- Self-directed learning and,
- Self assessment activities
 Key Takeaways
• Learner Engagement: Support collaborative learning and select activities
that match learners' abilities and interests.
• Relevance of Learning: Help learners create a personal connection with the
material they are studying.
• Scaffolding: Offer step-by-step guidance while gradually allowing learners
to take more control of their learning process.
• Self-Directed Learning: Provide support that fosters both collaborative
group work and independent tasks.
• Higher Order Thinking Skills: Guide learners to reflect on their learning to
enable them apply what is learnt in different contexts.
• Strengthen Learner Support Programmes (LSPs).
Thank You
RETOOLING OF SENIOR SCHOOL TEACHERS ON
COMPETENCY BASED CURRICULUM (CBC) AND
COMPETENCY BASED ASSESSMENT (CBA)

Learner Support Programmes

August,2025
 Session Outcomes
By the end of this session, participants should be able to;
a) explain the meaning of LSPs in the learning,
b) describe the significance of LSPs in achievement of
educational outcomes among learners,
c) develop practical school-based strategies to enhance
implementation of LSPs,
d) acknowledge the importance of LSPs among Senior
School learners.
Activity
In groups discuss the following and present in plenary:
1. What are Learners Support Programmes
2. Identify LSPs in your school
3. Discuss the importance of the LSPs identified to
learners
The Concept of LSPs
• Learner Support Programmes (LSPs) are structured Non Formal
Programmes (NFPs) which aim at linking education to the learner`s everyday
life, equipping them with competences necessary for moulding responsible,
adaptive, motivated and innovative individuals.

• NFPs refer to any organised, structured and systematic learning activities,

which take place outside the classroom setting

• NFPs include: co-curricular activities such as Kenya Music Festival, Science

and technology and Engineering fair, Kenya National Drama and Film
Festival, games and sports and LSPs

• Every learner should be encouraged to participate in at least one co-curricular

activity.
Activity
In groups do the following and present in plenary:

1. What strategies do you employ in your school to ensure every

learner participates in any co-curricular activity?

2. Why is it important to ensure all learners participate in at least

one co-curricular activity?
Learner Support Programmes in Senior School
Activity:
In groups:

1. Identify the LSPs implemented in your schools

2. Discuss the benefits of the LSPs identified in 1, to learners at

Senior School
Learners Support Programmes for Senior School
Guidance and Counselling services :
• Guidance entails advising, guiding, leading, supporting, and
assisting learners in solving problems and exploring available
opportunities.
• Counselling services aim at helping learners make informed
decisions, express emotions, learn to solve and cope with
personal issues such family conflicts, developmental challenges,
drug and substance abuse, mental health issues among other
issues
• There should be established and well-structured G&C
department and programs to support learner’s well-being in
order to achieve the intended education outcomes.
Learners Support Programmes Cont…
Career Guidance:
• This entails activities and services designed to assist learners to make
informed educational, occupational and vocational choices.
• Activities such as job shadowing and real-world experiences can help
learners make informed career choices.
Mentorship and Peer Education Programmes
Learners should be connected with more experienced persons such as
teachers or peers to support them grow personally, academically and
socially,
• Senior schools should establish well coordinated Career and Mentorship
programmes
Learners Support Programmes Cont…
Chaplaincy and Pastoral Programmes and Instructions (PPI)
• They are essential in supporting learner`s character formation.
• PPI should be time tabled and coordinated in terms of content
and activities to be undertaken every week
Task:
1. Discuss strategies for effective implementation of Career,
Mentorship, Peer education and Chaplaincy programmes
2. What are the benefits of Career and Mentorship programmes to
Senior School Learners?
3. Present your work in plenary
Learners Support Programmes Cont…
Parental Empowerment and Engagement (PE&E)
Activity:
In groups:
1. Discuss the meaning of Parental Empowerment and Parental
Engagement
2. Based on your school context, outline strategies/ways for
empowering and engaging parents in their children’s learning
3. Explain benefits of empowering and engaging parents to
learners at Senior School
Learners Support Programmes Cont…
Parental Empowerment and Engagement (PE&E)
• PE&E has two pillars namely Empowerment and Engagement.

• Parental empowerment is a process of equipping parents with

knowledge, skills, attitudes and practices for holistic learning for
their children

• Parental Engagement is the active participation of parents in

their children’s learning and holistic development in collaboration
with teachers and other stakeholders.
Learners Support Programmes Cont…
Parental Empowerment
• Some areas for parental Empowerment:
• Learning both at home and school,
• Growth and development,
• Career identification and development,
• Behaviour and character formation among other aspects.

• Schools should provide opportunities for empowering parents

such as education days, class meetings, Annual General Meetings
among other avenues.
Learners Support Programmes Cont…
Parental Engagement
Strategies for Parental Empowerment
• Effective communication Timely and clear communication is
critical for effective Parental engagement in learning
• Consider the contexts of parents and community e. g rural,
urban etc
• Involve parents decision making on the learning process and
activities
NB: Senior schools should provide opportunities to effectively
involve parents in their children’s learning
Learners Support Programmes Cont…
Learners' Open Forums:
• These are opportunities for open dialogue to encourage learners
voice their opinions on issues that directly impact their
educational experience.
• They can be facilitated through open forums, suggestion
platforms, and other inclusive communication channels that
encourage learners to feel heard and valued.
• They foster a sense of belonging and promote effective
participation and engagement among learners
• Task: In groups discuss and share how your school
facilitates Learners' Open Forums
Learners Support Programmes Cont…
Student leadership:
Activity:
• In groups, discuss the importance of encouraging learners to
elect and participate in student leadership and present your
work

Note: At Senior School, there should be a well-structured and

transparent process for the election of the student council to
ensure effective representation in school governance
 Activity
1. Organise participants in groups. Each group to represent one
LSP
2. Ask participants to do the following:

a) Develop school based strategies for effective implementation

of the LSP
b) Discuss the benefits of the LSP in supporting learners
achievement of their learning outcomes
c) Write your work on a flip chart, mount on the wall and do a
gallery walk
d) Critique each group’s work
 Parting Shot

QUALITY EDUCATION SHOULD

NOT ONLY INFORM THE
LEARNER BUT ALSO FOCUS ON
FORMING THE LEARNER
RETOOLING OF SENIOR SCHOOL
TEACHERS

INTERPRETATION OF CURRICULUM DESIGN

AUGUST, 2025
 Outline
• Description of a curriculum design
• Components of a curriculum design: strands, sub
strands, learning outcome, SLOs, KIQs, core
competencies, values & PCIs.
• Core competencies & indicators
• Mainstreaming values & PCIs
KWL

1. What do I know about the

Curriculum Design?

2. What do I want to know about

the Curriculum Design?
Curriculum Design
• A Curriculum Design is a document that outlines the components or
elements of a curriculum.
• It’s a core document that guides learning institutions on how to
organise learning.
• A Curriculum Design provides details that show the relationship
between the components.
• Curriculum Designs ensure the curriculum can be implemented within
the time allocated and with the infrastructure in the schools.
Components of a Curriculum Design
Preliminary Information
National goals of Education
Level Learning Outcomes (senior school)
List of subjects
Lesson Distribution
Essence statements
Subject General Learning Outcomes
Summary of Strands and Sub-strand
Components of a Curriculum Design
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)

Core competences to be developed:

Values:

Pertinent and Contemporary Issues(PCIs):

 Strand and sub strands
• Strand: A strand is a broad category or domain within a curriculum
design that represents a major area of learning. Strands typically
encompass a group of related knowledge, skills and attitudes.
• For example:
The Senior School Curriculum Design for Agriculture has 3
Strands, namely; Crop Production, Animal Production, and
Agricultural Technologies and Entrepreneurship.

• Sub strand: A sub-strand is a more specific subset or subdivision

within a larger strand. It further breaks down the content or
competency areas into more focused and manageable components.
Learning Outcomes
• Learning outcomes are the end result or what the learner is
able to demonstrate upon completion of a lesson, sub strand,
strand or level.
• Learning outcomes express what a learner is expected to do
after going through a learning experience.
• They indicate the expected observable behavioural changes
in the learner after a learning experience.
• Learning outcomes are expressed through the application of
knowledge, skills and attitudes.
Progression of Learning Outcomes
 Activity

1. Access the Grade 10 Curriculum Designs from the KICD Website at

https://kicd.ac.ke/cbc-materials/curriculum-designs/grade-ten/ and select a
Subject. Using the selected Curriculum Design;
2. Pick on any National Goal of Education.
3. Identify one Level Learning Outcome that will assist in the realization of the
National Goal of Education selected in No. 2
4. Identify one subject General Learning Outcome that will aid the realisation of
the Level Learning Outcome you identified in No. 3
5. Pick one specific learning outcome that will help achieve the subject General
Learning Outcome identified in No. 4
Designing Learning Outcomes
a) A good learning outcome begins with an action verb, followed
by the object of the verb and a phrase that gives the context.
b) Preferably only one verb is used in a learning outcome.
c) The learning outcomes should be observable.
d) Learning outcomes are amenable to assessment.
e) Avoids vague terms like know, understand, learn, be familiar
with, be exposed to, be acquainted with, and be aware of.
Learning Outcomes must develop the following
• Acquisition of facts, ideas, concepts; their application,
KNOWLEDGE synthesis to get new ideas and evaluation of the
information

• Using the knowledge acquired, a learner is able to apply it

to perform certain tasks against a given standard. The
SKILLS standard to which a learner should perform the task is
referred to as a competence.

• Desirable beliefs and personal attributes that a learner

VALUES acquires through knowledge and skill that influence
performance.
 The ‘verb’ in a learning outcome
The verb represent the three domains of learning including knowledge,
skills and attitudes.

