All posts by Maverick John

ENGLISH FORM 4 POST-MOCK EXAM WITH MARKING SCHEMES IN PDF

101/3

FORM 4 ENGLISH 

Paper 3

(Creative compositions and essays based on set texts)

Time: 2 ½ Hours

MWAKICAN JOINT EXAMINATIONS

ENGLISH

Paper 3

2 ½ Hours

Instructions to candidates

 

  1. Answer three questions only on the answer sheets provided
  2. question one and two are compulsory
  3. In question three, choose only one of the optional texts which you have prepared on.
  4. Each of your essays must not exceed 450 words
  5. Your answers must be written in English
  6. Where the candidate presents work on more than one optional texts, only the first one to
  1. IMAGINATIVE COMPOSITION (COMPULSORY)                             (20 MARKS)
  2. Write a composition ending with the words:

From that day, I  learnt never to trust anybody.

 

OR

 

  1. Write a story to illustrate the saying

Pride comes before a fall.

 

  1. COMPULSORY SET TEXT (Blossoms of the Savannah) (20 MARKS).

 

Our greatest enemies are those close to us; support this statement with illustrations from the text.

  1. OPTIONAL SET TEXTS (20 MARKS)

 

EITHER

 

  1. The short story: Memories we lost and other stories

 

Using adequate illustrations from the story ‘Almost Home’ by Barvy Mc kinley, write an essay with the title ‘The Challenges of illegal Immigration,’

 

OR

 

  1. The Novel: The Pearl – John Steinbeck

 

‘Great expectations make frustrated men’. Using illustrations from the novel, write an essay supporting this statement.




MWAKICAN JOINT EXAMINATIONS MARKING SCHEME

PAPER 3 FORM 4 ENGLISH

Q1 a.  Deduct 4 marks AD if the candidate does not end with the given words.

  1. Deny marks if the meaning of the proverb is given. Meaning should be from the story.

 

TABLE OF CATEGORIZATION

D  CLASS (01-05)

The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to communicate. The candidate fails to fit English words he knows into meaningful sentences.

The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors are “Broken English.”.

 

D- (01-01) Chaotic.  Little meaning whatsoever. Question paper or some words from it simply copied.

D (03) Flow of thought almost impossible to follow. The errors are continuous.

D+(04-05) Although English is often broken and the essay is full of errors of all types one can at least guess what the candidate wants to communicate.

 

C CLASS (06-10) – Generally, there is difficulty in communication.

The candidate communicates understandably but only more or less clearly. He/she is not confident with their language. The language is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow is jerky. There is no economy of language mother tongue influence is felt in spelling; there is direct translation.

 

C- (06-07)- The candidate obviously finds it difficult to communicate his ideas. He is seriously hampered by his very limited knowledge of the language structure and vocabulary.  This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.

 

C 08 The candidate communicates but not with consistent clarity. His linguistic abilities being very limited, he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect and at times repeated.

C+ (09-10) The candidates communicates clearly but in the flat and uncertain manner. Simple concepts and sentences are often strained. There may be an overuse of clinches or unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

 

B CLASS (11-15) Generally, there is fluency in communications

This class is characterized by greater fluency and  ease of expression. The candidate demonstrates that he/she can use English as a normal way expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over ambitious i.e the candidate may use too much vocabulary in an effort to impress. There may be items of merit of the one word or one’s expression types. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language.

 

B(11-12) The candidates communicates fairly and with some fluency. There may be little variety in sentence structure gross errors are occasional.

B 13 The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Some items or merit, economy of language. The  candidate seems to express themselves naturally and effortlessly.

B+ (14-15) The candidate communicates his ideas pleasantly and without strain. There are few errors and slips. Tenses, spellings and punctuations are quite good. A number of merit of  “whole sentence” or the “whole expression” type are evident.

 

A  CLASS (16-20) Communication is efficient

The candidate communicates not only fluently, but attractively, with originality and efficiency. He has the ability to make the reader share his deep feelings, emotions, enthusiasm. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and a tinge of humour. Many items of merit which indicate that the candidate has  complete command of the language. There is no strain, just pleasantness, clever arrangement and felicity of expressions.

A-(16-17) The candidates shows competence and fluency in using language. He may lack imagination or originality which usually provides the “spark” in such essays. Vocabulary, idioms, sentence structure, links and variety are impressive. Gross errors are very rare.

A18 Positive Ability.

A few errors that are felt to be slips. The story or arguments has a definite impact. No grammar problem. Variety of structures. A definite spark.

A+(19-20) The candidates communicates  not only information and meaning, but also and especially the candidate’s whole self, his feelings, taste, points of  view, youth and culture, this ability to communicate his deep self may express itself in many ways: wide range effective vocabulary, original approach, vivid and sustained account in case of a narrative, well developed and ordered argument in case of a debate or discussion. A very definite spark.

Q 2. Blossoms of the Savannah.

Ole Kaelo. as a father he is close to his daughters and should therefore advocate for their best interest. He however betrays them. He does not support their bisg dream of joining Egerton university. He marries Resian off to Oloisudori. He denies Taito a chance to go to Mombasa for a Music extravaganza. He loved which is ironical.

 

√ Olarinkoi. pretends to be a guardian angel when he rescues Taiyo and Resian from the vagabonds. However he betrays Reslains trust when he attempts to rape her after kidnapping her. He also wants to marry her against her wish.

√ Mama Milanoi. A mother is supposed to nurture and protect her children. Mama Milanoi does the opposite when she assists the Enkamuratani get access to Taiyo. She sides with the Ole kaelo’s idea of having to Oloisudori.

√ Ole supeyo. He is a close friend and mentor to Ole kaelo. When Ole kaelo goes for his help to evade Oloisudori’s demands, Ole supeyo declines to buy the stocks and contracts that had imprisoned Ole kaelo to Oloisudori “……..But Ole supeyo had declined the offer effectively throwing him back to the hyena.”

√Oloisudori. He is a close business associate to Ole Kaelo. He visits Ole Kaero’s home after their contract. His eyeing Ole Keiro daughter Resian and his opportunism to wanting to forcefully marry Resian is enough betrayal to Ole Kaelo. He also blackmails Ole Kaelo by demanding for his two daughters; one to go with his friend.

 

Introduction – 2MKS

Body – 3×paragraphs= 12MKS

Conclusion – 2MKS

Language – 4 MKS

 

  1. a) SHORT STORY

 

Individual who unlawfully move to a foreign county are bound to suffer certain challenges. By moving to Ireland illegally, Ali Mah fouz experiences a multitude of challenges.

Any other relevant introduction

  • Impersonation – Ali impersonate a medical student. He told people he was a medical student. His face book picture should an eager young man standing outside the college of surgery with a bundle of books, two of which are telephone directories. He buys an iPod even though he doesn’t know how to load the device with music. – pg 74
  • Odd jobs – He worked for two Egyptian brothers, slicing kebab meat into a half moon pan. He powers washed cars, scrubbed pots, wiped down tables, sold Christmas trees door to door, worked in meat packing plant.
  • Arrests-he makes his first attempt to escape an arrest by jumping and running to a French woman who doesn’t help him. He alarms other passengers by calling out he is a terrorist. He in another escape attempt, ducked down and dashed under the body of a trailor, barely dogging the moving wheels. When he pushes between tourist buses and is caught by a tow bar, the pain is instant and crippling.
  • Violence

Ali is hit by Tarrant – ….. and ran straight into Tarrant’s fist, a wall made of bone and skin. Ali licked his laps and tasted blood.

  • Disillusionment

Although the “felt …. cut the Mediterranean like scissors through close, Ah, or remembering what awaits him back home himself ‘and now three years in jail ahead of him …. He swallowed a mouthful and then he swallowed some more…..”

 

  • Conclusion

Those who illegally move to foreign countries experience a number of challenges.

Mark 3.3.3.3.          introduction – 2       conclusion.  2        grammar 4

 3 b)THE PEARL

  • Kino and Juana’s expectations to have Coyotito treated.

When Coyotito is stung by the scorpion, Kino and Juana rush him to the doctor. Although Kina is aware that the doctor was not of his people, and could kill the doctor more easily than talk to him. (pg 26) Later when the doctor learns Kino had found the pearl of the world, he has great expectations of benefiting from the pearl. He even goes to treat Coyotito at home. The doctor frustrates them by not treating the boy. Kino hits the gate with frustration.

  • Priest

When the father heard that Kino had found great fortune, a great pearl, he goes to Kino’s home and tells him that he hoped “they will remember to give thanks, my son, to him who has given them this treasure….” Pg48. Expectations were that if the pearl was not bought, it could have been given to the church. (pg 42,63,68)

  • Beggars

When grapevine reaches beggars about the pearl of the world, they have great expectations for “they knew that there is no alms give in the world like a poor man who is suddenly lucky” pg 42, Every man suddenly became related to kino’s pearl and kino’s pearl went into the dreams, the speculations, the schemes, the plans, the future, the wishes, there heeds, the lusts, the hungers….”   Pg 43

  • Thieves

Attempts are made by thieves to make away with Kino’s pearl. The night before he goes to sell his pearl, a thief comes to steal it but both Kino and the thief are hurt. (pg 59-61) The thieves also pursue Kino and his family as they go to sell the pearl.

Before he leaves the house, he is attacked and searched. When Juana tries tothrow the pearl away, Kino attack her. He is as well attacked by an assailant whom he kills.  (pg 86-89)

He is further pursued to the mountains where he kills his assailants and his son Coyotito is killed.  (pg 115-116)

  • Kino’s family

Kino and his family have great expectations from the pearl. In the pearl he saw Juana and Coyotito and himself standing and kneeling at the high alter…. being married, …how they were dressed.  Juana in a shawl stiff with newness…” Then to come with little things Kino wanted …… pg 44-45 . He knew the pearl would see Coyotito join school.

  • Pearl buyers

The pearl buyers had great expectations on Kino’s pearl. “They got out papers so that …….. they put their pearls in the desks for it is not good to let an inferior pearl be seen beside a beauty” pg 69 When they negotiate, ‘the dealers hand had become a personality.”  pg 71 when Kino grabs the pearl from them, the dealers “knew they had played too hard they knew they would be disciplined for their failure …”   pg 75

  • Conclusion

When our expectations are high, so are our frustrations when they are not met.

Mark 3.3.3.3

New TSC Salary Scales for Deputy Principal 3, Senior Master 2, Head Teacher and Senior Lecturer 2 in the 2023/2024 CBA

New TSC Salary Scales for Deputy Principal 3, Senior Master 2, Head Teacher and Senior Lecturer 2 in the 2023/2024 CBA

TSC: IMPLEMENTATION OF PHASE 1 OF THE THIRD REMUNERATION CYCLE FOR TEACHERS

  1. Introduction

On 28th August, 2023, the Teachers Service Commission signed an addendum Agreement to the 2021-2025 Collective Bargaining Agreements (CBA) with the Kenya National Union of Teachers (KNUT), Kenya Union of Post Primary Education Teachers (KUPPET) and Kenya Union of Special Needs Education Teachers (KUSNET).

The agreement has reviewed the remuneration payable to teachers which will be implemented in two (2) phases with effect from 1st July 2023. The second phase will be implemented on 1st July 2024 for the teachers who will be in service at the material time.

2.   Application

This Circular shall apply to all teachers employed by the Commission and are in service as at 1st July, 2023.

3.   Incremental Dates

Teachers converting into the new salary scales will retain their current incremental dates. However, where the incremental date falls on 1st July, 2023 teachers will be granted their annual increment on the existing salary scales then convert to the new salary points with effect from the same date.

4.   Annual Salary Increment

Annual salary increment for all teachers will continue to apply as provided for in the Code of Regulations for Teachers (2015).

5.   Grading & Salary Structure

The Grading structure and designations will continue to apply as set out in Table 1 while the new salary structure and Conversion Tables after the review are as set out in Tables 2-12 attached to this Circular.

6.   Allowances

House allowance rates are categorized in four (4) clusters namely:

  1. Cluster 1: Nairobi City
  2. Cluster 2: Mombasa, Kisumu and Nakuru Cities, Nyeri, Eldoret, Thika, Kisii, Malindi and Kitale
  3. Cluster 3: Other former
  4. Cluster 4: All other

The House allowance rates for Clusters 1, 2 and 3 have been retained. However, Cluster 4 rates have been reviewed to be implemented in two phases. The first phase has been factored in the August payroll with arrears backdated to 1/7/2023. The second phase will be paid on 1/7/2024. The house allowance rates are indicated in Appendix A. All other Allowances shall continue to be paid where applicable, as set out in Appendix B.

SENIOR MASTER II, DEPUTY PRINCIPALS III/ SENIOR HEADTEACHER/SENIOR LECTURER II SALARY STRUCTURE AND CONVERSION TABLES

TABLE 6:

CONVERSION OF SENIOR MASTER II, DEPUTY PRINCIPALS III/ SENIOR HEADTEACHER/SENIOR LECTURER II

GRADE D1 – T SCALE 11
BASIC SALARY AS AT 30.06.2023 BASIC SALARY W.E.F 01.07.2023
SALARY POINTS SALARY ALLOWANCE GRADE SALARY POINTS SALARY ALLOWANCE GRADE
1 77,840 D1 1 78,625 D1
  NEW   2 81,128 D1
  NEW   3 83,755 D1
2 85,269 D1 4 86,458 D1
3 87,900 D1 5 89,240 D1
4 89,748 D1  

6

 

92,119

 

D1

5 90,612 D1
6 91,041 D1
7 93,408 D1 7 95,101 D1

KCSE 2021/2022 Exams Leakages, Cheating- Latest News

Education Principal Secretary Dr. Julius Jwan has reiterated that exam managers involved in any form of irregularity will face legal measures.

Speaking when he witnessed the opening of the seven-day exam at the Narok County commissioner’s office premises Tuesday, Jwan said the few cases of exam cheating reported arose from the second examination where exam photos were taken and posted to candidates in different parts of the country.

“The exam is in the hands of the center manager and security officials. Sometimes the center manager opens the second paper and takes a photo. If you take the photo of the exam we will be able to identify where the photo was taken,” he said.

Dr. Jwan warned that their systems are able to show the origin of the photo and can trace all the points the photo was sent.

“We had a case in a school in Mbooni area, where the exam manager took a photo of the second exam and sent it to someone in Bomet County and later sent to Baringo County. We were able to follow up and trace all the culprits who will face legal action,” he said.

The PS however reiterated that so far cases of cheating were very few compared to other years saying they were determined to complete the process successfully.

“This is our best year, but as always the case, there are few individuals who for one reason or another are determined to mess up the future of our children. But we are able to trace them and apprehend them,” he said.

