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fundamentals of cbe

Fundamental of Pedagogy (Mount Kenya University)

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TOPIC ONE: BASIC EDUCATIONAL FRAMEWORK FOR CBC

OVERVIEW OF COMPETENCY-BASED CURRICULUM AND BASIC EDUCATION

CURRICULUM FRAMEWORK

Competency-Based Curriculum (CBC)

A Competency-Based Curriculum (CBC) is an educational approach focused on developing
specific skills, knowledge, and attitudes that learners need to succeed in life and work. Unlike
traditional curricula that emphasize rote learning and content memorization, CBC prioritizes the
ability to apply knowledge in real-world situations.
Key features of a Competence-Based Curriculum include:
1. Learner-Centered Approach: Focuses on the learner's needs, interests, and abilities,
encouraging active participation and self-directed learning.
2. Skills and Competencies: Emphasizes practical skills and competencies, such as
problem-solving, critical thinking, communication, and collaboration.
3. Outcome-Oriented: Learning is structured around achieving specific outcomes or
competencies, rather than simply covering content.
4. Continuous Assessment: Evaluation is ongoing and based on a learner's ability to
demonstrate the competencies, rather than just passing exams.
5. Flexibility: Allows learners to progress at their own pace, focusing on mastering
competencies rather than adhering to a fixed schedule.
6. Integration of Knowledge: Encourages the application of knowledge across different
subjects and real-life contexts.
CBC aims to equip learners with the skills needed for lifelong learning and adaptability in a
rapidly changing world.
CBC Vision
An engaged, empowered and ethical citizen. The vision of a Competence-Based Curriculum
(CBC) is generally centered around producing holistic, well-rounded learners who are equipped
with the skills, knowledge, values, and attitudes necessary to thrive in the 21st century. While
specific visions may vary depending on the country or institution implementing the CBC, the
overarching goals typically include:

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1. Empowered Learners: To develop learners who are confident, creative, innovative, and
capable of critical thinking and problem-solving.
2. Lifelong Learning: To instill a culture of continuous learning and adaptability, enabling
learners to navigate and succeed in a rapidly changing world.
3. Holistic Development: To foster the intellectual, emotional, social, and physical
development of learners, ensuring they grow into well-rounded individuals.
4. Real-World Relevance: To provide education that is directly applicable to real-life
situations, making learning meaningful and relevant to everyday experiences.
5. Inclusivity and Equity: To create an inclusive learning environment that caters to
diverse learner needs, promoting equity and fairness in education.
6. Global Competitiveness: To prepare learners to compete and collaborate on a global
stage, equipped with the skills necessary for the modern workforce.
7. Ethical and Responsible Citizens: To nurture responsible citizens who value integrity,
sustainability, and respect for others, contributing positively to society.
The vision of CBC ultimately seeks to transform education from a focus on content delivery to a
system that empowers learners to apply their knowledge and skills in meaningful ways
throughout their lives.

CBC Mission
Nurturing every learner’s potential. The mission of a Competence-Based Curriculum (CBC) is
typically aimed at implementing an educational framework that nurtures and develops learners'
abilities to become competent, responsible, and productive members of society. The specific
mission may vary depending on the country or educational institution, but generally, it includes
the following elements:
1. To Develop Essential Skills and Competencies: Focus on equipping learners with the
practical skills, knowledge, and attitudes needed to succeed in both personal and
professional life.
2. To Foster Holistic Growth: Promote the intellectual, emotional, social, physical, and
moral development of learners, ensuring a balanced and comprehensive education.
3. To Promote Learner-Centered Education: Implement a learner-centered approach that
recognizes individual differences, encourages active participation, and supports
personalized learning experiences.

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4. To Encourage Lifelong Learning: Instill a mindset of continuous improvement and

adaptability, preparing learners to navigate the challenges of a dynamic and ever-
changing world.
5. To Enhance Real-World Application: Ensure that education is relevant to real-life
situations, enabling learners to apply their knowledge and skills in practical, meaningful
contexts.
6. To Support Inclusive Education: Provide equitable learning opportunities for all
students, regardless of their backgrounds, abilities, or circumstances, fostering an
inclusive and supportive learning environment.
7. To Build Ethical and Responsible Citizens: Cultivate values such as integrity, respect,
sustainability, and civic responsibility, empowering learners to contribute positively to
their communities and society at large.
8. To Promote Global Competitiveness: Prepare learners to compete and collaborate on a
global scale, equipped with the skills and competencies required in a globalized
economy.
The mission of CBC is to transform education into a system that not only imparts knowledge but
also builds the skills, attitudes, and values necessary for learners to thrive in all aspects of life.
Rationale for Curriculum Reforms
• Constitution of Kenya, 2010
➢ Article 53 (1) (b) states, that every child has a right to free and compulsory basic
education
➢ Article 10, National Values and Principles of Governance
➢ Chapters 6, Leadership and Integrity
➢ Promoting Kiswahili as a national and official language and English as official
languages.
➢ Encouraging teaching and learning of KSL and Braille.
➢ Developing and promoting the use of indigenous languages.
➢ Emphasis on communication formats and technologies accessible to persons with
disabilities.
• The Kenya Vision 2030
➢ Integrating early childhood into primary education
➢ Reforming secondary curricula

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➢ Modernizing teacher training

➢ Developing programmes for learners with special needs among others
• Task Force Report chaired by Professor Odhiambo, 2012 recommended:
➢ Major curriculum reform to align it with the Constitution, 2010 and to address
the dictates of Vision 2030
➢ Inclusion of community service programmes in the school curriculum
• Draft Sessional Paper on ‘Reforming Education and Training in Kenya’
recommends:
➢ Reforming the education sector to provide for the holistic development of
learners
➢ Recommends a competency based curriculum
➢ Early Identification and nurturing of talents
➢ Introduction of values
➢ Introduction of three learning pathways at Senior Secondary School level.
• Summative evaluation of the 8-4-4 system of education, 2009 recorded:
➢ 8-4-4 was academic and examination oriented.
➢ Teachers hardly use formative assessment (assessment for learning). Assessment
was limited to summative assessment (assessment of learning).
➢ Graduates at secondary school level also did not acquire adequate entrepreneurial
skills for self-reliance.
➢ Did not provide flexible education pathways for identifying and nurturing
aptitudes, talents and interests of learners early enough in order to prepare them
for the world of work, career progression and sustainable development.
➢ Identified skills gaps: agricultural, entrepreneurial, vocational and technical skills,
innovation and creativity and ICT.
➢ Recommended a needs assessment survey
• KICD Needs Assessment Survey 2016, recommended:
➢ A curriculum reform
➢ A wide curriculum to cater for various talent areas to enable learners achieve their
potential and be better equipped to develop themselves and the nation.
➢ A functional holistic curriculum that would produce an individual with spiritual,
moral and social aspects with ability to live amicably with others.

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➢ Development and acquisition competencies at every level of learning

➢ A flexible and comprehensive educational structure and system
• East African Community Protocol recommendations on:
➢ National Goals of Education
➢ Structure for Basic Education
➢ Key Competences Learning areas/subjects
➢ Learning outcomes for ECD, Primary and Secondary
➢ Guidelines on assessment
• Global Standards
➢ UNESCO IBE – recommends curriculum review every 5 years
➢ Sustainable Development Goal No 4 (ensuring quality education)
➢ 21st Learning (Skills and Approaches)
The 21st century learner is…
• A communicator
• A problem solver
• A critical thinker
• A collaborator
• Information and media literature
• Financially economically literate
• An innovator
• A self-directed learner
Paradigm shift – table
From (less) To (more)
Content focus Focus on the development of competencies
Rigid and prescriptive curriculum with Learners’ interests and special abilities should
limited flexibility be considered in the learning process. Flexible
with opportunities for specialization
Teaching where the role of the teacher is Learning where learners take charge of their
directing and authoritative learning and teacher’s role is facilitating,
guiding and providing resources
Teacher-centered Learner centered

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Emphasis on summative assessment and Emphasis on formative assessment and

competition among learners collaborative learning where learners share
knowledge and experiences
Strict adherence to a fixed curriculum Learners’ interest are valued, which leads to
identification and nurturing of talents
Learning is based on repetition Learning is interactive and builds on what the
learner already knows

Paradigm shifts in the Teacher Education Curriculum Reform

From To
Focus on content knowledge Focus on pedagogy and professional
Focus on teacher centered teaching Focus on Learner centered pedagogy
Academic and competitive teaching Reflective teaching and mentorship
No set standards for teacher training Set standards articulated in the learning
Little focus on skills Focuses on 21st Century skills
Emphasis on summative assessment Balance of formative and summative

Pillars of CBC
• Values
• Guiding principles
• Theoretical Approaches
Values
• Love
• Responsibility
• Respect
• Unity
• Peace
• Patriotism
• Social Justice
• Integrity
How Values are integrated in the Curriculum:

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• Mainly through infusion and selection of learning environment and suggested learning
experiences
• Guidance and Counselling programmes
• Whole-School Approach which involves learners, teachers, support staff, Board of
Management, family members, wider school community and relevant stakeholders

Guiding principles
• Opportunity
• Excellence
• Diversity and Inclusion
• Parental Empowerment and Engagement
• Community Service Learning
• Differentiated Curriculum and Learning
How the Guiding Principles have been applied in the curriculum:
• Pathways open opportunity for different categories of learners
• Stress on excellence in all teaching and learning
• Parents are engaged through extended learner activities
• Varied activities are suggested to cater for the different learning styles
Theoretical Approaches
Instructional Design Theories
• Vygotsky’s Socio-Cultural Theory
Lev Vygotsky’s Sociocultural Theory is a framework in psychology that emphasizes the
fundamental role of social interaction in the development of cognition. Vygotsky, a Russian
psychologist, argued that community and culture play a central role in "making meaning." His
theory highlights how cultural tools, language, and interaction with more knowledgeable others
(such as parents, teachers, and peers) significantly shape our learning and cognitive
development.
• Gardner’s Multiple Intelligences Theory
Howard Gardner’s Theory of Multiple Intelligences, proposed in 1983, challenges the traditional
view of intelligence as a single, general ability. Gardner argued that humans possess multiple
intelligences, each representing different ways of processing information. His theory suggests

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that individuals have unique combinations of these intelligences, and that traditional IQ tests
only measure a narrow range of human potential.
• Piaget’s Theory of Cognitive Development
Jean Piaget’s Theory of Cognitive Development is one of the most influential theories in the
field of psychology, particularly in understanding how children develop intellectual capabilities.
Piaget proposed that children go through a series of developmental stages that are marked by
distinct cognitive abilities. His theory suggests that children actively construct their
understanding of the world through experiences and interactions with their environment.
The Theories Have Been Applied in the Curriculum in:
• Designing of the curriculum and lessons.
• Selection of learning experiences
• Differentiated curriculum and learning approaches
• Selection and development of learning materials
Core Competencies
• Communication and collaboration
• Critical thinking and problem Solving
• Creativity and imagination
• Citizenship
• Digital literacy
• Learning to learn
• Self-efficacy

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FOCUS OF BASIC EDUCATION LEVELS

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THE PRESIDENTIAL WORKING PARTY ON EDUCATION AND REFORMS

The Presidential Working Party on Education and Reforms (PWPER) was appointed to look into
issues across the Education sector from M&E reports. The issues included:
➢ Inadequate teacher capacity, infrastructure and cost of implementation.
➢ The number of learning areas was high within the available time and resources.
➢ Issues of content overload, overlaps, suitability of instructional materials and attainment
of learning outcomes (cost and availability).
➢ Key tenets not fully understood, operationalized and realized (Core Competencies,
Values, PCI’s, and PEE).
➢ Implementation of CSL: overload, overlaps, cost and unclear community linkages.

PWPER RECOMMENDATIONS
1. A review of the curriculum to be undertaken to ensure that the content is manageable and
appropriate to the level of the learners.
2. KICD to rationalize the number of learning areas and curriculum designs in terms of
scope, integration of subjects and address issues of gaps, content overloads and overlaps.
3. Review activities that engage parents to ensure parents are not overburdened.
4. KICD to review CSL to reduce overload, overlaps, cost and promote community
linkages.
5. Strengthen integration of the key tenets (VbE, CSL and PEE) to support successful
implementation of CBC using the Whole School Approach.
6. Junior School (Grade 7-9): The learning areas not to exceed nine (9)
INTEGRATED CURRICULUM
An integrated curriculum provides learning that is synthesised across traditional subject areas
and learning experiences that are designed to be mutually reinforcing each other. This creates a
more cohesive and comprehensive educational experience for learners.
This approach develops the learner’s ability to transfer their learning to other settings and their
day-to-day activities.

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During rationalization of curriculum, subjects were integrated, overlaps and overloads removed,
learning experiences enriched to support implementation of key tenets of CBC. Curriculum
Designs from PP 1-PP2 to Grade 9 were reviewed.
ADAPTATION OF CURRICULUM DESIGNS
• All the rationalized designs were adapted alongside the regular designs
➢ Visually Impaired
➢ Hearing Impaired
➢ Physically Impaired
• For the Stage Based Curriculum the foundation level and intermediate levels curriculum
is rationalized and reviewed.
• For the Prevocational level, the curriculum for Grade 7, 8 & 9 is rationalized and
reviewed to be at par with the curriculum for regular learners.

Learning areas in CBC

Preprimary = 5 learning Areas

S/No Learning areas Number of lessons per week
1 Language Activities 5
2 Mathematical Activities 5
3 Creative Activities 6
4 Environmental Activities 5
5 Religious Activities 3
Pastoral Program/Religious Instruction (PPI) 1
Total 25

Lower primary = 7 seven learning Areas

S/No Learning areas Number of lessons per week
1 Indigenous Language Activities 2
2 Kiswahili Language Activities 4
3 English Language Activities 5
4 Mathematical Activities 5

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5 Religious Activities 3
6 Environmental Activities 4
7 Creative Activities 7
Pastoral Program/Religious Instruction (PPI) 1
Total 31

Upper primary = 8 Learning Areas

S/No Learning areas Number of lessons per week
1 English 5
2 Kiswahili/Kenya Sign Language 4
3 Mathematics 5
4 Religious Activities 3
5 Science and Technology 4
6 Agriculture and Nutrition 4
7 Social Studies 3
8 Creative Arts 6
Pastoral Program/Religious Instruction (PPI) 1
Total 35

Junior school = 9 Learning Areas

S/No Learning areas Number of lessons per
week
1 English 5
2 Kiswahili/Kenya Sign Language 4
3 Mathematics 5
4 Religious Activities 4
5 Social Studies 4

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6 Integrated Science 5
7 Pre Technical Studies 4
8 Agriculture and Nutrition 4
9 Creative Arts and Sports 5
Pastoral Program/Religious Instruction (PPI) 1
Total 41

Senior school
The Competency-Based Curriculum (CBC) for senior school (Grades 10-12) is designed to
provide students with a broad range of learning areas to prepare them for various career paths,
higher education, and life skills. The CBC at the senior school level emphasizes the development
of competencies, values, and practical skills that are aligned with students' interests and talents.
Key Learning Areas in Senior School (Grades 10-12) under the CBC:
The senior school curriculum is divided into three pathways, each offering specialized subjects:
1. Arts and Sports Science Pathway
o Subjects include:
▪ Performing Arts (Music, Dance, Drama)
▪ Visual Arts (Fine Art, Applied Art, Craft)
▪ Sports Science
▪ Media Studies
▪ Graphic and Interior Design
▪ Fashion and Design
2. Social Sciences Pathway
o Subjects include:
▪ History and Citizenship
▪ Geography
▪ Religious Education (Christian Religious Education, Islamic Religious
Education, Hindu Religious Education)
▪ Business Studies
▪ Economics
▪ Sociology
▪ Political Science

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▪ Psychology
3. Science, Technology, Engineering, and Mathematics (STEM) Pathway
o Subjects include:
▪ Mathematics (Pure and Applied)
▪ Physics
▪ Biology
▪ Chemistry
▪ Computer Science
▪ Agriculture
▪ Engineering Science
▪ Aviation Technology
▪ Geosciences
▪ Health Science
Cross-Cutting Areas:
In addition to the specialized subjects within each pathway, students are also exposed to:
• Life Skills and Values Education
• Community Service Learning
• Entrepreneurship Education
Elective Subjects:
Students have the flexibility to choose elective subjects based on their career interests and the
pathway they select.
Core Subjects:
Regardless of the pathway, certain subjects remain compulsory across all streams. These usually
include:
• English
• Kiswahili
• Mathematics
How Learning is Taking Place at JS
• Learners are exposed to experiential and learner centered methods in order to acquire
requisite knowledge, skills, attitudes and values. This include inquiry based learning,
collaborative learning, cooperative learning, differentiated learning, among others.

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• Learners are also given opportunities to engage in community service learning (CSL)
activities as a way of making learning more meaningful.
• CSL is an experiential learning strategy that creates opportunities for learners to apply the
knowledge, skills and values acquired in the formal dimension of their education in their
community while at the same time providing age-appropriate and relevant service.
• The use of Information and Communication Technology (ICT) in curriculum delivery is
emphasized to facilitate learning and enable learners develop digital literacy.