Example:
Subject: Home Science (Grade 10)
Strand 2.0: Home Management
Sub strand 2.1: Hygiene Practices During Puberty
By the end of the sub-strand the learner should be able to:
a) explain ways of cleaning the house,
b) clean different rooms in the house using appropriate methods,
c) appreciate the importance of living in a clean house.
The ‘object’ in a learning outcome
The learning outcome also has an object, which answers the
question “what”

Example:
Subject: Home Science (Grade 10)
Strand 2.0: Home Management
Sub strand 2.1: Hygiene Practices During Puberty
By the end of the sub-strand the learner should be able to:
a) explain ways of cleaning the house,
b) clean different rooms in the house using appropriate methods,
c) appreciate the importance of living in a clean house.
The ‘context’ in a learning outcome
The learning outcome also has a context, which answers the question
“why”, “where”, “how” and “when”

Example:
Subject: Home Science (Grade 10)
Strand 2.0: Home Management
Sub strand 2.1: Hygiene Practices During Puberty
By the end of the sub-strand the learner should be able to:
a) explain ways of cleaning the house,
b) clean different rooms in the house using appropriate methods,
c) appreciate the importance of living in a clean house.
Specific Learning Outcomes (SLOs)
Since CBE is learner - centered and activity - oriented, the
SLOs are designed such that:
• the outcome statement includes a verb that will clearly
illustrate what action learners need to engage in to
demonstrate their competencies.
• the action should demonstrate a change at the level of
knowledge, a skill or an attitude.
Formulating Specific Learning Outcomes
Formulating Specific Learning Outcomes
Bloom’s Level Key Verbs (keywords) Example Learning outcome

design, formulate, build, invent, create, compose,

Create Design a garment for a new born baby
generate, derive, modify, develop.
choose, support, relate, determine, defend, judge,
Choose foods rich in vitamin C in their
Evaluate grade, compare, contrast, argue, justify, support,
locality
convince, select, evaluate.
classify, break down, categorise, analyse, diagram, Differentiate between macro and micro
Analyze
illustrate, criticise, simplify, associate. nutrients found in foods.
calculate, predict, apply, solve, illustrate, use,
Apply Calculate BMI for promoting health.
demonstrate, determine, model, perform, present.

describe, explain, paraphrase, restate, give original

Understand Describe materials used to build homes.
examples of, summarise, contrast, interpret, discuss.

list, recite, outline, define, name, match, quote, recall,

Remember Recite the national anthem of Kenya.
identify, label, recognise.
Group Activity:
Breaking Specific Learning Outcomes (SLOs) into Lesson
Learning Outcomes (LLOs)
1. Select a Curriculum Design for any subject in Grade 10 from
https://kicd.ac.ke/cbc-materials/curriculum-designs/grade-ten/
2. Choose a sub strand that has more lessons and the number of
specific learning outcomes.
3. Break down the specific learning outcomes into teachable
lesson learning outcomes for the required number of lessons.
4. Present in plenary.
 Learning Experiences
• Learning experiences are activities or tasks that the trainee should
carry out in order to develop desired knowledge, skills, values and
attitudes
• Learning experiences focus on developing the trainees cognitive,
physical and emotional domains.
• They are interactions in which learning takes place.
• “Learning Experience is the interaction between the learner and
external conditions in the environment to which he/she can react.”
- Ralph Tyler
 What informs Learning Experiences?
` Prior
Knowledge

Multiple Learning
intelligence Learning
theory Experiences Styles

Differentiated
Learning
 Factors to Consider in Selection of Learning Experiences

`
Relevance to intended learning outcomes

Time required for the experience

Developmental age level

Learning resources

Safety
Group Activity: Learning Experiences
From the Lesson Learning Outcomes
generated in the previous group
activity,
• Generate Learning Experiences to
achieve the Lesson Learning
Outcomes
• Present in plenary.
Key Inquiry Questions (KIQs)
• Key inquiry questions form the foundation
of Inquiry-Based Learning (IBL), a critical
methodology in Competency Based
Education (CBE) as it involves asking
questions.
• Such questions help the learner retain
information and invariably encourage
them to investigate concepts under study
by asking further questions about what
they are learning.
What kind of Questions are KIQs?
• These are questions that help to focus on learning.
• Questions that probe for deeper meaning and set the stage for
further questioning
• Foster the development of critical thinking skills and higher
order capabilities such as problem solving.
• Questions that originate from curiosity and engagement with
subject matter.
What Makes a Good KIQ
• It is open-ended, non-judgmental, meaningful and purposeful with an
aim to allow learners to explore ideas.
• Is thought-provoking and intellectually engaging, often sparking
discussion and debate.
• Encourages collaboration amongst learners, teachers, and the
community.
• Integrates technology to support the learning process particularly
through the search for more information.
What Makes a Good KIQ

• Call for higher-order thinking, such as analysis, inference,

evaluation, prediction. It cannot be effectively answered by
recall alone.
• Point toward important, transferable ideas within and even
across subjects or learning areas.
• Raise additional questions and sparks further inquiry.
• Requires support and justification, not just an answer.
 Question Words to Use
Utilize the six typical question words:
• How?
• Why?
• Who?
• Where?
• When?
• What?
Group Activity: KIQs
From the Lesson Learning Outcomes
generated in the previous group
activity,
• Generate at least 2 Key Inquiry
Questions (KIQs)
• Present in plenary.
Mainstreaming Core Competencies, Values and
PCIs in the Learning Experiences
• Core Competencies are key skills and abilities that learners need to
develop to succeed in the 21st century. These competencies aim to provide
a holistic education that prepares students for the demands of modern life.
• Values are principles or standards of behavior that guide individuals in
making decisions, building relationships, and conducting themselves in a
manner that is considered morally and socially acceptable.
• Pertinent and Contemporary Issues (PCIs) refer to the current and
significant challenges or topics that impact society and require attention and
action.
Mainstreaming Core Competencies, Values and
PCIs in the Learning Experiences
• Mainstreaming is the process of identifying suitable opportunities to
incorporate the development of Core Competencies, nurture Values
and address Pertinent and Contemporary Issues (PCIs) in the
learning experiences.
• Core Competencies, Values and PCIs to be mainstreamed in the
learning experiences are clearly outlined in the curriculum designs for
proper guidance.
Mainstreaming Core Competencies
• The competency-based approach to learning is intended to
develop in the learner:
• ‘the ability to apply appropriate knowledge and skills to
successfully perform a function’
• Learners are enabled to make connections between the
knowledge they acquire and how they can use it meaningfully
within a given context.
• Learning therefore becomes more purposeful and relevant to
real life situations.
Core Competencies
CBE has identified 7 Core Competencies
1. Communication and Collaboration
2. Critical Thinking and Problem Solving
3. Creativity and Imagination
4. Citizenship
5. Learning to Learn
6. Self-efficacy
7. Digital Literacy
1. Communication and Collaboration
• Embed learning experiences that will make learning take place collegially,
in a group or a team
• Present opportunities for learners to:
➢ express themselves orally and in writing
➢ listen attentively
➢ argue out an opinion and defend his or her views
➢ share knowledge/resources with others and seek the same from
them
➢ contribute to the team’s objectives
➢ justify course or action taken.
 2. Critical Thinking and Problem Solving
• Structure learning around situations that will require learners to use logic and
evidence to arrive at conclusions or solve problems
• Create scenarios for learners to:
➢ demonstrate objective ideas, opinions and views
➢ use evidence to draw conclusions
➢ innovate to solve problems in line with their age
➢ explore options/new ways of doing common chores
➢ generate and implement ideas individually and/or collectively to seek
solutions to a contextual problem
➢ demonstrate open mindedness to new ideas and opinions
➢ adopt multifaceted dimensions and make multiple attempts to solving a
contextual issue
3. Citizenship
• Create a learning environment that will require learners to demonstrate their rights,
privileges, and duties as citizens.
• Engage them in activities requiring them to:
➢ value a sense of identity with others
➢ uphold identity with peers
➢ respect and uphold rights of others
➢ operate within their own rights
➢ responsibly claim their own rights and privileges
➢ undertake duties and obligations
➢ express own belonging among others
➢ seek peace while resolving conflicts with others
➢ demonstrates tolerance in resolving controversies
➢ demonstrates some level of understanding when own rights/privileges are infringed.
4. Digital Literacy
• Expose learners to a wide range of content and devices to equip them with
knowledge, skills and behaviours which are effective and safe for digital
literacy.
• Explore opportunities in and out of school for learners to progressively:
➢ use digital device communication networks,
➢ engage in online communication and social networks,
➢ become aware of and adhering to ethical behaviour protocols,
➢ get information about societal issues through digital media,
➢ search, evaluate and use information channelled through digital
platforms
5. Creativity and Imagination
• Exploit learning activities as avenues for learners create new ideas that result in
products that add value to their lives and to the lives of those around them.
• Diversify the activities to take on board various learners’ inclination to:
➢ form and communicate / present idea (writing, sketching, gestures)
➢ translate ideas to real items (drawing, sculpture, model, design)
➢ present multiple dimensions as a single idea
➢ compile other people’s ideas to a concrete image
➢ compile ideas to develop a concept
➢ patch-up ideas to a concrete course/solution/concept
➢ analyse a broad idea into component ideas
➢ innovate a model/item from own or others ideas
 6. Learning to Learn
• Regularly remind learners that learning is a continuous process that requires personal
organization, effective management of time and information, both individually and in
groups.
• Provide tasks that will challenge learners to:
➢ show openness to new ideas
➢ critique his or her own ideas
➢ use one idea as a learning experience to a new idea
➢ continuously demonstrate personality progress
➢ use new opportunities as a learning experience to expound knowledge and skills
➢ progressively adopt new value, beliefs and opinion structures
➢ persistently pursue new targets and more challenging goals
➢ work progressively to overcome existing obstacles
➢ seek assistance and guidance to overcome persistent obstacles
➢ adopt and assimilate new knowledge and skills to overcome contextual challenges.
7. Self Efficacy
•
.
Use the learning environment to instil in learners the belief about their capabilities
to perform assigned tasks, prospects for accomplishment and personal well-being.
• Develop assignments that give learners chances to:
➢ present ideas with confidence
➢ demonstrate sense of assurance and trust
➢ present self-interest, group interest and /or defend opinions politely
➢ volunteer to undertake challenging tasks
➢ courageously volunteer to take group leadership
➢ demonstrate intrinsic self-motivation
➢ demonstrate self-awareness, responsibility, resource and age-related chore
management
➢ confidently protect and conserve personal and group resources
Group Activity
• From the Learning Experiences generated in the previous activity,
mainstream any 3 Core Competencies in the learning experiences.
• Present to plenary.
Mainstreaming Values
Values are standards that guide an individual on how to respond and behave in
given circumstances. CBE has identified eight values to be mainstreamed namely;
1. Love (care and compassion),
2. Responsibility,
3. Respect,
4. Unity,
5. Peace,
6. Patriotism,
7. Social justice and
8. Integrity (honesty and trustworthiness).
Values are addressed in the Learning outcomes, Key inquiry questions and
Learning experiences.
Mainstreaming of Pertinent and Contemporary
Issues (PCIs)
• There are specific Pertinent and Contemporary Issues (PCIs) for Senior
School.
• They are divided into four broad categories namely;
1. Health Promotional Issues
2. Socio – Economic and Environmental Issues
3. Citizenship Education
4. Life Skills, Moral Education and Human Sexuality Education
• PCIs are addressed in the Learning outcomes, Key inquiry questions and
Learning experiences.
 “The heart of effective
learning lies in the correct
interpretation of the
Curriculum Design”
- UNESCO
PROFESSIONAL DOCUMENTS