The PS reiterated that the process put in place to open the examination was too tight and once tampered with, it cannot be resealed.

“The time between the two papers is very short and can make the candidate go blank if exposed to the paper 30 minutes before he or she sits for the papers,” he said.

Narok County Commissioner Isaac Masinde said the exam was going on smoothly in the county and that all their 10, 895 candidates were sitting for the exam.

MWONGOZO WA KIGOGO IN PDF

MWONGOZO WA KIGOGO                                        MTIRIRIKO;

      ONYESHO LA KWANZA.

TENDO LA KWANZA.

Ni katika karakana ya soko la Chapakazi,Sudi, Boza na Kombe wanafanya kazi ya uchongaji.Sudi amefungulia radio huku wakiendelea na kazi yao.Ashua anawaletea chai ya mkandaa na mahamri na kuondoka.

Habari inatolewa kwa wananchi wa Sagamoyo kuwa wana kipindi cha mwezi mzima kusheherekea uhuru wao, wawakubuke majagina wao waliopigania uhuru na kuwanasua kutoka utumwani, wimbo wa kizalendo unachezwa mara kwa mara.

Sudi anatofautiana na mpango wa kusheherekea uhuru kwa mwezi mzima; kwake majagina wanaosheherekewa hawakufanya lolote katika historia ya Sagamoyo.

Kuna uchafuzi wa mazingira, viongozi hawajawajibika kusafisha soko wanadai kodi na kitu juu pia vitisho kwa wanasagamoyo.

 

WAZO KUU.

Kuna wale ambao wanaunga viongozi mkono kwa sababu wanafumbwa kwa mambo yasiyo ya kimsingi.Aidha kuna wale ambao wamezinduka na kuhisi kuwa viongozi hawajawajibika. Sudi haoni umuhimu wa  sherehe za uhuru kupewa maandalizi ya kifahali na kipindi cha mwezi mzima.

 

TENDO LA PILI.

Katika karakana sokoni,Kenga (ambaye ni binamu na mshauri wa majoka) anawatembelea Sudi, Boza na Kombe.Ametumwa na Majoka kuchukua vinyago vya mashujaa.Ni msimu wa mashujaa Sagamoyo, Sudi anachonga kinyago cha shujaa wa kike ambaye kwake ni kiongozi halisi wa Sagamoyo.Shujaa huyo hakufanya lolote, bali analifahamika sana katika jimbo la Sagamoyo.

Miradhi ya kuchonga vinyago inafadhiliwa kutoka nje na wananchi wanatakiwa kulipa baada ya miaka mia moja.

Sudi anashawishiwa kuchonga kinyago cha baba yake majoka Marara bin Ngao ili maisha yake yabadilike na jina lake kushamiri; aidha apewe likizo ya mwezi mmoja ughaibuni.Sudi anakataa kuchonga kinyago, Kenga anawapa keki lakini Sudi hali kwa kuwa ni makombo.Kombe anazinduka kutokana na kauli hii, anamuunga mkono Sudi kwa muda .Kenga anaondoka kisha Tunu na Ashua wanawasili huku wakihema na kusema kuwa mzee Kenga anapanga njama ya kuhutubia wahuni.Wote wanaondoka.

WAZO KUU.

Maskini wanatumikizwa, wanadhalalishwa, kuletewa makombo na kukumbukwa katika kipindi fulani tu ili kufaidi viongozi wao.

Miradi isiyo muhimu inafadhiliwa na wananchi kubakia na jukumu la kulipa ufadhili huo kupitia kodi.Viongozi hushawishi wanyonge ili kuwatumikia.

TENDO LA TATU

Ni katika nyumba ya Sudi barazani siku mbili baada ya soko kufungwa.Tunu na Siti wanafika katika hali ya taharuki, waantoa taarifa kwamba wafanyakazi wa kiwanda cha majoka and majoka wamegoma na vijana watano kuuliwa na wafanyakazi kuumia.

Kiini cha maandamano ni bei ya chakula Kupandishwa na soko limefungwa.

anapopata habari kuhusu maadamano na vifo vya baadhi ya waadamanaji, Sudi anaathilika na anataka kwenda kuzitetea haki za waadamanaji lakini anapatwa na changamoto ya wanawe Pili na Pendo kwani hawajapata kiamsha kinywa.

Boza anatumia fursa hiyo kuyadhihaki na kuyakemea mapambano ya kina Sudi na Tunu. Kauri ya Boza inasababisha mgogoro wa kinafsia katika moyo wake Sudi.

Hatimaye , Siti anawapeleka watoto wa Sudi kwa mamaye Tunu (Bi. Hashima). Tunu na Kombe wanaondoka na kwenda kwenye maadamano.

 

WAZO KUU.

Kuna maandamano na migomo,walimu na wauguzi wanagoma.Migomo hiyo inatokana na kutowajibika kwa viongozi ambao wana nia ya kujifaidi.

Umoja na mshikamano miongoni mwa wazalendo (Tunu na sudi) unaonekana.

 

                             ONYESHO LA PILI

 

TENDO LA KWANZA.

Ni ofisini mwa Mzee Majoka, anaongea kwa simu Chopi anapoingia.Ashua anafika kumwona Majoka,anataka kumkumbatia lakini Ashua anakataa.Majoka anakasirika Ashua anapomwita mzee na kufurahi anapomwita Ngao, jina lake la ujana.

Ashua amefika kuomba msaada lakini Majoka anamtaka kimapenzi.Anajaribu kumbusu lakini Ashua anakwepa.Majoka anamshawishi, anajisifu na kujilinganisha na Lyonga wa uswahilini na Samsoni Myaudi.

Majoka anasema kuwa soko limefungwa kwa sababu ya uchafu, anatenga eneo hilo ili kujenga hoteli ya kifahari.Wanasagamoyo wanalitegemea soko hilo kula, kuvaa na kuendesha maisha yao.

Inabainika kuwa Ashua alikataa kazi ya ualimu aliyopewa  katika Majoka and Mahoka academy, Majoka anasema kuwa sasa angekuwa mwalimu mkuu katika shule mojawapo ya kifahari.

Ashua anaeleza kuwa hangeweza kufanya kazi katika shule ya kihuni ambapo wanafunzi walikuwa makabeji baada ya kujidunga sumu ya nyoka (dawa za kulevya) Majoka anajitetea na kusema kuwa hakuna aliyekuwa na ushahidi kuyahusu.

 

WAZO KUU.

Viongozi hunyanyasa wachochole ili kujifaidi, Majoka anafunga soko na kunyakua eneo hilo kujijengea hoteli ya kifahari.Anataka kutumia mali na mamlaka yake kumteka Ashua kimapenzi.

TENDO LA PILI.

Husda mkewe majoka anaingia ofisini na  anamkabili Ashua kwa hasira, anamtusi kuwa kidudumtu, shetani wa udaku na mwenye kuwinda wanaume wa watu Wanaangushana na Ashua kuzabwa makofi.

Sauti ya kenga inamjia Majoka akilini kuwa soko lifungwe ili kulipiza kisasi kwa Sudi na Ashua, kisha Ashua aitwe ofisini na Husda wakabiliane.

Mwango na Chopi wanawachukua Ashua na Husda ndani, agizo linatolewa Husda atolewe ndani baada ya nusu saa.

 

WAZO KUU.

Wanyonge hutafutwa kwa lolote lile na kunyanyaswa.Viongozi hutumia mamlaka yao hata kupanga njama kuwateka wanyonge,Ashua kutiwa ndani ni njama iliyopangwa.

ONYESHO LA TATU

TENDO LA KWANZA.

Ni ofisini mwa mzee Majoka, wana mazungumzo ya faragha na mshauri wake Kenga.

Njama yao ya kumtia Ashua ndani inatimia kisha wanamtarajia Sudi, achonge kinyago cha shujaa ndiposa Ashua aachiliwe.

Kenga anamwonyesha Majoka picha za waandamanaji gazetini.Kuna habari kuwa Tunu aliongoza maandamano kisha kuwahutubia wanahabari kuwa:

  • pesa za kusafisha soko zimefujwa,
  • soko lilifungwa badala ya kusafishwa,
  • haki za wauzaji zimekiukwa,
  • hawatalegeza msimamo wao hadi soko lifunguliwe.

 

Majoka anapanga kumwadhibu Tunu.

Maoni ya wengi gazetini ni kuwa,Tunu apigigwe kura za kuongoza Sagamoyo.Kenga anamshauri Majoka kutangaza kuwa maandamano hayo ni haramu kisha Polisi watumie nguvu, Majoka anapinga wazo hilo kwa kuwa;

maandamano yatatia doa sherehe za uhuru,

Tunu atazidi kupata umaarufu.

Tunu ana mpango wa kuleta wachunguzi kutoka nje kuangalia ajali ya Jabali.Majoka anasema wazuie uchunguzi huo naye Kenga anakiri kuwa itawagharimu kwa kuwa watatumia mbinu tofauti.

Majoka anaamua kuwashughulikia Tunu na Sudi.

Kuhusu mishahara ya wauguzi na waalimu, wanaafikiana waongezwe kwa asilimia kodogo kisha kodi ipandishwe.

WAZO KUU.

Viongozi wanatumia mbinu tofauti kutawala;

  • kupanga njama,
  • kuadhibu waandamanaji,
  • kutojali maslahi ya wanyonge.

Hata hivyo, wananchi wamezinduka na nia yao ni kubadili uongozi usiofaa.

 

TENDO LA PILI.

Majoka akiendelea kusoma gazeti,Kenga anarejea kwa vishindo kuwa kuna habari zinazoenea katika mitandao ya kijamii na kupeperushwa katika runinga ya mzalendo.

Kenga anashauri kuwa, runinga ya mzalendo ichukuliwe hatua, maandamano yanaonekana kuharibu sherehe za uhuru.Majoka anamlaumu Chopi kwa polisi kutowatawanya waandamanaji.

Tunu na Sudi wanafika, wanaagizwa kuingia na Majoka anatoa bastola, na kuwaambia Kenga wamzuie na askari.

 

WAZO KUU.

Habari za maandamano zinazidi kuenea na Majoka ana wasiwasi kutimuliwa mamlakani kwa kuwa Tunu anazidi kupata imaarufu.

Viongozi hutumia vyombo vya dora visivyo, Majoka anapanga vituo vya habari vifungwe na kibakie kituo kimoja tu Sagamoyo.

 

TENDO LA TATU.

Ni ofisini mwa mzee Majoka,Tunu na Sudi wanaingia.Majoka anataka kusema na kila mmoja lakini wanakataa kwa kuwa na nia moja.

Sudi anaarifiwa kuwa Ashua mkewe yuko ndani kwa kuleta fujo katika ofisi ya kiserikali.

Majoma anamshawishi Tunu kuwa amampangia jambo la kifahari, kumwoza Ngao Junior atakaporejea kutoka ng`ambo.

Tunu hakubaliani ma kauli hii, anamkabili Majoka na kumwambia ukweli kuwa wao ni wahuni na wauaji.Tunu anatishiwa kutiwa ndani.Tunu anafichua ukweli, Majoka walipie kila tone la damu  waliyomwaga Sagamoyo

Majoka anagharamia masomo ya Tunu hadi ng`ambo; ni haki yake kuwa babake alifia Majoka company

 

WAZO KUU.

Viongozi hushawishi wapinzani kwa ahadi ili wawaunge mkono, hata hivyo wanamapinduzi wanashikilia msimamo wao

TENDO LA NNE.

Ni katika chumba cha wafungwa.Sudi amefika kumwona Ashua ambaye anadai kuwa ni kosa lake Sudi kutiwa ndani.Ashua anaomba talaka.

Ashua hataki tena mapenzi ya kimaskini, amechoka na kuchukua mkondo tofauti.Kwake anahisi kuna kitu baina ya Tunu na Sudi.

WAZO KUU.

Asasi ya ndoa inaonekana kuwa na changamoto.Kuna kutoaminiana katika ndoa,Ashua anashuku uhusiano baina ya Tunu na Sudi.

                ONYESHO LA NNE.

TENDO LA KWANZA.

Ni nyumbani kwa kina Tunu, Bi.Hashima anapepeta mchele huku akiimba.Siti anafika na habari kuwa wahame Sagamoyo sio kwao.

Hali Sagamoyo inaonekana kubadilika  ardhi inateketea na mito na maziwa yanakauka. Kigogo amefungulia  biashara ya ukataji miti.

 

Tunu anafika akihema baada ya kuota kuwa Mzee Marara anamfukuza akitaka mkufu wake wa dhahabu.

Tunu amaumizwa mfupa wa muundi,uvumi unaenea kuwa Sudi na Ashua ndio wanawinda roho ya Tunu.

Tunu anataka kukutana na Majoka na watu wake.Hashima anaona hatari Tunu akienda kukutana nao.

 

WAZO KUU.

Hali Sagamoyo inazidi kubadilika, kiangazi kimesababishwa na kigogo kufungulia ukataji miti, viongozi hawajali maslahi ya wananchi.

Viongozi hueneza uvumi ili kutawanya wananchi, hata hivyo; vijana wamejitolea kujenga jamii mpya licha ya vikwazo vinavyowakumba.

 

TENDO LA PILI.

Tunu na Sudi wanafika Mangweni ambapo shughuli za ulevi zimeshika kani, wanaletewa  kileo lakini wanakataa.

Ngurumo anaonekana kusheherekea uhuru, kwa mujibu wa Sudi,mashujaa Sagamoyo ni waliouliwa msituni wakipigana, waliohangaisha wakoloni na kuwatimua.

Tunu amefika Mangweni kuwaalika katika mkutano mkubwa utakaofanyika katika soko la Chapakazi siku ya maadhimisho ya uhuru.

Kulingana na Ngurumo, mkutano huo si muhimu, cha muhimu kwake ni kuendelea kulewa kwa mamapima

Mtu mmoja anagaragara kwa sababu yu hoi, wengine walizikwa kwa sababu ya pombe na wengine kuwa vipofu.Mtu huyo anamshawishi Tunu asipoteze bahati yake ya kuolewa na Ngao Junior.

 

WAZO KUU.

Watu wanapumbazwa hasa walevi kwa pombe na kuendelea kutetea viongozi wasiofaa.

Tunu na Sudi wamejitolea kutetea wanyonge Sagamoyo, wameandaa mkutano kuzindua umma.

                     ONYESHO LA TANO.

TENDO LA KWANZA.

Ni katika hoteli ya Majoka and Majoka modern resort, Husda anafika kutoka kuogelea.Kenga naye anafika na habari kuwa mipango haikwenda walivyopanga,Tunu hakuvunjwa mguu.Chopi anapangiwa kwenda safari kwa kutotekeleza njama hiyo.

