CONCEPT OF THE

CBC
EXPECTED LEARNING
OUTCOMES
• By the end of the chapter, participants will be able to:
a) Explain the description of CBC
b) Explain the justification for CBC
c) Explain the careers associated with CBC
d) Discuss the CBC rollout and contemporary issues in
Kenya
CONCEPTS OF CBC

• Competency refers to the skills, abilities and

capabilities required for a person to achieve a
competency performance.
• The Competency- based curriculum is premised
on the belief that individuals are lifelong learners
who continuously accumulate knowledge and
require to apply the knowing to doing resulting
to performance in mastery of skills.
• In a competency based curriculum, skills
attainment and learning are emphasized.
CHARACTERISTICS OF COMPETENCY-BASED CURRICULUM

i. Specific measurable competency

ii. Content based on learner outcomes
iii. Continuous learner involvement until mastery
iv. Use of a variety of instructional strategies
v. Focuses on what learners need to know
vi. Pacing instruction to learner need
vii. Learners demonstrate mastery of competencies.
VISION OF CBC

Engaged,
Empowered, and
Ethical Citizen.
MISSION OF CBC

Nurturing Every
Learner’s Potential
 CHANGES IN CBC
FROM (less) TO (more)

Content Focus Focus on Competencies

Rigid and Prescriptive curriculum Flexible with Opportunities for

with limited flexibility specialisation - pathways

Focus on summative assessment Balance between

and competition (High stakes formative and summative
exams) assessment, and excellence

Emphasis on Schooling Emphasis on Education

Teaching Learning
REFORMS IN TEACHER EDUCATION CURRICULUM
From To
 Focus on content  Focus on pedagogy and professional
knowledge Competencies
 Focus on teacher centered  Focus on Learner centered pedagogy
teaching
 Academic and  Reflective teaching and mentorship
competitive teaching
 No set standards for  Set standards articulated in the
teacher training learning outcomes
 Little focus on skills  Focuses on 21st Century skills
 Emphasis on summative  Balance of formative and summative
assessment assessment, and
 THREE PILLARS OF CBC

• Values
• Guiding Principles
• Theoretical Approaches
VALUES
• Love How Values are Integrated in the
Curriculum:
• Responsibility
• Mainly through infusion and selection
• Respect of learning environment and suggested
learning experiences
• Unity
• Guidance and Counselling programmes
• Peace
• VbE will be implemented through
• Patriotism Whole-School Approach which will
involve learners, teachers, support
• Social Justice
staff, Board of Management, family
• Integrity members, wider school community and
relevant stakeholders
PRINCIPLES
Principle How the Principles have been
applied in the curriculum
Opportunity Pathways open opportunity for
different categories of learners
Excellence Stress on excellence in all
teaching and learning

Diversity and Inclusion

Parental Empowerment and Parents are engaged through

Engagement extended learner activities

Community Service Learning

Differentiated Curriculum and

Learning
THEORETICAL APPROACHES
• Instructional Design Theories
• Vygotsky’s Socio-Cultural Theory
The Theories Have Been
• Gardner’s Multiple Intelligences Applied in the Curriculum in:
Theory
• Design of the curriculum
• Piaget’s Theory of Cognitive
Development and lessons.
• Selection of learning
experiences
• Differentiated curriculum
and learning approaches
Core Competencies for Basic Education
PRE-PRIMARY AND LOWER PRIMARY LEARNING AREAS
1. Literacy

2. Kiswahili Language Activities/ KSL for

1. Language Activities learners who are deaf

3. English Language Activities

2. Mathematical Activities
4. Indigenous Language Activities
3. Environmental Activities
5. Mathematical Activities
4. Psychomotor and creative
6. Environmental Activities
Activities
7. Hygiene and Nutrition Activities
5. Religious Education
activities (CRE/IRE/ 8. Religious Education (CRE/IRE/
HRE/PPI) HRE/PPI) and Life Skills Activities

9. Movement and Creative Activities (Art,

Craft, Music and Physical Ed.
PRE-PRIMARY 1 LOWER PRIMARY
and 2 Grade 1-3
PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS
1. Kiswahili Language /KSL for 1. English
learners who are deaf 2. Kiswahili / KSL (for learners who
2. English language are deaf)
3. Science and Technology 3. Mathematics
4. Integrated Science
4. Social Studies (Citizenship, 5. Health Education
Geography, History) 6. Pre technical and Pre Career
5. Mathematics Education
6. Home science 7. Social Studies (Citizenship,
7. Agriculture Geography, History)
8. Religious Education (CRE/IRE/
8. Religious Education HRE)
(CRE/IRE/ HRE/PPI) 9. Business Studies
9. Creative Arts (Art, Craft, 10. Agriculture
Music) 11. Life Skills Education
10. Physical and Health 12. Sports and Physical Education
Education 13. Pastoral Programme of
11. Pastoral Programme of Instruction (PPI)
Instruction (PPI)
Optional subjects
Optional subjects
LOWER SECONDARY
UPPER PRIMARY
GRADE 7-9
GRADE 4-6
1 2 3 4 5 6 7 8 9

SCIENCES

MATHEMATICS, ENGLISH AND

SCIENCE IS A REQUIREMENT IN
ALL THE PATHWAYS
Select a maximum of two
from the options
Select a minimum of one from the options
Select a minimum of one from
the options
Select a minimum of 3
subjects and a maximum of
5 from the options
Select a minimum of 3 subjects
and a maximum of 5 from the
options
The learner will select a minimum of
three from the options
The learner will select a minimum of one of the optional
subjects
The learner will select a minimum of one of
the optional subjects
The learner will select a minimum of one of the
optional subjects
 Pertinent and Contemporary Issues in the Curriculum
Broad Area Pertinent and Contemporary Issue
1. Citizenship Peace education, integrity, ethnic and racial relations, social cohesion, patriotism and good
governance, human rights and responsibilities, child’s rights, child care and protection,
gender issues in education.

2. Health Education HIV and AIDS Education, alcohol and drug abuse prevention, life style diseases, personal
hygiene, preventive health, common communicable and chronic diseases.

3. Life Skills Education and Life skills, values, moral education and human sexuality, etiquette.
Values Education

4. Education for Sustainable Environmental education, disaster risk reduction, safety and security education (small arms,
Development (ESD) human trafficking), financial literacy, poverty eradication, countering terrorism, extreme
violence and radicalization.

5. Non-Formal Programmes Guidance services, career guidance, counselling services, peer education, mentorship,
learning to live together, clubs and societies, sports and games.

6. Community Service Service learning and community involvement, parental empowerment and engagement.
Learning and Parental
Engagement
 Grade 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028
PP1-
G1&2
G3 Std.3
STD 4
G4
Std.5
G5
G6 Std.6

G7 Std.6

G8 Std.7
G9 F.1
G10 F.2
G11 F.3
G12 F.4
 Notes on Implementation Matrix

2018 – National Pilot of CBC in PP1, PP2, G1, G2,

- Pilot of G3 in the selected Pilot schools
2019 – Roll out in PP1 - G4 (Last cohort of 8-4-4 will be
the Standard 5)
2020 – Roll out in G5
2021 – 2027 – Yearly Roll out of G6 – 12
2024 – The first cohort of CBC join G9
2025 – The first cohort in the CBC will join G10 and will be
segregated according to the three pathways. By this
time the required number of schools, infrastructure,
facilities and human resource required for the
pathways should be in place.
2027 – First cohort of CBC complete Basic Education
EXPECTED LEARNING
OUTCOMES
• Explain the meaning and definition of Multiple
Intelligence;
• Explain the relationship between CBC and
Howard Gardner’s Multiple Intelligence Theory;
• Explain the implication of Howard Gardner’s
Multiple Intelligence Theory
HOWARD GARDNER‘S MULTIPLE
INTELLIGENCE THEORY
Howard Gardner is a developmental psychologist
best-known for this theory of multiple
intelligences. He believed that the conventional
concept of intelligence was too narrow and
restrictive and that measures of IQ often miss out
on other "intelligences" that an individual may
possess.

His 1983 book Frames of Mind, outlined his

theory and his eight major types of intelligence.

Gardner's theory had a particular impact in the

field of education where it inspired teachers and
educators to explore new ways of teaching
aimed at these different intelligences.
Multiple
intelligences
Howard Gardner‘s Multiple Intelligence Theory

• Gardner’s theory (1983) states that learners possess

different kinds of minds and therefore learn, remember,
perform, and understand in different ways.
• His theory advances the view that individuals have
different ways of demonstrating intellectual abilities.
• He identified eight (8) intelligences
Howard Gardner‘s Multiple
Intelligences
a) logical-mathematical
b) visual/spatial
c) bodily-kinesthetic
d) verbal-linguistic
e) intra-personal
f) Interpersonal
g) musical/rhythm
h) Naturalist
MUSICAL/RHYTHM

• Musical smart individuals who show sensitivity to

rhythm and sound.
• They love music, but they are also sensitive to sounds
in their environments.
• They may study better with music in the background.
• They can be taught by turning lessons into lyrics,
speaking rhythmically, tapping out time.
• Tools include musical instruments, music, radio, stereo,
CD-ROM, multimedia
LOGICAL-MATHEMATICAL

• reasoning, calculating and number smart individuals.

• Think conceptually, abstractly and are able to see and
explore patterns and relationships.
• They like to experiment, solve puzzles, ask cosmic
questions.
• They can be taught through logic games, investigations,
mysteries.
• They need to learn and form concepts before they can
deal with details.
VISUAL/SPATIAL

• think in terms of physical space, as do architects and

sailors.
• Very aware of their environments.
• They like to draw, do jigsaw puzzles, read maps,
daydream.
• They can be taught through drawings, verbal and
physical imagery.
• Tools include models, graphics, charts, photographs,
drawings, 3-D modeling, video, videoconferencing,
television, multimedia, texts with pictures/charts/graphs
BODILY-KINESTHETIC

• Body smart individuals who use the body effectively,

like a dancer or a surgeon.
• Keen sense of body awareness.
• They like movement, making things, touching.
• They communicate well through body language and be
taught through physical activity, hands-on learning,
acting out, role playing.
• Tools include equipment and real objects.
VERBAL-LINGUISTIC

• Word smart individuals who use words effectively.