AUGUST, 2025
 Learning Outcomes
By the end of the session, participants will:
a) State the importance of various professional documents,

b) Outline the components of each professional document,

c) Develop and critique various professional documents

d) Appreciate the importance of preparing own professional

documents
 Examples of Professional Documents
Professional docs are tools that help teachers plan,
implement & evaluate curriculum effectively. They
include:
➢ Schemes of work
➢ Lesson plan
➢ Record of work
➢ Individualized Education Program (IEP)
➢ Lesson notes
 Simple Steps to Use Mentimeter

• Create an Account.
• Go to www.mentimeter.com. INDIVIDUAL ACTIVITY 1
• Click Sign up or Log in using your email, Google, or https://www.menti.com/al1q99r6oqex

Microsoft account. Or Code : 27579106

• Start a New Presentation

• Click on “+ New presentation”.
• Give your presentation a title.
• Add Questions
• Choose question types (e.g., Multiple Choice, Word
Schemes of
Cloud, Open-ended). Work
• Enter your questions and any instructions needed.
• Present and Share
• Click Present to generate a code or link.
• Share the code or URL with learners so they can
join using their devices
 Schemes of Work
What are the gaps in the preparation and use of schemes of work?
• Overreliance on online/commercial schemes of work. These
do not address the needs and situation of the learner.
• Failure to use recommended format
• Not aligning them to the curriculum design. Instead many
teachers indicate that they use course books and Teacher
Guides for scheming purposes
• Failure to quote the exact reference being used including
title, page numbers, author, when using coursebooks and
other reference materials
 Schemes of Work
Gaps Cont’
• Stating lesson specific learning outcome using sub strand
instead of lesson.
• Reflection column is normally not updated. If so, it is
sketchy with remarks such as done, covered which cannot
inform teaching and improvement.
• Failure to update schemes of work over a period of time
• Not coherent,
 Schemes of Work
Gaps Cont’
• There`s disregard of the three levels of the learning
outcomes. Knowledge( Cognitive) , Skill(Pyschomotor) and
Attitude(Affective).Teachers tend to focus on mainly
knowledge.
• Some Lesson learning outcomes lack the context ; Must be
well developed with a correct Verb(HOTs), Object and
Context(Why, How, Where, What, Who, When)
PILLARS OF TEACHERS’ PROFESSIONAL DOCUMENTS
• Coherence, alignment, customization, clarity, and reflection
are the pillars of high-quality teachers professional
documents.
• A well-prepared professional document, such as a scheme of
work, lesson plan, record of work, IEP, or lesson notes, should
reflect organization, alignment with curriculum, and
thoughtful customization.
• 1. Conformity to Prescribed Formats recommended by
Curriculum Authorities
• 2. Curriculum Alignment: Content is unpacked from
curriculum designs
Cont…….….
• 3. Customization to Learner Needs: Learning experiences and
resources are tailored to suit the context and learner diversity.
• 4. Clarity and Specificity: Clearly stated learning outcomes and
key questions guide instruction. Logical flow in learning steps
and activities across all documents.
• 5. Reflective Practice: Regular updates to reflection and
remarks columns to inform instructional improvements and
learner progress.
• 6. Currency and Relevance: Documents are current, reviewed
regularly, and address real classroom needs. Lesson notes are
derived directly from lesson plans and reflect recency..
 MULTIPLE INTELLIGENCES
ACTIVITY 2: ‘FINDING MY TWIN’

“How do you learn best? Choose one:”

1. Watching/seeing (Visual)

2. Listening (Auditory)

3. Doing/acting (Kinesthetic)

4. Reading/Writing (Text-based)

(VARK )
• Aim to integrate at least 3 different learning styles per lesson
(e.g., visual, auditory, reading/writing) and or kinaesthetic )Also use any other
from Multiple Intelligence model.
• Use differentiated instruction to vary strategies across lessons or activities
• Consider learner context, ability levels, and content type.
• Example (Lesson on Soil Types in Agriculture):
Visual: Show pictures or diagrams of different soil types
Auditory: Explain with a story or involve learners in a discussion or make
presentations from project work
Kinaesthetic: Let learners touch and classify actual soil samples
Read/Write: Search for information, write a report or complete a reflection
sheet
Sample Scheme of Work for English

Administrative Details

School Hope Junior School

Year 2025

Term 3

Subject English

Grade 10

Teacher’s Details Name: Mercy Kemi TSC. No: 000111

W Lsn Strand Sub strand Lesson Learning Learning Key Inquiry Learning Assessme Reflection
k. Out comes Experiences Question(s) Resources nt
Methods
1 1 Listening Oral By the end of the lesson, the The learner is guided to: What do you -Smart phone, observation The lesson was successful, with
learners actively participating and
and presentations: learner should be able to: • watch live or enjoy during a Radio, and desk
demonstrating a good
speaking Oral Narratives a) outline the oral narrative recorded oral storytelling top computer understanding of oral narrative

performance techniques performances of session? with audio- techniques. They showed

enthusiasm during performances
for effective delivery, narratives as a visual
and group discussions, highlighting
b) use oral narrative class, How can you recordings of creativity, teamwork, and effective

techniques during the • discuss the oral become a good narrations or presentation skills. However,
internet connectivity issues slowed
performance, performance storyteller? dramatization of
content searches, and not all groups
c) appreciate the importance techniques in storytelling had time to present. To address

of performance groups, sessions, this, content will be provided in

advance, and remaining
techniques in the • perform oral --resource
presentations will be completed in
successful delivery of oral narratives in persons the next lesson. Overall, the lesson

material. groups while peers - promoted communication,

collaboration, and appreciation of
watch, record and
oral literature.
then give feedback
 Activity 3
In Cluster groups:
• Select a subject of your choice from the Cluster areas.
• Pick one sub strand and prepare a one-week scheme of
work. (Preferably a sub strand with 4-6 lessons)
• Present in a gallery walk.
• What lesson(s )have you learned regarding preparation of
S.O.W?
Activity 3: IN CLUSTER AREAS
1. Languages (3 presentations)
a) English and Literature and Indigenous languages
b) Kiswahili and Fasihi
c) Foreign Languages
2. Humanities (2 Presentations)
a) Geography, History & Citizenship, CSL and Business studies
b) Religious Education (CRE, HRE, and IRE)
3. Technical Studies (1 presentation)
4. Pure Sciences (2 presentations)
a) Mathematics
b) Sciences (Biology, Chemistry and Physics)
5. Applied Sciences (2 presentations)
a) Agriculture and Home science
b) ICT and computer science
6. Arts and Sports (2 presentations)
a) Fine Art, Music & Dance and Theatre & Film
b) Physical Education and Sports Recreation
 Lesson Plan
GROUP ACTIVITY 4
• What are your experiences regarding preparation of lesson plans?
• What is the difference between the lesson plans in CBC and other
lesson plans that you are familiar with.
• What is the relationship between the lesson plan and S.O.W?
• Outline the components of a lesson plan in CBC.
• How are core competencies, values and PCIs addressed in a lesson
plan?
• Share in plenary.
SAMPLE LESSON PLAN - ENGLISH
ADMINISTRATIVE DETAILS
School Hope Junior School Date 7/9/2025
Subject English Time 8:00-8:40am

Year 2025 Grade 10

Term 3 Roll Boys 25 Girls 30
TOTAL: 55

Teacher’s Details Name: Mercy Kemi TSC No. 000111

Strand: Listening and Speaking
Sub strand: Oral Presentations: Oral Narratives
Lesson Learning Outcomes
By the end of the lesson, the learner should be able to:
a) outline the oral narrative performance techniques for effective delivery,
b) use oral narrative techniques during the performance,
c) appreciate the importance of performance techniques in the successful delivery of oral material.
Key Inquiry Questions
What do you enjoy most during a storytelling session?
How can you become a good storyteller?
Learning Resources
Video, radio or phone recordings of narrations or dramatization of storytelling, resource person
Introduction
The learner responds to the following question: ‘What do you enjoy most during a storytelling session?’
Lesson Development
Step 1
Perform (or watch live or a recorded oral performance of) a narrative as a class.
The core competency of self-efficacy will be developed as the learners perform or react to the performance.
Step 2: In pairs, learners discuss what they think made the session interesting.
This enhances Life Skills Education as a PCI and more specifically effective communication as the learner discusses the or
performance.
Step 3. Learners perform oral narratives in groups while peers watch, record, and then give each other feedback on techniqu
used.
This enhances communication and collaboration. It also enhances the value of unity as the learner collaborates with peers
perform and record an oral narrative.
Conclusion
Learners are guided to discuss the following question:
How can you become a good story teller?
Extended Activity
The learner to retell the story as well as lessons learnt from the story to their parents, siblings or peers.
This promotes the value of responsibility as the learner takes up the assigned tasks. It also promotes the PCI of parental
engagement and empowerment.
Reflection
Part of the lesson was not fully covered since the performances were engaging. During group presentations, learners
demonstrated creativity, collaboration, and confidence. However, due to the interactive nature of the performances and time
constraints, not all groups managed to present. Arrangements will be made to ensure the remaining learners get an opportunity to
present and receive feedback in the next lesson.
 Activity 5
In Cluster groups:
• Prepare a lesson plan based on the scheme of work that had
prepared.
• Present your lesson plan during gallery walk.
• Discuss any emerging issues in a plenary e.g breaking of
specific learning outcomes into lesson learning outcomes,
POINTS TO NOTE
1. Are the Learning outcomes well unpacked from broader sub strand to bring out the
intended knowledge, skill(s), attitudes and values?
2. Does the lesson plan have varied learning experiences ?At least targeting 3-4 learning
styles of learners?
3. Are the core competencies(s), value(s) and PCI(s) mainstreamed in the lesson
development? What of assessment as learning and assessment of learning?
4. Do the pedagogies employed foster active learning( learner centred)?
5. How does the teacher assess the learners (Assessment should be integrated during the
lesson e.g asking questions, responding to questions, writing answers, taking notes,
summarising)
6. Are all the components of a lesson plan well brought out and in the correct format
(e.g KIQ’s, learning resources, Lesson development steps, conclusion etc)
7. Does the teacher provide a critical analysis of the lesson in the reflection column?
What went well? what did not work? How can future lessons be improved?
 RECORD OF WORK