Sokoni, taka zote zimeondolewa, vibanda vimeng`olewa, vifaa vya ujenzi vimewasili kutoka bandarini na kuna ulinzi mkali.

Chopi anafika na habari mbaya kuwa Ngurumo amenyongwa na chatu akitoka Mangweni.Majoka anaagiza Ngurumo azikwe kabla ya jua kutua.

Ushauri wa Majoka ni kuwa chatu mmoja atolewe kafara, na baada ya watu kuandanana waachwe katika hali ya taharuki.

Chopi tena anarejea na habari kuwa Ngao Junior kapatikana katika uwanja wa ndege akiwa na sumu ya nyoka, Majoka anazirai.

 

WAZO KUU.

Viongozi hupanga njama za kuwaangamiza wapinzani wao.

Viongozi wanaishi maisha ya kifahari huku maskini wakihangaika.

Viongozi hawajali hata vifo  vya wananchi vikitokea.

 

TENDO LA PILI.

Ni ndani ya ambulensi, Majoka hataki kufungua macho kuliona ziwa la damu.Majoka anasema yuaelekea jongomeo, kuwa amefungwa minyororo.Anataka safari isitishwe kwa kuwa haina stara.

Majoka anamfananisha Husda kama mke anayeishi ndani ya ngozi ya kondoo (kuwa Husda ni mnafiki). Husda anapenda mali ya Majoka na alilazimishwa kumwoa lakini moyo wake unampenda Ashua.

Daktari anamjuza Husda kuhusu kifo cha Ngao Junior,anazirai.

WAZO KUU.

Asasi ya ndoa imesawiriwa kuwa na changamoto; Husda hakumpenda Majoka ila aliolewa naye kwa sababu ya pesa.

Ili kuokoa asasi ya ndoa, wanaume wanapaswa kujidadisi, wawe na heshima na waseme na wake zao.Wake nao wajirudi ili ndoa zidumu.

                         ONYESHO LA SITA.

TENDO LA KWANZA.

Ni katika chumba cha wagonjwa, hali ya Majoka inaonekana kurejea.Anahukumiwa kuwa msaliti kwa wanasagamoyo na mashtaka mengine mengi.

Mayowe yanasikika na Majoka anadai kuwa hivyo ni vilio, wanalilia damu yake kisha Majoka anazungumza na babu ndotoni.

Majoka anawachukia marubani kwa kuwa waongo ilihali yeye pia ni rubani(kiongozi), hang`amui mambo kwa vile hajapambua ngozi yame ya zamani.Safari haijaanza au pengine chombo kinaenda kinyume badala ya mbele.

Safari ya babu na Majoka inatofautiana, Majoka anashauriwa asalimu amri, achague sauti ya moyo na babu yake.

Babu anamshauri Majoka  afungue masikio, macho na moyo wake kwa kuwa maisha yana ncha mbili.

Kulingana na babu, kuna misimu ya fanaka na ya kiangazi, kadhia na kuishi kwa kutojali ni muhali. Mkwea ngazi huteremka hivyo mtu achague kutenda mema, kwa maana wema hauozi. Mtu akiishi kwa wema, atajiandikia tarijama njema huku ahera.

 

WAZO KUU.

Maovu yana mwisho na kila aliye juu hatakaa juu milele.Wema ni muhimu katika maisha ya binadamu.

                            ONYESHO LA SABA.

TENDO LA KWANZA.

Ni katima uwanja wa ikulu ya Majoka palipoandaliwa sherehe.Ni saa nne na watu kumi tu ndio wamefika, wengine wako sokoni.

Sauti inasikika kwa mbali watu wakimsifu Tunu.Majoka anaelekea ilipo sauti, Kenga na umati wanawafuata.

WAZO KUU.

Wananchi wana nguvu zaidi kuliko viongozi .Wananchi wana mchango mkubwa kujikomboa kutokana na shida wanazozipitia zinazoletwa na uongozi mbaya.

Ili kujenga jamii mpya, wanachi hawana budi kuzinduka na kuleta mapinduzi.

TENDO LA PILI.

Ni katika lango la soko la Chapakazi, Majoka anawahutubia watu na kuwaita wajinga.Kenga anamnyanganya kinazasauti.

Tunu anabebwa juu juu na watu, anawahutubia huku wakimpigia makofi.Amejitolea kutetea haki za wanasagamoyo ili;

  • wapate maana halisi ya uhuru,
  • watendewe haki,
  • soko lifunguliwe na kujengwa upya,
  • huduma muhimu ziletwe karibu kama vile; hospitali, barabara, maji, vyoo, nguvu za umeme, elimu, ajira kwa vijana na kadhalika.

Tunu anahimiza wanasagamoyo wachague viongozi wanaolinda haki za wanyonge na kuwajibika.

Majoka kwa hasira anaamuru watu wapigwe risasi, Kingi anapokataa kwa kuwa ni kinyume cha katiba kufyatua risasi anafutwa. Kenga anasalimu amri, anajiunga na umati.

Kingi na Kenga wanajiunga na umati, wanashangiliwa, walinzi nao wanajiuzuru.Majoka kwa hasira anadai kuwa hata asipopigigwa hata kura moja atashinda.

Tunu anasindikizwa jukwaani, mamapima anafika kuomba msamaha.Anajuta sana kwa kuwalaghai walevi na kukiri kuwa aliwapunja kwa kuongozwa na tamaa ya pesa, sasa wamemgeuka.

Sudi anafika na kinyago, anasema kuhusu maana ya uhuru: shujaa ni mmoja tu Sagamoyo, ambaye ni Tunu.

 

WAZO KUU.

Kila kilicho na mwanzo kina mwisho, uongozi wa Majoka unafikia nwisho.Juhudi za wanamapinduzi zimezaa matunda.Maana ya uhuru sasa imepatikana na wananchi wanatarajia mengi mema.

                  JALADA LA TAMTHILIA.

Kuna sura ya mwanamme ambaye ameketi akiwa na rungu mkononi.Huyu ni Majoka ambaye ni kiongozi Sagamoyo na rungu mkononi mwake inaashiria uongozi.

Mwanamme huyo anatazama jabali lenye rangi nyeusi ambalo si laini. Jabali ni Sagamoyo na kutokuwa laini ni ishara kuwa Sagamoyo kuna shida,wanasagamoyo wana matakwa mengi. Weusi wa jabali ni uongozi mbaya unaoendelezwa Sagamoyo na viongozi.

 

Juu ya jabali hilo kuna mwanga, ishara kuwa kuma matunaini ambayo yanatarajiwa Sagamoyo, wanamapinduzi wanapigania haki ili kujenga jamii mpya.

 

 

 ANWANI YA TAMTHILIA.

Kigogo ni mtu mwenye madaraka makubwa kiutawala.

Majoka anatumia madaraka yake kulaghai wananchi, anachukua vilivyo vyao.

Anatangaza kipindi cha mwezi mzima cha kusheherekea uhuru kutumia madaraka aliyonayo.

Majoka anafunga soko la Chapakazi ili sehemu hiyo ajenge hoteli ya kifahari kwa kutumia madaraka aliyonayo.

Anapandisha bei ya chakula katika kioski kwa vile ana madaraka.

Majoka anatumia mamlaka yake kumteka na kumtia ndani Ashua.Anamtendea ukatili, Ashua ana majeraha kutokana na kichapo.

Majoka anapanga kifo cha Jabali, mpinzani wake. Anampangia ajali na kuangamiza wapinzani wake pamoja na chama chake kwa kutumia mamlaka yake..

Majoka anapanga kutumia mamlaka yake kuzima uchunguzi wa Tunu kuhusu kifo cha Jabali.

Majoka anafuja pesa za kusafisha soko huku akijua hakuna wa kumhukumu kwa kuwa ndiye kiongozi.

Majoka anatumia mamlaka yake kudhibiti vyombo vya habari Sagamoyo, anasema sagamoyo kitabakia kituo kimoja tu cha habari; sauti ya mashujaa, vingine havina uhai.

Majoka kwa mamlaka yake anaamuru polisi kutawanya waandamanaji.

Majoka anafungulia biashara ya ukataji miti Sagamoyo kwa kutumia mamlaka yake bila kujali athari zake kwa wananchi.

Majoka anampa mamapima kibali cha kuuza pombe haramu kwa kutumia mamlaka yake.

 

Kwa mamlaka yake, Majoka anafadhili miradi isiyo muhimu, anafadhili mradi wa kuchonga vinyago kutoka nje.

Majoka anaamuru wafadhili wa wapinzani kuvunja kambi zao Sagamoyo. Anamfuta Kingi kazi kwa kutomtii apige watu risasi.

    DHAMIRA YA MWANDISHI.

Mwandishi anadhamiria kuonyesha uongozi mbaya na athari zake hasa katika mataifa yanayoendea.Viongozi hutumia mbinu mbalimbali kuongoza zinazowanyanyasa wananchi huku wakijinufaisha wenyewe bila kujali.

Kuonyesha kuwa ili kijenga jamii mpya, mapinduzi ni muhimu na ni sharti wananchi wajitolee kwa uzalendo ili kupigania haki zao na usawa na kupinga viongozi wasiofaa.

Mwandishi anaonyesha kuwa licha ya changamoto zinazomkumba mwanamke katika jamii, mwanamke ana nafasi muhimu katika uongozi na kuleta maendeleo katika jamii.

        MAUDHUI.

1) UONGOZI MBAYA.

Viongozi huangaisha wanyonge, Ashua anasema,

“…na kuhangaishwa na wenye nguvu ndio

hewa tunayopumua huko.” (uk 2)

Wachochole hutumikizwa na viongozi, Kombe, Boza na Sudi wanafanya kazi ya kuchonga vinyago vya mashujaa kwa ajili ya sherehe za uhuru.

Viongozi hawajawajibika, kazi yao ni kukusanya tu kodi.Ni jukumu la viongozi kuhakikisha kuwa soko ni safi lakini hawajawajibika kulisafisha. Licha ya wananchi kutoa kodi,soko ni chafu.(uk 2)

Viongozi kutangaza kipindi kirefu cha kusheherekea  uhuru ni ishara ya uongozi mbaya. Mashujaa wanaenziwa kwa kipindi kirefu ilhali mambo ya kimsingi hayajazingatiwa.Wanasagamoyo wana matakwa mengi kuliko kipindi kirefu cha kusherehekea uhuru.

 

Majoka anafadhili mradi usio na msingi wa kuchonga vinyago huku watu wakiwa na njaa na wao ndio watalipia mradi huo.

 

Viongozi hushawishi wananchi kwa ahadi ili wawaunge mkono. Sudi anashawishiwa na Kenga kuchonga kinyago ili apate malipo mazuri; kuwa mradi huo utabadilisha maisha yake na jina lake lishamiri. Pia atapata tuzo nyingi na likizo ya mwezi mzima ughaibuni na familia yake (uk 11)

 

Aidha viongozi hutumia zawadi kufumba wananchi kuwa wanawajali na kujali hali zao.Kenga anawaletea Sudi, Boza na kombe keki ya uhuru.

Kulingana na Sudi, hayo ni makombo na keki kubwa imeliwa kwingineko.

 

Viongozi hawalindi usalama wa wananchi, wananchi wanaishi kwa hofu. Ashua anahofia usalama wao kuwa huenda wakashambuliwa.(uk 15)

 

Migomo inayotokea Sagamoyo na maandamani ni kwa sababu ya uongozi mbaya.Wauguzi wanagoma na pia walimu wakidai haki zao. Wafanyakazi wananyanyaswa.

 

Majoka hajali maslahi ya wanasagamoyo. Anafunga soko ambalo wananchi wanategemea na kupandisha bei ya chakula. Uchumi Sagamoyo unasorota kutokana na soko kufungwa, watu hawana mahali pa kuuzia bidhaa zao.

 

Majoka anafungulia biashara ya ukataji miti bila kujali hali ya anga Sagamoyo, hasara ni kwa maskinii, viongozi wamejichimbia visima. Mito na maziwa yanakauka na mvua isiponyesha, hata maji ya kunywa yatatoka ng`ambo.

 

Majoka hajali kuhusu kifo cha Ngurumo licha ya kuwa mfuasi wake. Anaagiza Ngurumo azikwe kabla ya jua kutua (uk 69)

 

Viongozi hupanga njama ili kuangamiza wapinzani wao;

 

  1. a) Majoka na Kenga wanapanga njama ya kumtia Ashua ndani.Wanapanga aitwe ofisini mwa Majoka kisha Husda aitwe ili wafumaniane. Ashua anazingiziwa kuzua sogo katika ofisi ya serikali na kutiwa ndani. Husda anafunguliwa baada ya nusu saa.

 

  1. b) Kifo cha Jabali kilipangwa. Jabali alikuwa mpinzani wa Majoka mwenye wafuasi wengi. Akapangiwa ajali barabarani kisha wafuasi wake wakazimwa na kumfuata jongomeo, chama chake cha mwenge kilimfuata ahera.

 

  1. c) Tunu anapanga kufanya uchunguzi kuhusu chanzo cha ajali ya Jabali. Majoka anapopata habari hizi, anapanga kuzima uchunguzi huo.

 

  1. d) Kenga na Majoka wanapanga kuondoa chatu mmoja. Chatu hapa wanarejelea Sudi au Tunu kwa kuwa ndio wanaoongoza mapinduzi. Wanahofia kutolewa uongozini na ili kuzuia hali hii, wanapanga kumwondoa mmoja wao.

“…chatu mmoja atolewe kafara ili watu wajue usalama upo, wakereketwa waachwe katika hali ya taharuki”

 

  1. e) Majoka anapanga njama Tunu auliwe, anaumizwa mfupa wa muundi nia yake ikiwa ni kumkomesha asimpinge. Majoka anatumia polisi wake kutekeleza ukatili huo.

Katika hotuba ya Tunu anayowahutubia waandamanaji, Sagamoyo kuna uongozi mbaya.Anasema kuwa;

  • pesa za kusafisha soko zimefujwa,
  • soko linafungwa badala ya kusafishwa,
  • haki za wauzaji zimekiukwa.

Viongozi hawasikilizi matakwa ya wananchi. Majoka hana wakati wa kuwasikiliza waandamanaji. Hataki kujua chanzo cha maandamano wala suluhu lake.

Majoka anadhibiti vyombo vya habari Sagamoyo, habari zinazopeperushwa katika  runinga ya Mzalendo na picha za watu wengi sokoni wakiongozwa na Tunu zinamfanya Majoka kufunga runinga hiyo ya mzalendo.

Viongozi hutumia vitisho. Majoka anatishia Chopi kumwaga unga wake kwa vile polisi hawakuwatawanya waandamanaji, wanasagamoyo wanatishiwa kuhama Sagamoyo kwa juwa sio kwao, wanarushiwa vijikaratasi. (uk 52)

Majoka anatumia askari kutawanya raia badala ya kulinda uhuru wao.