• These learners have highly developed auditory skills
and often think in words.
• They like reading, playing word games, making up
poetry or stories.
• They can be taught by encouraging them to say and see
words, read books together.
• Tools include computers, games, multimedia, books,
tape recorders, and lecture.
INTRA-PERSONAL

• Self smart individuals with clear understanding of one's

own interests, goals.
• These learners tend to shy away from others.
• They're in tune with their inner feelings;
• they have wisdom, intuition and motivation, as well as a
strong will, confidence and opinions.
• They can be taught through independent study and
introspection.
• Tools include books, creative materials, diaries, privacy
and time.
• They are the most independent of the learners.
INTERPERSONAL

• People smart individuals with clear understanding of

others and able to interact with others effectively.
• These students learn through interaction.
• They have many friends, empathy for others, street
smarts.
• They can be taught through group activities, seminars,
dialogues.
• Tools include the telephone, audio conferencing, time
and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
NATURALIST

• Nature smart individuals keenly aware of their

surroundings and changes in their environments, even if
these shifts are at minute or subtle levels.
• They have highly-developed levels of sensory
perception.
• They have heightened senses which enable them to
notice similarities, differences, and changes in their
surroundings more rapidly than others do.
• They often like to collect, classify, or read about things
from nature — rocks, fossils, butterflies, feathers, shells,
and the like.
IMPLICATION OF GARDNER’S THEORY
TO TEACHERS’
• The theory states that all eight intelligences are needed
to productively function in society.
• Teachers, therefore, should think of all intelligences as
equally important. This is in great contrast to traditional
education systems which typically place a strong
emphasis on the development and use of verbal and
mathematical intelligences.
• Thus, the Theory of Multiple Intelligences implies that
educators should recognize and teach to a broader
range of talents and skills.
IMPLICATION OF GARDNER’S
THEORY TO TEACHERS’….
• Another implication is that teachers should structure the
presentation of material in a style which engages most or all of
the intelligences. For example, when teaching about the
revolutionary war, a teacher can show students battle maps, play
revolutionary war songs, organize a role play of the signing of the
Declaration of Independence, and have the students read a novel
about life during that period.
• This kind of presentation not only excites students about learning,
but it also allows a teacher to reinforce the same material in a
variety of ways.
• This activates a wide assortment of intelligences, teaching in this
manner can facilitate a deeper understanding of the subject
material.
 IMPLICATION OF GARDNER’S
THEORY TO TEACHERS’
• Everyone is born possessing all the intelligences. Nevertheless,
learners will come into the classroom with different sets of
developed intelligences.
• This means that each child will have his own unique set of
intellectual strengths and weaknesses. These sets determine how
easy (or difficult) it is for a student to learn information when it is
presented in a particular manner. This is commonly referred to as a
learning style.
• The teacher can show learners how to use their more developed
intelligences to assist in the understanding of a subject which
normally employs their weaker intelligences For example, the
teacher can suggest that an especially musically intelligent child
learn about the revolutionary war by making up a song about what
happened
REFLECTIVE QUESTIONS

• Use the background information on Howard Garner’s

Multiple Intelligence Theory and then discuss and
develop indicators of the 8 intelligences.
• Using the provided self-diagnostic tool, generate and
identify personal multiple intelligence profile
• Discuss and develop lesson plan activities that
integrate multiple intelligences in learning areas for
diverse learners
LEARNER–CENTERED
PEDAGOGY
INTRODUCTION

Learner-centered pedagogy is about how

students can well be accommodated in the
teaching and learning process. As such, there
will be nested tables like the ones shown here.
LEARNER-CENTERED ACTIVITIES
• Differentiated instruction is the means to learner- centered
strategies and should be used to introduce learner-centered
strategies.

• This is the acknowledgement of diversity among learners.

• Teachers need to understand that each learner has a unique

way of accessing, processing and applying information.

• It involves many varied intentionally designed instructional

experiences; provides multiple ways of learners to access,
process, interpret and apply information.
Differences between Teacher-centred Vs Learner-
Centred strategies
Learner Centered Strategies
1. Cooperative learning: This is a teaching
strategy that involves learners working in small
groups to complete a task or project. The tasks
are structured so that each member contributes
to the completion of the task.
2. Group Discussion: This is a teaching strategy
that enables learners to articulate their views
and respond to opinion from their own. The
group may be structured either large or small
group.
3. Independent study: This is a teaching
strategy that promotes individualized learning
experience allowing the learner to select a topic
of focus, define the problem, gather and analyze
the information, apply skills and create a
product to show and tell
Learner Centered Strategies
4. Portfolio development: This is a teaching strategy
where learners are supported to gather, organize and
illustrate examples of their learning experiences and
accomplishments. It is a process of creating, collecting,
reflecting on and selecting work samples that engage
learners continuously.
5. Journaling: This is a teaching strategy that provides
learners with opportunity to record their thoughts,
feelings and reflection on a variety of learning
experiences. The journal enables learners to explore
ideas and clarify their own thinking. It promotes
reflection and higher level thinking.
6. Venn diagram: This is a graphic organizer that is used
to compare and construct information about two or
more objects, concept or ideas. It allows learners to
organize information and see relationship.
Learner Centered Strategies
7. Community service learning: This is a
teaching strategy in which a teacher designs a
project where learner will participate in a service
within a community that has a learning
component and reflection.
8. Inquiry based learning: This is a teaching
strategy which provides learners with
opportunity to examine issues systematically
that involves identifying the issues, planning
action, evaluating the action and report the
experiences for further action.
9. Project based learning: This is a teaching
strategy in which learners are guided to identify
a project which is undertaken systematically and
reported.
 COMPETENCY-BASED LEARNING
APPROACHES
The CBC suggests a shift towards learner-centered approaches such as;
Experiential learning;
Reflective learning practice;
Inquiry-based learning;
Problem Based Learning;
Project-based learning;
Blended learning;
Collaborative and cooperative learning, etc.
EXPERIENTIAL LEARNING

Experiential learning is learning through reflection, it requires no

teacher

For instance, taking learners on a field trip, where they

experience real hands-on learning, instead of reading
about it in a textbook or listening to explanations To gain
genuine knowledge from the experience, the learner
must; -be willing to be actively involved in the
experience, -be able to reflect on the experience, -
possess decision making and problem-solving skills in
order to -use the new ideas gained from experience.
Benefits of experiential learning
• Ability to apply core competencies acquired to solve real-world problems
• Access to real-time coaching and feedback
• Development of reflective practice
• Promotion of teamwork and communication skills
• Experiential learning can however lead to miss-educative experiences as all
experiences do not automatically equate to learning.
 INQUIRY-BASED LEARNING
Inquiry-based learning promotes engagement, curiosity, and experimentation. Rather
than being 'instructed to,' students are empowered to explore concepts by asking
questions and finding or creating solutions.
Inquiry-Based learning involves experiences that enable learners to develop an
understanding of aspects of the world around
It is based on constructivist learning theories where learners construct knowledge and
meaning from their experiences through the development and use of investigative skills.
IBL incorporates a process of exploring the world, which leads to:
a) Asking questions
b) Making discoveries
c) Conducting research/experiments
IBL is rooted in the famous Chines proverb
“Tell Me and I Forget; Teach Me and I May Remember; Involve Me and I Learn”
INQUIRY-BASED LEARNING
 BENEFITS OF INQUIRY-BASED
LEARNING
Inquiry learning and active learner involvement lead to the realization
of learning outcomes
Learners develop problem-solving skills that can be applied in novel
situations
Assessment is focused on determining the progress of skills
development in addition to understanding content.
Uses technology to connect learners appropriately with local and
world communities, hence providing the tools for continuous learning.
 Reflective-based learning
• Reflective practice is, thinking about or reflecting on what teachers do in class.
• This is what teachers do when they “look back at the teaching and learning that has
occurred, and reconstructs, re-enacts, and/or recaptures the events, the emotions, and
the accomplishments in class.
• It is closely linked to the concept of learning from experience, in that teachers think
about what they did, and what happened and decide on what they would do differently
next time
• Reflecting on action leads to questions such as why the approach/strategy employed
worked or did not work, what the teacher should try next time etc., are probed.
• A focus on reflection in and on the action during instruction brings about understanding
of what works and what doesn’t work
 PROJECT-BASED LEARNING
Project Based Learning is a teaching method in which students
gain knowledge and skills by working for an extended period of time
to investigate and respond to an authentic, engaging, and complex
question, problem, or challenge.
Problem-based learning (PBL) is a student-centered approach where
learners learn about a subject by working in groups to solve open-
ended problems.
The problem is what drives motivation and learning.
PBL is thus an instructional method that initiates learning by creating
a need to solve authentic tasks.
CBC suggests a shift from subject-based learning to PBL as shown in
the example below
TRADITIONAL LEARNING V.
PROBLEM-BASED LEARNING
 PROJECT-BASED LEARNING
Project Based Learning is a learning method 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 to research and
create projects that reflect their innate potential and talents.
PBL can lead to increased creativity and learner engagement for long-
term learning.
PROJECT-BASED LEARNING
 SUBJECT-BASED LEARNING VIS A VIS
PROBLEM-BASED LEARNING
1. Subject-Based Learning vis-vis Problem Based Learning

Subject-Based Learning Activity Problem-Based Learning Activity

You are teaching a unit in your writi Present learners with a similar theme and have them wri
ng class on poetry. To evaluate your te a poem in a specific format or style what form is most
learners’ understanding, you give a effective and why.
quiz on the various forms of poetry.

