The Ministry of Education has released Guidelines for Timetabling and Curriculum Based Establishment in Competency Based Education (CBC) for for PP1-PP2 & Grade 1 to 10

SECTION A

GUIDELINES FOR TIMETABLING

1. Introduction

Developing an effective timetable and daily routine is essential for fostering a productive learning environment where both learners and educators can interact to achieve intended learning outcomes. A well-structured timetable not only ensures that all learning areas are covered comprehensively but also promotes implementation of balanced academic and co-curricular activities. These guidelines outline procedure for developing timetables that optimize utilisation of time, teaching and learning experiences, enhance student engagement, and support the achievement of overall educational goals in institutions of learning.

Timetabling process

1. Allschools shall establish a time tabling committee comprising of the following,
   1. DeputyHead of the institution – Chair person
   2. Seniorteacher
   3. Teacherrepresentatives from pre-primary, primary, and junior school level
   4. Headsof subject/each learning area
   5. Headsof departments
2. Thetimetabling committee shall hold planning meetings at the beginning of every term to develop or review the school timetable.
3. Thetimetable shall be presented to the head of institution for approval
4. Theapproved timetable shall be displayed in all administrative offices, and notice
5. Everyteacher shall extract their respective timetable for use in implementing the

2. Time tabling for regular school

• Timetablingguidelines for pre-primary schools

1. Thereshall be 5 lessons per day cumulatively adding up to 25 lessons per week inclusive of PPI/Religious programs.
2. Eachlesson shall be 30
3. Reportingtime for all pre-primary schools shall be at 8.30
4. Learnerswho arrive before 30 am shall be guided by the the teacher on free choice activities.
5. Lessonsin all schools across the country shall start at 00 am and end at 12.00 pm.
6. Thetime between 8.30am and 9.00 am shall be utilized for health check and roll
7. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
8. Thereshall be no double lesson on the
9. Creativeactivities lessons shall be plotted before a
10. Twohealth breaks shall be provided where the first break shall be 10 minutes and the second one 20 minutes.
11. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 1: Lesson distribution per learning area for pre-primary schools

Source : KICD

Note: See appendix 1 for sample Pre- Primary Time Table

2.2 Timetabling guidelines for Grade 1 to 3

1. Thereshall be 6 lessons per day and one PPI per week cumulatively adding up to 31 lessons per week.
2. Eachlesson shall be 30
3. Reportingtime for grade 1-3 in primary schools shall be at 8.00
4. Lessonsin all schools across the country shall start at 8.20 am and end at 30pm.
5. Thetime between 00am and 8.20 am shall be utilized for health check roll call and assembly.
6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
7. Thereshall be no double lesson on the
8. Creativeactivities lessons shall be plotted before a
9. Healthbreaks shall be provided after every two lessons where the first break shall be 10 minutes and the second one 30 minutes.
10. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 2: lesson distribution per learning area for grades 1-3

Source : KICD

Note: See appendix 2 for sample Time Table for grade 1, 2 and 3

2.3 Timetabling guidelines for Grade 4, 5, and 6

1. Thereshall be 7 lessons per day and one PPI cumulatively adding up to 35 lessons per
2. Eachlesson shall be 35
3. Reportingtime for grade 4, 5 & 6 in primary schools shall be at 8.00
4. Lessonsin all schools across the country shall start at 8.20 am and end at 35pm.
5. Thetime between 00am and 8.20 am shall be utilized for health check and roll call and assembly.
6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
8. Thereshall be no double lesson on the
9. Creativeactivities lessons shall be plotted before a
10. Healthbreaks shall be provided after every two lessons where the first break shall be 20 minutes, the second one 30 minutes and lunch break.
11. Plottingof lessons shall be balanced allocating different learning areas for morning and afternoon hours
12. Non-formalprogrammes shall be plotted on the timetable after the last lesson at 35 pm.
13. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 3: Lesson distribution per learning area for grades 4, 5 and 6

