RETOOLING OF JS TEACHERS ON CBC AND CBA
OVERVIEW OF JUNIOR SCHOOL
December, 2024
SESSION LEARNING OUTCOMES
By the end of the session, the participants should be able to:
a) Inteprete and conceptualise Junior School(JS) Curriculum.
b) Appreciate emerging issues and changes in Junior School (JS)
Curriculum.
c) Reflect on the implications of the changes in JS Curriculum, on
their day-to-day teaching and learning in the school context.
FOCUS OF BASIC EDUCATION LEVELS
THE PRESIDENTIAL WORKING PARTY ON EDUCATION AND REPORT
(PWPER)
PWPER was appointed to look into issues from M&E reports, across the
Education sector.
Summary of recommendations:
1. A review of the curriculum should 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 within a learning area, 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. Streghthen integration of the key tenets (VbE, CSL, 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)
BROAD CURRICULUM AT JUNIOR SCHOOL
• It’s conceptualised to enable the Kenyan learner to become an Engaged,
Empowered and Ethical Citizen.
• Aligns the learner to the world-class standards in skills and knowledge
required in the 21st Century.
• Focus of JS is on exploration, exposing learners to a broad based
curriculum.
• The focal point is on the breadth rather than the depth of the subjects
as they develop their personality, aptitude, passions and career
interests.
• Learners undergo rigorous formal, non formal and informal programmes
that enable them make informed choices as they transit to SS.
Rationalization? Review?
What is Rationalization
What informed the
Rationalization (Review
)
JUNIOR SCHOOL CURRICULUM
Reduction in the number of learning areas from 14 to 9
Reduction in the number of lessons from 45 to 41.
Junior Secondary School Junior School
Life Skills &Social Studies Social Studies
Home Science & Agriculture Agriculture
Computer Studies, Business Studies & Pre-Technical Studies
Pre-Technical Studies
Visual Arts, Performing Arts & Creative Arts & Sports
Physical Education and Sports
Integrated Science & Health Education Integrated Science
Mathematics Mathematics
KIswahili Kiswahili
English English
Religious Educatio(IRE, CRE or HRE) Religious Education(IRE, CRE or HRE)
Indigenous & Foreign Languages to be implemented as Non-Formal Programmes
Includes Pastoral Program InstructionI(PPI)
INTEGRATED CURRICULUM
An integrated curriculum provides learning that is synthesized 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 comprehensive approach not only helps learners see the connections
between different fields but also enables them to apply their knowledge
and skills in various real-world contexts, thus enhancing their ability to
transfer learning to new situations and everyday activities.
Group Activity
Curriculum Analysis
Teachers divided into groups by grade level/
Learning Area
Review, identify, share and narrate the
integration approaches within Grade 7-9
curriculum designs in LA of choice.
Reflection: Write and share personal reflections
on the learning process.
Example of linkages in integration of disciplines:
Example 1: Grade 8 Pre-Technical Studies-linkage safety.
Strand 1.0 Foundations of Pre-Technical Studies
Sub Strand 1.1: Fire and Data Safety 1.3 Consumer and investor protection in Kenya
The integration of firefighting techniques, data protection, and consumer/investor
protection provides learners with a comprehensive understanding of safety across
physical, digital and financial domains. This holistic approach equips learners with
practical skills and knowledge to ensure safety and protection in various real-world
scenarios.
Example 2:Grade 9 Creative Arts & Sports- Linkage Appreciation
Strand 3.0 Appreciation in Creative Arts and Sports
Sub Strand 3.1: Analysis of Creative Arts and Sports
Appreciation connects visual and performance arts, sportsmanship, and cultural
expressions. This fosters an understanding and appreciation of how different forms of
artistic and physical expression contribute to cultural heritage, personal growth, and
community values.
Linkages cont……
Example 3: Grade 9 AGRICUTURE -Thematic Based Approach
Strand 1.0:Conservation of Resources
Sub Strand 1.1, 1.2 & 1.3
By integrating the conservation of animal feeds, leftover foods and integrated farming
into the Grade 9 curriculum and building on the conservation of soil, water and food
nutrients and growing trees learned in Grades 7 and 8, learners gain a comprehensive
understanding of sustainable practices. This ensures efficient resource use in both
agricultural and domestic settings, fostering a holistic view of sustainability..
These linkages should be exhaustively presented during Learning Area presentations.
Plenary activity :
Discuss the implications on the day-to-
day activities of the JS teacher in
relation to implementation of the
reviewed and rationalized curriculum.
Share your ideas during plenary.
Implications of changes in JS
Access the rationalised curriculum designs available at the KICD Bookshop ( hardcopies ALL levels)
Scaffold learning : Familiarize with content, concepts, themes & skills in Grade 7-9 and other levels.
Team teaching/ work -implementation, assessment and overall coordination and Time Tabling.
Emphasise the linkage of subjects, non-formal and informal dimensions of curriculum such as Foreign
Languages) & Implement LSPs such as clubs, societies, pastoral guidance, sports…
Use learners centered transformative pedagogies., employ ICT, blended approaches, OERs, KEC, CoP
Develop Whole School Approach-School culture
Source, improvise, use & reuse learning resources
Adaptation of learning materials and modification of the environment
Own capacity: own initiative, positiveness and safe guards against Vicarious Liability.
Use creativity and innovation in mitigation of school specific challenges /Action Research.
Familiarise with guidelines and materials on implementation of CSL & PE&E.
ACTIVITY:Group work
Brainstorm:
1. Personal competencies that a JS
teacher should have in order to
effectively implement CBE.
2. Characteristics of a JS learner.
Share during plenary.
PERSONAL COMPETENCIES FOR JS TEACHERS
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
CONTINUED......
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.
Characteristics of a JS learner(Age 12-14)
Moral Development: They begin to form a stronger sense of justice, fairness, em
and become more closely aligned with their values and beliefs.
Cognitive Development: They develop the ability to think, reason abstractly and
critically, improving their problem-solving skills and attention span.
Physical Development: They experience significant physical changes due to rapid
growth and puberty, which can affect their coordination and self-image.
Social Development: Peer relationships become crucial, with a strong desire for
acceptance ,deeper friendships and seek independence alongside developing co
social skills.
Emotional Development: They explore their self-identity, experience unpredicta
mood swings, and become more emotionally sensitive, impacting their self-estee
behaviour.
Interests and passions: They often explore a variety of interests and hobbies, try
find what they are passionate about. This can be a period of discovering talents a
setting personal goals.
"Curriculum is not something
that is static.It is ever-changing
and needs to adapt to the needs
of society."
Linda Darling-
Hammond