Viongozi ni waongo. Majoka anatumia uongo ili kumteka Tunu. Anamhaidi jambo la kifahari, kumwoza Ngao Junior akirudi kutoka ng`ambo.

viongozi hutendea wananchi ukatili, watu wanaotiwa jela huchapwa na haki zao hukiukwa. Ashua ana majeraha kutokana na kichapo.

Viongozi hupanga uvamizi, Sudi anavamiwa (uk 54)

Viongozi wamekiuka sheria. Mamapima anadai kuwa anauza pombe haramu kwa kibali kutoka serikali ya Majoka. Ni hatia kuuza pombe haramu lakini viongozi huvunja sheria na kuwapa wauzaji kibali. (uk 61)

Sagamoyo hata viongozi hawafuati katiba.

“…huku ni Sagamoyo, serikali na katiba ni mambo mawili tofauti.” (uk 61)

Uongozi wa Majoka una ubaguzi, unafaudi wachache tu, wanaomuunga mkono. Asiya bibiye Boza anapata mradi wa kuoka keki mwa vile anauunga uongozi wa Majoka Mkono.

 

Viongozi hujulimbikizia mali. Kuna hoteli ya kifahari Sagamoyo, Majoka and Majoka modern resort.

Viongozi ni wanafiki. Majoka amepanga kuficha maovu yake mbele ya wageni. Ukumbi unapambwa na kurembeshwa huku kukiwa na maovu mengi Sagamoyo. Kuna mauaji, unyakuzi, njaa,maziara yamejaa Sagamoyo.

 

2) UZALENDO.

Wananchi wa Sagamoyo ni wazalendo, wanalipa kodi ili kuleta maendeleo licha ya kulaghaiwa.

Katika enzi za ukoloni, mashujaa walijitolea mhanga wakahatarisha maisha yao na hata kufa ili wavune matunda baada ya uhuru. (uk 4)

Wimbo unaoimbwa katika rununu ni wa kizalendo kuonyesha kuwa wanasagamoyo wanalipenda jimbo lao, sagamoyo.(uk 5)

Sudi anaelewa kuwa uongozi wa Majoka haufai. Anawaeleza Boza na Kombe umuhimu wa kuandika historia ya Sagamoyo upya. Kinyago anachokichonga Sudi ni cha shujaa halisi wa Sagamoyo, anaelewa kuwa Tunu ndiye anapaswa kuwa kiongozi halisi.

Tuni ni mzalendo katika taifa lake. Anasema kuwa jukumu lake ni kulinda uhai, haki na uhuru. Amajitolea kwa vyovyote  vile kutetea haki Sagamoyo .Wamekula kiapo kutetea haki Sagamoyo hata kama ni kwa pumzi zao za mwisho baada ya mafanikio. (iuk18). Akiwa mwanafunzi katika chuo kikuu walipambana kama viongozi wa chama cha wanafunzi chuoni hadi kuleta mafanikio.

Tunu ni mzalendo Sagamoyo, anawahutubiawananchi na kuwaarifu hali ilivyo Sagamoyo.Pesa za kusafisha soko zimefujwa,soko limefungwa badala ya kusafishwa na haki za wauzaji kukiukwa. Wamejitolea kutolegeza msimamo wao hadi soko lifunguliwe.

Tunu anamkabili Majoka kwa uovu wake. Anamwambia wazi kuwa atalipa kila tone la damu alilomwaga Sagamoyo, yeye na watu wake. (uk 43)

Tunu anatetea maslahi ya wanyonge, anamwambia Majoka kuwa Wanasagamoyo wana haki ya kuishi, anamwambia ugatuzi si unyakuzi na kumkashifu kwa kubomoa vioski katika soko la Chapakazi.(uk 45)

 

Tunu anamkashifu mamapima kwa kuuza pombe haramu kwa vile ni kinyume cha sheria. Anatetea katiba ya nchi  inayofafanua sheria zinazohusiana na uuzaji na unywaji wa pombe.

Tunu anajitolea kuwatumikia wanasagamoyo. Yeye ni mtu wa vitendo na wala si vishindo. Anaita mkutano ili soko lifunguliwe na kuapa kutoondoka hadi soko litakapofunguliwa. Tunu amejitolea kuikomboa Sagamoyo ili kuleta mabadiliko, anakiri kuwa mambo hayatapoa, kumewaka moto na kutateketea.(uk 55)

3) NAFASI YA MWANAMKE.

Sudi anapochonga kinyago cha shujaa mwanamke, Kenga anamwambia Sagamoyo haijawahi kuwa na shujaa mwanamke. Katika historia ya Sagamoyo wanawake wametengwa katika uongozi.(uk 10).

Kenga anasema kinyago hicho hakitanunuliwa na afadhali achonge kinyago cha Ngao.

Wanawake wamesawiriwa kuwa hawara, Sudi anapokataa kuchonga jinyago, Kenga anamwambia kuwa amelishwa kiapo na hawara wake.(uk12)

Wanawake hutumiwa kama pambo katika jamii ya Sagamoyo. Majoka anamwambia Ashua kuwa, urembo wake hauna mfanowe.

“…nikufanishe na nini? urembo wako hauna mfanowe Ashua” (uk 20)

Majoka anamshauri Ashua atumie urembo wake kwa kuwa ni wa muda.(uk 25)

Husda anakiri kuwa mwanamke ni pambo mbele ya mwanamme.(uk67)

Wanawame wamesawiriwa kuwa wenye maringo. Majoka anadai kuwa Ashua alikataa kazi ya ualimu kwa sababu ya maringo. (uk25)

Wanawake wamadharauliwa. Majoka anawadharau Ashua na Husda kwa kusema wanawake ni wanawake tu, si kitu mbele yake. (uk 26)

Adui wa mwanamke ni mwanamke. Husda anamwita Ashua mdaku, kimada wa kuwinda wanaume wa watu. Hali halisi ni kuwa, Ashua hana nia hii.

Majoka anamweleza Sudi kuwa mkewe Ashua hajui maana ya ndoa. Anasema kazi yake ni kuzururasurura .wanawake hulaumiwa.

 

Mwanamke amedharauliwa, mvamizi anamkanya Tunu aache kunyemelea wanaume wa watu.

Ngurumo anamdharau Tunu kwa kuwa mwanamke. Anaposema soko lifunguliwe, Ngurumo anamdharau na kumuuliza yeye ni nani Sagamoyo, wanawake hawatambuliwi.

Mwanamke katika jamii ya Sagamoyo ni kuolewa na kumtumikia mwanamme. Wimbo wa Ngurumo kwa Tunu unamshauri aolewe, kwa kuwa ana elimu asije akazeekea nyumbani kwao.

Wanawake wamechukuliwa kuwa dhaifu kwamba hawawezi kuongoza. Majoka anasema hawezi kuaibishwa na mwanamke.(uk 90)

Hata hivyo, wanawake ni wasomi,Ashua ana shahada ya ualimu.

Wanawake wamajipigania kujikomboa. Tunu anakataa kuozwa kwa Ngao Junior na kujitetea kuwa anaweza kusubiri aolewe na mume ampendaye.(uk42)

Mamake Tunu anajifunga kibwebwe baada ya kifo cha babake ili Majoka agharamie masomo ya Tunu.

Wanawake ni wanamapinduzi na viongozi bora.Tunu anaongoza mapinduzi ili kuleta haki Sagamoyo.

4) MIGOMO/MAANDAMANO.

Wauguzi Sagamoyo wanaandamana.

Walimu Sagamoyo wanagoma wakiwa likizoni.

Kiwandani Majoka and Majoka company anapofanya kazi siti, watu wanagoma. Vijana watano wanauliwa..

Wachuuzi sokoni wanaandamana, wengine wanaumizwa. Wanaandamana kwa sababu ya soko kufungwa. Wanaume Sagamoyo ni kukimbizana na waandamanaji.

Waandamanaji huandamana kila siku, kuna picha za waandamanaji gazetini kila siku.

Habari gazetini zinaonyesha kuwa Tunu ameongoza maandamano na anaandamana na wanaojiita wanaharakati. (uk 32)

Tunu anawahutubia wanahabari na kusema kuwa pesa za kusafisha soko zimefujwa, soko kufungwa badala ya kusafishwa. (uk 33)

 

Kenga anamshauri Majoka ayapuuze maandamabo yanayoendelea. (uk 34)

Kuna habari kwenye mtandao wa mijamii kuhusu maandamano. Watu wengi wanaandamana sokoni wakiongozwa na Sudi. Maandamano yanazidi kuharibia sherehe ya uhuru.

5) MATUMIZI MABAYA YA VYOMBO VYA DORA.

Majoka anatunia polisi kuwatawanya waandamanaji na kuwaumiza wapinzani wake, Tunu anaumizwa mguu.

Runinga ya mzalendo haina maisha Sagamoyo kwa sababu ya kupeperusha habari za maandamano. Majoka anaamua kufunga vituo vya habari na kibakie tu kituo kimoja.

Kenga anamshauri Majoka waichukulie hatua runinga ya mzalendo kwa kuwa haipendi yeye.

Majoka anatumia vyombo vya habari kuimba nyimbo za kizalendo ili kumsifu yeye.

Vyombo vya habari hueneza propaganda, kuna habari katika vyombo vya habari kuwa Tunu hawezi kupigania haki za Wanasagamoyo kwa kuwa amelemazwa mguu.

6)ASASI YA NDOA

a)NDOA KATI NYA ASHUA NA SUDI.

Ni ndoa yenye mapenzi yanayoegemea upande mmoja. Sudi anampenda Ashua kwa dhati, anajitahidi kwa udi na uvumba ili kumkidhi Ashua. Kila kitu anachokipata humletea.

Sudi ni mwaminifu katika ndoa yake, hajamwenda Ashua kinyume hata Ashua anapotiwa ndani na Majoka.

Aidha, ndoa hii imejengwa katika misingi ya kutoaminiana. Ashua anamshuku mumewe kuwa ana mipango ya kimapenzi na Tunu.

Ashua amechoshwa na Sudi na anaswema kuwa ni afadhali alipo jelani. Anadai kuwa, mawazo ya Sudi,hisia zake, nafsi yake ma kila kitu chake kimesombwa na Tunu.

Ashua ametawalwa na tamaa ya mali na kumwambia Sudi kuwa amechoka kupendwa kimaskini, anabadilika akiwa ndani kwa Majoka, awali alimpenda mumewe kwa dhati lakini baadaye anaomba talaka. Anafurikwa na tamaa na ubinafsi.

  1. b) NDOA KATI YA MAJOKA NA HUSDA.

Ni ndoa ambayo imejaa lawama, Majoka anamlaumu Husda kuwa hampendi bali aliolewa na mali yake.( uk 75)

Hakuna mapenzi ya dhati katika ndoa hii. Majoka hampendi Husda. Alimoa ili kutimiza wajibu wake katika jamii na kama kiongozi, alipaswa kuoa. Alilia usiku huo baada ya kumwoa Husda lakini moyo na nafsi yake viko kwa Ashua. (uk75)

Majoka anampenda Ashua zaidi ya kumpenda hata anaweza kumfia. Anapanga njama ili kumpata. Majoka anakiri kuwa Ashua anamuua moyoni kwa penzi. Anamkondesha na kumkosesha raha kwa kumkataa. Ashua kumkimbia Majoka alimwachia Majoka  aibu na penzi lake kwa Ashua linamsongoa. (uk 76).

Asasi ya ndoa imo hatarini kwa kutawaliwa ma tamaa ya mali. Baadhi ya wanaume huoa ili kutimiza matakwa yao na wanawake huolewa kwa sababu ya tamaa ya mali na ubinafsi.

Wanaume wanapaswa kujidadisi na wakae na wake zao kwa heshima. Wanawake nao wanapaswa kujirudi vinginevyo asasi ya ndoa imo hatarini. (uk 77)

Uaminifu na mapenzi ya kweli ni kigezo muhimu ili ndoa idumu.

7) ULEVI NA ATHARI ZAKE.

Mangweni kwa mamapima shughuli za ulevi zimeshika kani.

Ngurumo ni mlevi kupindukia, anajulikana Sagamoyo kwa uraibu wake wa vileo. Anajunywa pombe zaidi ili kusherehekea sherehe za uhuru.

Vijana ni walevi kwa mamapima hadi wanasimama kwa taabu.

Ulevi umepotosha baadhi ya vijana, Ngurumo alisoma darasa moja na Tunu lakini ni mlevi kupindukia, hajitambui.

Kwa mamapima kila mtu hupewa vileo kwa raha zake.

Ulevi umemfumba Ngurumo hadi haoni athari za soko kufungwa, yeye anadai kuwa yuko sawa na hataki soko lifunguliwe. (uk60)

 

Mamapima hatambui hatari za ulevi, anaona kulewa ni raha, anawaambia Tunu na Sudi wajipe raha kwa kulewa.

Mtu mmoja ni hoi kutokana na ulevi, anaanguka chini na kuanza kugaragara.

Tunu anasema kuwa juzi waliwazika watu kutokana na pombe na wengine kugeuka vipofu kwa sababu ya pombe.

8) VIFO/MAUAJI.

Vijana watano wanauliwa watu wanapoandamana katika kampuni ya Majoka.

Watu huuliwa Sagamoyo.

“Natumai hakuna aliyeuliwa, sitaki kujipaka matope tena” (uk 31)

Kifo cha Jabali kilipangwa katika ajali kwa kuwa mpinzani wa majoka hata chama chake cha Mwenge kikamfuata ahera.

Tunu anamwambia Majoka kuwa yeye na wenzake ni wauaji. (uk43)

Viongozi humwaga damu Sagamoyo. Tunu anamwambia Majoka kuwa atalipa kila tone la damu lililomwagwa Sagamoyo.

Babake Tinu anakufa katika Majoka and Majoka company. Marara na watu wake walimtemdea ukatili.

Hashima anasema damu nyingi imemwagika Sagamoyo hadi ardhi imeingia najisi

Mashujaa wengine walienda jongomeo kwa kuleta uhuru Sagamoyo.

Ngurumo ananyongwa na chatu akitoka Mangweni.

Majoka anapanga kutekeleza mauaji kwa kumwondoa chatu mmoja ili pawe na usalama Sagamoyo. Kuomdoa chatu ni kuua Sudi au Tunu.

Kifo cha Ngao junior kinatokea, anapatikana katika uwanja wa ndege akiwa na sumu ya nyoka.

Majoka anasema kuwa ziwa kubwa limefurika damu furifuri kumaanisha vifo vya watu wengi vimetokea Sagamoyo. Watu wanalilia damu ya Majoka, wanataka kumuua.(uk 79)

9) UFISADI.