You are teaching a unit in science on Use simple objects to build levers propose a problem wit
levers. To test your learners’ knowl h various simple items (ruler, etc.); Give learners a scena
edge, you give a laboratory worksh rio that involves a large stone that must be carried acros
eet focusing on types of levers and f s the street with only one person to help...how can you d
orces. o this?
 BLENDED LEARNING
Blended learning is integrating traditional face-to-face instruction with
technology.
The Blended learning environments extend the reach of instruction beyond the
classroom using digital resources.
Some portion of the learning occurs online, with the learner being able to
manage the pace at which they learn,
The other portion of the learning is instructor-led, usually conducted through
webinars, allowing remote learners to engage more easily.
Blended learning is reportedly more effective than pure face-to-face or pure
online classes.
BLENDED LEARNING
 DIFFERENTIATED
Differentiation meansLEARNING
tailoring instruction to meet the individual needs of learners.
The learning environment, use of continuous assessment, and flexible grouping make
differentiated learning a successful approach to instruction.
Teachers can differentiate at least four classroom elements based on learner’s readiness,
interest, or learning needs: These are;
Content – what the learner needs to learn or how the learner will get access to the
information;
Process – activities in which the learner engages to make sense of or master the content;
Products – culminating projects that ask the learner to rehearse, apply, and extend what
he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
 COLLABORATIVE LEARNING
Collaborative learning is based upon consensus building through cooperation by
learners working in groups, in contrast to the competition, where individuals
compete with each other.
Collaborative learning is more learner-centered in that working together results in
greater understanding than if one had worked independently.
Cooperative Learning is very similar to Collaborative learning except that it
introduces a more structured setting with the teacher guiding the learning
environment.
Cooperative learning is thus defined as a set of processes that help learners
interact together in order to accomplish a specific task.
Benefits of Collaborative and Cooperative
learning
Professional
Documents
EXPECTED LEARNING OUTCOMES
• 1) Identify professional documents
• 2) Construct professional development:
• Curriculum design
• Schemes of work
• Lesson Plans
• Individualized Educational Programme (IEP)
• Records of Work
• Students’ Progress Record
Scheme of works
•A scheme of work is a document that a teacher develops from the
curriculum design. A scheme of work shows how the planned
curriculum content shall be distributed within the time allocated for the
learning area.
•A scheme of work helps the teacher to:
•Plan on what resources will be required.
•Decide on the methodology to be used.
• Plan for assessment.
•In the Competency Based Curriculum, the scheme of work format has various components. It has a
title (Scheme of Work) at the top, followed by a section that has administrative details, namely the
name of the school, the grade, the learning area, the term, and the year.
•After the administrative details, it has columns for:
1. Week
2. Lesson
3. Strand
4. Sub strand
5. Specific Learning Outcomes
6. Learning Experiences
7. Key Inquiry Questions
8. Learning Resources
9. Assessment
10. Reflection
Sample of a scheme of work
SAMPLE SCHEME OF WORK
SCHOOL, GRADE, LEARNING AREA, TERM, YEAR

Week Lesson Strand Sub Specific Learning Learning Experiences KIQ Learning Resources Assessment Reflection
Outcome
Strand
1 1 INDIGENOUS Pottery By the end of the sub Learners to observe Why is slab Sample clay items Oral questions
KENYAN strand, the learner should samples of clay items method suitable made usig slab Observation
CRAFTS Slab be able to analyse actual made using slab method for modelling techinque Discussion
Technique and virtual samples of geometric forms? Internet connectivity
items made using slab Learners to watch a video Laptops/dsektop
technique to understand on how to make items computers
the concept using slab technique

2 By the end of the lesson,  In groups to prepare How does one Reference book Oral questions
the learner should be able clay in readiess for ensure even Clay Observation
to model a cuboid form modelling thickness of slabs Water Discussion
using slab technique and  Individually model a when modelling Cutting tools
decorate it for aesthetic cuboid form using an object? battens
effect
slab technique
while observing How can one join
even thickness of slabs when
the slabs and using modelling forms?
slip to join the slabs
 Decorate the cuboid
form using
combination of
Embedding and
Piercing
2 3 By the end of the  Individually What precautions Reference book Oral questions
lesson, the learner model a should one take Clay Observation
should be able to conical form when creating Water Discussion
model a conical using slab pierced Cutting tools
form using slab technique decorations on a battens
technique and while slab form?
decorate it for observing
aesthetic effect even thickness
of the slabs
and using
moit to moist
method to join
the slabs
 Decorate the
conical form
using a
combination
of embedding
and piercing

4. By the end of the Individually model a Why are slabs Reference book Oral questions
lesson, the learner pyramidal form scored before Clay Observation
should be able to using slab joining them? Water Discussion
model a pyramidal technique while Cutting tools
form using slab observing even battens
technique and thickness of the
decorate it for slabs and using slip
aesthetic effect to join the slabs

Decorate the
pyramidal form
using combination
of Embedding
and Piercing
3 5. By the end of the Individually Why should Reference book Oral questions
lesson, the learner model a one use polite Clay Observation
should be able to cylindrical form language when Water Discussion
model a using slab critiquing Cutting tools
cylindrical form technique while other’s battens
using slab observing even artwork?
technique and thickness of the
decorate it for slabs and using
aesthetic effect moist to moist
method to join
the slabs

Decorate the
cylindrical form
using
combination of
Embedding and
Piercing

6. By the end of the Learners to talk Why is Display Oral questions

lesson, the learner about own and critique of surfaces eg Observation
should be able to others’ artwork artwork tables ,floor Discussion
critique own and important ?
others’ work.
Lesson plan
• A lesson plan is a breakdown of the scheme of work that
shows what needs to be accomplished and how
effective learning will take place within the time
allocated for the lesson.
• It also enables the teacher to contextualize the lesson
activities at a glance. The teacher is advised to adopt
inquiry-based learning techniques when planning since
they are learner-centered and key to success in
implementing the competency-based learning.
 Considerations In The Lesson Plan Preparation
•In preparing the lesson plan, the teacher should consider the following:
1) The specific learning outcome(s)
2) Learning experiences: how the specific learning outcome(s) will be achieved
3) Key Inquiry Question(s)
4) Integration of ICT in the lesson plan
5) Learning Resources
6) Core competencies
7) Values
8) PCIs
9) Links to other subjects
10)Community Service Learning
11) Non-formal activities
12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among
others
 Factors to consider when developing a lesson plan

When developing a lesson plan the teacher should:

•1) establish the learning outcomes to be achieved: Identify the outcomes
to be achieved through the lesson you plan to teach.
•2) consider the learners’ ability, background, and learning approach to use
among others.
•3) ensure the availability of relevant and appropriate materials for the
lesson.
•4) determine appropriate assessment methods to use.
 PROCESS OF EXTRACTING INFORMATION FROM THE DESIGN UP TO THE LESSON PLAN LEVEL

STRAND SUB STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY QUESTIONS
OUTCOMES EXPERIENCES
2.0 INDIGENOUS 2.3 Pottery By the end of the sub strand, Learner guided in the physical or online 1. Why is slab method suitable for
KENYAN CRAFTS the learner should be able to:- environment: modelling geometric forms?
2.3.1 Slab technique a) analyse actual and  In groups to analyse actual or 2. How can one join slabs when
(6 lessons) virtual samples of items virtual samples of slab technique modelling forms?
made using slab with focus on; 3. How does one ensure even
technique to understand - geometric forms made using the thickness of slabs when modelling
the concept techniques ( cubes, an object?
b) model a geometrical form cuboids,cylinders, pyramidal, 4. What precautions should one take
using slab technique for cones ) when creating pierced decorations
self-expression - Uniformity of the slabs on a slab form?
c) decorate the modelled  Individually model geometric
geometric form using forms (cuboids,cylinders,
appropriate techniques pyramidal, cones) using slab
for aesthetic effect technique focusing on;
d) critique own and others’ - Materials ad tools used
work. - Even thickness of the slabs
- Slab joining methods
(moist to moist, slip)
 Decorate the modelled form using
combination of;
- Embedding
- Piercing
 Display and critique own and
others’ work

NOTE: Art and Craft has 2 lessons per week

The teacher has to break the specific learning outcomes to teachable units as demonstrated in the scheme of work below.
 SAMPLE LESSON PLAN
Name of school Grade Learning Area Date Time Roll
6 Art and Craft

Strand: INDIGENOUS KENYAN CRAFTS

Sub-strand: Pottery

Sub-sub-strand: Slab Technique

Specific Learning Outcomes: By the end of the lesson, the learner should be able to model a cuboid form using slab technique and
decorate it for aesthetic effect

Key Inquiry Question(s):

a) How does one ensure even thickness of slabs when modelling an object?
b) How can one join slabs when modelling forms?
Learning Resources: Reference book, clay, water, cutting tools, battens, sample cuboid slab forms.

Organization of learning: The lesson will be outdoors. Learners will in groups first and then work individually. They will share
materials.

Introduction: The teacher to guide learners in observing sample cuboid slab forms for motivation.

Lesson presentation

Step 1: Teacher to guide learners as they work together to prepare clay by kneading it in readiness for modelling. To sensitize the learners
on the need to keep sources of clay eg riverbanks and marshes unpolluted.

The core competence of ‘communication and collaboration will be developed as the learner works with others in preparing the clay

This enhances the PCI on ESD in regards to ‘environmental conservation’

To look for opportunities to help the learners to model respect and unity as they work together preparing the clay

Step 2: Teacher to demonstrate how to roll out a slab of clay and guide learners to individually model a cuboid form using slab
technique while observing even thickness of the slabs and using slip to join the slabs.
Step 3: Teacher to guide learners to individually decorate the cuboid form using combination of Embedding and Piercing

The core competence of learning to learn will be developed as the learner models the cuboid form using the slab technique. The core
competence of creativity and imagination will be developed as the learner decorates the cuboid form using a combination of
Embedding and Piercing
Step 4: The teacher to guide learners to display and talk about their own and others’ artwork.

The core competence of ‘self-efficacy will be developed as the learner speaks about their own artwork
The core competence of ‘communication will be developed as the learner discusses the artworks with others during the display
Conclusion: The teacher summarized by emphasizing on the use of slabs with even thickness when making forms and the use of slip to
join the slabs.