Source : KICD

Note: See appendix 3 for sample Time Table for grade 4, 5 and 6

2.4 Timetabling guidelines for grade 7, 8 and 9

1. Thereshall be 8 lessons per day and one PPI per week cumulatively adding up to 41 lessons per week.
2. Eachlesson shall be 40
3. Reportingtime for grade 7, 8 and 9 in junior schools shall be at 00 am.
4. Lessonsin all schools across the country shall start at 8.20 am and end at 3.20
5. Thetime between 00 am and 8.20 am shall be utilized for roll call, assembly and or house meetings where applicable.
6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
8. Creativeart and sports lessons shall be plotted before a
9. Thereshall be only one double lesson for integrated science, creative art and sports, pre- technical studies and Agriculture for practical activities.
10. Non-formalprogrammes shall be plotted on the timetable after the last lesson at 20 pm.
11. Healthbreaks shall be provided after every two lessons where the first break shall be 10 minutes, the second one 30 minutes and lunch break of one hour.
12. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 4: Lesson distribution per learning area for grades 7, 8 and 9

Source : KICD

Note: See appendix 4 for sample Time Table for grade 7, 8 and 9

3. Timetabling for special needs Education

• Timetablingguidelines for foundation level

1. Thereshall be 4 lessons per day cumulatively adding up to 20 lessons per week including
2. Eachlesson shall be 30

Note: Learning is individualised for learners with special needs and therefore, time allocation is dependent on completion and mastery of specific tasks. The suggested time of 30 minutes per lesson is a guide.

8. Reportingtime for foundation level in special schools shall be at 30 am.
9. Learnerswho arrive before 30 am shall be given free choice activities.
10. Lessonsin all special schools across the country shall start at 00 am and end at 12.00 noon.
11. Thetime between 30 am and 9.00 am shall be utilized for health check and roll call.
12. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
13. Healthbreaks of 30 minutes shall be provided after every two
14. PsychomotorActivities shall be plotted before a break
    5. Plotting of  lessons shall adhere to the allocation per learning area as tabulated in table

Table 5: Lesson distribution per learning area in foundation level

Source : KICD

Note: See appendix 5 for sample Time Table for foundation level

3.2 Timetabling guidelines for intermediate level

1. Thereshall be 6 lessons per day cumulatively adding up to 30 lessons per week including
2. Eachlesson shall be 30
3. Reportingtime for intermediate level schools shall be at 00 am.
4. Lessonsin all schools across the country shall start at 20 am and end at 12.10 pm.
5. Thetime between 00am and 8.20 am shall be utilized for health check and roll call.
6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
8. Healthbreaks shall be provided after every two lessons where the first break shall be 20 minutes and the second one 30 minutes.
9. MovementActivities shall be plotted before a break
10. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 6: Lesson distribution per learning area for intermediate level

Source : KICD

Note: See appendix 6 for sample Time Table for intermediate level

3.3 Timetabling guidelines for pre-vocational level

1. Thereshall be 8 lessons per day and one PPI cumulatively adding up to 40 lessons per
2. Eachlesson shall be 40
3. Reportingtime for pre-vocational level schools shall be at 00 am.
4. Lessonsin all schools across the country shall start at 8.20 am and end at 3.20
5. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
6. Thereshall be only one double lesson for Pre-vocational skills
7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
8. Healthbreaks of 30 minutes shall be provided after every two
9. Non-formalprogrammes shall be plotted on the timetable after the last lesson at 20 pm.
10. PhysicalEducation shall be plotted before a break
11. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 7: Lesson distribution per learning area for pre-vocational level

Source : KICD

Note: See appendix 7 for sample Time Table for pre-vocational level

NOTES

1. Curriculum

The learning areas to be plotted on the timetable shall be derived from the KICD approved curriculum designs.

2. Daily routine

The basic education regulations 2015 provides reporting time for day schools not be earlier than 7.15 am . 8.00 am to 3.30 pm is class hours and 3.30 pm to 4.45 pm cocurricular activities.