Serikali ya Majoka ina ufisadi, inampa mamapima kibali cha kuuza pombe haramu.

Mamapima ni fisadi, anawapunja walevi.

 

Majoka anatumia pesa za umma visivyo kugharamia njama ili kuzima uchunguzi wa Tunu kuhusu ajali ya Jabali.

Viongozi Sagamoyo ni fisadi, wanaitisha kitu kidogo kutoka kwa wananchi. Wakati mwingine viongozi hudai kitu kikubwa au kitu chote. (uk 3)

Viongozi hutumia mali ya umma visivyo kufadhili miradi isiyo muhimu, kufadhili mradi wa muchonga vinyago ni kufisidi wananchi maana watalipia mradi huo.

Majoka anafisidi wananchi kwa kufunga soko ili ajenge hoteli ya kifahari. Soko ni chafu ilihali wananchi wanalipa kodi ya kusafisha soko. Majoka anadai kuwa ana mradi muhimu wa mushughulikia kuliko kusafisha soko.

Majoka ni fisadi, alikuwa na mpango wa kumpa Ashua kazi ya ualimu katika Majoka and Majoka academy kwa njia isiyo halali.

10) USALITI.

Majoka anawasaliti wanasagamoyo, watu wote wanamhukumu kwa kuwasaliti.

Majoka anatumia polisi kuwatisha wanasagamoyo badala ya kulinda usalama wao akiwa kiongozi wao.

Kingi anamsaliti Majoka wakati wa mwisho, anampinga amri yake kuwapiga watu risasi, siku zote alimtii Majoka.

Majoka anawasaliti wanasagamoyo kwa kuwafungia soko, anapaswa kulisafisha badala ya kulifunga.

Majoka anawasaliti wanasagamoyo kwa kupanga mauaji badala ya kulinda na kutetea haki zao.

Ashua anamsaliti Sudi kwa kuomba talaka licha ya kuwa sudi anampenda kwa dhati.

Boza na Kombe wanawasaliti wanamapinduzoi kwa kuunga mkono uongozi mbaya wa Majoka.

Majoka anamsaliti Husda kwa kukiri kuwa hampendi licha ya kuwa mkewe.

 

11) UTABAKA.

Jamii ya Sagamoyo imegawika katika matabaka mawili ;tabaka la watawala na tabaka la watawalwa. Watawala wanaishi maisha ya kifahari huku watawalwa wanaishi maisha ya uchochole.

 

  1. watawala/walalahai.

Viongozi wana madaktari wao wa kuwahudumia, Majoka anapozirai, daktari wake anaitwa.

Watawala wana shule za kifahari, Majoka and Majoka academy ni shule ya kifahari.

Watoto wa viongozi huishi ng`ambo palipo na maisha bora. Ngao Junior yuko ng`ambo.

Watawala wanaishi maisha ya starehe,

Mzee Kenga ana gari la kifahari na walinzi,

Majoka anasema apikiwe kuku kwa chapati

Majoka ana hoteli la kifahari

Watawala wamejichimbia visima, Majoka anafungulia biashara ya ukataji miti huku wanasagamoyo wakiteseka kwa kiangazi.

Ofisini mwa Majoka anakalia kiti cha kifahari, kando yake kumepangwa medhali kadhaa, anaishi maisha ya kifahari.

               b)Watawalwa/wachochole.

Soko la Chapakazi ni la wachochole.

Wachochole wana njaa, watoto wa Sudi wanalia njaa, Sudi anakula embe bovu.

Maskini wanateseka, mvua isiponyesha hata maji ya kunywa wayatoa ng`ambo.

Wauguzi wanagoma kwa sababu ya mishahara duni huku viongozi wakiwa na madaktari wa kuwahudumia.

12) UNYANYASAJI

Wanasagamoyo wananyanyaswa. Kilicho chao kinachukuliwa na wanatishwa.

Wananchi wanatumikizwa, Sudi wanaambiwa wachonge vinyago ili kufaidi viongozi.

Wanasagamoyo wananyanyaswa, keki ya uhuru inaliwa kwingineko na wanaletewa makombo.

Wananchi wanafungiwa soko ambalo ni tegemeo lao. Hawana mahali pengine pa kuuzia bidhaa zao.

 

Sagamoyo watu wananyanyaswa kwa kulazimishwa kulipa kitu kidogo wakati mwingine kitu kikubwa au kitu chote.

Ashua ananyanyaswa kwa kutiwa ndani bila kosa.

13) TAMAA.

Majoka ana tamaa ya uongozi, hataki kuondoka mamlakani. Anafanya kila awezalo kuondoa wapinzani wake.

Anataka kumtambulisha Ngao Junior rasmi kuwa mrithi wake kwenye siasa.

Majoka anadai kuwa hata asipopigigwa kuta moja atashinda. Ana tamaa ya uongozi.

Majoka ana tamaa ya mali, ananyakua uwanja wa soko ili kujenga hoteli ya kifahari.

Majoka anawafisidi wananchi ili kujilimbikizia mali kwa sababu nya tamaa

Mamapima ana tamaa ya mali, anawapunja walevi.

Husda ana tamaa ya mali, anaolewa na Majoka kwa sababu ya mali yake.

Tamaa inamtawala Ashua hadi anaomba talaka. Anadai amachoka kupendwa kimaskini kwa kuongozwa na tamaa ya mali.

14) UCHAFUZI WA MAZINGIRA.

Kuna maji chafu ambayo yametabakaa mitaroni Sagamoyo. Povu jeupe limechacha

Soko la Sagamoyo limegeuka uwanja wa kumwaga jemikali na taka.

Uchafuzi wa mazingira unaatharisha maisha ya wanasagamoyo. Sudi anakiri kuwa nusra wafe kwa sababu ya mazingira chafu.

“…Mungu anatupenda, vinginevyo tusingekuwa hai.”

Sagamoyo hakukaliki kwa sababu ya uvundo kila mahali.

      MBINU ANAZOTUMIA MAJOKA KUONGOZA SAGAMOYO

Uvumi. Watu wa Majoka wanaeneza uvumi kuwa Sudi na Ashua ndio wanawinda roho ya Tunu.

Ahadi za uongo. Madai ya Majoka kuwa atatoa chakula kwa wasiojiweza si ya kweli.

Kenga mshauri wa Majoka anawashawishi Sudi kuchonga kinyago cha Ngao ili apate malipo mazuri na maisha yake kubadilika. Kuwa jina lake litashamiri na apate tuzo nyingi zaidi ya hayo apate likizo ya mwezi mzima ughaibuni. Ahadi hizi zote ni za uongo.

Zawadi. Kenga anawaletea Sudi, Boza na Kombe zawadi ya keki kuwafumba ili wamuunge mkono Majoka.

Vitisho. Wanasagamoyo wanatishwa kwa kurushiwawa vijikaratasi wahame.

Majoka anatumia polisi kuwatisha wanasagamoyo. Matokeo yake ni watu kuhofia usalama wao.

Majoka anamtishia Chopi kuwa aramwaga unga wake kwa kutomamrisha polisi kutawanya waandamanaji.

Mapendeleo. Ashua baada ya kufuzu kutoka chuo kikuu alipewa kazi katika Majoka and Majoka academy akakataa, sasa angekuwa mwalimu mkuu katika mojawapo ya shule za kifahari, viongozi hupendelea wengine kutumia njia sisizo halali.

Majoka alimpa Tunu kazi kiwandani akakataa.

Jela. Viongozi hufungia wanao apinga jela. Ashua anatiwa ndani, kuna washukiwa wengi ndani.

Polisi. Majoka anatumia polisi kutawanya waandamanahi wanaodai haki zao.

Viongozi hutumia nguvu. Majoka anadai wafadhili wa wapinzani lazima wavunje kambi zao Sagamoyo, kuwa Sagamoyo yajiweza.

Anapanga kumkomesha Tunu dhidi ya kuongoza maandamano kutumia nguvu zake kiutawala.

Kenga anamshauri Majoka atangaze maandamano ni haramu kwa mutumia nguvu kisha maafisa wa polisi watumie nguvu zaidi.

Ulaghai. Majoka anapanga kuongoza mishahara ya waalimu na wauguzi kwa aslimia kidogo kisha apandishe kodi.

Kudhibiti vyombo vya dora. Majoka anapanga kufunga vituo vya runinga sagamoyo ili abakie na vichache anavyotaka vya kutangaza habari anazotaka.

Wavamizi. Majoka anatumia wavamizi, Tunu anaumizwa mfupa wa muundi, Siti ana majeraha kutokana na uvamizi.

Ulinzi mkali. Majoka na watu wake wana ulinzi mkali. Kenga ana walinzi, Majoka analindwa na maafisa wa polisi.

Tunu na watu wake nanafurushwa wanapojaribu kukaribia soko la Chapakazi.

 

Kufuta kazi wasiomuunga. Majoka anamfuta kazi kingi kwa kutomtii kupiga watu risasi sokoni Chapakazi.

                          MATAKWA  YA WANASAGAMOYO.

  • Soko ambalo ni tegemeo lao linafungwa. Waataka soko lao lifunguliwe na kujengwa upya pia lisafishwe.
  • Hawana usalama, askari wanatumiwa kuwatawanya na kuwatishia. Wanaishi kwa hofu.
  • Hawana uhuru wa kutangamano kwani viongozi wao wahahofia maanamano.
  • Haki zao zimekiukwa. Mauaji yanapangwa kwa njama za kuwaangamiza.
  • Wanataka kujengewa hospitali, barabara na vyoo.Waletewe nguvu za umeme.
  • Wanataka wapate elimu Sagamoyo na ajira kwa vijana.
  • Wanasagamoyo wana njaa
  • Walimu na wauguzi Sagamoyo wana mishahara duni.
  • Kuna vilio Sagamoyo, mauaji yanapangwa. Wanasagamoyo wanataka mauaji haya yakome na haki kutendwa.
  • Wanasagamoyo wananyanyaswa na viongozi, bei ya chakula inapandishwa ilihali wengi wa wananchi ni maskini.
  • Mazingira Sagamoyo ni chafu hadi kuhatarisha maisha yao. Wanataka soko kusafishwa.

           WAHUSIKA

MAJOKA.

Ni kiongozi wa jimbo la Sagamoyo.

Ni katili.

Anaamuru Tunu auliwe, anavunjwa mfupa wa muundi.

Anamwambia kingi awapige watu risasi katika soko la Chapakazi.

 

Ni mkware.

Anapanga njama ya kumpata Ashua, anamtaka kimapenzi licha ya kuwa na mke na mtoto.

Ashua anapofika ofisini mwake, anataka kumkumbatia na kumbusu.

Mwenye hasira.

Anakasirika Ashua anapokataa asimkumbatie na kusema kuwa hasira yake imeanza kufunganya virago. (uk 20)

Mwenye majisifu.

Majoka anataka sifa, anauirahi sana Ashua anapomwita Ngao jina lake la ujana.

Anajisifu kuwa yeye pia anajua kuzaa na wala si kuzaa tu bali kuzaa na kulea. (uk22)

Mwenye dharau.

Anawadharau watoto wa Ashua  kwa kuwaita vichekechea. (uk22)

Anamdharau Sudi mumewe Ashua kwa kumwita zebe.

Anamdharau Tunu kuwa  ni daktari na hana kazi ya maana.

Tunu anapokataa poza ya Ngao Junior anamdharau kuwa msichana mdogo hata ubwabwa wa shingo haujamtoka.

Mpenda anasa.

Majoka anamwambia Ashua asilie bali aseme na ampendaye, astarehe kwenye kifua cha shujaa wake.(uk22)

Anataka kumpa Ashua huba ,anamwita muhibu wake.(uk21)

Mnafiki.

Anamwambia Ashua kuwa,

“…haja zako ni haja zangu, shida zako ni shida zangu na kiu yako ni kiu yangu.”

Nia yake ni kumteka Ashua kimapenzi, hana moyo wa kujali.

Anadai kuwa hapendi rafu Ashua wanapopigana na Husda ofisini huku ni yeye huzua rafu Sagamoyo kwa kupanga mauaji hadi watu kuandamana.

Mpyoro.

Anawatusi wanasagamoyo kuwa wajinga katika soko la Chapakazi.

Anamwita Sudi mumewe Ashua Zebe.

“…uliona nini kwa huyo zebe wako.”  (uk24)

Mwenye kiburi.

Anajiita mwana wa shujaa kwamba ana akili ndipo kuwa mwana wa shujaa. Anasema kuwa aliitwa Ngao kwa kuwa na sifa.

 

Anajifananisha ma Samsoni Myaudi na shujaa Lyona wa Waswahili.

Anadai kuwa Ashua amembandika jina la kumkwaza kwa kumwita mzee.

Ni katili.

Anamfungia  Ashua licha ya kumwomba msamaha kuwa ananyonyesha.

Anapanga njama za mauaji bila kujali haki za raia.

Anawafungia wanasagamoyo soko ambalo ni tegemeo lao biala kujali.

Ni dikteta.

Majoka hutoa amri, polisi watawanye waandamanaji.

Kenga anasubiri amri ya Majoka ili amkomeshe Tunu kufanya uchunguzi kuhusu kifo cha Jabali.

UMUHIMU WA MAJOKA.

Ametumika kuonyesha jinsi ambavyo viongozi hutumia mamlaka yao vibaya kunyakua ardhi ya umma, kuvunja sheria za katiba, kudhibithi vyombo vya dora, kupanga njama za mauaji, kunyanyasa maskini na kudhulumu wnawake kimapenzi.

Ni kielelezo cha viongozi katika mataifa yanayoendelea na shida zinazoyakumba kutokana na uongozi mbaya.

 TUNU.

Ni mwanamke Sagamoyo ambaye anapinga maovu ya Majoka, rafikiye Sudi na mtoto wa Hashima.

Ni mwanamapinduzi.

Anaongoza maandamano Sagamoyo.

Anahutubia wanahabari kuhusu hali halisi Sagamoyo.

Anakiri kutolegeza msimamo wao hadi soko lifunguliwe.

Ni msomi.

Ana shahada ya sheria kutoka chuo kikuu.

Ni mtetezi wa haki .

Anapanga kuleta wachunguzi kutoka nje ili kuchunguza kuhusu kifo cha Jabali .

Anamwambia Majoka wazi kuwa kila mtu Sagamoyo ana haki nya kuishi.

Mwenye msimamo dhabiti.

Anakataa wazo la Majoka kumwoza kwa Ngao Junior.

Licha ya kuumizwa mguu, halegezi kamba kuwapigania wanasagamoyo.

Ni jasiri.