Implications on the Teacher’s Competencies

The teacher:
• must be able to model the same core competencies and values as those of the learner so
that s/he will be a role model for the learners,
• should be able to understand the developmental stages of the learner in Junior School,
• should be able to identify the learners’ talents and create opportunities to nurture them,
• should be able to understand the age appropriate learner centered pedagogies,
• Requires adequate time for enhancing his/her competency to interpret and implement JS
curricula.
Communities of Practice
• Teachers should have the ability to interact with colleagues with a view of learning from
each other and improving instruction.
• Quality Teachers Circles have become the norm, teachers engage in joint activities and
discussions, share information, resources and aim at generating and sustaining
professional development.

PERSONAL COMPETENCIES FOR CBC TEACHERS

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• Effective Communication (verbal, nonverbal, speaking, writing, visual and the

organization of ideas into understandable structures) and listening.
• Cooperation and collaboration-Ability to be part of a community of practice through
learning and reflection.
• Pleasant/approachable/trustworthy personality - Self-awareness and self-control to be
able to adopt a frame of mind that would facilitate learning in the classroom
• Patience and resilience-Ability to withstand the pressure emanating from different
aspects and challenges in and out of class
• Intuitive perception -This is the ability to naturally read beyond what the learner
presents in their behavior, personality and interaction. Forming a rapport with the learners
in and out of the classroom to facilitate learning.
• Flexibility and ability to change and adapt. The teacher should be able to fit in and
learn from varying situations and experiences. Making informed decisions from reflective
practices.
• Ability to resolve conflict (Conflict resolution-As a JS teacher, it will be necessary to
look for ways of resolving conflicts among the learners and encourage them to resolve
conflicts amicably.
• Self-knowledge and positive image -Self-concept skills are essential since the teacher is
expected to be a role model. It entails personal grooming, mode of dress and self-
confidence.

Topic 2
Interpretations of curriculum Designs
Curriculum Design
• A Curriculum design is a document that outlines the components or elements of a
curriculum.
• It’s a core document that guides learning institutions on how to organise learning.
• Curriculum design provides details that show the relationship between the components.

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• Designs ensure the curriculum can be implemented within the time allocated and with the
infrastructure in the schools.

National Goals of Education

Kenya has the following eight (8) National goals of education are as follows:
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races, and religions and should be able to live
and interact as one people. Education should enable the learner to acquire a sense of nationhood
and patriotism. It should also promote peace and mutual respect for harmonious co-existence.

2. Promote social, economic, technological, and industrial needs for

national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instill social and adaptive skills in the learner for effective participation in
community and national development.
b) Economic Needs
Education should prepare a learner with requisite Competencies that support a modern and
independent growing economy. This should translate into high standards of living for every
individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary Competencies for technological and
industrial development in tandem with changing global trends.

3. Promote individual development and self-fulfillment

Education should provide opportunities for the learner to develop to the fullest potential. This
includes the development of one’s interests, talents, and character for a positive contribution to
society.

4. Promote sound moral and religious values

Education should promote the acquisition of national values as enshrined in the Constitution. It
should be geared towards developing a self- disciplined and ethical citizen with sound moral and

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religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and
equitable access to quality and differentiated education; including learners with special
educational needs and disabilities. Education should also provide the learner with opportunities
for shared responsibility and accountability through service-learning.

6. Promote respect for and development of Kenya’s rich and varied

cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage.
The learner should value own and respect other people’s culture, as well as embrace positive
cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes

towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should
therefore enable the learner to respect, appreciate and participate in the opportunities within the
international community. Education should also facilitate the learner to operate within the
international community with full knowledge of the obligations, responsibilities, rights, and
benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for
self and others. It should promote environmental preservation and conservation, including animal
welfare for sustainable development.
Level of learning outcomes
It refers to the hierarchical stages or tiers at which students are expected to demonstrate mastery
of specific competencies. These levels represent the progression of learning, from basic to more
complex and advanced skills, knowledge, and attitudes. The levels are designed to ensure that
students build upon their previous learning as they move toward achieving higher-order
competencies.

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Key Aspects of Levels of Learning Outcomes in CBC

1. Progressive Complexity:
o Learning outcomes are organized into levels that reflect increasing complexity
and depth of understanding. As students advance through these levels, they are
expected to demonstrate greater sophistication in their thinking, problem-solving,
and application of knowledge.
2. Developmental Appropriateness:
o Each level of learning outcomes is tailored to the developmental stage of the
students. The curriculum considers the cognitive, emotional, and social
development of learners, ensuring that outcomes are achievable and appropriate
for their age and educational stage.
3. Cumulative Learning:
o The levels are cumulative, meaning that mastery at one level is a prerequisite for
advancing to the next. Students are expected to consolidate their learning at each
level before progressing, ensuring a solid foundation of knowledge and skills.
4. Learning Outcomes Hierarchy:
o Typically, learning outcomes are divided into three to four levels, such as:
▪ Basic/Foundational Level: Focuses on acquiring fundamental knowledge
and skills. For example, understanding basic concepts, recalling facts, and
following simple procedures.
▪ Intermediate/Proficient Level: Involves applying knowledge and skills
in familiar situations. This might include problem-solving in predictable
contexts, interpreting information, and beginning to analyze.
▪ Advanced/Extended Level: Requires the application of skills in more
complex and unfamiliar situations. It involves critical thinking, creativity,
synthesis of ideas, and making judgments based on evidence.
▪ Expert/Mastery Level (if applicable): At this highest level, students
demonstrate deep understanding, mastery, and the ability to transfer skills
and knowledge to new and varied contexts. They are capable of
independent, self-directed learning.
5. Assessment at Each Level:

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o Assessments are aligned with the levels of learning outcomes, ensuring that
students are evaluated based on the competencies expected at their current level.
Formative assessments guide learning at lower levels, while summative
assessments measure proficiency and readiness to advance.
6. Learning Continuum:
o The levels of learning outcomes create a continuum of learning, where students
progress at their own pace. This allows for differentiation in instruction,
accommodating students who may need more time at certain levels or those ready
to move ahead more quickly.
Example of Levels of Learning Outcomes
For a competency in problem-solving in mathematics, the levels might be:
1. Basic Level: Identify and understand basic mathematical problems.
o Example Outcome: "Students can recognize and define simple mathematical
problems in addition and subtraction."
2. Intermediate Level: Apply mathematical concepts to solve routine problems.
o Example Outcome: "Students can solve addition and subtraction problems
involving multiple steps."
3. Advanced Level: Analyze complex mathematical problems and develop solutions.
o Example Outcome: "Students can analyze word problems and apply appropriate
mathematical operations to find solutions."
4. Expert Level (if included): Transfer problem-solving strategies to new and unfamiliar
contexts.
o Example Outcome: "Students can develop and test hypotheses to solve novel
mathematical problems and explain their reasoning."
Importance of Levels of Learning Outcomes in CBC
1. Structured Learning Path:
o Levels of learning outcomes provide a structured pathway for students, ensuring
that learning is systematic and that competencies are developed progressively.
2. Clear Expectations:
o Clearly defined levels help students and teachers understand what is expected at
each stage of learning, making it easier to set goals and measure progress.
3. Customized Instruction:

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o Teachers can use the levels to differentiate instruction, providing appropriate

challenges and support based on each student's current level.
4. Focus on Mastery:
o By emphasizing mastery at each level before moving on, the CBC ensures that
students have a deep and thorough understanding of the material, rather than
simply progressing through the curriculum without fully grasping the concepts.
In summary, Levels of Learning Outcomes in a Competence-Based Curriculum provide a
framework for the progressive development of competencies, ensuring that students build
knowledge and skills in a systematic, developmentally appropriate, and cumulative manner.
Learning Area general outcomes
It refers to the broad, overarching goals that define what students should achieve in a particular
subject or learning area by the end of a specific educational stage (such as a grade level, key
stage, or entire course). These outcomes summarize the essential knowledge, skills, attitudes, and
values that the curriculum aims to develop in students within that learning area.
Key Features of Learning Area General Outcomes
1. Broad Objectives:
o General outcomes are not tied to specific lessons or units but rather reflect the
overall objectives of the entire learning area. They encompass the key
competencies that students are expected to develop across the subject.
2. Integration of Competencies:
o These outcomes integrate various competencies, including cognitive (knowledge
and understanding), psychomotor (skills and abilities), and affective (attitudes and
values) domains. This ensures a holistic development of the learner.
3. Guiding Instruction:
o General outcomes guide the planning and delivery of instruction. They help
educators design lessons, select content, and choose teaching strategies that align
with the broader goals of the curriculum.
4. Assessment Benchmarks:
o These outcomes serve as benchmarks for assessing student progress. They
provide a framework for evaluating whether students have achieved the intended
competencies by the end of the learning period.
5. Contextual Relevance:

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o Learning Area General Outcomes are often contextualized to reflect the specific
needs, culture, and priorities of the educational system or community. They are
designed to be relevant to students' lives and applicable to real-world situations.
Example of Learning Area General Outcomes
For a learning area like Science at the end of a key stage (e.g., elementary school), general
outcomes might include:
1. Understanding Scientific Concepts:
o Outcome: "Students demonstrate an understanding of key scientific concepts,
including the structure and function of living organisms, physical properties of
materials, and basic principles of energy and force."
2. Applying Scientific Methods:
o Outcome: "Students use scientific methods to explore questions, conduct
experiments, and draw conclusions based on evidence."
3. Critical Thinking and Problem Solving:
o Outcome: "Students apply critical thinking and problem-solving skills to analyze
scientific information and solve real-world problems."
4. Environmental Awareness and Responsibility:
o Outcome: "Students recognize the importance of environmental stewardship and
demonstrate responsible behaviors in relation to the environment."
5. Communication of Scientific Ideas:
o Outcome: "Students effectively communicate scientific ideas and findings
through various forms, including written reports, presentations, and discussions."
Importance of Learning Area General Outcomes in CBC
1. Curriculum Coherence:
o General outcomes ensure coherence across the curriculum by providing a
consistent focus for teaching and learning in a particular subject area. This helps
in aligning lesson plans, instructional materials, and assessments.
2. Clarity of Purpose:
o They provide clarity of purpose for both educators and students. Teachers
understand the ultimate goals they are working towards, and students know what
is expected of them by the end of the course or grade level.
3. Focus on Competency Development:

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o By emphasizing broad competencies rather than just content knowledge, general

outcomes support the development of skills that are transferable across different
contexts and subjects, fostering lifelong learning.
4. Assessment and Accountability:
o General outcomes serve as key points of reference for assessing student
achievement and ensuring that the curriculum is effectively meeting its goals.
They are also useful for reporting progress to stakeholders, such as parents and
administrators.
5. Flexibility in Instruction:
o While they provide a clear framework, general outcomes allow for flexibility in
how teachers achieve these goals. Educators can adapt their instructional
strategies to meet the needs of their students while still aiming for the same broad
objectives.
In summary, Learning Area General Outcomes in a Competence-Based Curriculum define the
broad, essential goals that students should achieve within a specific subject area. They guide
instruction, support assessment, and ensure that education is focused on developing well-
rounded, competent individuals.
Essence statement
An Essence Statement in a Competence-Based Curriculum (CBC) is a concise summary that
captures the core purpose and key elements of a particular subject, course, or unit. It provides a
clear overview of what is essential for students to learn, understand, and be able to do by the end
of the instructional period. The essence statement is typically aligned with the competencies that
the curriculum aims to develop in students.
Key Features of an Essence Statement in CBC
1. Core Purpose:
o The essence statement articulates the fundamental purpose of the subject or unit.
It explains why the content is important and how it contributes to the overall
educational goals of the curriculum.
2. Key Competencies:
o The statement highlights the specific competencies that students are expected to
develop. These competencies could include knowledge, skills, attitudes, and
values that are central to the subject.

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3. Learning Outcomes:
o It outlines the intended learning outcomes, focusing on what students should
know, understand, and be able to do after completing the unit or course.
4. Relevance and Application:
o The essence statement often emphasizes the relevance of the subject matter to
real-life situations. It shows how the competencies acquired can be applied in
practical contexts, helping students see the value of their learning.
5. Clarity and Brevity:
o The essence statement is concise, usually a few sentences long, and written in
clear, accessible language. It should be easily understandable by educators,
students, and other stakeholders.
Example of an Essence Statement
For a unit on Environmental Science in a Competence-Based Curriculum, an essence statement
might look like this:
"The study of Environmental Science empowers students to understand the interdependence
between human activities and the natural world. By developing competencies in critical thinking,
problem-solving, and responsible citizenship, students learn to make informed decisions that
promote environmental sustainability and contribute to the well-being of their communities."
Importance of Essence Statements in CBC
1. Guiding Instruction:
o The essence statement serves as a guide for educators in planning and delivering
instruction. It helps teachers focus on the most important aspects of the
curriculum and ensures that all activities are aligned with the intended
competencies.
2. Clarifying Expectations:
o For students, the essence statement clarifies what is expected of them. It helps
them understand the purpose of their learning and the competencies they need to
develop.
3. Ensuring Alignment:
o Essence statements help ensure that all components of the curriculum—such as
learning activities, assessments, and instructional materials—are aligned with the
desired outcomes.

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4. Facilitating Communication:
o These statements are useful tools for communicating the goals and focus of the
curriculum to parents, administrators, and other stakeholders, fostering a shared
understanding of what the educational program aims to achieve.
In summary, the essence statement in a Competence-Based Curriculum distills the most
important aspects of a subject or unit, guiding both instruction and learning towards the
development of key competencies in students.

Components of the CBC Curriculum Design

Strand Sub Specific Suggested Learning Experiences Key Inquiry
Strand Learning Question(s)
Outcomes

Core competences to be developed:

Values:
Pertinent and Contemporary Issues(PCIs):
Link to other subjects:

Strands and sub strands

Strand: A strand is a broad category or domain within a curriculum design that represents a
major area of learning. Strands typically encompass a group of related knowledge, skills and
attitudes.
In the Pre-Technical Studies curriculum design, there are five strands: Safety, Materials, Tools,
Drawing, and Energy Resources. Each strand represents a significant content area within the
subjects.
Sub strand: A sub-strand is a more specific subset or subdivision within a larger strand. It
further breaks down the content or competency areas into more focused and manageable
components.
Specific Learning outcomes
1. The Competency Based Curriculum places emphasis on learners showing or
demonstrating that they have learnt.

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2. Learning outcomes are the end result or what the learner is able to demonstrate upon
completion of a lesson, sub strand, strand or level. It is the evidence that learning has
taken place.
3. Learning outcomes are the evidence that learning experiences have made a change that
learners manifest.
4. The change or transformation in learners is manifested through new knowledge, skills,
values & attitudes.

Progression of Learning Outcomes

Designing learning outcomes

a) A good learning outcome begins with an action verb, followed by the object of the verb
and a phrase that gives the context.
b) Preferably only one verb is used in a learning outcome.
c) The learning outcomes should be observable.
d) Learning outcomes are amenable to assessment.
e) Avoids vague terms like know, understand, learn, be familiar with, be exposed to, be
acquainted with, and be aware of.
Learning Outcomes must develop the following:
• KNOWLEDGE
• Acquisition of facts, ideas, concepts; their application, synthesis to get new ideas
and evaluation of the information
• SKILLS

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

tasks against a given standard. The standard to which a learner should perform the
task is referred to as a competence.
• VALUES
• Desirable beliefs and personal attributes that a learner acquires through
knowledge and skill that influence performance.
The ‘verb’ in a learning outcome
Verbs such as identify, name, list... illustrate knowledge.
By the end of the lesson the learner should be able to:
a) outline the importance of water conservation in farming
b) construct water retention structures to conserve surface runoff
c) appreciate the role of water conservation measures in farming
The verbs represent the three domains of learning including knowledge, skills and attitudes.
The ‘object’ in a learning outcome
The learning outcome also has an object, which answers the question “what”
a) outline the importance of water conservation in farming
b) construct water retention structures to conserve surface runoff
c) appreciate the role of water conservation measures in farming
The ‘context’ in a learning outcome
The learning outcome also has a context, which answers the question “why”, “where”, “how”
and “when”
a) outline the importance of water conservation in farming
b) construct water retention structures to conserve surface runoff
c) appreciate the role of water conservation measures in farming
Formulating specific learning outcomes
Bloom’s Key Verbs (keywords) Example Learning outcome
Level
Create design, formulate, build, invent, create, Design a garment for a new born
compose, generate, derive, modify, baby
develop.

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Evaluate choose, support, relate, determine, defend, Choose foods rich in vitamin C in
judge, grade, compare, contrast, argue, their locality
justify, support, convince, select, evaluate.
Analyse classify, break down, categorize, analyse, Differentiate between macro and
diagram, illustrate, criticize, simplify, micro nutrients found in foods.
associate.
Apply calculate, predict, apply, solve, illustrate, Calculate BMI for promoting
use, demonstrate, determine, model, health.
perform, present.
Understand describe, explain, paraphrase, restate, give Describe materials used to build
original examples of, summarize, contrast, homes
interpret, discuss.
Remember list, recite, outline, define, name, match, Recite the national anthem of
quote, recall, identify, label, recognize. Kenya

Suggested learning experiences

What are learning experiences?
• Learning experiences are activities or tasks that a learner engages in to develop the
desired knowledge, skills, values and attitudes.
• Learning experiences focus on developing the learner’s cognitive, psychomotor and
emotional domains.
• They are interactions between the learner and external conditions in the environment.
Types of Learning Experiences
The learning experiences could be:
• Formal :Organized/structured, guided and intentional
• Non-formal: Takes place outside formal learning environments but within some kind of
organizational framework.
• Informal: Takes place outside the classrooms/school and arises from the learner’s
involvement in activities that are not undertaken with a learning purpose in mind.
Involuntary daily life incidental
Factors to consider when selecting learning experiences
• Relevance to intended learning outcomes

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• Time required for the experience

• Developmental age level
• Learning resources
• Safety
How can the teacher select learning experiences?
Selection of learning experiences should be based on:
Specific learning outcomes. The learner should achieve the intended specific outcomes after
active engagement in the selected learning experiences.
Flexibility- the teacher has freedom to develop appropriate learning experiences besides the
suggested learning experiences in the curriculum designs.
However, in some subjects, the suggested (L.E.,s) specify the scope of content to be covered,
hence limits curriculum implementers use of the suggested (LEs) only. For example, in G-8
Integrated Science;

What Informs Learning Experiences?