For boarding schools time is 8.am to 3.30 pm is class hours. 3.30 to 4.45 pm cocurricular activities. 5.00 pm to 7.30 pm is elf directed activities. 7.30 pm to 9.30 pm preps. 9.30 pm to 6am is bed time. 6am to 8am supervised routine activities.

3. Health breaks

Each level has been allocated two health breaks in the morning session. The durations of the health breaks for the various levels are different since they are determined by the number of learning areas/subjects per day and the duration of a lesson. The learning institutions should therefore make appropriate arrangements on how to manage health breaks for the different levels.

4. Creative Activities, Creative Activities and Sports/Psychomotor/Movement Activities/Physical Education

These learning areas shall be plotted before a break to allow learners adequate time to prepare for the next lesson

5. Plotting of lessons on the time table

When plotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another. This enhances the learner’s interest and reduces monotony in skill, concept and knowledge acquisition.

6. Exceptions

In areas that experience extreme temperatures, the time table start times and end time can be adjusted so long as the requisite contact hours for learners are maintained.

7. Pastoral programmes of instruction

The PPI lessons shall be handled by a responsible member of a recognized religious faith within the school community and which is legally registered in Kenya.

8. Parental Empowerment and Engagement

Learning institutions should create opportunities for information sharing and involvement of parents/guardians in the implementation of curriculum.

9. Non-formal activities

The timetable committee shall plot specified non-formal programmes after class activities as from 3.20 to 4.45 pm. This may include; games, clubs and societies, guidance and counselling and community service learning,

SECTION B

GUIDELINES FOR CURRICULUM BASED ESTABLISHMENT (CBE)

1.0 Introduction

Curriculum Based Establishment (CBE) is the number of teachers that a school needs for effective curriculum implementation. All schools including preprimary , primary, junior school and special needs school are required to have an approved CBE to ensure standards in curriculum delivery are adhered to.

2.0 Process

The following are the steps that preparation of a CBE takes:

1. The school applies to Principal Secretary through the Sub County Director of Education (SCDE) for an approved CBE
2. The Sub CountyQuality Assurance and Standards Officer (SQASO) verifies the learning areas/subjects taught and total number of lessons across all the streams in the school in order to determine the exact number of teachers required

• TheSub County Quality Assurance and Standards Officer (SCQASO) computes the school CBE and attaches the registration certificate for confirmation of approved number of streams and enrolment.

1. The SCDE forwards the school request to the PS for approval by the Head – Quality Assurance and Standards.
2. Uponapproval it is dispatched to CEO Teachers Service Commission (TSC) for provision of teachers and copied to County Director of Education (CDE), SCDE and the Directorate responsible for the respective level and the school.

3.0 Considerations for development of Curriculum Based Establishment

Curriculum Based Establishment considers the following areas:

1. Learningareas/ subjects that are offered in an institution
2. Numberof lessons allocated for each learning area / subject

• Sizeof the institutions, in terms of streams in each class

1. Numberof administrative positions in an institution
2. Minimum/maximum number of lessons allocated to each teacher
3. Shortfallin lesson allocation based on the administrative posts available in an institution N/B- Institutions should regularly review CBE so as to ensure that it is relevant

4.0 Curriculum Based Establishment at various levels

The guidelines provide instructions for determining CBE for Age Based and Stage Based pathways

4.1 Age Based Pathway

1. CurriculumBased Establishment for Pre-primary

The CBE for pre-primary schools is determined by the total number of classes. There will be one teacher per class. The recommended class size is 25 learners.

2. Curriculum Based Establishment for Primary

The CBE for primary schools is determined by the total number of classes plus one who is the Head of the Institution.

The school shall be staffed with a head teacher, Deputy Head teachers, Senior teachers and teachers depending on the number of streams, number of classes and enrolment as tabulated below. Where the school qualifies to have two deputy head teachers, they will be in charge of academics and administration respectively. The recommended class size is 45 learners.