Haogopi yeyote, anataka kukutana na viongozi katili ili awakashifu.

Anamwambia Majoka wazi kuwa hawezi kuolewa na mhuni, kwanba wanakula watu kwa jina la ugatuzi. (uk42)

Ni mzalendo.

Tunu anapigania haki za Wanasagamoyo, anamwambia Majoka kuwa wanasagamoyo wana haki ya kuishi na kuwa ugatuzi si unyakuzi.

Mdadisi.

Anamdadisi mamake ili ajue maana ya ndoto ya Mzee Marara kumfukuza ili amnyanganye mkufu wake wa dhahabu.

Anapanga kuchunguza ajali iliyosababisha kifo cha Tunu.

Mwajibikaji.

Tunu amawajibika, anaelewa athari ya pombe, na kukataa pombe anayopewa kwa mamapima.

Mwenye usawa

Anapigania usalama wa kila mtu Sagamoyo, habagui yeyote. Hambagui mamapima anapomwomba msamaha.

UMUHIMU WAKE.

Tunu ametumika kuonyesha kuwa kuna wazalendo katika jamii ambao wamejitolea kupinga uongozi mbaya ili kuleta haki na usawa katika jamii.

Mwandishi amemtumia mhusika Tunu kuonyesha kuwa licha ya changamoto zinazomkumba mtoto wa kike, bado ana nafasi muhimu katika ujenzi wa jamii mpya, wanawake ni muhimu katika uongozi ili kuleta maendeleo.

 ASHUA

Ni mkewe Sudi, mamake Pendo na Pili

Ni mwenye msimamo thabiti.

Licha ya kushawishiwa kimapenzi na Majoka, hakubaliani na kauli  yake. Anashikilia msimamo wake kuwa ana mume na hataki kuvunja ndoa yake, anakataa huba kutoka kwa Majoka.

Ni jasiri.

Anamkabili Majoka kwa kupasa sauti ofisini mwake, haogopi. Anamwambia kwa ujasiri kuwa anefika kwake kuomba msaada.

Ni mnyenyekevu.

Ananyenyekea mbele ya Majoka ofisini mwake na kumwomba msamaha, anamwomba Majoka amkanye Husda asimtusi.

Ni mwenye heshima.

Anakiri kuwa anamheshimu Majoka.

Ni mwaminifu.

Ashua ni mwaminifu katika ndoa yake. Anakataa kufanya mapenzi na Majoka kwa kuhofia talaka yake.

Anathamini ndoia yake, anakataa pendekezo la Majoka kwa madai kuwa yeye ni mke wa mtu.

Ni msomi.

Ashua amesoma na ana shahada ya ualimu.

Amezinduka.

Anadai kuwa kampuni ya Majoka ni ya wahuni. Anaelewa kuwa wanasagamoyo wamenyanyaswa hivyo kujiunga na wanamapinduzi kupigania haki.

Ni mkali.

Ashua anamkabili Husda kwa ukali ofisini mwa Majoka.

Ni mwenye tamaa.

Ashua baada ya kutiwa ndani kwa Majoka, tamaa inamjaa. Anamwambia Sudi kuwa amechoka kupendwa kimaskini, tamaa ya mali inamtawala.

Asiye na subira.

Subira inamhama Ashua. Hawezi kusubiri hadi Sudi awe na uwezo wa kumtunza.

                                  UMUHIMU WAKE.

Ametumika kuwakilisha wanawake ambao wanathamini na kuzienzi ndoa zao, wanawake waaminifu lakini kwa sabavu ya kutawaliwa na tamaa ya mali na ubinafsi, huaribu ndoa zao.

             SUDI.

 

Ni mumewe Ashua, fundi wa kuchonga vinyago Sagamoyo ambaye anashirikiana na Tunu kupinga maovu ya Majoka.

Ni mzalendo.

Kwake taarifa za Majoka hazimfai, za kutangaza mashujaa waliopigania uhuru Sagamoyo.

Haoni maana ya uhuru huo hivyo kutomuunga mkono.

Ana jukumu la kulinda uhai, kulinda haki na kulinda uhuru.

Wanaitaji kuandika historia ya Sagamoyo upya.

Ni mwenye bidii.

Anafanya kazi ya kuchonga vinyago kwa bidii.

Ni mwenye msimamo thabiti.

Licha ya kushawishiwa na kuhaidiwa mengi na Kenga ili achonge kinyago cha Ngao, anakataa na kushikilia msimamo wake.

Ni jasiri.

Anamwambia Kenga kwa ujasiri wamemulikwa mbali. (uk12).

Haogopi kuchonga kinyago cha mwanamke.

Amezinduka.

Hali keki ya uhuru wanayoletewa na Kenga kwa madai kuwa ni makombo. Anaelewa kuwa viongozi wanawanyanyasa.

Ni mwajibikaji.

Sudi amewajibika, anajitahidi kwa udi na uvumba ili kumkidhi Ashua. Kila kitu anachokipata humletea Ashua.

Ni mwenye mapenzi ya dhati .

Sudi anampenda mkewe kwa dhati. Hufanya kila kitu ili kumkidhi.

Ni mwaminifu.

Sudi ni mwaminifu katika ndoa yake. Anampenda Ashua na anajelea kumpa talaka Ashua anapoiomba.

Ni msomi.

Sudi ana shahada, walisoma shule moja na Tunu.

 

                    UMUHIMU WAKE.

 

Mwandishi amemtumia mhusika Sudi kuonyesha kuwa kuna, wazalendo katika jamii ambao wamejitolea kuoigania haki ili kujenga janii mpya, watu ambao wamejitolea kupinga uongozi mbaya.

     KENGA.

Ni mshauri mkuu wa Majoka.

Ni mshauri mbaya.

Anamshauri Majoka visivyo. Anamwambia atangaze kuwa maandamano ni haramu kisha aamuru maafisa wa polisi watumie nguvu zaidi.

Ni kikaragosi.

Anamuunga Majoka mkono hata kwa mambo yasiyofaa nia yake ikiwa ni kujinufaisha kutokana na uongozi wake.

Ni fisadi.

Yeye na  Majoka wanadai kitu kidogo kutoka kwa wanasagamoyo.

Baada ya soko kufungwa, Majoka anamwambia kuwa kipande chake cha ardhi kipo. Anakipata kwa njia isiyo halali.

Ni mwoga.

Kenga abahofia maandamano yanayoendelea na kumshauri Majoka asiyapuuze

Ni mwenye matumaini.

Hafi moyo, anasema atarudi tena na tena ili kusema na Sudi ili achonge kinyago.

UMUHIMU WAKE.

Kenga anawakilisha washauri wabaya wa viongozi katika jamii, watu ambao nia yao ni kujinufaisha wenyewe bila kujali maslahi ya wanyonge.

Washauri ambao ni katili na hata hupanga njama za mauaji ili kuendelea jufaidi kutoka kwa viongozi.                                              NGURUMO.

Ni kijana mpenda anasa, mfuasi wa Majoka.

Ni mlevi.

Ngurumo ni mlevi kupindukia,anajulikana Sagamoyo kutokana na ulevi wake.

Ni msaliti.

Anasaliti wanamapinduzi kwa madai kuwa Sagamoyo ni pazuri tangu soko kufungwa.

Anasaliti katiba ya nchi yake kwa kunywa pombe haramu, kinyume na sheria.

Ni mpenda anasa.

Ngurumo anapenda anasa, kwake kulewa ni starehe.

Mwenye taasubi ya kiume.

Anamdharau Tunu kwa kuwa mwanamke, anadai kuwa yeye si kitu Sagamoyo.

Anamwimbia wimbo wenye ujumbe kuwa aolewe ili asije akazeekea kwao

Ni kikaragosi.

Yeye ni  mfuasi wa Majoka, anaunga uongozi wake mkono licha ya kuwa haufai.

         UMUHIMI WAKE.

Mwandishi amemtumia Ngurumo kuonyesha kuwa kuna vijana ambao wamepotoshwa na anasa katika jamii na kukosa mwelekeo. Ngurumo ni kijana lakini mlevi kupindukia.

       BOZA

Ni fundi wa kuchonga vinyago Sagamoyo, mumewe Asiya (mamapima)

Ni mwenye hasira.

Anamwambia Sudi kwa hasira kuwa embe lake linanuka fee. (uk1)

Ni kikaragosi.

Anatetea viongozi kuwa ni jukumu lao kusanya kodi, kuwa huku ndilo kujenga nchi na kujitegemea. (uk3)

Anafurahia wimbo wa uzalendo unaosifia uongozi wa Majoka ilhali hali ni tofauti  Sagamoyo kulingana na maudhui katika wimbo huo.

Anamuunga Majoka mkono ili afaidi.

Mwenye majisifu.

Anajisifu kuwa keki ya uhuru imeokwa na mke wake mwenyewe.

Ni msaliti.

Anawasaliti wanamapinduzi kwa kuunga mkono uongozi Mbaya wa Majoka mkono.

 

 

     UMUHIMU WAKE.

Boza ametumika kuonyesha watu ambao hawajazinduka katika jamii, wanaotumikizwa na viongozi na kufumbwa kwa mambo madogomadogo ili waendelee kuunga uongozi mbaya mkono.

       HUSDA

Ni mkewe Majoka.

Ni mwenye tamaa ya mali.

Anaolewa na Majoka kwa sababu ya pesa na wala si mapenzi halisi

Ni mkali.

Anasema atamuua  mtu anapompata Ashua na Majoka.

Mpyoro.

Anamtusi Ashua na kumwita kidudumtu na mdaku.

Mbinafsi.

Husda ana ubinafsi, anaolewa sababu ya mali ili kujinufaisha.

 

UMUHIMU WAKE.

Husda ni kielelezo cha wanawake wanaoongozwa na tamaa ya mali hata hata katika ndoa, wanawake wanaoolewa kwa sababu ya mali na wala si mapenzi ya kweli.

         MAMAPIMA

Huyu ni Asiya mkewe poza anayeuza pombe Sagamoyo.

Ni laghai.

Anawapunja walevi.

Ni mwenye tamaa ya pesa.

Anawapunja walevi kwa sababu ya tamaa ya pesa.

Amekiuka sheria.

Anauza pombe haramu kinyume cha sheria.

 

         UMUHIMU WAKE.

Mamapima ametumika kuonyesha watu ambao  huongozwa na tamaa hadi kiwango cha kukiuka sheria.

 

 

        BABU.

Ni babuye Majoka ambaye ametokea ndotoni.

Ni mshauri mwema.

Anamshauri Majoka abadili mienendo yake na asikie vilio vya wanasagamoyo na aone maovu aliyoyatenda. (uk 83)

Ni mwenye hekima.

Anathibitisha kauli kuwa maisha ni mabadiliko na maovu yana mwisho.

Anamwonya Majoka dhidi ya kuishi kwa kutojali, kuwa hasara itamwandama akataliwe na watu asiwe mtu tena.

Anampa Majoka wosia kuwa binadami ni mavumbi na atarejea mavumbini kwa hivyo asihishi kwa kuwanyanyasa wengine wala asiongozwe na tamaa maishani.

Anamshauri kuwa mkwea ngazi huteremka. (uk84).

Anamwambia Majoka atende wema daima na ataishi maisha mema iwapo atakufa, atajiandikia tarijama njema huko ahera.

  UMUHIMU WA BABU.

Mwandishi amemtumia kuonya umma kuwa si vyema kutendea wengine mabaya, maana maovu yana mwisho. Wanadamu wasiishi kwa kuwanyanyasa wengine wala kuongozwa na tamaa bali watende mema daima

    MBINU ZA UANDISHI.

         KINAYA.

Habari zinazotolewa na mjumbe katika rununu ni za kinaya, kuwa wanasagamoyo wasirudishe maendeleo nyuma bali wafurahie ufanisi ambao umepatikana katika kipindi cha miaka tisini baada ya uhuru.

Ujumbe huu ni kinaya kwa vile Sagamoyo hakuna maendeleo wala ufanisi. Watu wana njaa na wanakosa mambo ya kimsingi kama vile maji, elimu na matakwa mengine mengi.

Boza anadai kuwa kulipa kodi ni kujenga nchi na kujitegemea. Kauli hii ni kinaya kwa vile kodi wanayolipa wanasagamoyo haitumiki kujenga nchi kwa vyovyote vile.

 

Sudi anasema kuwa katika kipindi cha mwezi mzima wa uhuru wale mali walizochuna kwa miaka sitini. Ni kinaya kwa kuwa hakuna walichovuna, viongozi hujilimbikizia mali.

Boza anamwambia Sudi kuwa wanatia doa kwa kila jambo nzuri. Ni kinaya kwa vile hakuna mambo mazuri ambayo Majoka amefanya Sagamoyo. (uk5)

Wanasagamoyo kusheherekea miaka sitini ya uhuru ni kinaya kwani hakuna cha muhimu kusheherekewa, hakuna maendeleo Sagamoyo.

Boza anadai kuwa kinyago chake chapendeza na kufanana na shujaa Marara Bin Ngao, ni kinaya kwani kinyago hicho hakifanani na shujaa huyo.

Mzee Majoka kudai kuwa anamheshimu sudi ni kinaya. Majoka hana heshima kwa raia wake, nia yake ni kutaka Sudi amchongee kinyago. (uk13)

Kenga kumwambia Sudi kuwa ipo siku atamtafuta mzee Majoka ni kinaya kwani Sudi hana haja naye.

Majoka kudai kuwa takataka za soko zitaaribu sifa nzuri za jimbo la Sagamoyo ni kinaya kwa vile hakuna sifa nzuri Sagamoyo. Viongozi wanaendeleza maovu na hata kupanga mauaji.

Kauli ya Husda kuwa Ashua ni kimada wa Majoka ni kinaya kwa vile Ashua hana nia yoyote na Majoka. Amefika kwake kuomba msaada.

Ni kinaya kwa polisi Sagamoyo kutawanya waandamanaji. Polisi wanapaswa kulinda na kutetea haki za wananchi.

Majoka kusema kuwa Sagamoyo wanajiweza  ni kinaya. Watu wana matakwa mengi, ni maskini, wana njaa na hata kupata ufadhili kitoka nje kwa miradi isiyo muhimu.

Ni kinaya Kenga anapomwambia Majoka aache moyo wa huruma, kwa sababu Majoka hana hata chembe cha huruma. Anapanga mauaji na kunyanyasa raia.

Majoka anaposema kuwa juhudi za Tunu kuandaa migomo hazitamfikisha mahali ni kinaya kwa vile Tunu wanafanikiwa katika maandamano yao na hata kuungwa mkono na wengi.

Ni kinaya kwa Ashua kumwambia Sudi kuwa ni kosa lake kutiwa ndani. Kosa ni la Majoka na njama yake ya kutaka kuchongewa kinyago.