Extended learning: With the help of parents and caregivers, learners collect clay, prepare it and make cuboid slab forms decorated by
embedding and piercing.
Lesson reflection: Most learners enjoyed the modelling activity but a few need assistance in decorating their slab forms
 Individualized Education
Programme (IEP)
• An Individualized Educational Programme (IEP) is a written plan that
describes what the teacher and other professionals will do to meet
the special needs of a learner.
• Ideally, an IEP should be developed by a multidisciplinary team which
may consist of the learner, a regular teacher, a special education
teacher, an assessment teacher, (Curriculum Support Officer –CSO-
SNE, and other professionals such as psychologists, speech
therapists, occupational therapists, physiotherapists, social workers,
and the parents.
• An IEP focuses on an individual learner’s needs and allows each
learner to acquire knowledge, skills, attitudes, and values at his/her
own pace.
 Components of Individualized Education Programme (IEP)

a) The learner’s present level of performance.

• The current level of performance of the learner is assessed to identify those
skills the learner has strengths in and those that he or she has weaknesses
or challenges. This can be done through observation, tests, and interviews.
For learning purposes, assessment should take place during the lesson.
Assessment results may then be used in deciding what to teach and how to
teach it.
b) Long-term and short-term learning outcomes
• After collecting information on the learner’s strengths and weaknesses, a
statement describing what is expected in each area of special learning
needs is made. This statement is referred to as a long-term learning
outcome. This is the overall aim of the IEP.
• Long-term learning outcomes in an IEP state what is expected to be
achieved within a specified period for example one month.
• The long-term outcome is then broken down into short-term learning
c) Evaluation procedure and criteria
• This step describes how progress will be assessed and specifies how well the learner is
expected
• to perform. Evaluation criteria must define the standards that are to be used to assess the
• learner’s progress or success. It is always good to evaluate progress after a specific short-term
• learning outcome.
d) Special educational needs and related services
• The IEP must be clear in listing special challenges the learner may be experiencing that
call for an IEP. The identified challenges may be addressed by a special needs education
teacher in the resource room. If the learner requires other related services in addition to
the educational intervention, this should be specified as to whom, when, and where these
may be provided.
Related services may include physiotherapy, occupational therapy, speech therapy,
guidance, and counseling among others.
e) Implementation strategy
• The IEP statement must give the date when the
program will start and the duration of time it should
take. It can be one year, a term, or a month,
depending on the skill area and the learner’s level of
ability. The review date should also be stated.
Sample Individualized Education
Programme (IEPs) report
• BIO DATA
• Name of child _________________________________
• Date of birth _____________________________Age___________
• Grade____________________
• Admission Number________________
• Parent /Guardian
• Name____________________________
• Parent /Guardian Occupation _____________________________
• Parent/ Guardian contact _____________________________
• IEP area of focus _____________________________
• Present level of performance
Strength
•1….
•2….
•3….
Weaknesses
•1….
•2….
•3…..
Initial recommendation(s): ……………………………………………………………………
• …………………………………………………………………………………………………
• Learning area/skill assessed
• Present level of performance
• Strengths Weaknesses Initial recommendation
• Observation The learner can observe the sky
• The learner is not able to draw the sky (sun, moon, clouds, and
stars).
• The learner should be guided further to observe and draw the
sun, moon, clouds, and stars.
• After establishing the present level of performance of the learner,
develop some long-term and
• short-term learning outcomes.
Long-term learning outcomes
• There is usually one long-term learning outcome. It describes what the learner is
expected to
• achieve or learn by the end of the term. More specifically, it should reflect all the areas in
which
• the learner is experiencing difficulties. They should be in line with the learner’s present
level of performance or functioning.
Short-term learning outcomes
1…
2….
3…
• These describe what the learner is expected to achieve or learn by the end of the lesson.
• Learning experiences/activities———————————————–
• Evaluation Modalities————————————————————-
• Evaluation tool————————————————————————————————
• Interpretation (Analysis of the results)
• By who——————————————————————————————-
• Other professionals to involve:——————————————————–
IEP Implementation
• Time frame: Start date—————————— End date————————–
• Review Date —————————————
 Evaluation Report
• Conclusion and final recommendation
• This comes at the end of the program
implementation.
Record of Work Covered
• This is a document that the teacher is required to
prepare daily to provide evidence of tasks
• undertaken in the course of curriculum delivery. It is a
description of how the tasks in a lesson,
• strand or sub-strand were undertaken. The teacher
should document what has been accomplished over a
given time, and any challenges encountered in the
course of implementation. The Record of Work therefore
provides a mirror against which the teacher can
evaluate performance over a period of time in relation
to the scheme of work
Components of Record of Work
The Record of Work Covered comprises various components as follows:
1. Administrative details which include:
a. School
b. Learning Area
c. Name of Teacher
d. Grade
2. Time Frame: The time frame indicates the date when the lesson was covered
3. Lesson: Order of the Lesson in the week when the work was covered
4. Work Done: This part accounts for sub-strands in accordance with the learning
outcomes
5. Reflection: This is a statement expressing the teacher’s experiences in relation
to
components of the entire lesson, successes, and failures of the lesson as well as
future
suggestions for improvement.
6. Signature: This is the identity of the teacher who taught the lesson. It helps in
accountability and transparency
Learner Progress Record
• A Learner Progress Record is made up of a learner’s
academic achievements, skills and abilities, and school
reports. Any other relevant information could also be
included.
• The Progress record documents the learner’s academic
performance on a weekly, monthly, or a termly basis. It helps
to monitor learners’ academic progress and performance.
• In addition to providing teachers with a tool to record learner
assessment data or observations, the Learner Progress
Record may be used to form groups for differentiated small-
group instruction and other Instructional Plans.
• Accurate, factual, up-to-date Record keeping is a very
important part of a teacher’s role.
• The teacher needs to keep effective records of every
learner’s performance.
• Progress records allow both the teacher and the learner
to reassess the teaching-learning relationship by
helping them understand what they need to do to
improve their work.
• The progress record further enables the teacher to base
their lesson plans on detailed knowledge and
understanding of each learner.
• Records of school report cards and/or end-of-term
results should be kept by schools should parents wish to
review or discuss past student performance.
 Sample Progress Record
Name: Maria Katana
School: Mambao primary
Grade: 2
Learning area: Environmental Activities
Ratings: Exceeds expectation (4); Meets expectation (3); approaches expectations
(2); below
expectations (1)
Performance indicators: Ratings of learner’s performance:
• Exceeds expectations
• Meets expectations
• Approaching expectations
• Below expectations

• Remarks
Responds to different…
Consistently responds to…
weather conditions…
Records
• Different weather conditions
Is able to record different weather conditions most of the time.
• Interprets weather messages
Is able to Interpret weather messages most of the time.
• Able to store water
Is able to store water sometimes.
• Able to transport water
Not able to identify an appropriate container for her water.
 CBC ASSESSMENT RUBRIC
The assessment, which is based on Competency Based
Curriculum is structured under the following aspects:

1. E.E – Exceeds Expectations (80 – 100%)

2. M.E – Meet Expectations (65 -79%)
3. A.E – Approaching Expectation (50 -64%)
4. B.E – Below Expectation (0 – 49%)

Teachers are expected to assess learners based on the

highlighted aspects of grading. The matrix below shows
a sample Assessment Rubric.
Assessment
• PURPOSE:
To enhance participants’ knowledge,
skills and attitudes in assessment .
• LEARNING OUTCOMES:
Participant will…
1. Increase understanding of the
concept of assessment AS,
assessment FOR, Assessment OF
Learning.
 Assessment Vs Evaluation
• Assessment is a process by which information is obtained
relative to some known objective or goal. Assessment is a broad
term that includes testing. A test is a special form of assessment.
Tests are assessments made under contrived circumstances
especially so that they may be administered. In other words, all
tests are assessments, but not all assessments are tests
• Evaluation: Procedures used to determine whether the subject
(i.e. student) meets a preset criteria, such as qualifying for
special education services- WORTH
• Learning Strategies and Activities:
Participants will be actively involved in “learning by doing”.
Learning strategies and activities will include: analysis, planning
tasks, small group activities, document review, discussion groups,
reading and reflection.
Assessment enables the teacher
to
• Determine the level of achievement of set objectives
• Determines how much knowledge the learners have grasped
• Establishes how the learners have mastered skills taught and
acquired attitudes
• Detects the difficulties and challenges learners are encountering,
which forms the basis for remedial teaching
• Check on the effectiveness on the use of resources and methods of
instruction
• Provides basis for learner promotion and reward.
• Provide information to school administration, parents and
stakeholders for necessary action.
• motivating and directing learning
• providing feedback to student on their performance
• providing feedback on instruction and/or the curriculum
 Assessment Roles and Goals
Assessment Roles and Goals

Roles Goals
Teacher as mentor Provide feedback and support to each student.

Teacher as guide Gather diagnostic information to lead the group

through the work at hand
Teacher the accountant Maintain records of students’ progress and
achievement.

Teacher as reporter Report to parents, students, and the school

administration about student progress and
achievement.

Teacher as program Make adjustments and revisions to instructional

director practices
SOURCE: Adapted from Assessment Roles and Goals (Wilson, 1996)
 APPROACHES OF ASSESSMENT
.

ASSESSMENT OF, FOR & AS LEARNING

Assessment of Learning (AoL),
Assessment for Learning (AfL)
Assessment as Learning (AaL)
1. ASSESSMENT OF LEARNING
• Assessment of Learning is the assessment that becomes public and results in
statements or symbols about how well students are learning. It often contributes to
pivotal decisions that will affect students’ futures. It is important, then, that the
underlying logic and measurement of assessment of learning be credible and
defensible.”

• Assessment Of learning

• Assessment of learning is a process in which a teacher summarizes and

communicates what a learner knows and can do, with respect to curriculum learning
outcome, expectations at a specified time, usually at the end of the unit or term.
The feedback in this assessment process has less impact on learners learning.