• Learning Experiences
• Prior Knowledge
• Learning Styles
• Differentiated Learning
• Multiple intelligence theory
Learning experiences may vary depending on the different learning styles, needs, classroom
conditions, and teaching approaches.
• Differentiated learning recognizes that learners learn differently and should be given an
opportunity to the use of a variety of learning experiences,
• The experiences must be age appropriate, varied, exciting and cater for learners with
special needs and disabilities.
• Learners Prior Knowledge, comprise learners’ preconceptions, misconceptions and
alternative conceptions about a sub strand /concept.

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Key Inquiry Question(s)

• Inquiry-based learning is one of the critical methodologies in the competency-based
curriculum. It involves asking questions.
• Such questions help the learner retain information and invariably encourage them to
investigate concepts under study by asking further questions about what they are
learning.
What kind of Questions are KIQs?
• These are questions that help to focus on learning.
• Questions that probe for deeper meaning and set the stage for further questioning
• Foster the development of critical thinking skills and higher order capabilities such as
problem solving.
• Questions that originate from curiosity and engagement with subject matter
What Makes a Good KIQ
• It is open-ended, non-judgmental, meaningful and purposeful with an aim to allow
learners to explore ideas.
• Is thought-provoking and intellectually engaging, often sparking discussion and
debate.
• Encourages collaboration amongst learners, teachers, and the community.

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• Integrates technology to support the learning process particularly through the search
for more information.
• Call for higher-order thinking, such as analysis, inference, evaluation, prediction. It
cannot be effectively answered by recall alone.
• Point toward important, transferable ideas within and even across subjects or learning
areas.
• Raise additional questions and sparks further inquiry.
• Requires support and justification, not just an answer.
Question Words to Use
Utilize the six typical question words:
• Why?
• How?
• Who?
• Where?
• When?
• What?
Core competencies to be developed
Mainstream Core Competencies
• The competency-based approach to learning is intended to develop in the learner:
‘the ability to apply appropriate knowledge and skills to successfully perform a function’
• Learners are enabled to make connections between the knowledge they acquire and how
they can use it meaningfully within a given context.
• Learning therefore becomes more purposeful and relevant to real life situations.
Core competencies
1. Communication and Collaboration
• Embed learning experiences that will make learning take place collegially, in a group or
a team
• Present opportunities for learners to:
➢ express themselves orally and in writing
➢ listen attentively
➢ argue out an opinion and defend his or her views
➢ share knowledge/resources with others and seek the same from them

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➢ contribute to the team’s objectives

➢ Justify course or action taken.
2. Critical Thinking and Problem Solving
• Structure learning around situations that will require learners to use logic and evidence to
arrive at conclusions or solve problems
• Create scenarios for learners to:
➢ demonstrate objective ideas, opinions and views
➢ use evidence to draw conclusions
➢ innovate to solve problems in line with their age
➢ explore options/new ways of doing common chores
➢ generate and implement ideas individually and/or collectively to seek solutions to a
contextual problem
➢ demonstrate open mindedness to new ideas and opinions
➢ adopt multifaceted dimensions and make multiple attempts to solving a contextual issue
➢ make critical observations and deduce objective conclusions
➢ make critical hypothesis and attempt resolutions to a problem
➢ give objective ideas to solving a contextual problem.
➢ seek assistance in critical needs.
3. Creativity and Imagination
• Exploit learning activities as avenues for learners create new ideas that result in products
that add value to their lives and to the lives of those around them.
• Diversify the activities to take on board various learners’ inclination to:
➢ Form and communicate / present idea (writing, sketching, gestures)
➢ Translate ideas to real items (drawing, sculpture, model, design)
➢ Present multiple dimensions as a single idea
➢ Compile other people’s ideas to a concrete image
➢ Compile ideas to develop a concept
➢ Patch-up ideas to a concrete course/solution/concept
➢ Analyse a broad idea into component ideas
➢ Innovate a model/item from own or others ideas
4. Citizenship

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• Create a learning environment that will require learners to demonstrate their rights,
privileges, and duties as citizens.
• Engage them in activities requiring them to:
➢ Value a sense of identity with others
➢ Uphold identity with peers
➢ Respect and uphold rights of others
➢ Operate within their own rights
➢ Responsibly claim their own rights and privileges
➢ Undertake duties and obligations
➢ Express own belonging among others
➢ Seek peace while resolving conflicts with others
➢ Demonstrates tolerance in resolving controversies
➢ Demonstrates some level of understanding when own rights/privileges are infringed.
5. Learning to Learn
• Regularly remind learners that learning is a continuous process that requires personal
organization, effective management of time and information, both individually and in
groups.
• Provide tasks that will challenge learners to:
➢ Show openness to new ideas
➢ Critique his or her own ideas
➢ Use one idea as a learning experience to a new idea
➢ Continuously demonstrate personality progress
➢ Use new opportunities as a learning experience to expound knowledge and skills
➢ Progressively adopt new value, beliefs and opinion structures
➢ Persistently pursue new targets and more challenging goals
➢ Work progressively to overcome existing obstacles
➢ Seek assistance and guidance to overcome persistent obstacles
➢ Adopt and assimilate new knowledge and skills to overcome contextual challenges.
6. Self-efficacy
• Use the learning environment to instil in learners the belief about their capabilities to
perform assigned tasks, prospects for accomplishment and personal well-being.
• Develop assignments that give learners chances to:

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➢ Present ideas with confidence

➢ Demonstrate sense of assurance and trust
➢ Present self-interest, group interest and /or defend opinions politely
➢ Volunteer to undertake challenging tasks
➢ Courageously volunteer to take group leadership
➢ Demonstrate intrinsic self-motivation
➢ Demonstrate self-awareness, responsibility, resource care and age-related chore
management
➢ Confidently protect and conserve personal and group resources
7. Digital Literacy
• Expose learners to a wide range of content and devices to equip them with knowledge,
skills and behaviours which are effective and safe for digital literacy.
• Explore opportunities in and out of school for learners to progressively:
➢ Use digital device communication networks,
➢ Engage in online communication and social networks,
➢ Become aware of and adhering to ethical behaviour protocols,
➢ Get information about societal issues through digital media,
➢ Search, evaluate and use information channelled through digital platforms
Conclusion
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to
demand thinking; learning naturally results” – John Dewey
Pertinent and contemporary issues developed
• During the National survey that was conducted in 2016 to inform development of
Competency Based Curriculum, a number of issues were identified and found pertinent
for inclusion in the curriculum.
• This together with findings from other Educational works and best practices in other
countries informed identification of PCIs to be mainstreamed in the CBC curriculum
• Learners are faced with a myriad of challenges and issues owing to the social-cultural and
economic dynamics in the society.
• These issues are referred to as Pertinent and Contemporary Issues (PCIs) in education
because of the impact they can have on the learner and learning.

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• PCIs have the potential of affecting learner’s psychosocial well-being, access to

education, retention, transition, completion and ultimately advancement in life after
school.

CATEGORIES OF PCIs
In CBC, the following categories of PCIs have been identified for mainstreaming in the
curriculum:
a) Health Promotion Issues (HPIs)
b) Life Skills and Human Sexuality
c) Socio-Economic and Environmental Issues
d) Parental Empowerment and Engagement (PE&E)
e) Citizenship Education
f) Learner Support Programs (LSPs)
HEALTH PROMOTION ISSUES
• Drug & substance use
• Mental health
• Alcohol & substance
• Harmful cultural practices
• Frist aid
• Non-communication diseases
• Communicable disease
• HIV & Aids
Life skills and human sexuality
• Assertiveness
• Negotiation
• Peer pressure resistance
• Problem solving
• Critical & creative thinking
• Managing stress
• Coping with emotions
• Self esteem
• Self-awareness

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Social economic & Environmental issues

• Animal welfare
• Environment conservation: Bio-diversity, disaster, Risk reduction, pollution,
Environment & technology
• Gender issues
• Safety & security: Fire safety, road safety, radicalization & violent extremism, cyber
bullying prevention
Parental Empowerment and Engagement
• Participation in school events
• Learning environment
• Role modelling
• Positive discipline
• Volunteering
• Resource mobilization
• Parental involvement in decision making
• Human growth and development stages
Citizenship
• Children’s rights
• Child care & protection
• Peace education
• Ethnic & racial relations
• Social cohesion
• Good governance
Mainstreaming PCIs is done through:
Formal Dimension
A relevant and suitable sub strand or sub theme in a learning area/subject is identified where
PCIs can appropriately be incorporated and taught alongside the subject matter. In every sub
strand in the design, there is a component referred to as ‘link to PCIs’. This is where PCIs to be
mainstreamed in the sub strand are indicated in the curriculum designs
Non-formal Dimension
All the PCIs mainstreamed in the formal dimension of the curriculum, can also be mainstreamed
in Non Formal Programs such as games, sports, clubs and societies among others.

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Learner Support Programs (LSPs)

• They entail the various structured learning experiences that complement formal
education. They aim at linking education to the learners’ everyday life, equipping them
with competences necessary for molding responsible, adaptive, motivated and innovative
individuals.
• LSP programs (also classified as a PCIs) include Guidance services, Career guidance,
counselling services, Peer education, Mentorship, Coaching, Clubs and societies, Sports
and games and Chaplaincy.
• The overall aim of the LSPs is to provide non-formal learning opportunities that facilitate
learners’ personal, social, physical, cognitive and career development.
Examples of learner support programmes include:
• Career guidance and services
• Peer education and mentorship
• Chaplaincy
• Clubs and societies
• Sports and games
• Counselling
• Guidance services
Values
• Values are defined as standards that guide an individual/group on how to respond or
behave in a given circumstance.
• The overall goal of integrating values in the curriculum is to nurture values in learners to
become ethical citizens for positive, holistic and harmonious living in a society.
Core Values in the BECF
• Love
• Responsibility
• Respect
• Unity
• Peace
• Patriotism
• Social Justice
• Integrity

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Mainstreaming of Values in the Curriculum

Formally
Selection of learning experiences where the learner will be guided to nurture the targeted value
e.g. during group work, debates, dramatization, talks, sharing of resources, concepts like
etiquette
Non -formally
Guiding learners to exhibit values within club, Societies, Sports activities etc – conducing value
based or moral activities.
Informally
The school community should create ‘a culture’ of expected social norms that everyone should
model. Informal interactions can be through talking walls and trees, modelling proper dressing,
polite language, sharing resources among others
Conclusion
Effective mainstreaming of PCIs and Values call for deliberate effort by teachers to ensure most,
if not all of them are addressed during the learning experiences. Creativity is required to ensure
that the PCIs & values are effectively mainstreamed. A teacher needs to be keen and sensitive to
the contextual issues as they mainstream PCIs

Link to other learning areas

Community Service learning
The new Competency Based Curriculum (CBC) seeks to guide learners to become engaged,
empowered and ethical citizens who will contribute to creation of a socially, economically, and
politically stable society.
The vision of CBC is to nurture every learner’s potential based on a strong foundation of
knowledge, competencies and values.
As part of CBC, learners participate in a new learning area called Community Service Learning
(CSL).
In CSL, learners work on real-life problems making academic learning relevant and at the same
time developing their core competencies and values.
What is CSL?
• Is an educational approach that integrates service in the community with intended
learning activities

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• Educational institutions and the community work together towards outcomes that are
mutually beneficial.
• Is a learning approach where learners engage in meaningful learning experiences and
develop through active participation in thoughtfully organized projects that meet actual
community needs
• Is an experiential learning strategy that integrates classroom learning and community
service to enable learners to reflect, experience and learn from the community
Community Service-Learning vs Community Service
• CSL is an experiential learning strategy that integrates classroom learning and
community service to enable learners reflect, experience and learn from the community.
CSL activities are embedded as learning experiences to help learners develop the
specified competencies.
• Community Service can be performed at any time for any reason.
• Examples
• Learners participate in community clean up every morning.
• Grade 3 learners study waste collection, sorting, disposal and participate in a clean-up
project in the local market.
Benefits of CSL
• Personal efficacy, personal identity, spiritual growth and moral development
• Improved interpersonal skills: works well with others. Builds leadership and
communication skills
• Helps identify and nurture learners talents, identity their strengths and address their
weaknesses
• Improved inter-cultural understanding and accommodation
• Improved social responsibility and citizenship skills
• Increased involvement in community service after school
• Community benefits from the services provided by the learners
• Community learns from the school and learners
• Community benefits from the resources in the school
• Learners build connections with professionals and community members for learning and
career opportunities
• Helps learners to identify their talents and areas of interest early enough.

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CSL LEARNING OUTCOMES

By the end of the course the learner should be able to:
• Apply acquired competencies in the community
• Actively participate in relevant projects within the school and wider community
environment for mutual benefit and learning
• Apply basic research skills to address identified community needs
• Participate in local, national and global communities as responsible citizens
• Appreciate diversity for harmonious existence within the wider community
• Communicate effectively using appropriate modes in diverse contexts within the
community
• Apply sound financial and resource management skills
• Conduct oneself responsibly and relate appropriately with other members of the
community while upholding desirable values
• Establish sustainable enterprises that benefit self and the community.
CSL
• CSL addresses student learning and identified real needs in the community.
• We all belong to a community.
• We exist to serve the community.
• Education should impart learners with knowledge, skills, values and positive attitude to
serve the community.
• CSL seeks to help us identify and nurture learner’s areas of strength, interest, gifts and
talents. It provides room for learners to explore before they finally settle on their areas of
strength and interest.
Example of CSL

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Grade 3 Pupils Undergoing KNEC Assessment Gift Elderly Man Blanket, Firewood

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Grade 3 Pupils Undergoing KNEC Assessment Gift Elderly Man Blanket, Firewood

Conclusion on CSL
• CSL combines classroom learning and community service
• CSL gives learners the opportunity to interact and work with community members to
solve identified local problems
• The integration of theory and practice enables learners to experience, think critically,
reflect and learn from the projects they undertake.
• In primary and junior secondary levels, CSL is integrated.
• In Senior School, CSL is a separate learning area
Non-formal activities to support learning
Non-formal activities play a significant role in supporting learning in a Competence-Based
Curriculum (CBC). These activities take place outside the traditional classroom setting and are
designed to complement formal education by providing students with practical, hands-on
experiences that enhance their skills, knowledge, and attitudes. Below are some examples of
non-formal activities that can support learning in a CBC.
1. Clubs and Extracurricular Activities

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• Science Clubs: Students can participate in activities like science fairs, experiments, and
innovation challenges, allowing them to apply scientific principles and develop problem-
solving and critical thinking skills.
• Debate and Public Speaking Clubs: These clubs help students improve their
communication skills, critical thinking, and confidence by engaging in debates, public
speaking competitions, and discussions on various topics.
• Art and Drama Clubs: Students can explore their creativity through painting, drawing,
sculpture, acting, and theater production, helping them develop artistic skills and self-
expression.
• Sports Teams and Physical Activities: Involvement in sports and physical education
fosters teamwork, leadership, discipline, and physical fitness, contributing to the holistic
development of students.
• Music and Dance Clubs: Participation in music bands, choirs, and dance groups helps
students develop their musical talents, rhythm, coordination, and cultural appreciation.
2. Community Service and Service-Learning Projects
• Volunteering: Students can volunteer at local organizations, such as hospitals, animal
shelters, or community centers, where they can apply their skills in real-world contexts
while developing empathy, social responsibility, and a sense of community.
• Environmental Conservation Projects: Activities like tree planting, clean-up drives,
and recycling initiatives help students learn about environmental stewardship and
sustainability, while actively contributing to their communities.
• Social Entrepreneurship: Encouraging students to create and implement projects that
address social issues, such as starting a small business or creating awareness campaigns,
can help them develop entrepreneurial skills and social awareness.
3. Field Trips and Educational Excursions
• Visits to Museums and Historical Sites: Field trips to museums, historical landmarks,
and cultural centers allow students to connect their learning with historical and cultural
contexts, deepening their understanding of various subjects.
• Nature Walks and Environmental Tours: Guided nature walks, visits to national parks,
and environmental tours provide opportunities for students to learn about ecology,
biodiversity, and conservation in a hands-on setting.