 

Ashua anasema kuwa katika jela kuna amani na amechoshwa na Sudi. Ni kinaya kwani Ashua anapata maumivu akiwa jelani.

Uvumi unaoenea kuwa Sudi na Ashua ndio wanaowinda roho ya Tunu ni kinaya kwani wote hawa ni wanamapinduzi wanaopigania haki Sagamoyo.

Madai ya Ngurumo ni kinaya kuwa tangu soko kufungwa Sagamoyo ni pazuri mno. Eti mauzo ni maradufu ilihali watu hawana mahali pa kuuzia bidhaa zao, kifungwa kwa soko kunawaangaisha raia hata zaidi.

Ngurumo kusema kuwa pombe ni starehe ni kinaya kwani watu wanaangamia kutokana na pombe, wengine kuwa vipofu.

Watu wengi wanatarajiwa kufika katika uwanja wa ikulu ya Majoka kusherehekea uhuru siku ya sherehe lakini ni kinaya kwa kuwa ni watu kumi tu ambao wanafika.

          JAZANDA.

Kinyago cha shujaa anachochonga Sudi kwamba shujaa huyo ni mkubwa kuliko jina lake na urembo wa shujaa huyo ni bora zaidi. Shujaa anayerejelewa hapa ni Tunu, yale ambayo anatendea Sagamoyo ni makuu kuliko jina lake, kutetea haki za wanyonge. (uk10)

Husda anamwambia Ashua kuwa hawezi kumtoa bonge kinywani hivi hivi. Bonge ni Majoka bwanake Husda kuwa Ashua hawezi kumnyanganya bwana.

Husda kumwita Majoka pwagu, pwagu ni mwizi na Majoka amewaibia wanasagamoyo; ananyakua ardhi, anaiba kodi na kuwalaghai wanasagamoyo. (uk27)

 

Husda anamwambia Ashua kuwa ameshindwa kufuga kuku na kanga hatamweza. Kuku ni mumewe Sudi, na Kanga ni Majoka, kwamba Ashua ameshindwa kumtunza Sudi na Majoka hampati. (uk28)

 

Tunu kuwekewa vidhibitimwendo ni kukomeshwa au kuwekewa vikwazo ili afe moyo kutetea haki za wanasagamoyo.

 

Majoka anasema kuwa hatatumia bomu kuulia mbu. Anamrejelea Tunu kuwa mbu kunaanisha hatatumia nguvu nyingi kumwangamiza. (uk35)

 

Majoka anasema ili kuongoza Sagamoyo ni lazima uwe na ngozi ngumu, kumaanisha ni lazima uwe mkali na mwenye nguvu.

 

Jukwaa kupakwa rangi kwa ajili ya sherehe ya uhuru ni kufunika uozo ulio Sagamoyo.

Majoka anaposema salamu zinamgoja Sudi kwake, salamu ni Ashua mkewe aliye ndani ya jela.

Majoka anamshauri Sudi anawe mikono iwapo anataka kula na watu wazima. Kunawa mikono ni kukubali kuchonga kinyago ndiposa Ashua mkewe aachiliwe.

Chopi anamwambia Sudi iwapo shamba limemshinda kulima aseme. Shamba anarejelea Ashua kuwa iwapo Ashua amemshinda kutunza, aseme atunziwe na Majoka.

Siafu huwa wengi na si rahisi kuwamaliza. Siafu ni wanasagamoyo ambao ni wengi kuliko Majoka na si rahisi kuwashnda. Hatimaye raia wanamshinda Majoka. (uk52)

 

Tunu anasema kuwa moto umewaka na utateketea wasipouzima. Moto ni harakati za mapinduzi Sagamoyo .Kuteketea nice kumng`oa Majoka mamlakani.

Hashima anamwonya Tunu asijipeleke kwenye pango la joka.Pango la joka anarejelea majoka na watu wake ambao ni kati na wauaji.

 

Majoka anadai lazima mtu mmoja atolewe kafara ili watu wajue kuwa kuna usalama Sagamoyo. Chatu anamrejelea Sudi au Tunu ambao ni tishio kwa uongozi wake na kuwatoa kafara ni kuua mmoja wao ili kukomesha maandamano.

Majoka anaposema yupo kwenye chombo cha safari ya jongomeo anamaanisha kuwa mwisho wake uko karibu kuondolewa mamlakani.

 

Kinyago cha mke mrembo shujaa anachochonga Sudi kinaashiria Tunu ambaye ni shujaa wa kweli Sagamoyo

 

Husda anafananishwa na chui anayeishi ndani ya ngozi ya kondoo kuashiria kuwa yeye ni mnafiki. Hana mapenzi ya kweli kwa Majoka ila aliolewa naye kwa sababu ya mali.

Jazanda ya marubani ambao hawaendesha vyombo vyao vizuri ni viongozi ambao hawaingozi kwa haki. wamejawa na ulaghai na tamaa. (uk80)

 

Babu anamwambia Majoka kuwa hawezi kuelewa mambo kwa vile hajapambua ngozi yake ya zamani. Majoka anapaswa kubadili mienendo yake mbaya.

 

Chombo anachopanda Majoka kinaenda kinyume badala ya kwenda mbele, Majoka hajafanya maendeleo Sagamoyo kwa sababu ya ufisadi na tamaa. (uk81)

Kisima kuingiwa na paka maji hayanyweki tena. Sagamoyo ni dhiki tele, hakukaliki kwa kuwa na shida nyingi; soko kufungwa, mauaji kutekelezwa na unyakuzi.

    SADFA.

Majoka akiwa ofisini mwake, Ashua anaingia bila kutarajiwa.

Ashua akiwa na Majoka ofisini, Husda anaingia bila kutarajiwa, Ashua anamaka na kubakia kinywa wazi.

Majoka anaposoma gazeti anaona maoni kuwa Tunu awanie uongozi Sagamoyo, hakutarajia kuyaona maoni hayo gazetini.

Chopi wanapozungumza na Majoka Mwango anafika na habari kuwa Majoka ana wageni, Tunu na Sudi ambao hakutarajia.

Majoka anapongojea Husda katika hoteli ya kifahari Sagamoyo, Kenga anafika na habari kuwa mipango haikwenda walivyopanga, kuwa Tunu bado yupo, hakuvunjwa miguu, Majoka hatarajii Tunu kuwa mzima.

 

Ni sadfa kwa kifo cha Ngao Junior kutokea sawia na kifo cha Ngurumo.

 

Majoka anazirai siku kabla ya sherehe ya uhuru, anapopata habari kuhusu kifo cha Ngao Junior.

 

Inasadafu kuwa siku ya sherehe ndio waandamanaji wanakuwa na mkutano katika soko la chapajazi wakati ambapo wanatarajiwa juhudhuria sherehe.

 

 

          WIMBO.

WIMBO WA UZALENDO.

Wimbo huu unaimbwa katika kituo cha habari cha wazalendo, ni wimbo unaosifu Sagamoyo na kiongozi wake kuwa;

 

Sagamoyo ni jimbo tukufu, wanamtukuza Ngao kuwa kiongozi shupavu.

Maudhui katika wimbo huu ni kinaya kwa vile Majoka sio kiongozi shupavu, uongozi wake una dosari. (uk5)

WIMBO WA HASHIMA.

Anaimba wimbo huu akiwa nyumbani kwake. Wimbo huu unaashiria kuwa mambo hubadilika, kila siku wasema heri yalipita jana. (uk51)

WIMBO WA MAMAPIMA.

Ni wimbo wa kishairi unaorejela Sudi na Tunu. Mamapima anawashauri wajipe raha kwa kujiunga nao katika ulevi. (uk60)

WIMBO WA NGURUMO.

Ngurumo anaimba wimbo kwa mamapima akimrejelea Tunu. Ni wimbo wa kumsuta Tunu kwa kuwa yeye ni mwanamke anapaswa kuolewa.

WIMBO WA UMATI.

Umati unaimba wimbo katika lango la soko la chapakazi. Watu wanaimba kuwa yote yanawezekana bila Majoka. Wimbo huu unasifia juhudi za Tunu kuikomboa Sagamoyo na kuleta uhuru halisi.

WIMBO WA ASHUA.

Ashua anaimba kuwa soko lafunguliwa bila chopi kumaanishwa vikaragosi hawana nguvu dhidhi ya wanamapinduzi. (uk92)

 

                         USHAIRI.

 

Majoka anatunia ushairi kupitisha ujumbe wake kuwa Ashua anamuumiza Majoka moyoni kimapenzi. Kuwa anamkondesha na kumkosesha raha kwa kumkataa. Ashua kumkimbia alimwachia aibu Majoka na penzi lake kwa Ashua linamsongoa. (uk76)

 

Ushairi wa babu, anamshauri Majoka abadili mienendo yake, asikie vilio vya wanasagamoyo ,aone maovu  anayoyatenda, ahisi dhiki zinazowakumba wanasagamoyo.

Anamshauri kuwa maisha ni njia mbili: mema na maovu na kuwa maovu yana mwisho.

          NDOTO.

Tunu anaota ndoto kuwa anafukuzwa na mzee Marara akitaka mkufu wake wa dhababu.

Mzee marara kumfukuza Tunu ni ishara kumkomesha asiwe kiongozi Sagamoyo (kumnyanganya mkufu), mkufu wa dhahabu ni ishara ya uongozi. (uk53)

 

Majoka anasema na babu katika  ndoto. Babu anamshauri Majoka abadili mienendo yake na asikie vilio vya wanasagamoyo.

Babu anamwonya Majoka dhidi ya kuishi kwa kutojali na kumwambia Majoka atende mema.

          TAHARUKI.

 

Kombe na Boza wanaagizwa wachonge vinyago, je wanavichonga?

 

Majoka anampenda sana Ashua, anampata? kama hakumpata, alifanya nini?

 

Ashua anaomba talaka yake akiwa jela, je anapewa?

 

Kuna wafungwa ambao wamefungiwa, walifanya kisa gani?  je wanaachiliwa? iwapo hawakuachiliwa, hatima yao ilikuwa ipi?

 

Wageni wanatarajiwa Sagamoyo siku ya uhuru. Je wanafika?

 

Mpango wa Majoka kumsafirisha Chopi kwa kushindwa kumvunja Tunu mguu, je anasafirishwa? iwapo anasafirishwa, anachukuliwa wapi na kufanyiwa nini?

 

Anwani ya tamthilia, kigogo ni nani? anafanya nini na wapi?

 

Kuna taharuki kuhusu kifo cha Ngao Junior. Ni kipi kinasababisha kifo chake? Majoka na Husda wanafanya nini? ni nani atakuwa mrithi wa Majojka katika siasa?

 

Hoteli la kifahari Majoka analotaka kulijenga baada ya kufunga soko, je anafaulu kulijenga?

 

Majoka anaagiza Ngurumo azikwe kabla ya jua kutua, je anazikwa? watu wanasema nini kuhusu kifo chake.

          MBINU REJESHI/KISENGERE NYUMA.

 

Majoka anakumbuka hadithi kuwa binadamu siku zote humwauni kuku na kumhini kunguru. (uk22)

 

Majoka anarejelea siku Ashua alipokataa pete yake ya uchumba kuwa hiyo ndiyo siku aliyojikosea heshima na sasa hangekuwa ombaomba.

 

Majoka anarejelea kisa cha kifo cha Jabali na wafuasi wake, jinsi walivyopanga njama na kumwangamiza.

 

Ashua anakumbuka mengi Sudi aliyomwahidi siku zao za kwanza za mapenzi.

 

Tukio la Mzee Marara kumfukuza Tunu ndotoni ni la zamani, la utotoni.

 

Hashima anakumbuka jinsi alivyoathirika na marehemu mume wake, Marara na watu wake waliwatendea ukatili.

 

Sudi akiwa kwa mamapima anakumbuka mashujaa waliofungwa wakati wa ukoloni. Mashujaa hao waliangaisha wakoloni na hata wengine wakaenda jongomeo. (uk59).

             KIANGAZAMBELE.

Maoni gazetini kuwa Tunu awanie uongozi Sagamoyo, baadaye Tunu anakuwa kiongozi baada ya kumpindua Majoka.

 

Majoka anahofia kuwa maandamano yatatia doa sherehe za uhuru, siku ya sherehe, watu hawahudhurii.

 

Majoka anahofia kuwa waandamanaji watafika ofisini wammalize. Mwishowe wanammaliza wanapomtoa mamlakani.

       TAMATHALI ZA USEMI.

 

METHALI.

 

Fuata nyuki ule asali (ukitaka kula asali kaa na nyuki) (uk7).

Methali hii imetumika kuonyesha kuwa ukitaka kupata kitu, kaa na walionacho.

Asiya na Ngurumo walimwandama Bi. Husda hadi wakapata kandarasi ya kuoka keki.

Chelewa chelewa utapata mwana si wako.

Boza, Kombe na, Sudi wasichelewe kuchonga vinyago ili wafaidi, na majina yao yajulikane nje.(uk9)

Mbio za sakafuni, huishia ukingoni.

Kenga anatumia methali hii kurejelea kuwa harakati za Tunu kuleta mabadiliko Sagamoyo hayatafanikiwa. Kauli hii ni kinaya, (uk12).

 

Udongo haubishani na mfinyanzi.

Wenye nguvu hawabishani na wanyonge. Boza anatumua methali hii kumwonya Sudi asibishane na Majoka anapodai kuwa keki wanayoletewa ni makombo. (uk13)

Aketiye na cha upele, haishi kujikuna.

Sudi anatumia methali hii kurejelea Kombe anapomuunga mkono na kusema mambo yamekwenda kombo Sagamoyo. (uk15)

Simba hageuki paka kwa kukatwa makucha.

Kuwa Majoka alikosa fursa ya kumwoa Ashua haimanishi hana uwezo wa kumfanyia lolote. (uk21)

Kuvuja kwa pakacha ni nafuu kwa mchukuzi.

Kuvunjika kwa ndoa ya Ashua au Ashua kutalikiwa itakuwa heri kwa Majoka ili ampate Ashua

Heri kufuga mbuzi, binadamu wana maudhi.

Majoka anatumia methali hii Ashua anapokataa ombi lake. (uk26)

Kila mwamba ngoma, ngozi huivuta kwake.

Kenga anarejelea wafadhili wa gazeti kuwa walimtetea Tunu na habari kumhusu zimetiwa chuvi. Waandishi wa gazeti ni wafadhili wa Tunu. (uk33)

Dalili ya mvua ni mawingu.

Tunu huenda akaongoza Sagamoyo.(uk34)

Ukitaka kuwafurusha ndege, kata mti.