(Rethinking Classroom Assessment with Purpose in Mind” Page 55)

Teachers’ Roles in Assessment of Learning
“Teachers have the responsibility of reporting student learning accurately
and fairly, based on evidence obtained from a variety of contexts and
applications. Effective assessment of learning requires that teachers
provide:
a rationale for undertaking a particular assessment of learning at a
particular point in time
clear descriptions of the intended learning
processes that make it possible for students to demonstrate their
competence and skill
a range of alternative mechanisms for assessing the same outcomes
public and defensible reference points for making judgements
transparent approaches to interpretation
descriptions of the assessment process
Strategies for recourse in the event of disagreement about the decisions.”
Assessment For learning

• Assessment for learning is when the teacher uses an exploratory

tool to monitor the progress of an individual learner in meeting a
representative number of outcomes in a subject or a learning area.
It involves a teacher gathering data during the learning process
that provides feedback to the learner and the teacher to improve
learning.
• Students understand exactly what they are to learn, what is
expected of them and are given feedback and advice on how to
improve their work
• In Assessment for Learning, teachers use assessment as an
investigable tool to find out as much as they can about what their
students know and can do, and what confusions, preconceptions,
or gaps they might have.
Teachers’ Roles in Assessment
for Learning
“Assessment for learning occurs throughout the learning process. It is
interactive, with teachers:
aligning instruction
identifying particular learning needs of students or groups
selecting and adapting materials and resources
creating differentiated teaching strategies and learning opportunities
for helping individual students move forward in their learning
Providing immediate feedback and direction to students
Teachers also use assessment for learning to enhance students’
motivation and commitment to learning. When teachers commit to
learning as the focus of assessment, they change the classroom
culture to one of student success.”
Reflection
Think about when you use assessment for learning in
your classroom. Is the kind of feedback you provide to
students furthering their learning? Look at the Curriculum
specifically on the feedback you give
 ASSESSMENT AS LEARNING

Assessment as learning occurs when the learner

undertakes a project in which he/she is assisted by the
teacher to set individual goals, monitor own progress, do
self-assessment and reflect on their own learning, and
make further improvements in this learning process.
• AaL places special attention on the role of the learner
and promotes active engagement of learners
• AaL could be said to be an “assessment as learning to
learn paradigm
Teachers’ Roles in Assessment
as Learning
The teachers’ role in promoting the development of independent learners through
assessment as learning is to:
• model and teach the skills of self-assessment
• guide students in setting their own goals, and monitoring their progress toward them
• provide exemplars and models of good practice and quality work that reflect curriculum
outcomes
• work with students to develop clear criteria of good practice guide students in developing
internal feedback or self-monitoring mechanisms to validate and question their own
thinking, and to become comfortable with ambiguity and uncertainty that is inevitable in
learning anything new
• provide regular and challenging opportunities to practise, so that students can become
confident, competent self-assessors
• monitor students’ megacognitive processes as well as their learning, and provide
descriptive feedback
• Create an environment where it is safe for students to take chances and where support is
readily available.”
 Reflection
• Reflection: during open discussion with parents
expound on the key point that you need to invite them
to do for the purpose of improving metacognition;
SUMMARY OF APPROACHES OF ASSESSMENT

Features of Assessment of, for, and as Learning

Approach Purpose Reference Points Reference Points Key
Assessor

Assessment of Judgments about Other students Teacher

Learning placement,
promotion,
credentials, etc.

Assessment for Information for External standards Teacher

Learning teachers’ or expectations
instructional
decisions

Assessment as Self-monitoring Personal goals and Student

Learning and self-correction external standards
or adjustment
Venn diagram

summativ Formative
e- -
assessme Assessme
nt of nt for

assessme
nt as
learning
Principles Guiding Assessments
Traditional vs
Authentic
Assessment
Is John wrong?
 Is John wrong?
•Teacher: John, if I had 5
oranges in one hand, and
another five oranges in the
other, what would I have in
total?
•John: Very big hands.
 Is John wrong?
• Teacher: Supposing your father borrowed one
thousand shillings from me today, and
another one thousand shillings tomorrow,
how much money would he pay back in total?
• John: Nothing.
• Teacher: You are wrong, you don’t know
addition.
• John: You don’t know my father.
 Is John wrong?
• Teacher: John, supposing I give you two cats, and
your friend Ali gives you two cats, how many cats do
you have in total?
• John: Five.
• Teacher: Listen carefully: if I give you two cats, and
your friend Ali gives you two cats. How many cats do
you have now?
• John: Five.
• Teacher: Okay, let’s try it differently. If I give you two
camels, and your friend Ali gives you two camels,
how many camels do you have now?
 Is John wrong?

• Teacher: Good. Now, if I give you two cats, and

Ali gives you two cats, how many cats do you
have now?
• John: Five.
• Teacher: (Frustrated) Where are you getting five?
• John: I already have a cat at home.
Traditional v Authentic
Structures of New Education Assessment
Structures of New Education Assessment
Structures of New Education Assessment
 REFLECTIVE QUESTIONS

Discuss and provide feedback on the following:

1. Assignment - Complete a Venn diagram to show the

difference between assessment for learning, assessment
as learning and assessment of learning.
Individual Tasks
• Individual Tasks on formative (Assessment for)
assessment strategies
• Step 1: Identify a tool from a range of assessment
strategies for further understanding and development.
• Step 2: Design assessment tools that support the
implementation and lesson planning activities.
• Step 3: Develop and submit a lesson plan that
integrates the selected assessment tools in a subject
area.
REFLECTIONS ON THE DAY
a. I learned that…………………………
b. I need to learn more about ……………………..
c. What I liked about the day was ………………………..
d. Suggestions I have for improvement of the day
include………………………
CURRICULUM BASED
ASSESSMENT
TOOLS
ASSESSMENT: Scoring tools
• PURPOSE:
• To equip teachers with assessment skills in their areas
of specialization
• LEARNING OUTCOMES:
Participant will…
1. Enhance their skills in developing and Applying
Scoring tools in their area of Specialization
Critical content
• The use of rating scale in assessment

• The role of checklists in assessment

• Assessment Rubrics and Grading

 Rating scales
• These are used by the teacher to record observations on the
learners. The learners can also use them as self-assessment tools.
• It usually has more three points that illustrate how frequently,
consistently or independently a learner demonstrates a learning
outcome. (Mwebi, 2018)
• It involves the use of descriptive words such as ‘always’, ‘ usually’ ,
‘sometimes’ and ‘never’ to assist learners pinpoint specific
strengths and needs.
• Rating Scales allow teachers to indicate the degree or frequency
of the expected learning in terms of behaviours, skills and
strategies displayed by the learner.

• Rating scales state the criteria and provide three or four response
selections to describe the quality or frequency of student work.
Rating scales Cont….

• Rating scales also give students information for setting goals and improving
performance.
• In a rating scale, the descriptive word is more important than the related number.
The more precise and descriptive the words for each scale point, the more reliable
the tool.
• Effective rating scales use descriptors with clearly understood measures, such as
frequency.
• Scales that rely on subjective descriptors of quality, such as fair, good or
excellent, are less effective because the single adjective does not contain
enough information on what criteria are indicated at each of these points on the
scale.
Features of Rating scales
Rating scales should:
• have criteria for success based on expected outcomes
• have clearly defined, detailed statements.
• The learners can visually compare their work to the
standards provided.
• Have statements that are chunked into logical sections
or flow sequentially.
• Include clear wording with numbers when a number
scale is used
Features of a rating scale…Cont
• be short enough to be practical
• highlight critical tasks or skills
• indicate levels of success required before proceeding
further, if applicable
• sometimes have a column or space for providing
additional feedback
• have space for other information such as the student’s
name, date, course, examiner, and overall result
• be reviewed by other instructors
Sample Rating scale
• Task: Tools handling assessment
Expected learning outcome: The learner will select
the proper tool for each task and use it both skillfully
and safely.
Criteria for success: All skills must be performed
“Average” or better.
Performance area Needs Average Above Average Comments
Improvement

Selects the proper tool

Uses the tool skillfully

Uses the tool Safely

Guidelines for preparation of Rating scales
1. Review the learning outcome and associated criteria for success.

2. Determine the scale to use (words or words with numbers) to represent the levels of
success.

3. Write a description for the meaning of each point on the scale, as needed.

4. List the categories of performance to be assessed, as needed

5. Clearly describe each skill.

6. Arrange the skills in a logical order, if you can.

7. Highlight the critical steps, checkpoints, or indicators of success.

8. Review the rating scale for details and clarity.

9. Format the scale ie customize it

10 Ask for feedback from other instructors before using it with students.
Checklists
• Checklists are used for assessing content -rich items. For
example, a checklist on a learner’s assignment highlights
outcomes a learner has successfully completed.
• They outline the criteria for specific behaviors related to
the skill or skill area.
• It is usually a two-point assessment tool that
demonstrates that a learner has achieved the learning
outcomes, either yes or not yet,( Mwebi, 2018)
• Usually offer a yes/no format in relation to student
demonstration of specific criteria.
• They may be used to record observations of an
individual, a group or a whole class.
Group Tasks
• In your base groups discuss and provide feedback on
the following:
1: Using the background information provided, give a
comprehensive definition and descriptors of Rating scale
and Checklist
2.Develop a rating scale drawn from any topic/ strand in
your teaching/ learning area ( Area of specialization)
3. Develop a suitable checklist in your teaching/
learning area
 Assessment Rubrics: Background Information
.

• Rubric consist of a set of score points and related descriptors

that articulate the criteria and performance levels in a learning
arranged in a measure of quality.
• The criterion describes what a completed piece of work looks
like.
• Grading should be solely based on learners’ achievement in
meeting the learning outcomes of the subject areas.
• A rubric is a performance-based assessment tool.
• Teachers use rubrics to gather data about their students’
progress on a particular assignment or skill.
• Simple rubrics allow students to understand what is required in
an assignment, how it will be graded, and how well they are
progressing toward proficiency.
Elements of a Rubric

1) Performance criteria;

2) Rating scale;

3) Indicators.

The rubric defines what is expected and what will be

assessed.