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• Industry Visits: Tours of factories, farms, tech companies, or research institutions help
students understand how theoretical concepts are applied in the real world, exposing them
to potential career paths and industries.
4. Workshops and Skill Development Sessions
• Coding and Technology Workshops: Workshops on coding, robotics, and digital
literacy equip students with essential 21st-century skills, fostering their technological
competence and problem-solving abilities.
• Crafts and DIY Workshops: Hands-on sessions on crafts, woodworking, or DIY
projects help students develop practical skills, creativity, and resourcefulness.
• Career Guidance and Life Skills Workshops: Sessions focused on resume writing,
interview skills, financial literacy, and time management prepare students for future
career opportunities and everyday life challenges.
5. Competitions and Challenges
• Academic Competitions: Participation in math Olympiads, spelling bees, essay contests,
and quiz competitions allows students to test their knowledge and skills in a competitive
environment, fostering excellence and motivation.
• Innovation and Entrepreneurship Challenges: Students can engage in hackathons,
business plan competitions, and invention contests, where they develop and present
innovative solutions to real-world problems.
• Art and Creative Contests: Art exhibitions, photography contests, and creative writing
competitions encourage students to showcase their talents and express their ideas
creatively.
6. Peer Tutoring and Mentorship Programs
• Peer Tutoring: Older or more advanced students can tutor their peers in subjects they
excel in, reinforcing their own knowledge while helping others improve their
understanding of key concepts.
• Mentorship Programs: Pairing students with mentors from various professions or
community leaders provides them with guidance, career advice, and role models to look
up to, helping them navigate their academic and personal growth.
7. Cultural and Heritage Activities

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• Cultural Festivals and Celebrations: Organizing and participating in cultural festivals,

traditional dance performances, and heritage day events allow students to explore and
appreciate their cultural heritage, promoting cultural competence and identity.
• Language Immersion Programs: Activities such as language camps, exchange
programs, or cultural immersion experiences help students develop linguistic skills and
cultural awareness, particularly in multilingual settings.
8. Environmental and Outdoor Education
• School Gardens and Agricultural Projects: Students can engage in gardening, farming,
or horticulture activities, learning about agriculture, sustainability, and nutrition while
developing a connection with nature.
• Outdoor Adventure Activities: Activities like camping, hiking, or orienteering promote
teamwork, resilience, and leadership, while also providing opportunities for experiential
learning in natural environments.
9. Student-Led Initiatives and Projects
• Student Councils and Leadership Programs: Involvement in student government or
leadership programs allows students to develop leadership, organizational, and decision-
making skills, while representing their peers and organizing school events.
• Social Media and Digital Campaigns: Encouraging students to create and run social
media campaigns on issues they care about helps them develop digital literacy,
communication, and advocacy skills.
10. Cross-Curricular Projects
• Interdisciplinary Projects: Projects that integrate multiple subjects, such as creating a
documentary that involves research, writing, filming, and editing, help students make
connections between different areas of learning and apply their knowledge in complex
ways.
• Thematic Learning: Organizing activities around a central theme, such as
"sustainability" or "innovation," encourages students to explore the theme from various
perspectives and disciplines, fostering a deeper understanding of interconnected concepts.
Benefits of Non-Formal Activities in CBC
1. Practical Application:

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o These activities allow students to apply classroom learning in real-world

situations, reinforcing their understanding and helping them see the relevance of
their education.
2. Development of Soft Skills:
o Non-formal activities promote the development of critical soft skills, such as
communication, teamwork, leadership, creativity, and problem-solving, which are
essential for success in the 21st century.
3. Increased Engagement and Motivation:
o By offering diverse and engaging experiences, non-formal activities increase
student motivation and enthusiasm for learning, making education more enjoyable
and meaningful.
4. Holistic Development:
o These activities contribute to the overall development of students, addressing not
only academic competencies but also physical, social, emotional, and ethical
growth.
5. Community and Cultural Connection:
o Non-formal activities often involve community participation and cultural
exploration, helping students build connections with their communities and
develop a sense of identity and belonging.
In summary, non-formal activities are an integral part of a Competence-Based Curriculum,
providing students with opportunities to develop and apply their competencies in diverse and
meaningful ways. These activities complement formal education, supporting the holistic
development of students and preparing them for the challenges and opportunities of the modern
world

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Topic 3
1. Differentiated learning
This is learning approach based on the fact that learners differ in their:
• Learning styles
• Needs and interests
• Strengths and abilities
• Learning pace
• Classroom activities should be adapted to meet these differences
Differentiated Learning in a Competence-Based Curriculum (CBC) is an instructional
approach that tailors teaching strategies, learning activities, and assessments to meet the diverse
needs, abilities, interests, and learning styles of individual students within the framework of
developing specific competencies.
Key Concepts of Differentiated Learning in CBC
1. Personalization of Learning:
o Student-Centered Approach: Differentiated learning places the student at the
center of the educational process. It acknowledges that students learn in different
ways and at different paces, so instruction is customized to suit their individual
learning profiles.
o Flexible Learning Paths: Teachers design various pathways for students to
achieve the same competencies. This flexibility allows students to engage with the
content in ways that align with their strengths, interests, and readiness levels.
2. Diverse Teaching Strategies:

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o Varied Instructional Methods: Teachers use a mix of instructional methods such

as direct instruction, group work, project-based learning, and technology-
enhanced activities to address different learning styles and intelligences.
o Scaffolded Learning: Support is provided to students as needed, allowing those
who require more help to receive it while enabling advanced learners to explore
topics more deeply.
3. Flexible Grouping:
o Dynamic Grouping: Students may be grouped and regrouped based on specific
skills, interests, or learning needs. For instance, a student may work in one group
for mathematics based on skill level and in another for a project based on interest
in a particular topic.
o Collaborative Learning: Differentiated learning often involves peer
collaboration where students can learn from each other, offering opportunities for
social learning and developing interpersonal skills.
4. Assessment for Learning:
o Formative Assessments: Continuous assessments are used to gauge students'
progress, identify learning gaps, and adjust instruction accordingly. These
assessments may take different forms, such as quizzes, peer reviews, or self-
assessments.
o Multiple Forms of Assessment: Competencies are assessed using various
methods, such as projects, presentations, written assignments, and practical tasks.
This approach allows students to demonstrate their understanding and skills in
ways that suit their individual strengths.
5. Respect for Diversity:
o Cultural and Linguistic Sensitivity: Differentiated learning in a CBC respects
the diverse cultural and linguistic backgrounds of students, incorporating relevant
content and practices that reflect students' identities.
o Inclusion of Special Needs: Differentiated strategies are crucial for including
students with special needs, ensuring that they can achieve the same competencies
as their peers through tailored instruction and support.
How Differentiated Learning Enhances a Competence-Based Curriculum

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1. Maximizes Student Potential: By recognizing and addressing individual differences,

differentiated learning helps all students reach their full potential, ensuring that each
student can achieve the required competencies.
2. Engagement and Motivation: When students engage with material in ways that align
with their strengths and interests, they are more motivated and invested in their learning.
3. Equity in Education: Differentiated learning promotes equity by providing each student
with the necessary resources and support to succeed, rather than applying a one-size-fits-
all approach.
4. Lifelong Learning Skills: By catering to different learning styles and encouraging self-
directed learning, differentiated instruction helps students develop skills that are essential
for lifelong learning, such as critical thinking, problem-solving, and adaptability.
In summary, differentiated learning in a Competence-Based Curriculum ensures that education is
adaptive to the needs of all students, allowing them to develop the necessary competencies in a
way that is meaningful, relevant, and effective for them.
2. Multiple Intelligences in a Competence-Based Curriculum refers to the integration of
Howard Gardner's theory of Multiple Intelligences into educational practices that focus on
developing specific competencies in students. Here's a breakdown:
Multiple Intelligences Theory
Howard Gardner's theory of Multiple Intelligences, proposed in 1983, suggests that intelligence
is not a single general ability but a combination of different kinds of intelligences. Gardner
identified at least eight distinct intelligences:
1. Linguistic Intelligence: Sensitivity to spoken and written language.
2. Logical-Mathematical Intelligence: Ability to analyze problems logically and carry out
mathematical operations.
3. Spatial Intelligence: Ability to recognize and manipulate patterns of space.
4. Bodily-Kinesthetic Intelligence: Using one’s whole body or parts of the body to solve
problems or create products.
5. Musical Intelligence: Skills in performance, composition, and appreciation of musical
patterns.
6. Interpersonal Intelligence: Capacity to understand and interact effectively with others.
7. Intrapersonal Intelligence: Capacity to understand oneself, including one’s emotions
and motivations.

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8. Naturalistic Intelligence: Ability to recognize and categorize plants, animals, and other
objects in nature.
Integration of Multiple Intelligences in CBC
In a Competence-Based Curriculum, the theory of Multiple Intelligences can be applied to ensure
that the curriculum addresses the diverse ways in which students learn and demonstrate their
competencies. This approach:
1. Differentiated Instruction: Teachers design lessons and activities that cater to different
intelligences, ensuring that all students have the opportunity to develop their unique
strengths.
2. Personalized Learning Paths: Students can pursue learning in ways that align with their
dominant intelligences, making education more relevant and engaging.
3. Assessment Flexibility: Competence is assessed through various methods that allow
students to demonstrate their understanding and skills in ways that best match their
intelligences (e.g., oral presentations for linguistic intelligence, practical projects for
bodily-kinesthetic intelligence).
4. Holistic Development: The curriculum fosters the overall development of the learner,
recognizing that intelligence is multi-faceted and that different students will excel in
different areas.
By integrating Multiple Intelligences into a Competence-Based Curriculum, educators can create
a more inclusive and effective learning environment that respects and nurtures the unique
abilities of each student.

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Topic 4
Competence Based pedagogy/21st century teaching and learning methodologies

Competence-Based Pedagogy and 21st Century Teaching and Learning Methodologies in a

Competence-Based Curriculum (CBC) focus on equipping students with the skills, knowledge,
and attitudes necessary to thrive in the modern world. These approaches emphasize active,
student-centered learning, critical thinking, collaboration, and the practical application of
knowledge in real-world contexts.
Competence-Based Pedagogy
Competence-Based Pedagogy is an instructional approach that prioritizes the development of
specific competencies in students, going beyond traditional content delivery to focus on what
students can do with their knowledge. This pedagogy is characterized by the following key
elements:
1. Student-Centered Learning:
o Personalized Instruction: Learning is tailored to the individual needs, interests,
and abilities of each student. Teachers act as facilitators, guiding students as they
take an active role in their own learning process.
o Flexible Learning Paths: Students may have different pathways to achieve the
same competencies, allowing for a more personalized and adaptive learning
experience.
2. Active Learning:
o Experiential Learning: Students engage in hands-on activities, simulations, and
real-world projects that require them to apply their knowledge and skills in
practical situations.

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o Inquiry-Based Learning: Encourages students to ask questions, conduct

research, and explore topics deeply, fostering curiosity and critical thinking.
3. Assessment for Learning:
o Formative Assessment: Continuous assessment is used to monitor student
progress, provide feedback, and adjust instruction as needed. This approach helps
ensure that students are developing the required competencies at their own pace.
o Competency-Based Assessment: Assessments are designed to evaluate students'
ability to apply what they have learned in practical, often interdisciplinary,
contexts. This may include projects, presentations, portfolios, and performance
tasks.
4. Collaboration and Communication:
o Peer Learning: Students work in groups to solve problems, complete projects,
and share knowledge, fostering collaboration and communication skills.
o Real-World Connections: Learning experiences are connected to real-life
scenarios, helping students understand the relevance and application of their
competencies.
5. Reflective Practice:
o Metacognition: Students are encouraged to think about their own learning
processes, set goals, and reflect on their progress, which promotes self-regulation
and lifelong learning skills.
21st Century Teaching and Learning Methodologies
21st Century Teaching and Learning Methodologies are strategies that prepare students for
the challenges of the modern world by focusing on key skills such as critical thinking, creativity,
communication, and collaboration. These methodologies are closely aligned with competence-
based pedagogy and include:
1. Project-Based Learning (PBL):
o Student-Driven Projects: Students engage in extended, interdisciplinary projects
that require them to investigate and respond to complex questions or challenges.
PBL develops critical thinking, problem-solving, and collaboration skills.
o Real-World Relevance: Projects are often linked to real-world issues, making
learning more meaningful and motivating for students.
2. Problem-Based Learning (PrBL):

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o Solving Complex Problems: Students are presented with real-world problems

and must work collaboratively to find solutions. This method emphasizes critical
thinking, creativity, and application of knowledge in authentic contexts.
3. Flipped Classroom:
o Inverted Instruction: Traditional learning models are reversed, with students
first engaging with new content outside of class (e.g., through videos, readings),
and then applying that knowledge in class through discussions, problem-solving
activities, and projects.
o Active In-Class Learning: Class time is dedicated to higher-order thinking
activities, allowing for more personalized support from the teacher.
4. Blended Learning:
o Combining Online and Face-to-Face Learning: Students experience a mix of
digital and in-person learning activities. Blended learning allows for greater
flexibility, self-paced learning, and the use of technology to enhance learning
experiences.
5. Collaborative Learning:
o Group Work and Peer Learning: Students work together in groups to complete
tasks, solve problems, or create projects. This approach emphasizes teamwork,
communication, and the ability to work effectively with others.
6. Gamification:
o Game-Based Learning: Elements of game design, such as points, levels, and
challenges, are incorporated into the learning process to increase student
engagement and motivation.
o Interactive and Fun: Learning becomes more interactive and enjoyable,
encouraging students to take risks, experiment, and persist in the face of
challenges.
7. Design Thinking:
o Creative Problem Solving: Students engage in a structured process of
empathizing with users, defining problems, ideating solutions, prototyping, and
testing. Design thinking fosters innovation, creativity, and practical problem-
solving skills.
8. STEAM Education:

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o Integration of Science, Technology, Engineering, Arts, and Mathematics:

STEAM education emphasizes the integration of these disciplines to develop
students' ability to think critically, solve complex problems, and innovate.
o Interdisciplinary Learning: Students work on projects that combine elements
from multiple disciplines, helping them make connections across subjects and
apply their learning in comprehensive ways.
Importance of Competence-Based Pedagogy and 21st Century Methodologies
1. Preparation for the Future:
o These approaches equip students with the skills necessary for success in the 21st
century, including adaptability, problem-solving, digital literacy, and
collaboration.
2. Engagement and Motivation:
o By making learning relevant, interactive, and student-centered, these
methodologies increase student engagement and motivation, leading to deeper and
more meaningful learning experiences.
3. Development of Lifelong Learners:
o Students develop the ability to learn independently, think critically, and apply
their knowledge in diverse contexts, which are essential skills for lifelong
learning.
4. Inclusive Education:
o Competence-based pedagogy and 21st-century methodologies support diverse
learning needs, allowing for differentiation and personalized learning experiences
that cater to all students.
5. Focus on Real-World Application:
o These methods emphasize the practical application of knowledge and skills,
ensuring that students are prepared to meet real-world challenges and contribute
meaningfully to society.
In summary, Competence-Based Pedagogy and 21st Century Teaching and Learning
Methodologies in a Competence-Based Curriculum focus on developing essential skills and
competencies through active, student-centered, and relevant learning experiences. These
approaches are designed to prepare students for the complexities of the modern world, fostering

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their ability to think critically, collaborate effectively, and continue learning throughout their
lives.

Topic 5
Suggested learning and teaching resources
In a Competence-Based Curriculum (CBC), the selection of learning and teaching resources is
crucial to effectively support the development of competencies in students. These resources
should be diverse, engaging, and adaptable to different learning styles, allowing students to apply
their knowledge in real-world contexts. Below is a list of suggested learning and teaching
resources that can be used in CBC.
1. Digital Resources
• Educational Software and Apps: Tools like Khan Academy, Google Classroom, and
Edmodo can provide interactive lessons, assessments, and collaborative opportunities.
• Multimedia Content: Videos, animations, and simulations from platforms like
YouTube, TED-Ed, and National Geographic offer visual and auditory learning
experiences that can help explain complex concepts.
• Online Libraries and Databases: Access to e-books, journals, and research databases
such as JSTOR, Project Gutenberg, and Britannica Online can support research and
deeper exploration of topics.
• Learning Management Systems (LMS): Platforms like Moodle, Blackboard, and
Canvas allow for the organization of courses, tracking of progress, and facilitation of
online discussions.
2. Print Resources
• Textbooks and Workbooks: Well-designed textbooks aligned with the CBC can provide
foundational knowledge and structured learning activities. Workbooks offer practice
exercises and activities for skill development.
• Reference Books: Dictionaries, encyclopedias, and atlases can help students develop
research skills and deepen their understanding of various subjects.

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• Educational Magazines and Journals: Publications like "National Geographic Kids,"

"TIME for Kids," and subject-specific journals can provide up-to-date information and
articles that are relevant to the curriculum.
3. Manipulatives and Hands-On Materials
• Mathematics Manipulatives: Tools such as base-ten blocks, fraction tiles, and
geometric shapes can help students visualize and understand mathematical concepts.
• Science Kits: Experiment kits for biology, chemistry, and physics enable students to
conduct hands-on experiments and explore scientific principles.
• Art Supplies: Materials like paints, clay, and craft supplies encourage creativity and help
students express their ideas through visual arts.
• Engineering and Robotics Kits: Kits like LEGO Education, Arduino, and Raspberry Pi
allow students to engage in STEM activities, building and programming models that
demonstrate engineering and technological concepts.
4. Real-World Resources
• Field Trips: Visits to museums, science centers, historical sites, nature reserves, and
local businesses provide experiential learning opportunities that connect classroom
knowledge to the real world.
• Guest Speakers and Experts: Inviting professionals from various fields to speak with
students or participate in discussions can provide insights into real-world applications of
their learning.
• Community Resources: Collaborations with local organizations, government agencies,
and community groups can offer practical experiences, such as service-learning projects
or internships.
• Case Studies and Real-Life Scenarios: Using case studies or real-life scenarios related
to current events, industry practices, or social issues can help students apply their
learning in practical contexts.
5. Collaborative and Interactive Resources
• Group Work Tools: Resources like collaborative whiteboards (e.g., Jamboard), project
management apps (e.g., Trello), and shared documents (e.g., Google Docs) facilitate
teamwork and group projects.