Activity 6
1. What are the components of a record of work?
2. Why should teachers prepare a record of work for each
subject?
3. Prepare a one-week record of work and present in a plenary.
 A Sample Record of Work Covered
Administrative Details
School Hope Junior School
Grade 10
Subject English
Year 2025
Term 3
Teacher’s Details Name: Mercy Kemi TSC No. 000111

Date Week Lesson Strand Sub strand Work Done

7/09/2025 1 1 Listening Oral Oral Narratives
and presentations
speaking
 Individualised Education Programme (IEP)
An IEP serves to support learners facing learning challenges, helping them attain
learning outcomes through implementation of educational interventions. Learning
experiences are personalised to cultivate a richer, more inclusive environment for
learners with learning difficulties in the classroom. The IEP;
• Personalises learner Support
• Enables accommodations and modifications in Curriculum experiences to address learners’
needs
• Supports Differentiated Instruction
• Ensures regular monitoring and assessment of Learner’s Progress
• Fosters an Inclusive Environment
IEP Template
Administrative Details

Name of the School: Level/Grade:

Subject: Teacher’s Details:

Name of Strand Areas of Areas of Specific Learning Resources Assessm Date of Date of Reflection
the and strengt Need Learnin experience ent initiatio Termination
Learner Sub hs g out s methods n
strand comes and tools
James

Peter

Mary
 CLUSTER DISCUSSIONS & PRESENTATIONS
In your cluster area groups:
1. Identify and explore all the subjects in the cluster both the DSTE curriculum (for teacher trainees)
and that of the learners at Pre-primary-Grade 1-6
2. Demonstrate understanding of the Curriculum Designs of each subject both the DSTE curriculum
(for teacher trainees) and that of the learners at Pre-primary-Grade 1-6
3. Bringing out salient issues within the cluster learning areas.
4. Identify a strand and sub-strand in the learning areas and:
A) Prepare a Scheme
B) Lesson Plan
C) Record of Work
4. Prepare learning resources and model a micro lesson. Use provided checklist to assess the
lessons.
5. Critique the lessons by providing feedback.
6. Re-plan and re-teach, and provide feedback to better the micro-lessons and master various micro
teaching skills
THE KENYA NATIONAL EXAMINATIONS COUNCIL

TYPES OF ASSESSMENTS
 What is assessment?

Assessment
This is the purposeful and systematic process of gathering
credible information from multiple sources to make
decisions on what a learner has acquired, what he/she
can do with what they have learnt.
 Develop valid assessment tool/test
(set and moderate)

Administering the test to learners

How do we following laid down procedures
gather
credible Marking and awarding credible scores
information? (measurement)

Grading and making decisions based

on the performance (evaluation)
Activity 1

1. Why is assessment important in education?

2. Why is it essential to assess students at the senior

school level?

5 minutes discussion, present

findings
 General Purposes of Assessments
• Assessments are conducted at different stages of education and their results are used for
various purposes such as:
❖ Improvement of learning through;
➢ evaluation of curriculum efficiency, and
➢ effectiveness of instructions in learning institutions;
➢ Establishing what a learner knows, has learned, needs to learn, and can do.
❖ Monitor progress and provide immediate feedback.
❖ Grading and classification of learner’s achievements
❖ Placements/selection for admission to higher classes
❖ To offer scholarship
❖ To inform policy formulation and necessary intervention.
❖ Certification
Purpose of Assessment at Senior School
To assess learners’ acquisition of learning outcomes and competencies outlined in
the Basic Education Curriculum Framework (BECF).

• Improvement of learning through;

• evaluation of curriculum efficiency, and
• effectiveness of instructions in learning institutions;
• Establishing what a learner knows, has learned, needs to learn, and can do.
• Monitor progress and provide immediate feedback.
• For certification- KCBE
Activity 2

1. Explore different types of assessment under CBA, citing

examples in each case?

5 minutes, present findings

Types of Assessments

Formative Assessment
• Assessment for learning
• Assessment as learning

Summative Assessment
• Assessment of Learning
 Types of Assessment
Formative Assessment
▪ a process of continuously evaluating the learners’
competencies during learning process.

▪ The forms of assessments under this category include

assessment for learning and assessment as learning
 1.(a) Assessment for Learning

▪ It enables the teacher to pitch the instruction appropriately and

to also modify instructional pedagogy.
▪ Formative assessment can be conducted through classroom and
school-based assessment.
(b) Assessment as Learning

Involves learners evaluating their work against learning

outcomes as individuals or peers.
Self-assessment
▪ Ability of a learner to identify strengths and
weaknesses in their own performance.
▪ Requires learners and teachers to understand task
expectations, compare their performance with the
criteria/expectations.
Peer assessment
▪ Learners critique each other's work
▪ Identify strengths and weaknesses in their performance
and act as scaffolds for peers
 2. Summative Assessment
❑ Conducted at the end of a course of study or planned period
of instruction to evaluate to what extent learning outcomes
have been achieved

❑ Assessments of learning

❑ Informs placement, transition, promotion, Certification among

other critical decisions

Examples KCSE, KPSEA, KJSEA , KFLEA, KILEA

 Assessment Methods Vs Assessment tools

Assessment Methods Assessment Tools

The overall approach or strategy used The specific instruments or
to evaluate learning. techniques used to carry out the
assessment method.
Describes how assessment is Describes what is used to collect
conducted. evidence of learning.
Observation, self-assessment, peer Rubrics, checklists, quizzes,
assessment, written test, project questionnaires, portfolios,
work, oral questioning, performance, observation schedules, digital tools.

Analogy: Method is like a recipe – the plan for cooking; while tools are like the
utensils – the instruments used to cook.
 AUTHENTIC ASSESSMENT

Learners perform real-world tasks

that demonstrate meaningful
application of knowledge and skills

Focus: assess high order thinking skills.

CHARACTERISTICS OF HIGH ORDER THINKING ASSESSMENT TASKS

 Stimulus: Extensively use stimuli to induce inference skills

and critical reasoning.
 Multiple layers of thought: combines cognitive domain for
greater impact
 Unfamiliar context: forces learners to think and not merely
recall what id learnt in class
 Rea life situation: challenges learners to use learning from
various disciplines to solve.
 Non-repetitive : even HOTs can be memorized if set
repeatedly.
 Constructed-Response
Tasks

Types of
Authentic Tasks Creating a product

Performance Tasks
Constructed-Response Tasks

Learners are expected to give

responses which show mastery
of the knowledge and skills
learnt.
 Steps for Developing Constructed-Response
Tasks
Step 1: Identify the Learning
Step 3: Decide on the
Outcome :Learning outcomes
type of task: Low-order
communicate what A learner Step 2: Study the
thinking skills or High-
should be able to do and what Learning Experiences
order thinking skills,
skills they should develop during
structured or MCQs.
teachning & learning

Step 4: Construct the task:

clear and free from Step 5: Develop the
Step 6: moderate the
ambiguities, accessible to scoring guide/marking
task: let someone check
learners in terms of language scheme: provide correct
it
& demands of the task, with responses
appropriate context
 Integrated Science

Grade 10 Physics
John noticed that a toy he made for his little brother always stands back up
after being tilted. Describe the features of the toy’s design that help it return
to its upright position.
ACTIVITY
Theatre
And Film

Grade 10

In Groups of up to 5 members, use the curriculum extract

above to develop constructed authentic tasks
 Steps for Developing
Performance and Creating
Product Tasks

Learners use knowledge and skills learnt to create a new or

improved product or to perform tasks.
DEVELOPING AUTHENTIC ASSESSMENT
STEP 1: Develop the Standards

Standards are They are derived They should be

statements of what from specific observable and
a learner can do. learning measurable.
outcomes.

Activity: Use the Designs to develop standards

 STEP 2: Develop the Authentic Task

Decide on the
concepts or Design tasks The task
skills to assess that will should focus The task be
and how you demonstrate on specific contextualized
would want the that a learner is learning to bring
learners capable of outcomes, core out real -world
demonstrate meeting the set competencies
their knowledge standards.
scenarios
and values
and skills.
 STEP 3: Determine the Criteria
• Criteria: Describes knowledge, skills and attitudes that one is
looking for.
a) Should be clearly stated.
b) Should be aligned to the standard.
c) Should be brief.
d) Should be free of ambiguity
 How well did the learner perform?
To answer this question, develop a Scoring
Guide/marking scheme/Rubrics.
STEP 4: • Decide on the appropriate scoring guide for use e.g
analytic/ holistic rubric, marking scheme, observation
Develop schedule, check list etc.
a Scoring • Descriptors should be clear to identify individual
learner’s level of performance.
Guide • When rubrics are used, the levels of performance and
the descriptors should discriminate learners according
to their abilities.
• The scoring guide should provide for alternative
responses, without biasness.
 Activity

In your subject groups, use a curriculum design to develop one

authentic task where students perform a real-world task or create a

product. Develop a scoring guide that clearly shows how their work

will be assessed.
THANK YOU
Assessment
ASSESSMENT OFOf
CORE COMPETENCIES
Core
Competencies

JULY 2025
 Session Objectives

By the end of the session, the participant

should be able to:
List the core Develop tools for
Describe the
competencies
outlined in the
indicators of each assessing core
core competency competencies.
BECF
ACTIVITY

What is the difference?

Competencies Core Competencies

Vs
 Competency is the ability to apply
appropriate knowledge, skills, attitudes and
values to successfully perform a task.