Consider the rubric provided for participation and group

work.
Sample of rubric

Criteria
Performance Area 4 point
3 2 1 s
1.Level of Engagement in
class
2.Preparation
3.Problem solving
Sample Rubric for English Language
Performance Level 1 Level 2 Level 3 Level 4
Indicators Limited Adequate Proficient Exemplary
Criteria

Summarizing a Provides unclear Provides Provides a Provides a

story summary that incomplete substantial comprehensive
includes summary that summary that summary that
inaccurate includes basic includes relevant includes meaningful
participation information information information
Represents ideas Represents ideas Represents ideas Represents ideas Represents ideas
in a way that does in a way that in a way that in a way that
little to capture generally thoughtfully insightfully
the story captures the story captures the story captures the story
Tells story events Provides a vague Provides a Provide a mostly Provides accurate
telling that makes simplistic telling accurate telling telling that makes
few connections that makes that makes skillful
to story events shallow meaningful connections to
connection to connections to story events
story events story events
Orally presents Little attention to Adjusts volume Adjust volume Adjust volume
volume and tone and tone of voice and tone of voice and tone of voice
of voice with to partially to substantially to captivate the
minimal audience engage the engage the audience
 An example from Grade Curriculum
Designs
LEARNING AREA: SCIENCE AND TECHNOLOGY
GRADE 5
Strand Sub Strand Specific learning Suggested learning experiences Key inquiry question
outcomes
1.1 1.2 Plants By the end of the Learners are guided to collect green . What is the
LIVING 1.1.1
THINGS sub strand the plants in their locality. main
Classificati learner should be Learners are guided to take difference
on of able to: excursion to identify and classify between
plants a) classify plants flowering and non-flowering plants in flowering
into their locality plants and
flowering and non- Learners are guided to use digital non-
flowering devices such as camera phones and flowering
demonstrate tablets to take photos of flowering plants.
precautions and non-flowering plants in their
taken when locality
handling harmful In groups learners discuss the
plants in the precautions taken when handling
environment. harmful plants.
specify the In groups learners discuss the
importance importance of
of flowering plants. flowering plant.
develop interest in
 Assessment Rubric…
Indicators Exceeds Meets Approaching Below expectation
expectation expectation expectation

Correctly classifies Correctly classifies Sometimes classifies With guidance classifies

Classify plants into plants plants plants
flowering and non- into flowering and into flowering and into flowering and plants into flowering and
flowering non-flowering and non-flowering non-flowering non-flowering
assist others

Correctly
Correctly Sometime
Demonstrate demonstrate the With guidance
demonstrate demonstrate the
precautions taken precautions taken demonstrate the
precautions taken precautions taken
when handling when handling precautions taken when
when handling when handling
harmful plants harmful plants and handling harmful plants
harmful plants harmful plants
assist others

Correctly Specifies Correctly Sometimes

Specify the With guidance specifies
the importance of Specifies the specifies the
importance of the importance of
flowering plants importance of importance of
flowering plants. flowering plants.
and assist others. flowering plants. flowering plants.
Group Tasks on preparation of assessment Rubrics

• In your base groups discuss and provide feedback on

the following:
• Step 1: Identify a performance task that is to be
undertaken within the subject/ learning area.
• Step 2: Identify the curriculum outcomes relevant to
the task.
• Step 3: Develop four levels of performance with
descriptors: (Level 4- exemplary, Level 3- excellent,
Level 2- Adequate, Level 1- Limited).Participant
determines; what exemplary performance level looks
like.
Group Tasks Cont….
• What qualities distinguish exemplary performance from
other levels?
• Step 4: Grading of a learner’s performance that
incorporates the following content:
• Communicates performance on curriculum outcomes,
• Indicates learners progress in relation to the curriculum
learning outcomes over time,
• Comments will focus on learners strength and areas of
improvement,
• Parents action and response ,
• Provide information on lateness and absenteeism,
• A section on learners achievement related to social and
COMPETENCY BASED ASSESSMENT (CBA)
TOOLS

167
Learning Activity
• What is an assessment tool?
• What are some of the assessment tools
used in CBA?

• Group Activity:
• Participants brainstorm
on the assessment
tools used in classroom
assessment
INTRODUCTION
CBA Tools are instruments used to:
Collect information on acquisition of
competencies by a learner
Determine the level of acquired
competencies
Provide feedback to the learner and other
stake holders
Inform improvements on instruction
strategies
Offer relevant and appropriate
interventions
 Questionnaire Observation
• CBA s schedules
requires Checklis
the use
ts Written
of a Portfolio
variety of tests
assessme ASSESSMENT
Rubrics Learner’
nt tools TOOLS
to s profile
address Projec
the ts
different Journals Rating
learning scales
styles of Anecdotal Oral or
the Records Aural
learners.
questionin
g
1.0 OBSERVATION SCHEDULE
• Outlines characteristics and
behaviour that a learner shows
during the performance of a task
•
• The teacher records observations
made on the behaviour of the
learner on the spot
1.1 Components of an Observation
Schedule

Administrativ Competency/skill/
e information characteristic or
behaviour assessed

Learning Teacher’s statement

activity/ta on learner's
sk performance
 1.2 Sample Observation Schedule
OBSERVATION SCHEDULE
a) Administrative Information
i. School Mayoni Township Primary
ii. Learner’s name Veronica
iii. Teacher’s name Omar
iv. Grade Two
v. Learning Area/Subject Mathematics Activities/Mathematics
vi. Strand 2.0 Measurement (page 35)
vii. Sub-strand 2.4 Time (page 35)
viii. Date or period of assessment 3rd March 2020
b) Learning Activity/Task In groups, learners discuss and relate
activities to the months of the year.
 1.2 Sample Observation Schedule Cont’d

OBSERVATION SCHEDULE
c) Competency (Knowledge, skills, attitude, Ye No Comments
values) assessed (tick appropriately) s
(i) Completes the assigned work within √ Diligent and
the focused
specified time
(ii) Leads/assists others to ensure the √ Shows
group leadership
targets are realized skills
d) Feedback to the learner on ability to A good team player,
relate activities to the months of the year relates activities well
Learner’s signature
Teacher’s signature
2.0 CHECKLIST
• Offers a Yes/No, True/False format
in relation to a learner
demonstrating a specific criteria
(similar to a light switch either on
or off).
• Contains a list of characteristics of
a learner’s behaviour.
• Requires the teacher’s careful
observation of competencies
portrayed.
2.0 CHECKLIST cont’d
• Teacher marks/ticks against the
competencies portrayed.

• The observed competency can be

recorded, as observed before or at the
time of ticking.

• The learners can develop their own

checklists.
 2.1 Sample Checklist
a)Administrative information

i. School Amani Primary

ii. Teacher’s name Baraka

iii. Grade 3
Language Activities /
iv. Learning Area/Subject English
v. Strand Reading

vi. Sub-strand Phonemic awareness

vii. Date or period of assessment February 2020

 2.1 Sample Checklist Cont’d
a) Learning Activity/Task
Competence (Knowledge, skills, attitude, values) assessed (tick
appropriately)
Participat Contribut Spells Using a Uses finger Teacher’s
es es name model and for tracking comment
No. Name in choral orally to correctl working in on a model
rote naming y pairs, puts while class
reciting various alphabet recites
of letters flashcards alphabet
alphabet in order
YES NO YES NO YES NO YES NO YES NO
Collaborates, is active, more
Nyabil √ √ √ √ reading will enhance spelling
1. e √
2. Mary
3. Adam
4. Omar
Teacher’s signature Date
3.0 RATING SCALE
• States the criteria and provides three or
four response selections to describe the
quality or frequency of learner’s work.
• Teacher indicates the degree or frequency of
occurrence of competencies displayed by the
learner.
3.1 Components of a Rating scale
administrati
response
ve
options
information
(ratings)
learning
activity/tas teachers
k comments/feedba
ck
competency
to be
assessed
3.2 Descriptive words for Rating scale
• Examples of descriptive terms that indicate
degree or frequency of occurrence are;

1 2 3 4
always very satisfactory very satisfied excellent
usually satisfactory satisfied good
sometimes unsatisfactory unsatisfied and fair
never very unsatisfied weak
 3.3 Sample Rating Scale
RATING SCALE
a)Administrative Information
Learner’s name ____________________________Grade _____
School _____________________________________________
Learning Area/Subject_______________________________
Strand _____________________ Sub-strand ______________

Learning Activity _____________________________________

 3.3 Sample Rating Scale Cont’d
b) Competence (knowledge, skills,
attitudes, values) assessed Always Usually Sometimes Never
4 3 2 1

Selects appropriate tool

Uses the tool appropriately
Uses the tool safely
c) Comments on the learner’s performance

Learner’s signature ____________________________ Date ___________________

Teacher’s Name ___________________ Signature____________ Date ___________

4.0 QUESTIONNAIRE

• Is a list of questions on various aspects of a

learner’s situation or issue.
• Respondents to give honest opinions or views.

• Questions are either open-ended or closed.

• Can be developed and administered by the

teacher before, during or after the learning
process.
4.1 Components of a Questionnaire
Title Administrative
information
General Specific instructions on
instruction how to respond to specific
s questions
Questionnaire Conclusion.
items/Question
s
 4.2 Extract from a Questionnaire

The teacher may want to find out if the learner eats

fruits.
Did you eat a fruit yesterday? (Tick appropriately)
• Yes No
• If yes, name the fruit ____________.
• How often do you eat fruits
Daily weekly monthly any
 5.0 PROJECT
A Project is a set of Gives an opportunity for
activities
implemented within a learners to apply
given timeframe acquired knowledge
and skills to a real life
situation

Should have a Can be assessed using

clearly stated observation schedules,
purpose and set of rating scales, checklists,
objectives journals and portfolios

Projects can be used for learning, problem solving or

income generation
5.1 Sample Project Task
This project should be
undertaken in one term within
the school. In groups, learners
will be expected to:
identify forms of kitchen
garden.
choose a suitable form of a
kitchen garden.
name types of crops that can
be grown in the kitchen
5.2 Sample Project Task cont’d

choose one crop that is best

suited to the environment.
create a kitchen garden at
school.
care for the crop in the kitchen
garden.
maintain progress
 6.0 JOURNAL
Journals entail the learner keeping a
record of their personal feelings,
thoughts, experiences and activities on
a daily basis.
Learner’s Based on the learner’s
development can performance, the teacher
be tracked can provide either
through their support, challenge or
writings both.
 6.1 Components of a Journal

Name and Happening

Contacts of s/activities
the learner
Feelings of
Date of entry
the learner

Targeted Teacher’s
competencies comments.
 6.2 Sample Assessment Journal
School: Majengo School
Learner’s Name: Sidi Mdzomba
Grade 3
Date of Entry: 5th February 2020
Targeted practicing of healthy habits that promote
Competency: wellbeing,
Happenings/ bathing, brushing teeth, and dressing.
Activities:
Learners feelings: I feel great having white shiny teeth and fresh
breath because I brushed my teeth. I am a good
girl because I am smart and clean.
Teacher’s You are a wonderful girl, you remembered to
Comments brush your teeth and you are also smartly
 7.0 ORAL and AURAL ASSESSMENT
(Signing & Observing Assessment)

i) Oral/Signed Assessment
Aimed at assessing a learner’s
speaking/signing and listening/observing skills.
Teacher asks questions verbally/signing.
Learner can respond verbally/signing or using
other appropriate modes of communication.
Teacher should give prompts and
verbal/signed or non-verbal cues as they ask
oral/signed questions.
7.0 ORAL and AURAL ASSESSMENT Cont’d

Aural/Observing Assessment

Aimed at assessing the learners

listening/observing skills.