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• Peer Learning Resources: Activities like peer review sessions, study groups, and
collaborative problem-solving exercises encourage students to learn from each other and
develop social skills.
• Role-Playing and Simulations: Interactive simulations, role-playing games, and mock
trials can help students develop empathy, decision-making skills, and a deeper
understanding of complex issues.
6. Teacher Resources
• Professional Development Materials: Books, webinars, and online courses on CBC
implementation, differentiated instruction, and 21st-century teaching strategies can
support teacher growth and effectiveness.
• Curriculum Guides and Lesson Plans: Access to curriculum frameworks, lesson plan
templates, and instructional guides aligned with the CBC helps teachers design effective
learning experiences.
• Assessment Tools: Rubrics, checklists, and formative assessment strategies tailored to
competency-based evaluation can assist teachers in measuring student progress and
providing meaningful feedback.
7. Cultural and Linguistic Resources
• Culturally Relevant Materials: Books, stories, music, and art that reflect the cultural
backgrounds and languages of students help to create an inclusive learning environment
and promote cultural understanding.
• Language Learning Resources: Tools like language apps (e.g., Duolingo), bilingual
dictionaries, and language exchange programs support students in developing linguistic
competencies, especially in multilingual settings.
8. Interactive and Creative Resources
• Games and Puzzles: Educational games, both digital and physical, and puzzles that
challenge students’ problem-solving and critical thinking abilities can make learning fun
and engaging.
• Creative Writing and Storytelling Tools: Story starters, writing prompts, and digital
storytelling apps (e.g., Story bird) encourage students to develop their communication
skills through creative expression.
9. Assessment Resources

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• Portfolio Tools: Platforms like Seesaw or physical portfolios where students can collect
and reflect on their work, demonstrating their progress in competencies over time.
• Rubrics and Checklists: Standardized tools that help assess competencies consistently
across different students and tasks, ensuring that all aspects of a competency are
measured.
In summary, the suggested learning and teaching resources in a Competence-Based Curriculum
should be diverse, interactive, and aligned with the competencies being developed. These
resources support a wide range of learning experiences, from hands-on activities and real-world
applications to digital learning and collaborative projects, ensuring that students can engage with
the material in meaningful ways and develop the skills needed for success in the 21st century.

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Topic 6
Introduction to inclusive Education

Introduction to Inclusive Education in a Competence-Based Curriculum (CBC)

Inclusive education is a fundamental approach within a Competence-Based Curriculum (CBC),
designed to ensure that all learners, regardless of their abilities, backgrounds, or needs, have
equitable access to quality education. The core idea behind inclusive education in a CBC is to
create a learning environment where every student can succeed and develop competencies at
their own pace and in a manner that suits their unique needs.
What is Inclusive Education?
Inclusive education refers to the practice of educating all students together in a way that
accommodates their diverse needs. It is built on the belief that every child has the right to a
quality education, and that schools should adapt to meet the needs of all students, rather than
expecting students to adapt to the school. This approach emphasizes diversity, equity, and the
removal of barriers to learning for all students, including those with disabilities, special
educational needs, or those from marginalized or disadvantaged groups.
Principles of Inclusive Education in CBC
1. Equity and Access:
o Universal Access: Inclusive education in CBC ensures that all students,
regardless of their physical, intellectual, emotional, or social differences, have
access to the curriculum and can participate fully in all learning activities.
o Equitable Opportunities: Schools and educators provide equitable learning
opportunities by adapting teaching methods, resources, and assessments to meet
the diverse needs of students.
2. Personalized Learning:
o Differentiated Instruction: Teachers use differentiated teaching strategies to
cater to the diverse learning styles, interests, and abilities of all students, ensuring
that each student can engage with and benefit from the curriculum.

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o Individualized Support: Some students may require individualized support, such

as special education services, modified learning materials, or assistive
technologies, to help them achieve their learning goals.
3. Collaboration and Community:
o Inclusive Classroom Environment: An inclusive classroom is one where all
students feel valued, respected, and part of the learning community. Teachers
foster a supportive atmosphere where diversity is celebrated, and every student
has the opportunity to contribute.
o Collaboration with Families and Communities: Inclusive education involves
close collaboration with families, caregivers, and community resources to support
the learning and development of all students. This partnership ensures that
students' needs are met both inside and outside the classroom.
4. Focus on Strengths and Potential:
o Strength-Based Approach: Inclusive education in CBC focuses on students'
strengths, talents, and potential rather than their limitations. Educators identify
and build on each student's unique abilities to help them achieve success.
o High Expectations for All: Teachers hold high expectations for all students,
regardless of their starting points, and provide the necessary support to help them
reach their full potential.
5. Flexible and Adaptive Curriculum:
o Competence-Based Learning: CBC emphasizes the development of
competencies—skills, knowledge, and attitudes—rather than merely covering
content. This allows for a more flexible curriculum that can be adapted to meet
the needs of diverse learners.
o Adaptation and Modification: The curriculum can be adapted or modified to
accommodate the needs of students with disabilities or special educational needs,
ensuring that they can participate in and benefit from the learning process.
Strategies for Implementing Inclusive Education in CBC
1. Differentiated Instruction:
o Teachers design lessons that cater to different learning styles and levels of
readiness, using a variety of teaching methods, such as group work, visual aids,
hands-on activities, and technology-assisted learning.

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2. Use of Assistive Technology:

o Incorporating assistive technologies, such as screen readers, speech-to-text
software, and adaptive learning tools, can help students with disabilities access
the curriculum and participate fully in classroom activities.
3. Universal Design for Learning (UDL):
o UDL is an educational framework that involves designing curricula that are
accessible to all students from the outset, by providing multiple means of
representation, expression, and engagement.
4. Peer Support and Collaboration:
o Encouraging peer tutoring, cooperative learning groups, and collaborative projects
helps students learn from one another and fosters a sense of community and
belonging.
5. Professional Development for Teachers:
o Ongoing training and professional development are essential for teachers to
effectively implement inclusive practices. This includes training in differentiated
instruction, classroom management, and the use of assistive technologies.
6. Positive Behavioral Support:
o Implementing positive behavioral interventions and supports (PBIS) helps create
a safe and supportive classroom environment where all students can thrive.
Benefits of Inclusive Education in CBC
1. Enhanced Learning for All:
o Inclusive education benefits all students by fostering a culture of empathy,
respect, and collaboration. It encourages the development of social skills,
teamwork, and a deeper understanding of diversity.
2. Improved Academic and Social Outcomes:
o Research shows that inclusive education can lead to better academic and social
outcomes for students with and without disabilities, as they learn to appreciate
different perspectives and support one another.
3. Preparation for a Diverse Society:
o Inclusive education prepares students for life in a diverse society by teaching
them to value differences, work collaboratively, and develop inclusive attitudes
and behaviors.

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4. Reduction of Discrimination and Stigmatization:

o By educating students together, inclusive education reduces the stigma and
discrimination often associated with special education and marginalized groups,
promoting equality and social justice.
Challenges and Considerations
• Resource Allocation: Effective inclusive education requires adequate resources,
including trained staff, assistive technologies, and appropriate learning materials. Schools
may face challenges in securing these resources.
• Teacher Preparedness: Teachers need to be well-prepared and supported to implement
inclusive practices. This may require ongoing professional development and
collaboration with special education professionals.
• Cultural and Attitudinal Barriers: Overcoming societal attitudes and cultural norms
that may resist the inclusion of students with disabilities or differences is essential for
successful implementation.
Conclusion
Inclusive education in a Competence-Based Curriculum is about ensuring that every student,
regardless of their individual needs and abilities, can access and benefit from education. It is
grounded in the principles of equity, diversity, and respect for all learners. By embracing
inclusive practices, schools can create a learning environment where all students are supported to
achieve their full potential, preparing them for successful and fulfilling lives in a diverse and
interconnected world.

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Topic 7
Mainstreaming values (Value Based Education and PCIs)
In a Competence-Based Curriculum (CBC), mainstreaming values such as ethics, integrity,
responsibility, and respect is essential to develop well-rounded individuals who can contribute
positively to society. Value-Based Education (VBE) and the integration of Pertinent
Contemporary Issues (PCIs) are key strategies for embedding these values into the curriculum,
ensuring that students not only acquire academic knowledge and skills but also develop the
moral and ethical compass necessary for personal and social development.
Value-Based Education (VBE) in CBC
Value-Based Education is an approach that integrates core values into the curriculum, teaching
students to understand, appreciate, and apply these values in their daily lives. In a CBC, VBE
goes beyond theoretical knowledge, focusing on the practical application of values in real-life
situations, thereby fostering the development of character, ethical decision-making, and social
responsibility.

Key Components of Value-Based Education

1. Core Values Identification:

o Core values such as honesty, empathy, respect, responsibility, fairness, and
integrity are identified and explicitly taught throughout the curriculum. These
values are woven into every subject area and extracurricular activity.
2. Role Modeling:
o Teachers and school staff play a crucial role in modeling the values they teach. By
demonstrating these values in their interactions with students and colleagues, they
set a positive example for students to follow.
3. Integrated Curriculum:
o Values are integrated across all subjects, not taught in isolation. For example, in
literature, students might explore themes of justice and morality; in science,
discussions might focus on environmental ethics and responsible use of
technology.
4. Experiential Learning:

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o Students engage in activities that allow them to practice values in real-world

contexts, such as community service projects, peer mentoring, and collaborative
group work.
5. Reflective Practices:
o Students are encouraged to reflect on their actions, decisions, and learning
experiences. This reflection helps them internalize values and understand their
importance in everyday life.
6. Assessment of Values:
o The assessment of values is done through observation of behavior, self-
assessment, and peer assessment, rather than traditional exams. This includes
evaluating how students apply values in different situations.
Pertinent Contemporary Issues (PCIs) in CBC
Pertinent Contemporary Issues (PCIs) are current social, environmental, and global challenges
that are relevant to students' lives and the broader society. Mainstreaming PCIs in a CBC ensures
that education is relevant, responsive, and prepares students to engage with and address these
issues effectively.

Key PCIs Typically Integrated into CBC

1. Environmental Sustainability:
o Topics such as climate change, conservation, sustainable development, and
responsible consumption are integrated into the curriculum, encouraging students
to adopt sustainable practices and become stewards of the environment.
2. Social Justice and Equity:
o Issues like gender equality, human rights, anti-discrimination, and social inclusion
are explored, helping students understand and advocate for a fair and just society.
3. Health and Well-being:
o Students learn about physical and mental health, nutrition, fitness, and well-being,
as well as issues like substance abuse, HIV/AIDS awareness, and healthy
relationships.
4. Global Citizenship:

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o The curriculum includes discussions on global interdependence, cultural diversity,

peace, and conflict resolution, preparing students to be informed and active global
citizens.
5. Digital Literacy and Cyber Ethics:
o With the increasing role of technology, students are taught about digital
citizenship, online safety, cyberbullying, and the ethical use of digital resources.
6. Economic Literacy and Entrepreneurship:
o Lessons on financial literacy, entrepreneurship, and ethical business practices
equip students with the skills and values needed to navigate and contribute to the
economy responsibly.
Strategies for Mainstreaming Values and PCIs in CBC
1. Curriculum Integration:
o Values and PCIs are embedded in all subject areas. For example, in social studies,
students might analyze historical events through the lens of social justice; in
science, they might study the impact of human activity on the environment.
2. Project-Based Learning:
o Students work on projects that address real-world issues, such as creating a
sustainability plan for their school or developing a community outreach program.
These projects help students apply their learning and values in meaningful ways.
3. Discussion and Debate:
o Class discussions, debates, and ethical dilemmas are used to explore values and
PCIs. These activities encourage critical thinking, empathy, and the development
of informed opinions.
4. Service Learning:
o Service learning combines community service with academic learning, allowing
students to apply their knowledge and values in service to others. For example,
students might organize a campaign to raise awareness about a local
environmental issue.
5. Interdisciplinary Approach:
o An interdisciplinary approach helps connect values and PCIs across different
subjects, showing students how these issues intersect in the real world. For

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example, a unit on water conservation might include science (water cycle), social
studies (water rights), and art (water-themed projects).
6. School Culture and Policies:
o The school culture, policies, and practices should reflect the values being taught.
This includes promoting respect, inclusivity, and equity within the school
community and addressing any behaviors that contradict these values.
Benefits of Mainstreaming Values and PCIs in CBC
1. Holistic Development:
o By integrating values and PCIs, the CBC promotes the holistic development of
students, equipping them with the knowledge, skills, and attitudes necessary to
navigate and contribute positively to society.
2. Enhanced Critical Thinking and Problem-Solving:
o Engaging with PCIs encourages students to think critically about complex issues,
consider different perspectives, and develop solutions to real-world problems.
3. Preparation for Real-Life Challenges:
o Students learn to apply their competencies and values in real-world contexts,
preparing them to face contemporary challenges and make informed, ethical
decisions.
4. Fostering Social Responsibility:
o Value-based education and the integration of PCIs instill a sense of social
responsibility in students, motivating them to contribute to the well-being of their
communities and the world.
5. Promotion of Ethical Behavior:
o By emphasizing values such as integrity, empathy, and respect, the CBC helps
cultivate ethical behavior in students, both in their personal lives and in their
future professional careers.
Challenges and Considerations
• Cultural Sensitivity: It is important to approach values education with cultural
sensitivity, recognizing and respecting the diverse backgrounds and beliefs of students
and their communities.

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• Teacher Preparedness: Teachers need adequate training and support to effectively

integrate values and PCIs into their teaching. This includes understanding how to
facilitate discussions on potentially sensitive or controversial topics.
• Assessment: Measuring the development of values and competencies related to PCIs can
be challenging. Schools may need to develop innovative assessment methods that capture
these aspects of learning.
Conclusion
Mainstreaming values through Value-Based Education and integrating Pertinent Contemporary
Issues in a Competence-Based Curriculum is essential for preparing students to be ethical,
responsible, and informed citizens. By embedding these elements into the curriculum, educators
can ensure that students not only acquire academic knowledge but also develop the moral and
ethical foundations necessary to navigate the complexities of the modern world and contribute
positively to society. This approach fosters holistic development, critical thinking, and social
responsibility, aligning education with the broader goals of personal growth and societal well-
being.

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Topic 8
Introduction to Community Service Learning
Community Service Learning (CSL) is an educational approach that combines academic learning
with meaningful community service. In a Competence-Based Curriculum (CBC), CSL is a
powerful tool for fostering practical, real-world skills and competencies while addressing
community needs. It provides students with opportunities to apply their knowledge and skills in
authentic contexts, promoting personal growth, civic responsibility, and social impact.
What is Community Service Learning?
Community Service Learning (CSL) is a pedagogical strategy that integrates community
service with academic instruction. It involves students participating in service activities that
benefit the community, while reflecting on their experiences and linking them to academic
learning objectives. CSL is designed to enrich students' learning experiences, deepen their
understanding of course material, and enhance their sense of social responsibility.
Principles of Community Service Learning in CBC
1. Integration of Service and Learning:
o CSL connects community service activities with academic learning goals. The
service projects are designed to reinforce and apply the competencies and
knowledge students are acquiring through their coursework.
2. Reciprocal Benefit:
o The CSL approach benefits both students and the community. Students gain
practical experience and develop skills, while the community receives valuable
services and support.