Core Competency
• Core Competencies are a set of intellectual, personal,
social and emotional proficiencies that learners should
develop in order to engage in deep, lifelong learning.
• They are also known as 21st century skills, soft skills
or transversal skills.
 Skills of communication
There are four skills of communication:
1. Listening
3. Reading

2. Speaking
4. Writing
 Checking: Ask
Focus: Listens for at Recalling: Remember
questions if not
least a short time simple instructions
understood

Listening: Retelling: Passes on

Recognising purpose:
Knows why someone Note-taking: Records

Is receiving,
information accurately is communicating with important information
him/her

retaining and
processing of Active listening: Shows
he/she is paying
attention
Questioning: Asks
open questions to
understand more.
Summarising:
Rephrases or
summarises what was

information.
learnt

Identifying influence:
Recognising tone:
Recognises when

Indicators: Recognises tone of

communication
someone is trying to
influence him/her.
Speaking: Is Sharing clearly:
Communicates
clearly with someone
Discussing together:
Communicates
clearly in a small
Meeting others:
Communicates with
new people when

transmission he/she knows group. he/she needs to

of information Organising thoughts:

Knowing the
audience: Adapts Choosing language:

or ideas. Order his/her points

to be understood
his/her
communication to
what the audience
Chooses appropriate
language for the
situation
already knows

Sharing visuals: Uses

Expressing self: Uses Using facts: Use facts
Indicators: tone, expression and
gesture to be
understood
and examples to
support his/her
communication
images, charts or
diagrams when it
helps his/her
communication

Communicating Speaking
sensitively: Talks engagingly:
about difficult or Communicates in a
sensitive topics way that is engaging
effectively for the audience
Collaboration

• Is where two or more

people work together to
achieve a shared goal
Collaboration: Is where two or more people work
together to achieve a shared goal.
Indicators:
Working together: Adjusting behaviour: Taking responsibility:
Time keeping: Keeps
works with others Behaves in a way that Takes responsibility
to time reliably
when appropriate fits the setting for completing tasks

Supporting others: Being accountable: Is Contributing: Valuing others:

Helps others as much accountable for Contributes to group Recognises the value
as he/she can his/her goals activity of others’ ideas

Resolving conflicts:
Being inclusive: Being diplomatic:
Works collaboratively
Supports others to Avoids creating
to resolve unhelpful
thrive in a group unhelpful conflicts
conflicts
Critical thinking and Problem solving: Finding solutions to challenges.
Indicators:
Seeking support: Finds Sharing problems: Finding information:
Following instructions:
help from someone if Describes problems to Finds information to
Follow instructions
needed others complete a task

Evaluating options:
Creating options: Analysing options:
Chooses between Researching:
Creates different Identifies advantages
possible solutions Researches to build
possible solutions to a and disadvantages of
based on success his/her understanding
problem potential solutions
criteria

Systems thinking:
Exploring causation: Recognising patterns:
Identifies how parts of a
Analyses causes and Identifies patterns to
system impact each
effects gain insight
other
Citizenship: Is the state of being vested with the
rights, privileges, and duties of a citizen.
Indicators:
Understanding Sharing reactions: Recognising reactions:
Organising tasks:
reactions: Knows how Explains how an idea Knows when others
Divides up tasks in a
an idea makes him/her makes him/her feel have strong feelings
fair way
feel when appropriate about something

Managing resources: Self-awareness: Evaluating others:

Mentoring: Uses
Manages team time Recognises how others Identifies others’
his/her experience to
and resources to see his/her strengths strengths and
support others
complete tasks and weaknesses weaknesses

Allocating roles: Facilitating Managing

Allocates roles based discussions: disagreements:
on strengths and Structures group Supports shared
weaknesses discussions decision making
Learning to learn: Setting goals and designing
routes to achieve them.
Indicators:
Sensing difficulty: Identifying Recognising
Working carefully:
Knows when successes: Knows strengths:
Works with care
something is too what doing well Recognises what
and attention
difficult looks like he/she is good at

Facing challenges: Thinking ahead: Prioritising: Orders

Takes a positive Setting goals: Sets Thinks about and prioritises
approach to new achievable goals routes to achieve a tasks to achieve
challenges goal goals

Resourcing: Using skills: Plans

Involving others:
Secures the how to use and
Engages others to
resources needed build his/her skills
achieve goals
to achieve goals to achieve goals
Imagination and Creativity: Using imagination and generating new ideas
Imagination is the ability to form mental picture of something that one has not
seen or experienced.
Creativity is the ability to bring the imaginations into reality.
Sharing imagination: Expressing
Generating ideas:
Imagining: Imagines Shares what is imagination: Shares
Creates ideas to solve
Indicators:
different things imagined with
someone
what is imagined in
different ways
a problem

Suggesting Combining concepts: Defining success: Flexible thinking:

improvements: Identifies Sets out success Challenges his/her
Creates ideas to make opportunities for criteria for creating assumptions about
something better innovation new ideas ideas

Seeking perspectives:
Reflecting critically:
Seeks different Prototyping: Creates
Questions own ideas
perspectives to quick tests of an idea
to improve them
develop ideas
Digital literacy: Is the responsible use of digital
tools to find, create, share, and understand
information.
Indicators:
Device Familiarity:
Basic Interaction: Use
Identify and name Navigation Skills: Open Digital Expression Use Multimedia Use: Play
touch gestures (tap,
common digital devices and close apps or drawing tools and type educational videos and
swipe) to interact with
(tablet, phone, programs with guidance. letters using a keyboard. take simple photos.
learning apps.
computer).

Digital Messaging:
Word Processing:
File Management: Save, Safe Browsing: Use a Send and receive Spreadsheets: Enter
Create and format
open, and name files on browser to access safe messages via email or data and create basic
documents (e.g., MS
a device. educational websites. platforms (with charts.
Word).
supervision).

Digital Citizenship : Collaboration Tools: Digital Research:

Presentations: Design
Understand online Use cloud tools (e.g., Conduct online research
and deliver digital
safety, privacy, and Google Drive, Teams) for and cite sources
presentations.
ethics. group work. ethically.
Self-efficacy: Overcoming challenges and
setbacks to achieve goals
Indicators:
Identifying emotions: Recognising emotions: Persisting: Keeps going Managing reactions:
Can tell how he/she is Can tell how others are when faced with Responds calmly when
feeling feeling challenges faced with challenges

Reflective learning: Supporting others: Encouraging others: Managing wellbeing:

Reflects and learns Helps others face Encourages others to Has routines to manage
from challenges challenges keep going his/her wellbeing

Improving performance: Practising resilience:

Balancing workload:
Seeks opportunities to Looks for opportunities
Manages own workload
grow his/her experience when faced with
effectively
and expertise challenges
 How to Assess a Core Competency

From the curriculum design, identify the learning

Curriculum
outcome(s) that can address Core Competency.

Assessment From the learning experiences, develop tasks that

task address Core Competency.

Develop the assessment tool for collecting

Assessment tool
information on the learner’s performance.

Engage the learners in the task and collect the

Performance
information on the learner’s performance.
Curriculum design extract

(Grade 10 Biology)
 Task Targeted Core Competence and Suggested Indicators
Tool to be used for Assessment

Using a digital device, search Digital literacy ❑Safely handles the

and share information on
apparatus used to collect Tools: digital device
specimens • Checklist ❑Connects to the
Assessment of
communication internet
and ❑Identifies the
collaboration
apparatus
❑Gives correct use of
the apparatus
❑Uses the digital
device to present.
 Task Targeted Core Competence and Suggested Indicators
Tool to be used for Assessment

1. In groups of 4-5, each Communication and • Speaks clearly

learner to present collaboration • Organizes his/her points to
information on apparatus be understood
used to collect specimens. Speaking/presentation • Uses facts and examples to
Assessment of support his/her
communication communication
and • Uses visuals(pictures, charts,
collaboration diagrams to support the
communication
• Engages the audience
Criteria Exceeding Meeting Approaching Below

Communication
Knowledge of
Expectation (4)
Clearly identifies
Expectation (3)
Identifies and
Expectation (2) Expectation (1)
Identifies few tools Struggles to
Apparatus and explains all explains some with limited or identify tools or
specimen tools with most of partially accurate provides
collection tools the information explanations. inaccurate
with accurate use accurate information.
cases.

Clarity of Speaks clearly and Speaks clearly Some difficulty in Hard to

Explanation explanations are with minor issues speaking clearly or understand due to
easy to follow and in organization or organizing unclear speech or
are well- clarity. thoughts. poor organization.
organized.
Engagement & Actively Participates and Limited Rarely participates
Participation participates, listens with minor participation or or engages with
listens to others, lapses. engagement with group members.
and responds group.
appropriately.
Activity:
In groups of 4-5 use a curriculum design to develop a
task to assess one of the following competencies
Collaboration

Critical thinking and problem solving

Imagination and creativity

Citizenship
 Assessing Citizenship

1. You have taken learners for a visit to a

waste disposal site in the locality.
In your group,
a) discuss the indicators of citizenship
that are likely to be exhibited by
learners during the visit.
b) prepare a task to assess citizenship
during the visit.
2. Present to the plenary.
 Assessing learning to learn

1. In your groups, create a learning experience

from a learning outcome which you can use
to develop the attributes of learning to learn
in learners.
2. Using the learning experience created,
develop a task for assessing learning to
learn.
ASSESSMENT OF VALUES
• These are principles,
qualities , beliefs or
standards that guide an
individual to respond or
behave in a particular way.

• Assessment of values will

facilitate the achievement of
the CBC vision of developing
an ethical citizen.
TARGETED
VALUES
 Portrays a Resolves Forgives
caring attitude conflicts others when
wronged

Love Love is a complex

Avoids Inflicting and multifaceted emotion
Pain on others that involves feelings of Displays
deep affection, trustworthiness
attachment, and care for
someone or something.
Puts the interest of
others before own Respects
interest others

Keeps
promises
Respect other other
Respect people’s
people’s Cares for own
Respect other
property property property and
people’s property
those of others
Keeps
Keepspromises
Keeps promises
promisesand
and honors
and
honors commitments
commitments Engages in
honors commitments assigned roles
RESPONSIBILITY and duties
Offers leadership and Responsibility is the state Observes safety
guidance to others of being answerable, or precautions
accountable for
Does not blame others something within one's Is dependable
power or control.
Accepts the Solves
consequences problems
Understands and Values
appreciates others human
dignity
Respect
Displays Is open
humility Respect is
having positive minded.
regard towards
self and others
without
Is patient prejudice. Accommodate
s diverse
opinions
 Collaboration Take turns in
with others activities and
Unity conversation
Unity is harmony with and
among individuals regardless
of their social, cultural, racial, Appreciate
religious, economic and efforts of
Respects for political differences. It is the others
other’s opinions recognition of the importance
of working with other people
towards a common goal.
Strive to
Share available achieve
resources amicably common
goals
 Follows
Follows laidlaid
down
Peace procedures when
down
• Peace is a state carrying out
procedures.
activities.
of tranquility &
harmony with Resolves
Resolves
Displays
Displays
differences
differences
oneself & among tolerance
tolerance
amicably
people amicably
Peace
• The Value of Hasrespect
Has respect Avoids
Avoids
peace enables for diversity
for hurting
hurting
an individual to diversity others
others
remain calm
always
Avoids Respectsself
Respects self
regardless of the Avoids /resolves and
circumstances /resolves andothers
others
conflicts
around them. conflicts
Patriotism
Obeys laws and
Aware of own
regulation
responsibilities in
the society.
Is ready to defend
Is conscious of the country
his/her social and Patriotism refers to loyalty, love and
devotion for one’s country or nation. A
moral duties
patriotic individual is proud of their Loves own
country, readily and competently country
performs their duties as a citizen.
Is aware of
own culture
Serves the
community
Exhibits
Respects fellow
honesty
citizens.
 Is democratic Fosters fairness and
justice among peers
and other members of
the community
Advocates for Social Justice
harmonious Social justice refers to fair
relationships in the treatment of each other and
society. promotion of equity. It is about
creating a society that is based on Shares resources
the principles of respect for equitably
Accords equal human dignity, equity, solidarity
opportunities in and elimination of inequalities. Accords privileges
sharing without favour
responsibilities
 Avoids conflict Displays transparency,
of interest fairness and
accountability

Utilizes
resources Applies laid down
sparingly Integrity procedure when
doing things
Integrity refers to the ability to know,
Is committed defend and do what is right always. It
to duty entails doing the right thing even
when you have the opportunity to do
the wrong thing.
Has self
Displays discipline.
honesty

Avoids breaches of Takes action on

confidentiality and identified corrupt
security deals
Steps in Assessment of Values
Curriculum Assessment task
Develop or modify the
From the curriculum learning experiences or
design, identify the target tasks to address the targeted
learning outcome(s). value.