Usually pre-recorded (with

captions) and played to the
learner.
7.2 Sample Oral Questioning
Listening and Speaking
The teacher greets the learner. The learner
responds. The teacher asks the learner to sit.
The teacher then says,
“I am Teacher Baraka. I would like you to tell
me about your home” But first, tell me, what is
your name?
(Learner responds)
• Where is your home? ______ (Learner
responds)
• Why do you like your home?____ (Learner
responds)
• What activities do you do when you are at
home?
 8.0 LEARNER PROFILE
•A summary of the teacher’s opinion on a
learner’s mastery of competencies.
Enables the teacher to
understand the:
i) competencies developed
ii) challenges the learner is
experiencing

The learner’s competencies can

be assessed by peers, teachers,
parents, and community
members.
8.0 LEARNER PROFILE cont’d
• The teacher constructs a learner’s profile
using information obtained from:

checklis
observation
t
schedule portfolio

learner’s
journal involvement in
projects
8.1 Sample Learner Profile
Leaner’s Name: Bahati Ngeli
Grade: 3
Teacher: Mrs. Gado.
Learning area/Subject: Environmental Activities/Science
Strand: Plants
Learning outcome: identify and categorise different types of plants.
Students—
Students— Preferences/
Criteria Students—Strengths Weaknesses Interests
Excellent knowledge Challenges in Talented in
Identification of names of plants sharing
of plants information about drawing plants
plants with peers
Thorough knowledge None observed Loves expressing
Categorisation of types of plants
of plants self using
drawings
Very confident in Has challenges in Loves gardening
caring for plants, observing safety and
Appreciation when handling Prefers hands-on
thorny plants activities
 9.0 ANECDOTAL RECORDS

An account of a Mostly focuses on

significant event very simple,
in a learner’s day everyday
as they happen interactions
or immediately involving
after. learners.
The event may Records specific
be described observations of a
using Reports, learner's
photos, drawings behavior, skills
etc. and attitudes.
9.1 Sample Anecdotal Record

• School: Upendo Tele Primary School

• Learner’s Name: Baraka Juma Grade 2
• Observation Date: February 2020 Observation Time: 10:00 a.m
• incident/event
• Baraka expressed disbelief that animals can have an argument and hold a race as narrated
in the story of the tortoise and the hare.
• Location/Setting
• English activities lesson, Story telling session
• Teacher Comments:
• Baraka demonstrated critical thinking when he expressed his views about the lesson learned
from the story.
• Teacher’s Name ____Pendo_______Signature Tchr Pendo
10. Written Assignments/Tasks

Tasks designed according to pre-

determined criteria to measure
competencies.
Elicit evidence on the acquisition of
learning outcomes and
competencies.
They take form of multiple choice,
short structured and short essay
questions.
• The are accompanied by a scoring guide
Participant Reflection
Which assessment tools can I
now develop confidently?

Which assessment tools do I need

to put more practice in when
developing and using?

How will I use the learning

experiences from this training in
classroom assessment?
 • SESSION 2
ASSESSMENT RUBRICS
 Session
Outcomes
Participant should be able to:
• describe rubrics in assessment;
• identify the components of rubrics in assessment;
• describe and develop analytic and holistic rubrics in
assessment;
• use rubrics to effectively assess learner’s
performance;
• explain the merits of using assessment rubrics.
11.0 ASSESSMENT RUBRIC
• Its an assessment tool used to interpret and assess
learner’s performance in a task. It consists of:

Performanc
Criteria Descriptor
e Levels
s
11.1 Sample Assessment Rubric
11.2 Types of Rubrics

• There are two types of rubrics.

•1 Analytic Rubric
• Breaks down content or tasks
being assessed into parts.
• Assesses each part separately.
 11.3 Sample Analytic Rubric
Exceeds Meets Approaches Below
CRITERIA expectation expectation expectation expectation
4 3 2 1
Sorting utensils Correctly sorts Correctly sorts Correctly sorts Sorts utensils
according to utensils utensils some utensils according to
their use according to according to according to their use with
their use and their use. their use. assistance.
arranges them
neatly.
Pairing and Accurately and Accurately Pairs and Has difficulty
matching systematically pairs and matches some pairing and
utensils pairs and matches utensils matching
according to matches utensils according to utensils
specified utensils according to specified according to
attributes according to specified attributes. specified
specified attributes. attributes.
attributes.
•2 Holistic Rubric

• Assesses overall performance

on a task as a single entity.
• Scores the overall competencies
of the learner.
 11.4 Sample Holistic Rubric
Exceeds Meets Approaches Below
CRITERIA expectation expectation expectation expectatio
4 3 2 n
1
Sorting , Correctly sorts Correctly sorts Sorts most Sorts some
Pairing and utensils, utensils, utensils, utensils,
matching accurately accurately accurately accurately
utensils pairs and pairs and pairs and pairs and
according to matches them matches them matches them matches
their use and according to according to according to them
specified their use and their use and their use and according to
attributes specified specified specified their use and
attributes then attributes attributes specified
arranges them attributes
neatly
 11.5 Sample Holistic Rubric
Exceeds Meets Approaches Below
CRITERIA expectation expectation expectation expectatio
4 3 2 n
1
Identifying Correctly Correctly Identifies and Identifies
and using identifies and identifies and uses some and uses
improvised skillfully uses uses improvised improvised
materials for improvised improvised materials for materials for
cleaning materials for materials for cleaning cleaning
utensils, and cleaning cleaning utensils, and utensils, and
drying the utensils, and utensils, and dries some of dries the
utensils using dries the dries the the utensils utensils with
appropriate utensils using utensils using using assistance
methods appropriate appropriate appropriate
methods methods methods
11.6 Using Rubrics Effectively
• Share rubrics with learner before giving the
task
• Have learners evaluate their own work or each
other’s work using the rubrics
• Use the rubrics as the basis for feedback

• Involve learners in revising and improving the

rubrics
• Assess learners based on the rubrics
Learning
Activity
In groups of 4-6
• Identify a learning
area/Subject.
• Select a strand and sub-
strand.
• Come up with a task.
• Develop either an analytic or
a holistic rubric for the task.
• Groups to present their work
in plenary session.
 • SESSION 3
PORTFOLIO ASSESSMENT
 Session
Outcomes
Participant should be able to:
• explain the meaning of portfolio in
assessment;
• describe various types of portfolios used in
assessment.
• identify features of a good portfolio;
• describe the development of a portfolio;
 Cont’d
Session
• Outcomes
create different types of portfolios
• explain the effective management of portfolios in
the learning process;
• explain how parents can be engaged in portfolio
assessment;
• explain the importance of portfolio in assessment.
12.0 MEANING OF PORTFOLIO
• A portfolio is a purposeful
collection of learner’s work.
• Shows effort, progress and
mastery of a specified
learning outcomes or
competencies.
• It provides evidence of
achievement or mastery
over a period of time.
Our Reflection
• What materials can we
use to prepare a
portfolio?

• Who develops the

portfolio?
12.1 Types of Portfolios

Working Showcase Assessment

Portfolio: Portfolio: Portfolio:
A collection Created by Used to document a
of learner’s a learner to learner’s mastery of
work in display skills or
progress or their best competences in a
completed work particular learning
samples of area. It contains
work samples of learner’s
work that has been
assessed by the
teacher
12.2 Features of a good Portfolio
1 Cover page

2 Table of
content
3 Entries (drafts and completed work)

4 Dat
e
5 Reflections
12.3 STAGES OF DEVELOPING A PORTFOLIO
1. Planning
i. Type
ii. Audience
iii. Storage
iv. Communication
Collection of work samples
Selection of work samples
Reflectio
n Feedback
Learning Activity

In groups, participants to assume the kitchen

garden project has been running. Create an
assessment portfolio using the task on the kitchen
garden provided.