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3. Reflection and Analysis:

o Reflection is a key component of CSL. Students engage in structured reflection
activities to analyze their experiences, understand the impact of their service, and
connect their learning to real-world issues.
4. Student Choice and Ownership:
o Students have a voice in selecting and designing their service projects. This
fosters a sense of ownership and personal investment in the learning process.
5. Collaboration and Partnership:
o CSL involves collaboration with community organizations and stakeholders.
Partnerships between schools and community groups are essential for identifying
needs and coordinating service projects.
Benefits of Community Service Learning in CBC
1. Enhanced Learning:
o CSL provides students with practical experiences that reinforce and contextualize
academic learning. Applying classroom knowledge to real-world problems helps
students understand and retain concepts more effectively.
2. Development of Competencies:
o Through CSL, students develop a range of competencies, including critical
thinking, problem-solving, teamwork, communication, and leadership skills.
These competencies are essential for success in both academic and professional
contexts.
3. Increased Civic Engagement:
o CSL fosters a sense of civic responsibility and social awareness. Students learn
about community needs, social issues, and the importance of contributing to the
common good.
4. Personal Growth:
o Participating in CSL activities helps students build self-confidence, empathy, and
resilience. They gain insights into their own values and interests while developing
a deeper understanding of diverse perspectives.
5. Strengthened Community Ties:

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o CSL creates strong connections between schools and communities. By addressing

local needs, students contribute to community development and build positive
relationships with community members and organizations.
Strategies for Implementing Community Service Learning in CBC
1. Curriculum Integration:
o Design CSL projects that align with the learning objectives of the CBC. Ensure
that the service activities are connected to academic content and competencies,
allowing students to apply their learning in practical ways.
2. Partnership Development:
o Establish partnerships with local community organizations, businesses, and
service providers. Collaborate with these partners to identify community needs
and design meaningful service projects.
3. Project Planning and Execution:
o Involve students in the planning and execution of their service projects.
Encourage them to identify community needs, develop project plans, and
implement their ideas, fostering a sense of ownership and responsibility.
4. Structured Reflection:
o Incorporate regular reflection activities throughout the CSL process. Use journals,
essays, group discussions, and presentations to help students analyze their
experiences, connect their service to academic learning, and articulate their
personal growth.
5. Assessment and Evaluation:
o Develop assessment tools to evaluate both the academic and service components
of CSL. Assess students' learning outcomes, the impact of their service on the
community, and their personal development.
6. Support and Guidance:
o Provide support and guidance to students throughout their CSL experiences. Offer
resources, mentorship, and feedback to help them navigate their projects and
reflect on their learning.
7. Celebrating Achievements:

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o Recognize and celebrate students' contributions and achievements in CSL.

Acknowledge their efforts through awards, presentations, or community events to
reinforce the value of their service.
Examples of Community Service Learning Projects
1. Environmental Conservation:
o Students work on projects such as tree planting, recycling programs, or
environmental education campaigns, applying their knowledge of science and
sustainability.
2. Tutoring and Mentoring:
o Students provide academic support and mentorship to younger students or peers,
using their skills and knowledge to help others succeed.
3. Health and Wellness Initiatives:
o Students participate in health promotion activities, such as organizing wellness
workshops, conducting health screenings, or raising awareness about healthy
living.
4. Community Development:
o Students engage in projects that address local community needs, such as
organizing food drives, building community gardens, or supporting local shelters.
5. Cultural and Arts Projects:
o Students collaborate on cultural events, art exhibitions, or performances that
celebrate diversity and promote cultural understanding.
Challenges and Considerations
• Resource Availability: Ensuring that there are adequate resources and support for CSL
projects can be a challenge. Schools need to allocate time, funding, and personnel to
support successful implementation.
• Student Engagement: Keeping students motivated and engaged in CSL activities
requires careful planning and meaningful projects that align with their interests and skills.
• Assessment: Developing effective assessment methods for CSL can be complex, as it
involves evaluating both academic and service components. Schools need to design
comprehensive assessment tools that capture the impact and learning outcomes.
Conclusion

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Community Service Learning in a Competence-Based Curriculum is a valuable approach that

integrates academic learning with community engagement. By participating in CSL, students
develop essential competencies, gain practical experience, and contribute positively to their
communities. CSL enhances the educational experience by making learning relevant and
impactful, fostering personal growth, and promoting civic responsibility. Through well-designed
CSL projects, students can bridge the gap between classroom knowledge and real-world
application, preparing them to be informed, compassionate, and active members of society.

Topic 9
Competence Based Assessment Framework and Assessment tools
Overview of CBC and CBA
By the end of the session, the participant should be able to:
a) explain the meaning of CBC and CBA
b) explain the linkage between CBC and CBA
c) discuss the purpose of assessment
d) explain the CBA Framework
e) discuss the Paradigm shifts in CBA
f) discus types of assessment
Basic Education Curriculum Framework (Age-based)
BECF Grades Age Years
a) Early years Education - Pre-primary PP1 - PP2 4-5 2
b) Early years Education - Lower Primary 1-3 6-8 3
c) Middle school Education-Upper Primary 4-6 9-11 3
d) Middle School Education-Junior Secondary 7-9 12-14 3
e) Senior School 10-12 15-17 3
f) University - 18-20 3

MAJOR SHIFTS

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NEW SYSTEM
Focuses on the nurturing of a holistic individual in character and skill in line with the tenets of
the 2010 Constitution of Kenya and Kenya Vision 2030.
PREVIOUS SYSTEM
From 7-4-2-3 in 1963, to 8-4-4 in 1985 – over time the system became academic and
examination-oriented resulting in three key problems:
1. Disconnect between school content and the world of work. Most learners exit school
without skills for work and life hence increased unemployment.
2. Deterioration in character/value system. Laying emphasis on the entrenchment of core
competencies and values seeks to address this.
3. Disconnect with the 21st century needs. The system focuses on the development of a
creative, multi-skilled thinkers who will fit in the rapidly changing world.
Shift in Assessment
Object assessment
1. Assessment of learning (summative assessment)
2. Assessment of knowledge acquired through
rote learning
3. Norm referenced
4. Encourages competition
5. Rigid (prescribed duration)
6. Teacher and national assessment
7. Quantitative reporting based on position and marks
8. Memorization and reproduction
9. Assessment of lower order skills
10. Authentic assessment tasks

Competency Based Assessment

1. Assessment for and as learning (formative
assessment)
2. Assessment of competencies development
3. Criterion referenced
4. Encourages collaboration and cooperation

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5. Flexible based on the pace of the learner

6. Includes self and peer assessment
7. Both quantitative and qualitative (description of the competency demonstrated)
8. Demonstration of creativity and talents (Performance Based)
9. Assessment of higher order skill
10. Authentic assessment tasks
Meaning of CBC
What is a competency?
Is the ability to apply appropriate knowledge, skills, values and attitude to successfully perform a
real-life task.
Competency Based Curriculum (CBC)
An education programme focused on the learner’s ability to apply the knowledge, skills, values
and attitude to successfully perform a real-life tasks.
Meaning of Competency Based Assessment (CBA)
❖ Is the process of determining the learner’s ability to apply a set of knowledge, skills,
values and attitudes to successfully perform a real-life task?
❖ Is the process of gathering and interpreting information on what the learner knows and
can do against the specified learning outcomes?
❖ This is done using a variety of assessment tools such as written tests, checklists,
questionnaires, observation schedules, journals, portfolios and rubrics
Objectives of Competency Based Assessment Framework
• Evidence for Accountability
• Identifying and Nurturing Learner Potential
• Determine acquisition of competencies and values
• Improving Learning, Instruction & Assessment
• Measuring Learner Participation in CSL & Acquisition of Values
• Feedback to Stakeholders
• For certification after Grade 12
Linkage between various components of CBC and CBA

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Acronyms used in the Competency Based Assessment Framework Acronyms used in the
Competency

Acronyms used in the Competency Based Assessment Framework

CA – Classroom Assessment

SBA – School Based Assessment

KEYA – Kenya Early Years Assessment

SYR – School Year Report

KPSEA – Kenya Primary School Education Assessment

KJSEA – Kenya Junior School Education Assessment

KCBE – Kenya Certificate of Basic Education

LEP – Learners Exit Profile

Levels of Competency Based Assessment

CBA is divided into three levels
a) Early Years Education Assessment

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b) Middle School Education Assessment

c) Senior School Education Assessment

STRUCTURE OF EARLY YEARS EDUCATION ASSESSMENT

STRUCTURE OF MIDDLE SCHOOL EDUCATION ASSESSMENT

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STRUCTURE OF SENIOR SCHOOL EDUCATION ASSESSMENT

PRINCIPLES GUIDING ASSESSMENT

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TYPES OF ASSESSMENT
• Formative Assessment
• Assessment for learning – designed and administered during the learning process
• Assessment as learning – learners evaluate their work against learning outcomes
• For example, Classroom Assessment
• And school Based Assessment
• Summative Assessment
• Assessment of learning – undertaken at the end of a learning period
• For example, National Assessment
Theories of learning and Assessment
• Cognitive Development
• Piaget’s Cognitive Development Theory
• Bruner’s Cognitive Development Theory

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• Howard Gardner’s Multiple Intelligence Theory

• Social Constructivism
• Dewey’s Social Constructivism amplified by
• Elliot
• Jonassen
• Honebein
• Vygotsky’s Sociocultural Theory
• Behaviourism
• Ivan Pavlov
• Edward Thorndike
• John B. Watson
• B. F. Skinner
EDUCATIONAL STAKEHOLDERS IN THE CBAF

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Competence Based Assessment Framework

A Competence-Based Assessment Framework is integral to a Competence-Based Curriculum
(CBC). It focuses on evaluating students based on their ability to demonstrate specific
competencies—skills, knowledge, and attitudes—required to perform effectively in real-world
contexts. This framework ensures that assessments are aligned with the goals of the CBC,
providing a clear and meaningful measure of students' proficiency and readiness.
Key Elements of a Competence-Based Assessment Framework
1. Clear Competency Statements:
o Definition: Competency statements outline what students are expected to know,
do, and value by the end of a learning period. These statements should be specific,
measurable, and aligned with the learning objectives of the curriculum.
o Examples: "Apply problem-solving techniques to real-world scenarios,"
"Demonstrate effective communication skills in group settings," or "Understand
and analyze ethical issues in professional contexts."
2. Assessment Criteria:
o Criteria Development: Develop clear criteria for evaluating students'
performance against each competency. These criteria should outline the
expectations for different levels of proficiency and provide benchmarks for
assessment.
o Levels of Achievement: Define various levels of achievement (e.g., basic,
proficient, advanced) to differentiate between varying degrees of competency
demonstrated by students.
3. Formative and Summative Assessments:
o Formative Assessment: Ongoing assessments that provide feedback to students
during the learning process. These assessments help identify strengths and areas
for improvement and guide instructional adjustments.
o Summative Assessment: Evaluations at the end of a learning period to determine
whether students have achieved the required competencies. Summative
assessments typically include final exams, projects, presentations, or practical
demonstrations.
4. Authentic Assessment Methods:

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o Real-World Tasks: Use assessment methods that simulate real-world tasks and
scenarios relevant to the competencies being evaluated. This can include case
studies, role-plays, simulations, and practical projects.
o Performance-Based Assessments: Evaluate students' ability to perform tasks or
solve problems in authentic contexts, such as conducting experiments, creating
presentations, or managing projects.
5. Holistic Assessment:
o Comprehensive Evaluation: Assess students' overall performance by
considering multiple aspects of competency, including knowledge, skills, and
attitudes. This approach ensures a well-rounded evaluation of students' abilities.
o Integration of Multiple Sources: Use various assessment sources, such as
observations, self-assessments, peer assessments, and teacher evaluations, to
provide a comprehensive view of students' competencies.
6. Student Involvement:
o Self-Assessment: Encourage students to reflect on their own learning and
evaluate their progress toward achieving competencies. Self-assessment helps
students develop self-awareness and take ownership of their learning.
o Peer Assessment: Facilitate peer evaluations where students assess each other's
performance based on established criteria. Peer assessment promotes
collaborative learning and provides diverse perspectives on competency
development.
7. Feedback and Reflection:
o Constructive Feedback: Provide timely and constructive feedback to students,
highlighting strengths and areas for improvement. Feedback should be specific,
actionable, and focused on helping students enhance their competencies.
o Reflective Practice: Encourage students to reflect on their performance and
learning experiences. Reflection helps students understand their progress, set
goals, and identify strategies for further development.
8. Alignment with Learning Objectives:
o Consistency: Ensure that assessment methods and criteria align with the learning
objectives of the CBC. This alignment guarantees that assessments accurately
measure the competencies intended to be developed.

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o Relevance: Design assessments that are relevant to the real-world applications of

the competencies, ensuring that students' learning experiences are meaningful and
applicable.
Implementing the Competence-Based Assessment Framework
1. Design Assessment Tools:
o Create rubrics, checklists, and scoring guides that outline the criteria and levels of
achievement for each competency. These tools should be clear, detailed, and
aligned with the competency statements.
2. Integrate Assessments into the Curriculum:
o Embed formative and summative assessments throughout the curriculum to
continuously monitor and evaluate students' progress. Ensure that assessments are
integrated with instructional activities and learning experiences.
3. Provide Professional Development:
o Train teachers and assessors on the principles and practices of competence-based
assessment. Professional development should focus on designing effective
assessments, providing feedback, and using assessment data to inform instruction.
4. Monitor and Evaluate the Framework:
o Regularly review and evaluate the effectiveness of the assessment framework.
Gather feedback from students, teachers, and stakeholders to make necessary
adjustments and improvements.
Benefits of a Competence-Based Assessment Framework
1. Focused on Real-World Skills:
o By assessing competencies rather than just knowledge, the framework ensures
that students develop and demonstrate skills relevant to real-world contexts and
professional success.
2. Encourages Deep Learning:
o Competence-based assessment promotes deeper learning by emphasizing the
application of knowledge and skills rather than rote memorization. This approach
supports critical thinking and problem-solving abilities.
3. Provides Meaningful Feedback:

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o Clear assessment criteria and authentic tasks provide students with meaningful
feedback on their performance, helping them understand their strengths and areas
for growth.
4. Supports Personalized Learning:
o The framework allows for personalized assessment based on individual students'
needs and progress. It provides opportunities for differentiated instruction and
targeted support.
5. Enhances Student Motivation:
o By demonstrating the relevance of competencies to real-world situations, students
are more likely to be motivated and engaged in their learning. The focus on
practical skills and application can increase their sense of purpose and
achievement.
Challenges and Considerations
• Design Complexity: Developing a comprehensive competence-based assessment
framework can be complex and time-consuming. It requires careful planning,
collaboration, and alignment with curriculum goals.
• Consistency in Evaluation: Ensuring consistency and fairness in the assessment of
competencies across different assessors and contexts can be challenging. Clear criteria
and training are essential to maintain consistency.
• Resource Requirements: Implementing and maintaining the framework may require
additional resources, such as assessment tools, professional development, and time for
planning and evaluation.
Conclusion
A Competence-Based Assessment Framework is essential for effectively evaluating student
progress in a Competence-Based Curriculum. By focusing on the demonstration of specific
competencies, this framework ensures that assessments are aligned with real-world applications
and provide meaningful feedback. Through clear criteria, authentic tasks, and a holistic
approach, the framework supports student development, enhances learning outcomes, and
prepares students for success in both academic and professional contexts.

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Assessment tools
• This is an instrument that may be used by a teacher to determine the extent to which a
leaner has achieved specified learning outcomes.
• The teacher may be guided by the following when choosing the Assessment tool to use;
➢ Knowledge and skills’ evidence that the learner is expected to demonstrate
➢ Performance criteria and the expected evidence
➢ Assessment conditions
In a Competence-Based Curriculum (CBC), assessment tools are designed to evaluate students'
proficiency in specific competencies—skills, knowledge, and attitudes essential for success in
real-world contexts. These tools help measure how well students can apply what they've learned
in practical situations, providing a comprehensive view of their capabilities.
CBA Tools are instruments used to:
• Inform improvements on instruction strategies.
• Offer relevant and appropriate interventions
• Determine the level of acquired competencies
• Provide feedback to the learner and other stake holders
• Collect information on acquisition of competencies by a learner.
CBA requires the use of a variety of assessment tools to address the different learning styles of
the learners this include:
Questionnaires
• A questionnaire is a specific set of written questions which aims to extract specific
information from the chosen respondents.
• The questions and answers are designed in order to gather information about attitudes,
skills, knowledge, preferences and factual information about the learners.
• Questions are either open-ended or closed.
• Can be developed and administered by the teacher before, during or after the learning
process.
For effective use of Assessment questionnaire
• Ensure the assessment relates to the learning outcomes.
• Select the right type of question e.g. True/false, multiple-choice.
• Keep the questions simple, clear and concise.
• Provides the learner with useful feedback.

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• Use scenario-based questions where possible that will make learners to apply what
they’ve learned to realistic situations.
Sample Questionnaire
Administrative Information
Learner’s name: Paula Pauline Grade: 7
School: Exel Junior Secondary School

Learning Integrated Science

Area/Subject:
Strand: Force and Energy Sub-strand: Static electricity
Learning Activity: Charging objects using rubbing and induction methods.

Observation schedules
It outlines the characteristics and the behaviour that a learner shows during the performance of a
specific task.
The teacher records observations made on the behaviour of the learner on the spot as outlined in
the rubrics.
Sample observation Schedule
Administrative details..........
Criteria
1.
2
3.
Observations

1.
2.
3.
Teacher’s comment:

Student’s signature: Date:

Teacher’s signature: Date:

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Written tests
• 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
• They are accompanied by a scoring guide
SAMPLE WRITTEN TEST
The picture below was drawn from observation:

Identify two art elements used in the picture..........................................

2. After two minutes of play, Anita complained of severe pain in her ankle.
Write what could have caused the pain......................................................

Learner’s 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.
• The teacher constructs a learner’s profile using information obtained from:
➢ observation schedule
➢ learner’s journal
➢ checklist

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➢ portfolio
➢ involvement in projects
Sample Learner Profile
Leaner’s Name: Farida Njeri Naliaka
Grade: 7
Teacher: Tr. Irungu Mwashetani
Learning area/Subject:
Strand:
Sub-Strand:
Learning outcome:
Criteria Students’ Students’ area of Students’ Preferences/Interests
strengths improvement

Rating scales
• A rating scale is a tool used for assessing the performance of tasks, skill levels,
procedures, processes, qualities, quantities, or end products, such as reports, drawings,
and computer programs etc.
• These are judged at a defined level within a stated range.
• Just like a checklist, it can be used to assess performance or products, both formally and
informally.
• The teacher states the criteria and provides three or four response selections to describe
the quality or frequency of learner’s work.
• The teacher then indicates the degree or frequency of occurrence of competencies
displayed by the learner.
• Each scale is an incremental level of measurement, meaning, each scale fulfills the
function of the previous scale.