Assessment tool
Develop the assessment Performance
tool for collecting Engage the learners in the task
information on the and collect the information on
learner’s performance in their performance.
relation to the value
 Example
TASK TARGETED VALUE INDICATORS
Learners use digital devices Responsibility • Safely uses the device
to search and watch Ball • Finds and watches the
Control and Passing video clips
Techniques in football • Uses the device as
instructed
• Cares for the digital
device

Suitable Assessment Tool : Checklist

 Checklist: Assessing Responsibility in Using Digital Devices for
Football Techniques
Criteria Yes No Comments
Learner successfully accessed the tablet
Learner responsibly used a search engine or platform (e.g.,
YouTube) to find relevant videos on football techniques

Learner selected appropriate content (e.g., tutorials on ball

control and passing technique)
Learner watched the video attentively and without
distractions
Learner demonstrated understanding by attempting or
explaining the techniques observed
 ACTIVITY

In groups, select a subject

Design an assessment task that may be used to assess

the learner's acquisition of the targeted value
THE END
COMPETENCY BASED ASSESSMENT

TOOLS
The session discusses:
• the tools used in Competency-Based Assessment
• how the tools are used to assess Competencies
• How to design the tools for different assessment
purposes
• how the tools can be adapted to suit learners with
special needs and disabilities.
● Participants brainstorm on various examination tools used in 8-4-4.

●Participants discuss additional assessment tools used in the 21st

century to assess competencies.

●Participants randomly give their findings after discussions.

 Competency-Based Assessment Tools Are:

• Used to collect evidence on specific competencies acquired

by a learner.

• CBA tools focus on what learners can do, not just what

they know.
 Key Steps in Designing an Assessment Tool

1. Define the assessment purpose clearly.

Diagnostic – To identify learners' strengths, prior knowledge.
Formative – To monitor learning progress and guide instruction.
Summative – To evaluate learning outcomes at the end of a period.
Placement – To determine appropriate levels or groups for learners.
Evaluative – To assess the effectiveness of instructional methods or programs.
Certification – To validate achievement for credentials or qualifications.
2. Specify learning outcomes to be assessed-Tools must reflect what is being taught
and what learners are expected to know, value and do.
-Involve learners through self and peer assessments-Allow for learner voice, choice
and reflection.
3. Select the appropriate assessment tool.
⁻ Ensure tools are age-appropriate and culturally responsive.
⁻ Use a variety of tools to gather a holistic view of learner progress.
⁻ Continuously evaluate and improve tools based on data and classroom
realities.
⁻ Use digital tools where possible (e.g., digital portfolios)

4. Draft the tool with clear instructions and scoring criteria.

⁻ Emphasize real-world tasks, performance tasks and portfolios
⁻ Use rubrics with performance levels clearly defined.
⁻ Give feedback not just scores
Competency-Based Assessment Tools
Written Test
 Participants, working in subject-specific
groups, will develop two written test items

Selected groups to present findings

 ORAL AND AURAL ASSESSMENTS

Oral assessments
• are questions asked verbally and
require the learner to respond by
speaking.
• It assess a learner’s skills of
speaking and listening.
• teachers may prepare questions Click the icon to play
that are posed orally to the learner.
 Aural assessment
• assesses the learner’s ability to
listen to prerecorded tasks and
respond appropriately.
• It is aimed at assessing the
learner’s skills in listening.
• The teacher may record a story,
then play it to the learners who are
supposed to give responses to
questions from the passage.
• Responses can be given orally or in
written form.
Participants in groups of their subjects develops Oral or Aural Assessment Tool.

▪ Using their smartphones,they record the assessments developed.

▪ Participants to record a video while carrying out the assessment developed.

▪ Participants to share the pre recorded video with the trainer for plenary
comments.
Observation Checklist
 A Journal
Making a durable and portable thermometers
 Project Assessment
PRE-TECHNICAL STUDIES PROJECT

TASK: A porridge vendor who sells porridge on a construction site wants to make a
sieve so that her porridge is made of well sieved flour.

1. Make a freehand pictorial sketch to show how the sieve will look like and indicate
the measurements.

2. Choose locally available materials such as wood, metal, plastic etc for making the
sieve.

3. Select appropriate tools for marking sieve

4. Make the Sieve.

 ACTIVITY

Using the project on MAKING THE SIEVE, develop a

Observation checklist and observation schedule you
will use to assess the learner's work.

Invite a few randomly selected groups to present there

work
• A portfolio is a purposeful collection of
learner’s work samples /evidence that
shows their competency, effort, progress
and mastery of specific learning
outcomes.
• Portfolio file contains all the major
learning activities, assessment projects
and documents.
• The learner may choose the work samples
to place in the portfolio, but the teacher
may also recommend that specific work
samples be included.
Types of portfolio Features of a portfolio
 11.0 ASSESSMENT RUBRIC
Used to interpret and assess learner’s performance in a task.
AUTHENTIC TASK
It is an assignment that assess learner’s ability to apply knowledge and skills to solve real world problems.

STANDARDS
These are statements of what students should know and be able to do.

CRITERIA
These are statements that describe knowledge and skills or standards by which a learner is judged upon as they
undertake the task.
Performance Level
Are numerical values used to define the competency.

DESCRIPTORS
These are words or expressions used to identify individual learner’s level of performance.

NB: A teacher must decide on the concepts or skills to be assessed and how he expects the learners to display the
skills?
11.2 Types of Rubrics

•There are two types of rubrics.

• 1 Analytic Rubric

• Breaks down content or tasks being

assessed into smaller parts.
• Each part is assessed separately.
 SAMPLE RUBRICS

TASK

(i) Look at the matchbox placed on the table by your teacher.

(ii) Draw the matchbox, in varied views to depict one point
perspective.
(iii) Display and explain to your classmates how you arrived at
the final product.
 Analytic Rubric
Criteria Exceeding Meeting Approaching Below Expectation
Expectation Expectation Expectation
Drawing a Neatly draws the Draws the Draws the matchbox Drawing lacks
matchbox in matchbox from matchbox from from varied views, varied views. Lines
varied views to multiple views. All varied views with but some lines are do not converge.
depict one-point lines converge at a lines converging at misaligned or do not Shows minimal
perspective single vanishing the vanishing point. converge accurately. understanding of
point. Shows strong Minor errors perspective.
grasp of perspective. present.
Displaying and Displays neat final Displays neat work Displays the product Displays poorly
explaining to product and and explains steps but struggles with drawn work and
classmates the confidently explains using appropriate explanation or uses cannot explain the
final product steps using correct terminology. limited vocabulary. process. Shows
terms. Shows clear little understanding.
understanding.
 Interpretation of Assessment Results

Exceeding Expectation (Level 4)

A learner demonstrates exceptional achievement in terms of

technical skills, originality, creativity and initiative.

Meeting Expectation (Level 3)

A learner demonstrates Proficiency as having acquired and

mastered the aspects of the targeted competency: technical skills,
originality, creativity and initiative.
Approaching Expectation (Level 2)

A learner at this level demonstrates proficiency with some

inconsistencies in the task performed. It is a developing stage the
learner has acquired some aspects of the targeted competency but
not fully mastered.

Below Expectation (Level 1)

A learner has difficulties in demonstrating proficiency in the task

performed in terms of technical skills, creativity. It is the beginning
level and the learner is yet to acquire the specified competencies.
•2 Holistic Rubric

• Assesses overall performance on a task as a

single entity.
• Scores the overall competencies of the learner.
Criteria Exceeds Meets Approaches Below
Expectations Expectations Expectations Expectations
Drawing a Draws a matchbox Draws a Draws a Drawing lacks
matchbox in neatly and matchbox from matchbox from different views,
varied views accurately from different views different views, lines don’t converge
to depict one- different views, with with lines but some lines at the vanishing
point all lines converging converging at a are off and don’t point, and the
perspective, at a vanishing point, vanishing point, meet at the explanation is
displaying and clearly explains and clearly vanishing point; unclear or prompted
and the process using explains the struggles to
explaining the correct technical drawing process explain parts of
final product. terms. the process.
 Using Rubrics Effectively
• Share rubrics with learner before giving the task

• Have learners evaluate their own work using the rubrics

• Have learners evaluate each other’s work using the rubrics

• Use the rubrics as the basis for feedback discussions with learner(s)
while their work is developing and when their work is completed

• Grade learners based on the rubrics.

 ACTIVITY

Using the project on MAKING THE SIEVE, develop

rubrics you will use to assess the learner's work.

Invite a few randomly selected groups to present

THANK
YOU
RETOOLING OF SENIOR SCHOOL TEACHERS ON
COMPETENCY BASED EDUCATION (CBE) AND
COMPETENCY BASED ASSESSMENT (CBA)

Community Service Learning

August,2025
 ESSENCE STATEMENT
It is globally and increasingly acknowledged that involving learners in
. community service has long-lasting impact on themselves and society at

large. Community Service Learning (CSL) extends learning beyond the

classroom into the community.

Learning happens experientially by integrating formal learning to age-

appropriate communal activities/projects. Leaners initiate designing of
solutions to issues/challenges in the community.