Learning area/ Subject: Environmental

Activities
Strand: Healthy Practices
Sub-strand: Kitchen garden
Task: Participants will be expected to identify a
suitable form of a kitchen garden, choose and
grow crops that are suited to their environment.
Learning Activity Cont’d

• The assessment will be

guided by the following
rubric which should be
shared with the participants
before they start making
the portfolio
12.4 Assessment Rubric for the Portfolio
Criteria Evidence in
4 3 2 1
portfolio
Choice of Identifies and identifies Identifies and Identifies Photos,
the form of choses a form and choses a choses a and choses pictures,
kitchen of kitchen form of form of a form of drawings,
garden garden suited in kitchen kitchen kitchen videos,
their garden garden garden that descriptions of
environment, suited in though may is not kitchen
made from their not be suited appropriate gardens
locally available environment to their
materials. environment
Choice of identifies and identifies Identifies and Identifies Photos,
plants for choses a variety and choses choses some and choses pictures,
kitchen of plants that most plants plants that plants that drawings,
garden are suited for a that are are suited for are not videos,
kitchen garden suited for a a kitchen suited for a descriptions
and their kitchen garden but kitchen and mounted
environment garden not their garden nor plants of
environment their plant
 12.4 Assessment Rubric for the Portfolio… Cont’d
Criteria Evidence in
4 3 2 1 portfolio

Creating Correct choice of Correct Soil and Plants Photos,

a soil for plant, choice of soil some plants planted pictures,
kitchen proper for plant, not suited. without drawings,
garden preparation of proper Soil not consideratio sample soil
soil for planting preparation prepared n on mountings.
and appropriate of soil for and appropriaten Photos
placement of the planting. placement of ess of soil; showing
form/garden Some form/garden preparation stages of
forms/garde not well of soil or garden
n not thought out. placement of preparations
appropriatel form/garden.
y placed
 12.4 Assessment Rubric for the Portfolio … Cont’d
Criteria Evidence in
4 3 2 1
portfolio
Quality of All plants are Most plants Some plants Only a few Photos,
final product healthy and are healthy are healthy plants are pictures of
well cared for and well healthy plants in the
(watered, cared for garden
well weeded,
pruned,
thinned)
Teamwork Clear Clear No clear No common Teacher
leadership, leadership, leadership, purpose. observation
division of fair division no Participation notes,
labour, co- of labour, assignment is left to one Learner self-
operation in majority of specific or a few reflection
performance participate duties individuals. /peer/teache
of tasks, unity in the though r
in purpose. project. some assessment
All participate
participate. in the
12.5 Effective Management of Portfolios
• The teacher should:
• review entries in the portfolio with learners regularly.
• Focus more on quality than quantity;
• involve the learners in organizing the portfolio.
• organize for the storage of the learners’ portfolios.
• NOTE: storage holders for the portfolio should be
made from locally available and accessible
materials.
12.6 Storage of Portfolios
Learners’
Baskets portfolios
Files/folders
can be
Display books organized Electronic
and stored storage devices
Ring binders
in:
Cartons Media platforms
Sacks Storage holders
12.7 Parental Engagement in
Portfolio Assessment

• The parents/guardians should:

• be informed about portfolio assessment

• be involved in the development of their learner’s

portfolio

• provide support for their learner’s effort and

interest

• provide feedback to their learner

12.8 Importance of Portfolio Assessment

• Enables learners to show quality of work

in collaboration with others

• Instructional goals are set at the

beginning and shared with the learner

• Provides a clear profile of learners in

terms of abilities and interests
12.8 Importance of Portfolio Assessment cont’d

• It allows demonstration of a wide range of

competencies

• It demonstrates leaner’s progress over time.

• It gives learners an opportunity to reflect on their

work.

• It enables learners to demonstrate their

creativity.
13.0 Adaptation of Assessment Tools for Learners with Special
Needs

Adaptations in assessment involve

modification of assessment methods and
tools to suit learners with special
educational needs.
Modifications may be in terms of
presentation of assessment task,
duration of tackling the task, ways of
responding to the task and
scheduling.
INCLUSIVE
EDUCATION
EXPECTED LEARNING OUTCOMES
By the end of the chapter students will be able to;
• Recognize, accommodate and meet the learning needs
of all our students
• Acknowledge that our students have a range of
individual learning needs and are members of diverse
communities
• Avoid stereotyping students as belonging to specific
groups with predictable and fixed approaches to learning
• Student engagement and belonging through their learning are
integral to student success. In order to ensure that all students are
engaged and feel like they belong, an inclusive learning approach
can be employed to improve the experience and outcomes of
students from diverse groups.

• Educational practice should be purposely designed to meet a diverse

range of needs, enhancing the quality of education for all learners,
rather than being focused upon individual students or groups in a
deficit approach. It also means proactively addressing the barriers
that may prevent students from learning.
Inclusive Education

An Introduction
Purpose of the section
• To recognize that Inclusive Education is the current
goal of the global education reform for the provision of
education to children with special needs and
disabilities

• To learn about the principle components and practice

of inclusive education

• To appreciate & adequately address the diversity of

learners’ educational needs.
Definition of Inclusive Education
Inclusive education is a philosophy of
ensuring that:
The educational systems & schools are
open to ALL learners
All learners are respected for their
unique capabilities
Learners are an integral part of
learning within the regular classroom.
Collaborative efforts among
parents/guardians, teachers, community
and government, are put in place.
 Definition of Integration/Mainstreaming
Participation of learners with SEN in regular
schools without making changes in the curricular
provision. Learners get some or no support & are
expected to adapt to the regular school programs.
Functional integration – regular classroom but
the use of a resource room
 Locational/physical – a special unit
Social integration – special for learning but
joins regular peers for social activities
Objectives of inclusive education
• Provide an educational plan that modifies curriculum for
maximum opportunities for learners with SEN
• Develop positive attitude among parents, teachers, peers and the
larger community
• Provide equal opportunities to all children
• Develop and implement a flexible & accessible curriculum to all
children
• Reach the unreached children & youth in the regular schools
• Facilitate inclusion of the learner in all aspects of life
• Identify & minimize barriers to learning & development
• Minimize effects of disabilities on the child
 Principles and benefits of inclusive education
• Equal opportunities for quality education
• Child-centered curriculum in a school within his/her
community
• Accessibility to learning by all learners through differentiated
learning & assessment process
• The needs of ALL learners are addressed
• Recognition of individual differences
• Provision for positive learning opportunities with support for
learners with SEN in the regular school
• Focus on change of attitudes, behaviors, and teaching
methods to overcome existing barriers to learning
• Calls for collaboration between education service providers
and others in the community
Benefits of inclusive education
• All learners learn and grow in an environment
which they will later live and work.
• Teachers become accommodating, patient,
cooperative, etc
• Children become considerate, patient and humble
as they support their peers with SEN
• Teachers share ideas & knowledge among
themselves, with parents, etc and develop their
knowledge and skills
• It creates a school for all where everybody
benefits
• Gives equal opportunities to all learners promoting
the rights of all to education
Benefits of Inclusive Education
Benefits to learners
• Greater success in achieving IEP goals
• Those with SEN in regular classes do better academically &
socially than those in non-inclusive schools
• Gain high self- esteem for being accepted by peers &
teachers
• Benefits to regular learners
Reduced fear of human differences
Increased comfort & awareness
Development of personal principles
Warm & caring friendships
Benefits of Inclusive Education
Benefit to teachers
 Gain knowledge and skills

 Move to manipulative & creative methods of

teaching

 Use of more collaborative problem solving

approaches among learners

 Promotion of teamwork between teachers & support

teachers, physiotherapists, etc
• 21st teaching expects that we all adopt an inclusive
approach to teaching. This means:
• Recognizing, accommodating, and meeting the learning
needs of all our students.
• Acknowledging that our students have a range of
individual learning needs and are members of diverse
communities.
• Avoiding stereotyping students as belonging to specific
groups with predictable and fixed approaches to
learning.
 To help you to understand and practice inclusiveness in your teaching, you can follow the Inclusive Practice in 5
'be' statements
•1. Be Approachable
 Introduce yourself to students in a way that connects them to you and your choice to be a lecturer/staff member in this field
 At the first lecture and/or early on in introducing your practice and expectations as well as your unit
 Reduce the barriers between you and your students to develop rapport
 Don't underestimate the power of 'just listening'

•2. Be Proactive
 Communicate with students with disability early (and directly) where possible
 Provide unit outlines early so they can be accessed by students before the semester starts. This may assist students to make informed choices
when they are unsure if they will be able to meet any inherent requirements. This also allows students to determine where they may need
assistive strategies put into place
 Be aware of the support services that are available in your university and how they may be accessed
 Provide an orientation to laboratory/workshop/tutorials/technology before students begin to help reduce anxiety
 Think creatively about alternatives and solutions that might complement all students, not just those with disability

•3. Be Flexible
 Consider, and provide, alternatives to the 'common' assessment and delivery methods within your course (ensuring they meet the learning
outcomes)
 Be open to ideas that are proposed by students themselves who may have challenges in addressing assessment criteria because of their
conditions
•Be Planned
 Have your unit materials developed ahead of the semester so students who require extra time to complete the
readings can access them early
 Ensure your unit materials are provided in electronic formats appropriate for assistive technology (for
example screen readers)
 Consider the individual needs of students when assigning students to groups
 Ensure you follow correct 'teaching and learning' policies about clearly articulating assessment
activities/learning objectives/inherent requirements in all course materials.

•5. Be Human
 It's ok to acknowledge your limitations as a 'human being'
 Making even the smallest of steps to becoming more inclusive, or towards helping just one student is very
worthwhile
Some Effective Inclusive Teaching
Practices
• Model and develop the capacity for perspective-taking.
• Pose questions that elicit diverse experiences and
knowledge of students.
• Encourage divergent perspectives to be voiced.
• Make group work more inclusive.
• When assigning group work, assign students in
groups rather than have them choose their own.
• Try to ensure diversity among groups but try to
avoid putting a single student of a marginalized identity
in a group.
• “Scaffold” assignments by adding opportunities for students
to learn how to effectively complete each of the parts of the
assignment and then to integrate them.
• Ask for regular feedback from your students and then
respond to their feedback.
• Encourage active learning strategies. Active learning consists
of a variety of techniques in which students learn by doing things
and thinking about what they are doing. Active learning practices
have increased equity in teaching (Eddy & Hogan, 2014; Haake et
al., 2011; Lorenzo, Crouch, & Mazur, 2006).
• Employ universal design for learning (UDL) guidelines. These
help to maximize learning for all students based on the varied
needs of students.
 Why inclusive learning and teaching is important
to us - the drivers

• It’s a social and ethical responsibility that will have a

positive impact on the way the staff and student
community work together to improve the development
of, and support for all its members.
• It’s central to learning and teaching strategy
• Opportunity to learn from different global perspectives.
• Students need to feel that they can bring their ‘whole
selves’ to school. They should feel that they are valued,
equal, and able to participate and contribute fully to the
social, cultural, and academic life of both school and
their disciplines. These values, when fully embodied,
bring out the best in everyone.
• There is a growing issue of poor mental health in the
community and the way of teaching and learning – and the
expectations put on our students – are contributory factors.”
• It’s a legal requirement under the Basic Education Act that
outlaws direct and indirect discrimination on the grounds of
the protected characteristics including age, disability,
ethnicity, gender, gender reassignment, religion/belief, and
sexual orientation and requires us to take positive steps to
promote equality.
• Employers are increasingly recognizing the value of a
diverse and inclusive workforce.