Descriptive words for Rating scale

1.
• Always

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• Usually
• Sometimes
2
• Excellent
• Good
• Fair
3.
• Outstanding
• Satisfactory
• Unsatisfactory
Meaning of some descriptive words used in rating scale
Level Rating Description
3 Outstanding Performance exceeded the expectations and represents extra ordinary
level of achievement and commitment, technical skills and
knowledge, ingenuity, creativity and initiative. All goals, objectives
and targets are achieved above the expected standards.
2 Satisfactory Performance met expectations in terms of quality of work, efficiency
and timelines. The most critical goals, objectives and targets are met.
1 Unsatisfactory Performance was consistently below expectations and no reasonable
progress was made towards achieving the critical goals and a
significant improvement is needed in one or more important areas.

Sample Rating Scale

a) Administrative Information
Learner’s name: Yusuf Balaji Grade: 7
School: Exel Junior Secondary School
Learning Area/Subject:
Strand:
Sub-strand:
Learning Activity: A project on ch

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Comments on the learner’s performance

Learner’s signature ____________________________ Date ___________________

Teacher’s Name ___________________ Signature____________ Date ____________________

Oral or Aural questioning (Signing & Observing Assessment)

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
Aural/Observing Assessment
• Aimed at assessing the learners listening/observing skills.
• Usually pre-recorded (with captions) and played to the learner.
Strategies for effective Oral and Aural (Observing and Signing) Assessment
• Give a learner time to prepare and respond after the task is stated
• Ask a variety of questions:

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➢ Open-ended questions;
➢ Questions that require more than a right or wrong answer;
➢ Questions that promote higher-order thinking.
Administrative Information
Learner’s name: Fatma Hassan Grade:
School: Al-Noor Junior Secondary School
Learning Business Studies
Area/Subject:
Strand: Business and its environment

Learning Activity: Learners are given opportunity to visit any local market and compile
a list of goods and services provided. The teacher then asks the
learners the following questions after the visit. The leaners are
expected to respond orally.
(i) What are some of the goods that you observed in the market?
(ii) State some of the services that you observed during the visit?
(iii) Can you now, distinguish between the terms “goods” and
“services”?
(iv) What are some of the goods and services that you did not observe
but you would recommend to be provided in the market.

ORAL ASSESSMENT
Criteria OBSERVATION

1 What are some of the goods that you

observed in the market?
2 State some of the services that you
observed during the visit?
3 Can you now, distinguish between the
terms goods and services?

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4 What are some of the goods and services

that you did not observe but you would
recommend to be provided in the market.
Teachers’ comment on the learners
performance:
Teachers’ signature:
Students’ signature:
Anecdotal Records
• Anecdotal Records, provide teachers with a collection of narratives that can be used to
showcase a child’s progress over time.
• Describe the child's behavior NOT what you think of the behaviors. Use details of the
child's behavior such as actions or comments. Write down the exact words used in the
conversation
• The event may be described using Reports, photos, drawings etc.
• Describe the learner's behavior NOT what you think of the behaviors. Use details of the
learner's behavior such as actions or comments. Write down the exact words used in the
conversation where possible.
• ANECDOTAL RECORDS
• School:…………………………………………………………………………….…
• Learner’s Name:…………………………Grade…………………………………
• Observation Date: ……………………. Observation Time: ……………………
•
• Description of the incident/event
• ………………………………………………………………………………………………
………………………………………………………………………………
• Description of location/Setting
• ………………………………………………………………………………………
• ………………………………………………………………………………………
• Teacher Comments:
• ………………………………………………………………………………………………
………………………………………………………………………………

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• Teacher’s Name__________________Signature____________________

SAMPLE ANECDOTAL RECORDS

School: KIWA JUNIOR SECONDARY SCHOOL
Learner’s Name: BWANA BWANA Grade: 7
Observation Date: 14/11/2022 Observation Time: 11.45 AM
Description of the incident/event
Toby walked over to the sandpit and picked up a toy truck. Carrying the truck with both
of his hands, Toby walked over to two of his friends who were also in the sandpit. Toby
said “I got a dump truck, there is more over there, get one too” he said to the others
pointing towards where the trucks were. Toby sat in the sandpit, put the truck in front of
him and used his hands to fill the truck with sand. After filling the truck, he pushed it
across the sandpit while kneeling. “Too heavy, hard to push.” He commented. He stopped
pushing and then begun to remove some of the sand from the truck. He then tried to push
it across the sandpit again. “Look I can push it faster now.” Toby said.
Description of location/Setting
Playing in the sandpit with his friends
Teacher Comments:
Toby is able to explore his environment, manipulates objects and experiments. He openly
explores feelings and ideas in his interaction with friends. He can initiate and joins in
play. Persists when faced with challenges and when first attempts are not successful. He
has interest in others and can be part of the group.
Teacher’s Name: __________________ Signature: ____________________

Journals
• A journal entails the learner keeping a record of their personal feelings, thoughts,
experiences and activities on a daily basis. Records of past events or happenings in a
learner’s life.
• Learner’s development can be tracked through their writings.
• Based on the learner’s performance/feelings/thoughts, the teacher can provide either
support, challenge or both.

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• Assessment through journals should be a joint venture between the learner and the
teacher

Sample Assessment Journal

School: Sina Padua Junior Secondary School
Learner’s Name: Chol Awol Babu
Grade 7
Date of Entry: 3/05/2022
Targeted Competency: Speaking Skills

Happenings/Activities: Public Speaking Competition

Learners feelings: Today I felt embarrassed, because I was not able to present my work
well.
Teacher’s comment to You are a talented learner, do more practice on public speaking.
the learner
Teacher’s Awol should be given more opportunity to make presentations. This
recommendation will help him develop courage to be able to speak before a large
group of people.

Projects
• A Project is a set of activities implemented within a given timeframe.
• Gives an opportunity for learners to apply acquired knowledge and skills to a real life
situation.
• Should have a clearly stated purpose and set of objectives
• Can be assessed using observation schedules, rating scales, checklists, journals and
portfolios
• Projects can be used for learning, problem solving or income generation
Administrative Information
Learner’s name: Kamaa Jamal

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School: CPU Junior School

Subject: Computer Science
Strand: Foundation of Computer Science

Activity: Use a computer

to type the document
given below and print 2
copies. Submit your
work after one week.

ASSESSMENT RUBRIC
• It’s an assessment tool used to interpret and assess learner’s performance in a task. It
consists of:
Criteria Descriptors Performance
Levels

DESCRIPTORS
Descriptors for high performance level
▪ Presents important details/facts/concepts
▪ Provides solution without errors

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▪ Exhibits mmastery of knowledge and extensive understanding

▪ Uses multiple methods to solve a problem
▪ Represents a variety of perspectives
▪ Draws complex connections and logical conclusions which are not immediately obvious
▪ Provides clear and elaborate details with precision and accuracy
▪ Uses multiple sources to solves problems by effective application of information

Descriptors for low performance level

▪ Gives details with some errors
▪ Solves problems without complete understanding
▪ Generally explains
▪ Uses a single method
▪ Represents a single perspective
▪ Identifies few connects
▪ Without drawing accurate conclusions
▪ Presents confusing statements and facts
▪ limited and inaccuracies details
▪ Relies on single source
There are two types of rubrics.
1. Analytic Rubric
– Breaks down content or tasks being assessed into smaller parts.
– Each part is assessed separately.
2. Holistic Rubric
– Assesses overall performance on a task as a single entity.
– Scores the overall competencies of the learner.

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.
Types of Portfolios

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• Working Portfolio: A collection of learner’s work in progress or completed samples of

work
• Showcase Portfolio: Created by a learner to display their best work
• Assessment Portfolio: Used to document a learner’s mastery of skills or competences in
a particular learning area. It contains samples of learner’s work that has been assessed by
the teacher.

STAGES OF DEVELOPING A PORTFOLIO

1. Planning
i. Type
ii. Audience
iii. Storage
iv. Communication
2. Collection of work samples
3. Selection of work samples
4. Reflection
5. Feedback
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.
• Where possible, organize for the storage of the learners’ portfolios
Storage of Portfolios
Learners’ portfolios can be organized and stored in:
• Ring binders
• Cartons
• Storage holders
• Media platforms
• Electronic storage devices

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• Files/folders
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
• 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
Checklists
• Checklists are used for identifying whether key tasks in a procedure, process, or activity
have been completed.
• A teacher carefully observes and tick whatever behavior is portrayed guided by the
criterion set.
• It is used to assess performance or products, both formally and informally.
• It offers a Yes/No, True/False format in relation to a learner demonstrating a specific
criteria.
• Contains a list of characteristics of a learner’s expected behavior
• Used to gauge skills development or progress.
• Requires the teacher’s careful observation of the competences.
• Teacher marks/ticks against the competencies portrayed.
Characteristics of a good checklists
Should:
• Have criteria for success based on expected outcomes.
• Be short enough to be practical (e.g., one sheet of paper).
• Have tasks chunked into logical sections or flow from start to finish.
• Highlight critical tasks only.
• Be written with clear and detailed wording to minimize the risk of misinterpretation.
Sample Checklist
a) Learning Activity/Task

No. Competence (Knowledge, skills, attitude, values) assessed (tick appropriately)

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Name Teacher’s
comment
YES NO YES NO YES NO YES NO
1.
2.

Teacher’s signature Date

Implementing Assessment Tools in CBC

1. Align with Competencies:
o Ensure that all assessment tools are aligned with the specific competencies
outlined in the curriculum. This alignment ensures that assessments accurately
measure the desired skills and knowledge.
2. Provide Clear Criteria:
o Develop and communicate clear criteria and expectations for each assessment
tool. This clarity helps students understand what is required and how their
performance will be evaluated.
3. Incorporate Diverse Methods:
o Use a variety of assessment tools to capture different aspects of competency.
Combining different methods provides a more comprehensive view of students'
abilities.

4. Ensure Transparency:
o Make the assessment process transparent to students. Provide them with rubrics,
checklists, and examples to guide their work and understanding of how they will
be assessed.
5. Encourage Reflection:
o Integrate opportunities for reflection in assessments. Encourage students to
analyze their performance, set goals, and identify areas for improvement.
6. Provide Constructive Feedback:

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o Offer timely, specific, and actionable feedback on assessments. Feedback should

help students understand their strengths, address weaknesses, and improve their
performance.
7. Regularly Review and Adjust:
o Regularly review the effectiveness of assessment tools and make adjustments as
needed. Gather feedback from students and educators to refine assessment
practices and ensure they meet the needs of the curriculum.
Benefits of Competence-Based Assessment Tools
1. Real-World Relevance:
o Assessments are designed to reflect real-world tasks and challenges, ensuring that
students develop practical and applicable skills.
2. Comprehensive Evaluation:
o A range of assessment tools provides a holistic view of students' competencies,
capturing different aspects of their performance.
3. Student Engagement:
o Authentic and varied assessment methods increase student engagement and
motivation by making learning more relevant and meaningful.
4. Personalized Learning:
o Competence-based assessments allow for personalized feedback and support,
helping students progress at their own pace and according to their individual
needs.
5. Preparation for Future Success:
o By focusing on competencies and real-world applications, assessment tools
prepare students for success in their future careers and lives.
Challenges and Considerations
• Consistency: Ensuring consistency in the application and interpretation of assessment
tools can be challenging. Clear guidelines and training for assessors are essential.
• Resource Intensive: Some assessment methods, such as performance-based assessments
and projects, may require significant time and resources to implement effectively.
• Complexity: Designing and implementing a comprehensive competence-based
assessment framework can be complex and may require ongoing adjustments and
refinements.

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Conclusion
Competence-Based Assessment Tools are crucial for evaluating students' proficiency in a
Competence-Based Curriculum. By focusing on real-world applications, providing clear criteria,
and using a variety of assessment methods, these tools offer a comprehensive and meaningful
measure of students' competencies. Implementing these tools effectively ensures that
assessments are aligned with curriculum goals, supports student learning, and prepares students
for success in their future endeavors.

Topic 10
ICT integration in Education
Information and Communication Technology (ICT) integration in education within a
Competence-Based Curriculum (CBC) enhances teaching and learning by leveraging digital
tools and resources to support the development of specific competencies. ICT can transform how
educators deliver content, how students engage with learning materials, and how assessments are
conducted. Here’s how ICT integration can be effectively implemented in a CBC:
Benefits of ICT Integration in CBC
1. Enhanced Learning Experiences:

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o Interactive Content: Digital tools such as multimedia presentations, interactive

simulations, and educational games can make learning more engaging and
interactive.
o Access to Resources: Students have access to a wide range of online resources,
including academic journals, educational videos, and interactive platforms.
2. Personalized Learning:
o Adaptive Learning Technologies: Tools that adapt to individual students'
learning needs and progress, offering tailored content and assessments based on
their performance.
o Self-Paced Learning: Online platforms allow students to learn at their own pace,
providing opportunities for remediation or advanced study as needed.
3. Collaboration and Communication:
o Online Collaboration Tools: Platforms like Google Workspace, Microsoft
Teams, and collaborative software enable students to work together on projects,
communicate effectively, and share resources.
o Virtual Classrooms: Technologies such as video conferencing facilitate remote
learning and collaboration, allowing for interaction with peers and instructors
regardless of location.
4. Efficient Assessment and Feedback:
o Digital Assessments: Tools for creating and administering quizzes, tests, and
assignments online make the assessment process more efficient and flexible.
o Automated Feedback: Online assessment tools can provide immediate feedback
to students, helping them understand their performance and areas for
improvement quickly.
5. Real-World Skills Development:
o Digital Literacy: Using ICT tools helps students develop essential digital literacy
skills, including information search, data management, and online
communication.
o Technical Skills: Exposure to various digital tools and platforms prepares
students for future careers in a technology-driven world.

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Strategies for Integrating ICT in CBC

1. Align ICT with Competencies:
o Curriculum Integration: Ensure that ICT tools and resources are aligned with
the competencies outlined in the CBC. This alignment ensures that technology
supports the development of relevant skills and knowledge.
o Learning Objectives: Design ICT activities that align with specific learning
objectives and competencies, providing opportunities for students to apply their
skills in meaningful ways.
2. Utilize Digital Tools and Resources:
o Educational Software: Incorporate software and applications designed for
educational purposes, such as interactive simulations, virtual labs, and language
learning tools.
o Online Resources: Use online databases, digital libraries, and educational
websites to provide students with access to a wide range of information and
learning materials.
3. Facilitate Collaborative Learning:
o Group Projects: Encourage students to use online collaboration tools for group
projects and assignments, promoting teamwork and communication skills.
o Discussion Forums: Create online discussion forums and groups where students
can engage in discussions, share ideas, and collaborate on problem-solving
activities.
4. Implement Flipped Classroom Models:
o Pre-Learning Materials: Use online videos, readings, and interactive content as
pre-learning materials that students review before class, allowing for more
interactive and application-focused classroom activities.
o In-Class Activities: Use class time for hands-on activities, discussions, and
problem-solving exercises, leveraging ICT tools to support and enhance these
activities.
5. Develop Digital Assessments:
o Online Quizzes and Tests: Create and administer quizzes, tests, and assignments
online to assess students’ understanding and application of competencies.

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o E-Portfolios: Implement digital portfolios where students can collect and

showcase their work, reflecting on their learning and demonstrating their
competencies.
6. Provide Professional Development for Educators:
o Training Programs: Offer professional development opportunities for educators
to learn how to effectively integrate ICT into their teaching practices and
curriculum.
o Ongoing Support: Provide ongoing support and resources to help educators stay
updated with the latest technologies and best practices in ICT integration.
7. Ensure Accessibility and Inclusivity:
o Accessible Technologies: Use ICT tools and resources that are accessible to all
students, including those with disabilities. Ensure that digital content is
compatible with assistive technologies.
o Inclusive Practices: Design ICT activities and assessments that accommodate
diverse learning styles and needs, providing equitable opportunities for all
students.
8. Monitor and Evaluate ICT Integration:
o Feedback and Evaluation: Regularly gather feedback from students and
educators on the effectiveness of ICT integration. Evaluate how well digital tools
and resources support the achievement of competencies.
o Adjustments and Improvements: Make necessary adjustments based on
feedback and evaluation results to improve the integration of ICT in the
curriculum.
Examples of ICT Integration in CBC
1. Virtual Labs:
o Science students use virtual lab simulations to conduct experiments, allowing
them to explore concepts and perform tasks that may be impractical in a physical
lab setting.
2. Interactive Whiteboards:
o Teachers use interactive whiteboards to present lessons, demonstrate concepts,
and engage students in interactive activities.
3. Educational Apps:

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o Language learners use apps for vocabulary practice, grammar exercises, and
language games, supporting personalized learning and skill development.
4. Online Collaboration Platforms:
o Students collaborate on research projects using platforms like Google Docs or
Microsoft Teams, sharing documents, and working together in real time.
5. E-Learning Modules:
o Students complete e-learning modules on topics related to their curriculum,
accessing multimedia content and interactive exercises to enhance their
understanding.
Challenges and Considerations
1. Technology Access and Equity:
o Ensuring that all students have access to the necessary technology and internet
connectivity can be a challenge. Schools should address equity issues and provide
support for students who may lack access.
2. Training and Support:
o Adequate training and ongoing support for educators are crucial to the successful
integration of ICT. Without proper training, educators may struggle to effectively
use digital tools and resources.
3. Privacy and Security:
o Protecting students' privacy and ensuring the security of digital tools and
platforms is essential. Schools should implement policies and practices to
safeguard sensitive information.