CSL enhances holistic development of learners, promotes citizenship, social

responsibility and collaboration with different stakeholders in the community
for the good of all.
.
Activity 1: Group Work

a) Based on the CSL essence statement, discuss and

suggest what should be incorporated in the general
learning outcomes? (Suggest 3 key outcomes)

a) Discuss and suggest key principles that should guide

the implementation of CSL. (Suggest 3 key principles)
 GENERAL LEARNING OUTCOMES OF CSL

By the end of the Middle School level, the learner should be able to:
. a) Apply knowledge, values and positive attitudes to address needs and
challenges in their immediate community.
b) Utilise basic research, leadership, communication, financial and
entrepreneurship skills to address challenges in their immediate
community.
c) Participate in relevant projects within the school and the community
for mutual benefit and learning.
d) Participate in local and national community activities as responsible
citizens.
e) Embrace moral values and positive attitudes in their day-to-day life.
f) Appreciate diversity for harmonious living within the community.
 Principles of CSL in Basic Education
The key principles that will guide the implementation of CSL
at Senior School include:
1. Collaboration- variety of stakeholders' engagements,
inclusivity, whole school
. approach
2. Social Responsibility- being counted in the society.
3. Reflection- the use of ‘action research’ model- plan, act,
observe and reflect.
4. Community-centeredness- focus on local community issues
5. Reciprocity- simultaneous benefits to leaners & community
6. Learning orientation- done within the confines of curriculum
experiences, uses age-appropriate activities
Key milestones for assessing a CSL project include:
1) Identification of an issue/problem/gap in the
community backed by collected evidence. (problem statement)

2) Designing authentic solutions to address the identified

problem. (solution statement)

3) Drawing a plan for the implementation of the designed

solution in the community. (plan/implementation matrix)
4) Implementing the solution(s)- execute safely,
prudently and in accordance with the validated
plan. (filled remarks on implementation matrix, and evidences)

5) Collecting, reporting and showcasing the outcomes

and experiences of the completed project. (filled
report template)

6) Reflecting and own applications. (individual journals)

.
Activity 2: Group Work

Imagine you’re Grade 10 students, brainstorm and

produce a CSL project. Assuming its successfully
completed, prepare a presentation based on the CSL
milestones?
 STRANDS & SUB STRANDS IN CSL
STRAND GRADE 10- SUB STRANDS GRADE 11- SUB STRANDS
1.0 Citizenship 1.1 Concept of CSL 1.1 Civic Dialogue
1.2 Community Needs 1.2 Advocacy in the Community

1.3 Leadership Development 1.3 Leadership Development

1.4 Intercultural Competence 1.4 Intercultural Competence

2.0 Life Skills 2.1 Self-Awareness in the Community 2.1 Nurturing Empathy
Education 2.2 Conflict Resolution 2.2 Negotiation Skills
2.3 Responsible Decision Making 2.3 Building Consensus
3.0 Action 3.1 Introduction to Action Research 3.1 Problem Identification Process
Research
3.2 Problem Identification 3.2 Implementation and Reflection
3.3 Designing and Implementing an ------
Intervention
4.0 Social 4.1 Introduction to Social 4.1 Social Enterprise Development
Entrepreneu Entrepreneurship
rship 4.2 Opportunity Identification 4.2 Social Enterprise Promotion

4.3 Social Enterprise Planning 4.3 Social Enterprise Management

Skills & Competencies in CSL:

Research skills: as they investigate PCIs to address, collect data as evidence,

analyse information, present it and draw conclusions.
Communication & collaboration: as they engage with peers and school
community members through listening actively, asking questions,
doing presentations etc.
Citizenship: as they explore opportunities for engaging with community and
provide services for the common good.
Leadership skills: Learners develop leadership skills as they take up and lead
various roles and responsibilities within the CSL activity.
Financial Literacy Skills: as they prepare the CSL project’s budget, source
funding, utilise resources efficiently and account for the resources.
Entrepreneurship: as they consider projects or innovations that addresses
gaps and generate income in the long run.
THANK YOU
Administration of School
Based

(SBA)
AUGUST 2025
 Reflection

How can we assess learners in ways that truly

reflect their learning, growth, and potential
beyond what traditional exams can measure?

2 minutes for reflection

 School-Based Assessment
SBAs are conducted to measure learners' achievements in a
more continuous, practical, and contextualized way.

Are Standardized assessments

Developed by KNEC
Administered and scored by the teachers
Learners’ scores are uploaded to the CBA
portal.
 Activity 1
Why is it important to administer School-
Based Assessments within the framework of
Competency-Based Education (CBE)?

5 minutes discussion-a few groups to present findings

 WHY SBA?
1. To gather data on 2. Engages learners 3.Provides
learner in meaningful opportunities to
performance over a authentic activities. demonstrate their
period. competencies.

4. Caters for the 5. Allows teachers to be 6. Reinforces achievement of

diverse needs of leaders in the learning learning outcomes, promote
learners- variety of and assessment good instructional practices.
tools are utilised. process

7. Promotes development of 9. To reduce pressure

8. To give teachers insight from high-stakes
core competencies and core into learners progress and exams.
values among learners. areas needing support.
5
 The SBA Processes

Development of SBA Uploading of tools to Downloading Tools –by

Tools by KNEC the SBA Portal -KNEC Teacher/schools

• Assessment Task • Use School login

• Practical/ credentials
Projects/performance • Scoring
Guide/marking • Download all tools,
• Written Assessments Scoring guides and
schemes/rubrics
• Portfolios Assessment Score sheets
• Score sheet-to
• Written assignments capture • Administer the tools
• Oral presentations achievements & score
• Upload the scores
KNEC

Expectations
 1.Download Tools: Schools must download all assessment tools from the official
Expectations platform.
2.Project/Practical Tasks: Learners carry out tasks under teacher guidance.
3.Written Assessments
a) Print or photocopy for each learner, or
b) Project the assessment and provide stationery.
c) Administer under prescribed conditions and guidelines.
4.Scoring: Teachers score using the provided guides objectively.
5.Uploading Scores
a) Upload scores to the KNEC CBA portal per task as guided by the
scoresheet.
b) Upload within the given timelines.
6.Record Keeping: Keep hard copies of learner’s progress records for reference.
7.Integrity: Teachers must uphold integrity throughout the SBA process.
 Activity 2
1. What are some of the challenges you've heard people mention
regarding the implementation/administration of School Based
Assessments?

2. In your opinion, what are some of the effective strategies that

could help address the challenges you have mentioned?
 What to observe during Administration of SBAs
To ensure 1. Provide adequate learner guidance: Ensure learners clearly
reliability, understand assessment expectations, timelines, and assessment
validity, criteria. Offer consistent support throughout the process.
fairness,
effectiveness 2. Maintain Accurate Assessment Records: Keep detailed and
organized records of each learner’s progress and performance for
and integrity in accountability, and reference.
the
administration 3. Absenteeism during SBA periods: This creates gaps in learners’
scores.
of SBAs ,
4. Stay Informed on SBA Timelines: Be aware and abide by all the key
dates and deadlines.

5. Use SBA Tools as uploaded in the CBA portal: Avoid using

compressed or mutilated assessment materials being sold by vendors.
Cont.……..
6. Utilize Feedback from the CBA Portal: Always use feedback
provided through the CBA portal to improve learner outcomes.

7. Promote Authentic Assessment Practices: Encourage original

work by guiding learners to promote creativity and critical thinking

8. Collaborate with Colleagues: Work with fellow teachers to help

you administer assessment-especially for large numbers.

9. Engage Parents and Guardians: Keep parents informed about SBA

timelines and expectations so they can support learners at home.
10. Reflect and Improve: After each SBA cycle, reflect on what
worked for you and what didn’t.
11. Observe integrity throughout: do not award scores for nonexistent
skill
How do we access SBA Tools?
Click on the following links:
https://www.knec.ac.ke

Choose CBA portal

Log in using your school credentials

Click on download assessment material

Accessing SBA Tools

https://cba.knec.ac.ke
Accessing SBA Tools
 CAPACITY BUILDING
▪ To address gaps in understanding best assessment practices under
Competency-Based Education (CBE), the Ministry of Education
(MoE), through KNEC, established Educational Assessment
Resource Centres (EARCs).
▪ These centres aim to bridge the knowledge gap by offering training
and capacity-building programs across various courses.
▪ We encourage all the teachers across the country to register for the
course on CBA-it’s free
 CAPACITY BUILDING
▪ To log in, type: https://cbalms.knec.ac.ke
After log in, select Competency Based Assessment course and register
A snap view of the CBA course content
Reporting Learning Outcomes - August 2025

Overview of assessment feedback and its role

in improving learning outcomes.

Focus on quality education, learner

performance, and instructional improvement.
 Understanding Assessment Feedback

Feedback provides insights

into learner performance
relative to learning outcomes.

Effective feedback enhances

learning and instructional
quality.
 Purpose of Feedback

Supports continuous
improvement.

Guides learners and

educators toward achieving
desired outcomes.
 Qualities of Effective Feedback

Specific, Encourages
actionable, reflection and
and timely. improvement.

Avoids vague
or judgmental
comments.
 Feedback Modalities

Written comments,
rubrics, peer reviews.

Digital platforms and

interactive tools.
 Qualities of a good feedback
Activity
Imagine you’ve just completed building your dream
home—a space that reflects your vision and personality.

What kind of feedback would you want to receive?

What kind of feedback would you rather not receive?

Please share your thoughts honestly

 Sample Score Sheet
• Example: Physics Grade 10 - Strand:
Mechanics and Thermal Physics.
 Reporting summative assessment outcomes

1. Learner’s individual report

The CBAF
identifies 4 2. School specific reports
types of
feedback
tools 3. School Year Report
4. National report
Sample KPSEA
individual learner’s
slip
 Subject Subject Name Points
KJSEA Code
Achievement 901 English 7
Report 902 Kiswahili 5
903 Mathematics 7
904 KSL ()
Under KJSEA, the 905 Integrated Science 4
assessment levels are
906 Agriculture & Nutrition 5
further divided into 8
levels( EE-1&2, ME- 907 Social Studies 6
1&2, AE-1&2 BE-1&2) 908 CRE 5
909 IRE ()
911 Creative Arts & Sports 3
912 Pre-Technical Studies 7
Performance Level Actual Performance Level Points

Exceeding Expectation EE1 8

EE2 7
Meeting Expectation ME1 6
ME2 5
Approaching Expectation AE1 4
AE2 3
Below Expectation BE1 2
BE2 1
 School Specific Report
❖ School specific report will show the school mean in comparison to
the national mean per subject as shown in the table.

❖ SSR further gives performance on cognitive skills by subject.