Establishment of House Teachers (Senior Master) will be based on enrolment of boarders in the school where there shall be one house teacher for every 270 learners where applicable

The head teacher will have a workload of at least 15 lessons Table 1: Curriculum Based Establishment (CBE) for grade 1 – 6

3. Curriculum Based Establishment for grade 7, 8 and 9

The CBE for junior school shall be guided by the following:

1. CBE shall be based on a minimum teaching load of 27 lessons per week for a teacher and maximum class size of 45 learners.
2. Where there are two Deputy Principals in an institution, one shall be responsible forAcademics and the other  The principal will have a workload of at least 10 lessons and the deputy principals and Senior masters will have a work load of at least 20 lessons per week

• Establishment of deputy principals and senior masters shall be based on school enrolmentas presented in table 3

1. Establishment of House Teachers (Senior Master) shall be based on enrolment of boardersin the school where there shall be one house teacher for every 270 learners
2. Calculation of CBE shall be based on the learning areas/subjects offered in the school and the number of streams.Calculation of CBE for a one streamed school shall be as follows:

Step 1. Determine Teachers required per learning/subject

1. Thenumber of lessons per learning area/subject is calculated by adding the lessons taught at each grade for example, English Grade 7 =5, Grade 8=5, Grade 9 =5, Total 15 lessons
2. Ateacher is required to have a workload of 27 lessons

• To calculate the number of teachers required per learning area/subject, divide the total numberof lessons by 27, therefore teachers required to teach English from grade 7 to 9 will be15/27 = 0.555

1. Stepiii shall be repeated for all learning areas
2. Thetotal number of teachers required by the school shall be calculated by adding up the teachers required in all the learning areas
3. Theabove steps are illustrated in table

Table 2. Lesson allocation per learning/subject area per week and teachers required

Note: If the number of streams is more than one, multiply the number of lessons per learning area with the number of streams and divide by 27 to get the number of teachers required per learning area/Subject.

Step 2: Determining shortfalls in lesson allocation

Shortfalls in lesson allocation arise as a result of Principals, Deputy Principals and Senior Masters being allocated less than 27 lessons per week due to their administrative duties. The recommended lessons allocation is as follows:

1. Principal- 10 lessons per week
2. DeputyPrincipal – 20 lessons per week

• SeniorMaster – 20 lessons per week

The shortfalls for a one streamed school are calculated as follows:

Therefore, teachers required for the shortfall are 31/27 = 1.148

Step 3: Determining the total CBE for a one streamed Junior School

C.B.E = Teachers required in Step 1 + Teachers Required in Step 2

= 4.551 + 1.148 = 5.699 = 6 Teachers

Note: If the answer has decimals, it should be rounded off to the next whole number.

Principals, Deputies and Senior Masters Establishment

If the School has more than one stream, the Principals, Deputies and Senior Masters establishment shall be as tabulated in table 3

Table 3. Principals, Deputies and Senior Masters Establishment

Note: See appendix 8 for calculated Curriculum Based Establishment for Junior School

4.2 Stage Based Pathway

1. CurriculumBased Establishment Foundation and Intermediate Level

The CBE for foundation and intermediate levels will be determined by the number of learners, type and severity of disabilities as indicated in table 4.

Table 4. Ratio of teacher to learners

2. Pre-Vocational Level

The CBE for pre-vocational level will be determined by the number of learners and type of disabilities as indicated in table 5.

Table 5. Ratio of Teacher to Learners

Appendix 1: Sample timetable for pre-primary level

Appendix 2: Sample timetable for grade 1-3

Appendix 3: Sample timetable for grade 4, 5 and 6

Appendix 4 Sample timetable for grade 7, 8 and 9

Appendix 5 Sample timetable for foundation level

Appendix 6 Sample timetable for intermediate level

Appendix 7 Sample timetable for pre-vocational level

Appendix 8: Calculated Curriculum Based Establishment for 1 – 12 streams for Junior School