4. Balancing Screen Time:

o Managing the amount of screen time to ensure it is balanced with other forms of
learning and physical activity is important for students' overall well-being.
Conclusion
Integrating ICT in a Competence-Based Curriculum enhances teaching and learning by
providing interactive, personalized, and efficient educational experiences. By aligning digital
tools with competencies, facilitating collaboration, and providing effective training and support,
educators can leverage ICT to improve student outcomes and prepare them for success in a
technology-driven world. Despite challenges, thoughtful and strategic ICT integration can

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significantly enrich the learning process and help students develop the competencies needed for
their future careers and lives.

Topic 11
Introduction to Comprehensive School Health and safety
Comprehensive School Health and Safety involves a holistic approach to ensuring the well-
being and safety of students, staff, and the school environment. This approach integrates various
aspects of health, safety, and wellness into the school's operations and culture, aiming to create a
supportive and secure environment conducive to learning and development.
Key Components of Comprehensive School Health and Safety
1. Physical Health:
o Nutrition: Ensuring that students have access to healthy food options, including
nutritious meals and snacks, and promoting healthy eating habits.
o Physical Activity: Providing opportunities for regular physical exercise through
physical education classes, sports, and recreational activities.
o Health Services: Offering on-site health services, including school nurses and
health clinics, to address medical needs and provide health education.
2. Mental and Emotional Health:
o Counseling Services: Providing access to school counselors and mental health
professionals to support students' emotional well-being and address issues such as
stress, anxiety, and depression.
o Social-Emotional Learning (SEL): Integrating SEL programs into the
curriculum to help students develop skills for managing emotions, building
relationships, and making responsible decisions.
3. Safety and Security:

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o Emergency Preparedness: Developing and implementing emergency response

plans for various scenarios, including natural disasters, medical emergencies, and
security threats.
o Building Safety: Ensuring that school facilities are safe, well-maintained, and
compliant with building codes and safety regulations. This includes regular
inspections and maintenance of infrastructure and equipment.
o Cybersecurity: Protecting students' and staff's digital information and ensuring
safe use of technology through policies and practices that address online safety
and data security.
4. Health Education:
o Curriculum Integration: Incorporating health education into the curriculum to
teach students about topics such as nutrition, personal hygiene, mental health,
substance abuse prevention, and healthy lifestyles.
o Parental Involvement: Engaging parents and guardians in health education
initiatives and providing resources to support healthy behaviors at home.
5. Safe and Supportive Environment:
o Anti-Bullying Policies: Implementing and enforcing policies and programs to
prevent and address bullying and harassment, ensuring a safe and inclusive school
environment for all students.
o Positive Behavior Support: Promoting positive behavior and creating a
supportive school culture through programs and strategies that encourage respect,
responsibility, and kindness.
6. Involvement and Collaboration:
o Stakeholder Engagement: Involving students, parents, staff, and community
members in developing and implementing health and safety policies and
programs. Collaboration with local health agencies and organizations can also
enhance school health initiatives.
o Professional Development: Providing ongoing training and professional
development for staff on health and safety topics, including first aid, mental
health support, and emergency response.
Benefits of Comprehensive School Health and Safety
1. Improved Academic Performance:

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o A healthy and safe school environment supports students' ability to focus on

learning, leading to better academic outcomes and overall school performance.
2. Enhanced Well-Being:
o Addressing physical, mental, and emotional health needs helps students feel more
secure, supported, and engaged in their education.
3. Reduced Absenteeism:
o Health and safety initiatives can reduce the incidence of illness and injury, leading
to fewer missed school days and improved attendance rates.
4. Stronger School Community:
o A comprehensive approach fosters a positive and supportive school culture,
enhancing relationships among students, staff, and families.
5. Preparedness for Emergencies:
o Effective emergency preparedness plans and practices ensure that the school is
ready to respond to crises, minimizing potential risks and impacts.
Implementing a Comprehensive School Health and Safety Program
1. Assessment and Planning:
o Conduct a thorough assessment of current health and safety practices and identify
areas for improvement. Develop a comprehensive plan that outlines goals,
strategies, and responsibilities for implementing health and safety initiatives.
2. Policy Development:
o Establish clear policies and procedures related to health and safety, including
emergency response, health education, and anti-bullying measures. Ensure that
policies are regularly reviewed and updated.
3. Resource Allocation:
o Allocate resources, including funding, staff, and materials, to support health and
safety programs. Invest in infrastructure improvements, training, and health
services as needed.
4. Monitoring and Evaluation:
o Regularly monitor and evaluate the effectiveness of health and safety programs.
Gather feedback from students, staff, and parents to identify successes and areas
for improvement.
5. Communication and Awareness:

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o Communicate health and safety policies and initiatives to the school community.
Use various channels, such as newsletters, meetings, and workshops, to raise
awareness and promote engagement.
Challenges and Considerations
1. Funding and Resources:
o Securing adequate funding and resources for health and safety programs can be
challenging. Schools may need to explore funding opportunities, partnerships, and
community support.
2. Compliance and Regulation:
o Ensuring compliance with health and safety regulations and standards requires
ongoing attention and effort. Schools must stay informed about legal requirements
and best practices.
3. Cultural and Socioeconomic Factors:
o Addressing the diverse needs of students from different cultural and
socioeconomic backgrounds may require tailored approaches and additional
support.
4. Staff Training:
o Providing effective training for staff on health and safety topics is essential but
can be resource-intensive. Ongoing professional development and support are
necessary to maintain staff competency.

Conclusion
Comprehensive School Health and Safety is a vital aspect of creating a positive and supportive
learning environment. By addressing physical, mental, and emotional health needs, ensuring
safety and security, and promoting health education, schools can enhance students' well-being
and academic success. Effective implementation involves careful planning, collaboration, and
ongoing evaluation to ensure that health and safety initiatives meet the needs of the school
community and contribute to a thriving educational environment.

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Topic 12
Preparation of professional documents
In the context of a Competence-Based Curriculum (CBC), professional documents play a crucial
role in guiding and documenting educational practices, assessing student progress, and ensuring
alignment with curriculum objectives. These documents are essential for effective curriculum
delivery, assessment, and reporting. Here’s an overview of key professional documents and how
to prepare them in a CBC framework:
Key Professional Documents in CBC
1. Curriculum designs
o Purpose: Provide an overview of the curriculum, including learning outcomes,
content, teaching strategies, and assessment methods.
o Preparation:
▪ Align with Competencies: Ensure that the curriculum guide aligns with
the specific competencies outlined in the CBC. Clearly define the
competencies to be achieved at each grade level or course.
▪ Include Learning Outcomes: Specify what students are expected to
know, do, and value by the end of the course or program.
▪ Detail Instructional Strategies: Describe the teaching methods and
resources to be used, including any ICT tools or differentiated instruction
strategies.
▪ Outline Assessment Methods: Specify how students’ competencies will
be assessed, including formative and summative assessments.
2. Schemes of Work
• What document should guide the teacher when developing Schemes of Work?
• Why should we prepare Schemes of Work?
• Should Schemes of Work be written or handwritten?

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• Outline the components of a Schemes of Work.

• What are the gaps in the preparation and use of schemes of work?

➢ Schemes of work are part and parcel of the teaching profession.

➢ The development of SOW and other professional documents is guided by the curriculum
designs.
➢ This helps the teachers in their interpretation of the designs and subsequent
implementation of the curriculum.
➢ They lay the foundation for sound administration, planning, monitoring and evaluation of
curriculum delivery.
➢ Ideally, schemes of work should be prepared annually. Reason: They provide a roadmap
of what the teacher will achieve over a long period of time.
➢ Schemes of work can either be written or handwritten. However, they should be updated
on a daily basis.

Gaps
• Overreliance on online/commercial schemes of work. These do not address the needs and
situation of the learner.
• Failure to use recommended format.
• Not aligning them to the curriculum design. Instead many teachers indicate that they use
course books for scheming purposes.
• Failure to quote the exact reference being used including title, page numbers, author,
when using course books and other reference materials
• Stating lesson specific learning outcome using sub strand instead of lesson.
• Schemes of work are done to comply with documentation hence not personalized.
• Reflection column is normally not updated. If so, it is sketchy with remarks such as done,
covered which cannot inform teaching and improvement.
• Failure to update schemes of work over a period of time.
• There is disregard of the three levels of the specific learning outcomes. Teachers tend to
focus on mainly knowledge.
• Some specific learning outcomes lack the context.

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• Learning experiences in the scheme of work are not suggested since it is the teacher who
has developed them to suit their contexts. But in the curriculum design they are
suggested.
SCHEMES OF WORK TEMPLATE
Administrative Details

School

Year

Term

Grade

WK Lesson Strand Sub Specific Learning KIQ Learning Assess Reflectio

Strand Learning Experiences Resources ment n
Outcomes Metho
ds

3. Lesson Plans
• A lesson plan helps to actualise what is visualised in the schemes of work. It ensures
effective teaching and learning because it allows the teacher to pre-meditate on the
content delivery beforehand.
• Preparing a lesson gives the teacher an opportunity to think through how they will
incorporate critical elements of CBC such as core competences, PCIs, values, non-formal
learning activities, link to other learning areas, resources and assessment.
Importance of lesson planning
A well-done lesson plan helps the teacher to:

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• organize systematically the content to be taught in advance hence avoiding vagueness and
irrelevance,
• plan, prepare and assemble teaching and learning resources,
• present concepts and skills in a systematic manner using appropriate strategies to achieve
the stated lesson outcomes,
• manage time well during the lesson,
• select and design appropriate assessment methods to evaluate the teaching and learning
process,
• To make connections between various components.

SAMPLE LESSON PLAN TEMPLATE

Administrative Details
School Date

Subject Time

Year Grade

Term Roll

Strand:
Sub Strand:
Specific Learning Outcomes:
Key Inquiry Questions:
Learning Resources:
Organisation of Learning:
Introduction:
Lesson Development:
Step 1
Step 2 {Mainstream Core Competencies, Values and PCIs}
Step 3

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Step 4…………
Extended Activities:
Conclusion:
Reflection on the lesson:

POINTS TO LOOK FOR IN A LESSON PRESENTATION

1. Are the Learning outcomes well unpacked from broader sub strand to bring out the
intended knowledge, skill(s), attitudes and values?
2. Does the lesson plan have real life experiences well spelt out?
3. Are the core competencies(s) to be developed well-articulated and in a precise manner?
4. Are the Value(s) to be nurtured well-articulated and in a precise manner?
5. Are PCI’(s) to be mainstreamed well-articulated and in a precise manner?
6. What strategies or pedagogies will the teacher employ to deliver the lesson
7. How does the teacher assess the KSA?(Assessment should be integrated during the lesson
e.g asking questions, responding to questions, writing answers, taking notes, summarising)
8. Are all the components of a lesson plan well brought out and in the correct format(e.g
KIQ’s, learning resources Lesson organisation etc)
9. How does the teacher keep records of the individual learner performance?
`

3. RECORD OF WORK
Provides evidence of work covered by the teacher, it should be updated on a daily basis.
Importance of record of work
• Provides evidence of work covered by the teacher thus ensuring accountability and
transparency.
• Provides continuity of teaching of a particular class since a new teacher is able to trace
where to start teaching.

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• Helps identify the learners who needs more help, guidance and support ( in the
reflection column)

RECORD OF WORK COVERED TEMPLATE

Administrative Details
School
Grade
Subject
Year
Term
Name of Teacher

Date Strand Sub Strand Lesson Work done Reflection Signature

Individualised Education Programme (IEP)

Individualised Education Programme (IEP) is a written educational plan designed to meet the
individual learning needs of a learner. It is a comprehensive and legally mandated document that
outlines the specialised education plan for a learner with special need.
Rationale for developing an IEP
● IEP helps identify appropriate learning outcomes, experiences, resources and assessment
to ensure that learners with special needs and disabilities are successful in learning.
● It guides the educational planning and monitoring of a learner’s unique learning needs.
● It provides an opportunity to share information between the teacher, parent or caregiver
and other professionals on how to improve educational results for learners with special
needs.
Learners who may require an IEP include;
• Learners with learning disabilities (language, arithmetic, writing, reading, executive
functioning)
• Learners with Attention Deficit Hyperactive Disorder (ADHD)
• Learner with Emotional and Behaviour Disorders (EBD)

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• Learners with loss of vision or hearing senses

Structure of an IEP
1. Title: This is the name of the professional document “Individualised Education Programme”
2. Administrative details: This refers to details that give reference to the IEP
• Name of the School.
• Level or Grade.
• Learning Area or Subject:
3. Target Learners: This entails the name or names of learners targeted by the IEP.
4. Strand and Sub strand:
A strand is a broad area of study within a specific learning area or subject.
A sub strand represents smaller concepts within the strand. In the IEP state clearly the strand
and sub- strand from the curriculum design.
5. Areas of strength and areas of need;
• Establish the strengths and areas of need for every learner using teacher made assessment
tools such as observation schedules, checklists, questionnaires and rubrics among others.
• State them in terms of what the learner can do and areas of need that require intervention
with reference to the curriculum designs.
6. Specific Learning Outcomes:
• This indicates the expected observable changes in the learner after covering a sub strand
or a lesson.
• Based on the learning needs identified, develop specific learning outcomes for every
learner in the target learning area or subject with reference to the curriculum design.
• The specific learning outcomes should cover the duration of the IEP depending on the
ability of the individual learner.
7. Learning Experiences: This refers to activities that the learner is engaged in during the
learning process to achieve the intended specific learning outcomes and develop competencies.
8. Resources: These are materials and devices that the learner interacts with in the learning
process in order to achieve the desired outcomes and develop competencies. The teacher should
indicate resources such as charts, realia, models and assistive technologies among others.
9. Assessment: These are the methods and tools used to determine the level of achievement of
the learner as per the targeted specific learning outcome indicated in the IEP.
10. Date of initiation: This is the date when the implementation of the IEP begins.

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11. Date of termination: This is the date when the period of the IEP ends.
12. Reflection: This indicates the teacher’s comments regarding the following:
✓ Areas of success.
✓ Areas of difficulty.
✓ Intervention measures to be put in place to alleviate the difficulties.
STRUCTURE OF AN IEP
Administrative Details
Name of the School: Grade or level:
Subject:
Name Strand Areas of Areas Specific Learning Resources Assessment Date of Date of Reflection
of the and Strength of Learning Experiences (methods Initiation Termination
Learner sub Need Outcomes and tools)
strand
from
the
designs
James

Peter

Mary

Caroline

Best Practices for Preparing Professional Documents

1. Align with Competencies:
o Ensure that all documents are aligned with the competencies and learning
outcomes outlined in the CBC. This alignment ensures that the documents support
the achievement of curriculum goals.
2. Be Clear and Specific:

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o Provide clear, detailed information in all documents. Use specific language to

define objectives, criteria, and expectations, making it easier for educators and
students to understand and implement.
3. Incorporate Feedback:
o Seek feedback from stakeholders, including students, parents, and colleagues, to
refine and improve professional documents. Regularly review and update
documents based on feedback and changing needs.

4. Use Technology:
o Leverage digital tools and platforms to create, organize, and manage professional
documents. This can enhance efficiency, accessibility, and collaboration.
5. Ensure Consistency:
o Maintain consistency in the format and content of professional documents to
ensure clarity and coherence across different documents and practices.
6. Provide Training and Support:
o Offer training and support for educators on how to effectively use and implement
the professional documents. This includes guidance on interpreting and applying
the content of the documents.
Conclusion
The preparation of professional documents in a Competence-Based Curriculum (CBC) is
essential for effective curriculum implementation, assessment, and reporting. By developing
clear, detailed, and aligned documents such as curriculum guides, lesson plans, assessment tools,
and portfolios, educators can support students’ development of competencies and enhance the
overall educational experience. Adopting best practices and regularly reviewing and updating
documents ensure that they remain relevant and effective in achieving curriculum goals.

References
Competency-Based Education: A Guide for Educators by Rose Asera.

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“What is Competence-Based Curriculum?” by UNESCO, which provides an overview of CBC

principles and implementation strategies.

“Competence-Based Curriculum: Relevance, Implementation, and Challenges” available on

platforms like Research Gate.

Designing and Implementing Competency-Based Education Programs by the Competency-Based

Education Network (C-BEN).

UNESCO’s Competency-Based Education Toolkit which offers guidelines and templates for
CBC curriculum design.

Assessment for Competency-Based Education: Measuring Mastery by the American Institutes for
Research.

Competency-Based Assessment in Higher Education by the Council for Adult and Experiential
Learning (CAEL).

“Challenges in Implementing Competence-Based Curriculum: Perspectives from Educators”

published in the Journal of Education and Practice.

UNESCO’s case studies on the implementation of CBC in various countries, which highlight
challenges and solutions.

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