❖ CBA encourages schools to compete against the national standards.
❖ This will avoid ranking of schools which results to undue competition.
 Accessing School specific report

Click on the following links:

https://www.knec.ac.ke

Choose CBA portal

Log in using your school credentials

Click on view reports, then choose school specific report

Accessing School specific report… Cntd
School Year Report
An annual report giving
an account of a
learner’s progress in
the achievement
/awareness of:
❑ academic work
❑ core competencies
❑ core values
❑ CSL
❑ PCIs
 Annual report
The Kenya The report will be
National anchored on:
Examinations
Council will • Achievements as guided by the
write a national Specific Learning Outcome.
report to inform
policy. • Participation in Community
Service Learning.
• Acquisition of core
competencies.
• Acquisition of core values.
• Pertinent and Contemporary
MENTAL HEALTH
PRESENTATION
ADMINISTRATIVE SERVICES
WELLNESS SECTION
How Is Life To You ??
 Definition of mental health;

The World Health Organization (WHO) conceptualizes

mental health as a “state of well-being in which the
individual

▪Has an appropriate awareness of self

▪ Realizes his or her own abilities

▪can cope with the normal stresses of life, can work

productively and fruitfully, and

▪is able to make a contribution to his or her community”.

Effective Service for Quality Teaching 5

 Mental Health Disorder

Mental illness, also called mental health disorders, refers

to a wide range of mental health conditions
characterized with significant disturbance in an
individual that affect your mood, thinking and
behavior. That lasts for days, weeks to months

Effective Service for Quality Teaching 6

SUD vs Mental Disorderliness;

Effective Service for Quality Teaching 7

Why Teachers mental health?
Kenya Health Policy 2015- 2030.
This policy seeks to address the systemic challenges, emerging
trends and mitigate the burden of mental health problems and
disorders. i.e. ADA challenges amongst teachers
MENTAL HEALTH IN KENYA

➢ According to MOH, 1 in every 10

people suffer from a common
mental disorder.
➢ The number increases to 1 in every 4
people among patients attending
routine outpatient services.
➢ Depression and anxiety disorders
are the leading mental illnesses
diagnosed in Kenya, followed by
substance use disorders. Among the
different types of substances,
alcohol contributes to the largest
burden of substance use related
illnesses in Kenya.
Findings by WHO and MOH on mental
health;

➢ The findings alludes that 1 out of 4 TSC

teachers(approximately 100,000 teachers) are at risk
of suffering from mental health.

➢The findings also alludes that at least 10% of TSC

employees (approximately 40,000 teachers ) are
actively suffering from mental health illness and 70% of
those ailing are not seeking any medical intervention.

➢Many staff resort to drinking alcohol/other substances

to cool the pressures and demands

Effective Service for Quality Teaching 10

Why Teachers’ Mental Health and well being is
critical for success in CBC Implementation;

Teachers are members of society and are afflicted by

very similar conditions that afflict every member of
society,”

Emotional atmosphere/ emotional stability is important.

Experts say that stress gets passed on from teachers to
their students thus a detrimental effect.

Effective Service for Quality Teaching 11

Why Mental Health Is
Important For
Teachers;
Is the teacher able to
manage;

1. CBC curriculum
transition challenges,
2. Students‘/ class
related challenges
3. health risks post
pandemic.
4. Personal and family
matters
 Examples of Common Mental health
illness

Examples of mental illness include;

➢Depression- intense sadness, helplessness,

hopelessness that lasts for days to weeks

➢Anxiety disorder- nervousness, fear, or worry

➢Behavioural disorders- violent behaviour, aggression,

impulsivity

Effective Service for Quality Teaching 13

Cont.
Schizophrenia- characterized by thoughts or
experiences that seem out of touch with reality,
disorganized speech or behavior and decreased
participation in daily activities

Eating disorders-overeating, not eating enough

Bipolar-associated with episodes of mood swings

ranging from depressive lows to manic highs.

PSTD- Post Traumatic Stress Disorder-characterized

by failure to recover after experiencing or
witnessing a terrifying event
Effective Service for Quality Teaching 15
 Causes of Mental health disorder.

➢Mental illnesses are caused by a variety of

genetic and environmental factors
➢Inherited ; Family lineage
➢Environmental exposures; Environmental stressors, alcohol and
drug abuse while in the womb, etc.

➢An ongoing (chronic) medical condition, such as diabetes, HIV,

Cancer etc.

➢Brain damage as a result of a serious injury (traumatic brain

injury), such as a violent blow to the head

Effective Service for Quality Teaching 18

➢Traumatic experiences, such as
military combat or assault
➢Use of alcohol or recreational drugs
➢A childhood history of abuse or
neglect
➢Few friends or few healthy
relationships
Risk Factors for Mental health & Substance Use
Disorder;
There is no way to determine who may develop an addiction. Both the
person’s environment and genetics play a role in who is at greatest risk.
However, we do know that the following factors can increase an
individual’s likelihood of addiction:
1)A family history of addiction
2)An existing mental health disorder
3)The influence of peer pressure
4)A lack of family involvement
5)Early exposure and use of drugs or alcohol
6)Taking a highly addictive drug
7)Unstable life circumstances (poverty, abuse, etc.)

Effective Service for Quality Teaching 20

 Signs and symptoms of Mental
health disorder
➢Frequent absenteeism

➢Feeling sad or down, overly worried

➢Confused thinking or reduced ability to concentrate

➢Excessive fears or worries, or extreme feelings of guilt

➢Extreme mood changes of highs and lows, hopeless

Effective Service for Quality Teaching 21

➢ Withdrawal from friends and activities

➢ Loss of interest in frequent enjoyable activities

➢ Not able to complete school or work tasks

➢ Major changes in eating habits

➢ Sex drive changes

➢ Excessive anger, hostility or violence, irritability

and restlessness

➢ Suicidal thinking
 Cont.

➢Detachment from reality (delusions),

paranoia or hallucinations i.e. sensitivity to
sound smell and touch
➢Inability to cope with daily problems or
stress
➢Trouble understanding and relating to
situations and to people
➢Problems with alcohol or drug use

Effective Service for Quality Teaching 24

 cont;

➢Noticeable exhaustion
➢Extreme mood swings
➢Erratic behavior
➢Slurred speech
➢Dilated pupils
➢Slurred speech

Effective Service for Quality Teaching 25

Signs that require immediate
attention;

1.Thoughts and plans of killing or hurting

oneself or others

2.Hearing voices and seeing things that

no one else is seeing

3.Unexplainable changes in thinking,

speech and writing

Effective Service for Quality Teaching 26

4. Being overly suspicious and fearful
5. Serious drop in school and drop
performance
6. Sudden personality changes that
are bizarre or out of character
 What happens when not treated

➢ The condition becomes worse

➢ Increases the chance of risky behaviors i.e. drug abuse
➢ Increased changes in bodily health issues
➢ May lead to self-harm - suicide
➢ Recurring of the condition cushioned with other
conditions that are severe
➢ Untreated mental illness can cause severe emotional,
behavioral and physical health problems.

Effective Service for Quality Teaching 28

Mental health and substance use disorder becomes a
mental illness concern when ongoing signs and symptoms
affect ones ability to function i.e. at school, work or home.
Mental health condition can be
managed with a combination of
medicines and psychotherapy
(counselling).
 Preventive measures and self care;

➢Keep up with the basics like being active and eat healthy

➢Share how you're feeling with your colleagues/supervisors

➢Find small moments to yourself - have ‘me’ days/time.

➢Approach others with kindness and an open mind

➢Note things you're grateful for and express yourself well

Effective Service for Quality Teaching 30

 CONT.

➢ Strong personal relationships and social

connectedness

➢Life skills and Lifestyle practice of strong coping

mechanisms and wellbeing i.e. Decision making, self-
awareness, coping with stress and emotions

➢Self-esteem and a sense of purpose in life

➢Effective mental health care.

Effective Service for Quality Teaching 31

 cont.

➢Set boundaries early on - and hold them. Expressing your needs is

necessary.

➢Focus on what you can control.

➢Move your body.

➢Stay in touch with friends and family.

➢Keep up with the self-care.

➢Maintain reasonable expectations.

➢Check in on each other.

➢Keep each other accountable for self-care. Effective Service for Quality Teaching 32
Effective Service for Quality Teaching 33
Prevention

Avoid common Trigger

Avoid Alcohol and Drug Use

Exercirsing

Diet

Sleep

Therapy
34
Find a support system.

Find someone to talk to about your feelings and

experiences.

Effective Service for Quality Teaching 35

 BE REALISTIC

Set practical goals for dealing with situations

and solving problems.

Develop realistic expectations of yourself and

others.

Effective Service for Quality Teaching 36

✓Ventilation: ‘A problem shared is a problem halved
✓Writing a diary or notes may help release feelings

✓Develop a support network through friends or colleagues to talk with.

✓ Counseling:
Talk Therapy
Take good care of yourself.

Eat properly, get regular rest, keep a routine. Allow

yourself to do something you enjoy each day.
Paradoxically, the time we need to take care of ourselves
the most, when we are stressed, is the time we do it the
least.

Effective Service for Quality Teaching 38

Get regular exercise.
Exercising regularly can help relieve some
symptoms of depression and stress, and help us
to maintain our health.
 SLOW DOWN

Know your limits and cut down on the number of things you try to do each
day, particularly if you do not have enough time for them or for yourself.

• Be realistic about what you can accomplish effectively each day.

• Monitor your pace. Rushing through things can lead to mistakes or poor
performance. Take the time you need to do a good job.
• Poorly done tasks can lead to added stress and suicide thoughts

Effective Service for Quality Teaching 40

 Positive Thinking

Focus on your strengths

Learn from the stress you are under
Look for opportunities
Seek out the positive - make a change.

Effective Service for Quality Teaching 41

 TREATMENT MODALITIES

1. Evaluation and Assessment

2. Counselling (Talk Therapy )
3. Psycho _ education
4. Rehabilitation
5. After Care program

Effective Service for Quality Teaching 46

Effective Service for Quality Teaching 47
 AVENUES FOR HELP
➢Wellness Section Services
➢Psycho-social support
➢Advocacy, Networking and linkages to referral facilities
➢Stress management
➢Trauma counseling
➢Mental health facilities
➢Marriage Therapy (premarital counseling, Marital, Divorce, Separation etc)
➢Family Therapy
➢Financial management counseling
➢Motivational forums
➢Music/dance Therapy
➢Primary Health Care Education
➢Nutritional Therapy
HOW TO CONTACT US

TELEPHONE NUMBER
0202892427
0202892430
0202892428
0202892437
EMAIL ADDRESS: [email protected]

Effective Service for Quality Teaching 51

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