Kenga anamrejelea Jabali, kuwa ukitaka kuwaangamiza maadui ua kiongozi wao. Jabali alikufa na wafuasi wake kumfuata ahera. (uk35)

Udongo uwahi ungali mbichi.

Wangemkomesha Tunu kabla ya kupata umaarufu.

Asante ya punda ni mateke.

Majoka anamrejelea Tunu kwa kumpinga baada ya kugharamia masomo yake baada ya kifo cha babake.

Maji ukiyavulia nguo yakoge.

Majoka amekubali kuhukumiwa na kujibu mashtaka  kwa kutowajibika kwake na kusaliti nchi yake. (uk79)

 

 

   MASWALI BALAGHA.

Hiyo rununu hitulii mfukoni, yakuuma? (uk1)

Kwani umeota pua ya pili?  (uk1)

Kwani u mjamzito? (uk1)

Kwa nini washerehekee mwezi mzima? (uk5)

Eeh! viini ni nini? (uk16

Hujayaacha hayo?

Siwezi nini? (uk21)

umenizidi kwa nini?

*kuna  mifano zaidi.

  KUCHANGANYA NDIMI.

look at the bigger future man (uk18)

Its for our good

what? (uk35)

But one stone is enough (uk36)

Live coverage. (uk38)

Over my dead body (uk45)

Ni afadjali iwe one touch (uk68)

Chopi, time is money. Humjui Asiya (uk71)

*mifano zaidi.

 

         NIDAA.

 

Linanuka fee! (uk1)

Enhe! (uk19)

Kisa na maana ni wewe! (uk26)

Chunga ulimi wako! (uk27)

Na wewe! (uk27

        TAKIRIRI.

 

Siwezi suwezi, mimi siwezi.

Kila kitu ni Tunu,Tunu,Tunu,Tunu (uk48)

TASHBIHI.

Ashua angeishi kama malkia.

Husda hataki jua lifanye  ngozi yake ngumu kama ya mamba  (uk67)

Pengime Tunu atambae kama nyoka. (uk69)

Siku hizi wake hawashikiki, ni kama masikio ya syngura. (uk76)

Kuishi kulivyo ni kama mshumaa. (uk80)

 

                           MASWALI.

 

  1. A) Maswali ya insha.

 

1) Jadili jinsi maudhui ya uzalendo yamejitokeza katika tamthilia ya Kigogo. (al 20)

2) “Mwandishi wa tamthilia ya kigogo anadhamiria kujenga jamii mpya”  Thibitisha ukweli wa kauli hii. (al 20).

3) “Maandamano na migomo ni tatizo sugu katika mataifa yanayoendeleaa.” Kwa kurejelea tamthilia ya kigogo, eleza chanzo na athari za maandamano na migomo. (al20)

4 )Jadili ufaafu wa anwani “kigogo” katika tamthilia ya kigogo. (al 20)

5) “Mataifa mengi ya Afrika yamekumbwa na tatizo la uongozi mbaya.”  Thibitisha ukweli wa kauli hii kwa kurejelea tamthilia ya kigogo. (al 20)

6) “Katika jamii ya kisasa, asasi ya ndoa imo atharini.”  Kwa kutoa mifano katika tamthilia ya kigogo, tetea ukweli wa kauli hii. (al 20)

7) Jadili jinsi mwandishi wa tamthilia ya kigogo alivyofaulu kutumia mbinu ya kinaya katika kazi yake. (al 20)

8)  “Majoka ni mfano halisi wa viongozi katika mataifa mengi ya Afrika.” Thibitisha kauli hii. (al20)

9) Eleza umuhimu wa mhusika Tunu katika tamthilia ya Kigogo. (al 20)

10) Fafanua mbinu anazotumia Majoka kuongoza Sagamoyo. (al 20)

11) “Wananchi katika mataifa ya Afrika hukumbwa na matatizo si haba.” Thibitisha kauli hii kwa kutolea mifano kutoka tamthilia ya kigogo. (al 20)

12) Jadili nafasi ya mwanamke katika jamii kwa kurejelea tamthilia ya kigogo. (al 20)

13) Vifo/mauaji ni suala ambalo mwandishi wa tamthilia ya kigoo ameangazia. Eleza chanzo cha vifo/mauaji haya. (al 14)

  1. b) eleza umuhimu wa mhusika babu katika tamthilia ya kigogo. (al 6)

 

  1. B) Maswali ya dondoo.

 

14) “…mmemulikwa mbali.”

  1. a) eleza muktadha wa dondoo hili. (al 4)

b)Taja na ueleze sifa mbili za msemaji wa maneno haya. (al 4)

  1. c) kulingana na dindoo hili, ni nani na nani wamemulikwa? (al 2)

d)Fafanua mambo ambayo warejelewa waliyafanya ambayo yamemlikwa Sagamoyo.

(al 10)

15)  “…kulinda uhai, kulinda haki, kulinda uhuru…”

a)Weka dondoo hili katika muktadha,wake. (al 4)

b)Taja na ufafanue maudhui mawili yanayojitokeza katika dondoo hili. (al 4)

c)Msemaji wa maneno haya alifanikiwa kulinda uhai, kulinda haki, kulinda uhuru. Thibitisha kwa kurejelea tamthilia nzima. (al 12)

16) ” Sitaki kazi ya uchafu hapa Sagamoyo.”

  1. a) Eleza muktadha wa dondoo hili. (al 4)
  2. b) Taja na ueleze maudhui mawili yanayojitokeza katika dobdoo hili. (al 4)

c)Sagamoyo kuna uchafu.Thibitisha kwa kurejekea tamthilia nzima. (al 12)

17) “…wa kujichunga ni wewe pwaguzi.”

  1. a) Eleza muktadha wa dondoo hili.(al 4)

b)Eleza sifa ya msemewa kutokana na dondoo hili (al 2)

c)Taja tamathali ya usemi iliyotumika katika dondoo hili. (al 2)

 

  1. d) Kwa kurejelea tamthilia nzima, thibitisha kuwa msemewa wa maneno haya alikuwa pwagu Sagamoyo. (al 12)

18)  “Siafu huwa wengi na si rahisi kuwamaliza.”

a)Eleza muktadha wa dondoo hili.(al 4)

b)Eleza mbinu ya uandishi iliyotumika katika dondoo hili.(al 2)

  1. c) Ni maudhui yepi yanayojitokeza katika dondoo hili? (al 2)
  2. d) Thibitisha ukweli wa kauli kuwa siafu ni wengi, na si rahisi kuwamaliza kwa kurejelea tamthilia nzima. (al 12)

19) “Kimba ni kimba tu.”

a)weka dondoo hili katika muktadha wake. (al 4)

b)Taja sifa  mbili za msemaji kulingana na dondoo hili.(al2)

  1. c) Kwa kutolea mifamo mwafaka, fafanua mambo yaliyosababisha kuwepo kimba Sagamoyo. ((al 14)

20)  “Kuishi kwa kutojali ni muhali.”

a)Eleza muktadha wa dondoo hili (al 4)

b)Fafanua sifa mbili za msemaji wa maneno haya. (al2)

  1. c) Msemewa wa maneno haya aliishi kwa mutojali. Thibithisha kwa kurejelea tamthilia nzima. (al 8)

d )Ni vipi kutojali kwa msemewa hapo juu kulikuwa muhali Sagamoyo? (ak 6)

Full list of Deployed/ Promoted Principals

The Ministry of education has released a list of 53 new Principals. Some of the new Principals have been promoted while the rest were transferred from their respective stations.

LIST OF DEPLOYED PRINCIPALS

Below is the full list of deployed Technical Colleges Principals;

NAME CURRENT DEPLOYMENT/GRADE CURRENT STATION DEPLOYMENT/ INSTITUTION TRANSFERRED TO
Dr Edwin Tarno Principal Rift Valley TTI KTTC Principal
John O. Odhiambo Principal citizennewsline.co.ke Siaya Institute Kabete National Polytechnic Principal
Rukaria Stephen Ndegwa Deputy Principal Meru National Polytechnic Meru National Polytechnic Principal
Hassan Mohammed Noor Principal Nyandarua TTI North Eastern National Polytechnic Principal
David M. Mwangi Principal Mukiria TTI Kisii National Polytechnic Principal
Mrs. Catherine Kelonye Acting Principal Sigalagala National Polytechnic Kisumu National Polytechnic Principal
Anne Mbogo Principal Kiirua TTI kenya Coast national Polytechnic Principal
Evans Omwenga Bosire Principal Keroka TTI Sigalagala National Polytechnic Principal
Felix Mungatu Principal Wote TTI Nyandarua TTI Principal
Omwoyo Hilda Joyce Shikaru Principal KTTTC P.C Kinyanjui Principal
Sammy Waititu Principal P.C Kinyanjui Kiambu Institute of Science and Technology Principal
Michael Gaitho Njungu Principal Kiambu Institute Mathenge TTI Principal
Hannah Mburu Principal Mathenge TTI Thika TTI Principal
Dr. Chukwu Rosebella Cheptoo Principal Kiptargo TVC Ollessos TTI Principals
Josphat Kipkemboi Principal Ollessos TTI Baringo TTI Principal
Samira Abdallah Soud Deputy Principal A.S Mwidani Likoni TVC Principal
Edward Lewa Principal Lokoni TVC Weru TVC Principal
Cheruiyot Sammy Chirchir Principal Thika TTI Keroka TTI Principal
Bwambok Isaac Kimutai Principal baringo TTI RVTTI Prncipal
Onywoki Daniel Nyariki Principal Kisii National Polytechnic Gitwebe TTI Principal
Mossop Sally Lukuyu Deputy Principal Kitale National Polytechnic Aldai TTI Principal
Kalola Joshua Munywoki Principal North Eastern National Polytechnic J.J Nyaga principal
Loice Kutoh Principal Aldai TTI Sangalo Institute Principal
Martin L. Wekesa Deputy Principal Sangalo Institute Cherenganyi TVC Principal
Charles Ndiege Akach Principal Kebete National Polytechnic Kaimosi Friends Colege Principal
Kivutih Simon Charles Principal J.J Nyaga TTI Ndia TVC Principal
Chanzu Zedekiah Lomolo Principal Kisumu National Polytechnic Butere TTI Principal
Muthoka Mary Mwende Principal Kenya Coast National Polytechnic Wote TTI Principal
Clerkson Newton Barasa Principal FCK Narok South TVC Principal
Rukunja Geoffrey Mucee Chabari Principal Meru National Polytechnic Mitunguu TTI Principal
Carolyne k. Muguna Principal Mitunguu TTI Mukiira TTI Principal
Latichia Mutiira Ndige Principal Muraga TTI Kiirua TVC Principal
Dinah Obonyo Deputy Principal Nairobi Technical Limuru TVC Principal
Chege James Karanja Deputy Principal Rift Valley TTI Kipipiri TVC Principal
Abongo Boaz Ojwang Deputy Principal Sangalo Institute Mumias TVC Principal
F.P Kipchirchir Principal Tinderet TVC Elburgon TVC Principal
Kiplagat david Busienei Deputy Principal Kipsoen TVC Emurua Dikir TVC Principal
Wambulwa Fredrick Khisa Registrar Matili TTI Loima TVC Principal
Wainaina Francis Mbugua Head of Department North Eastern Polytechnic Ijara TVC Principal
Cheruiyot Stephen Kipyegon Head of Department liberal Studies Eldoret National Polytechnic Turkana TVC Principal
Wilfred Owala Deputy Principal Kisumu National Polytechnic Awendo TVC principal
Kyuli carritone Kavita Deputy Principal Katine TTI Mwala TVC Principal
Muindu Justine Kanini Deputy Principal Wote TTI kibwezi West TVC Principal
Kagai E. gateru Deputy Principal Coast Institute of Technology Lamu East TVC Principal
David Murungah Deputy Principal Taita Taveta TVC Taita Taveta TVC Principal
Evealyne Chepkorir Siele Deputy Principal RVST Emgwen TVC Principal
 Joseph Kimei Deputy Principal Ziwa TTI Turkana East TVC Principal
Florence Wakaba Deputy Principal Kabete National Polytechnic Kinangop TVC Principal
Ann W.K Wahome Deputy Principal Meru National Polytechnic Muraga TVC Principal
Tiony Abdi Kirwa Deputy Principal Sot TTI Tinderet TTI Principal
Stalin Otieno Olwenge Deputy Principal Sikri TTD Mabera TTI Principal
Daniel Otieno Randa Principal Sikri TTD Siaya institute Principal
Evans Omondi Wilberforce Oyoo Principal Mabera TVC Sikri TDB Principal

Bomet University’s KUCCPS admission letters, pdf Lists Portal login

Bomet University’s KUCCPS admissioon letter is a very important document for all students. KUCCPS admission letters are official documents indicating provisional admission to university studies for a particular degree program. The University’s KUCCPS admission letters confirm that a student has been accepted into the university. To get these letters, students usually go to the KUCCPS website or the website of the university ‘s online Portal. They need to enter their KCSE index number and the year they took the KCSE exam. After that, they can download their admission letter and other important documents.

Visit the Kuccps News Portal for all the information on Kuccps, Institutions, Courses ans placement.

Quick download link for the Bomet University’s Admission Letter

You can now easily and quickly download the University’s Admission letter, online.

To quickly download your admission letter to the university for this year, visit: The Bomet University’s Kuccps Letters and pdf Lists Download Portal Login.

Download Admission Letter 2023/2024


1. Go to https://admissions.buc.ac.ke · 2. On the window that opens, click on ‘KUCCPS Students Admission’ as shown below: · 3. On the window that appears, enter …

THE  UNIVERSITY’s  ADMISSION LETTER DETAILS

The University’S admission letter is an important document that enables you, as a prospective student, to prepare well before joining the institution. Among other functions, the letter enables you to apply for Higher Education Funding (HEF) through the Higher Education Loans Board (HELB), other Bursaries. It also provides a list of items that a Student must obtain before reporting to the university.

Contents of the University’s admission letter include:

  • Your University’s Admission Number
  • Your Full Name
  • Your Postal Address and other contact details
  • The Course you have been selected to pursue.
  • Reporting dates
  • What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF/ SHA Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
  • Fees payable and payment details

Other documents that can be downloaded alongside the University’s admission letter are:

  • University’s Acceptance Form
  • Student’s Regulations Declaration
  • Accommodation Declaration
  • Medical Form
  • Emergency operation consent
  • Student Data sheet
  • Application for Hostel Form
  • Student Personal Details Form
  • University Rules and regulations
  • Fee programme structure

All Universities’ Portals For KUCCPS Letters Downloads.

How To Download KUCCPS Admission Letter 2025/2026

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

Koitalel Samoei University’s KUCCPS admission letters, pdf Lists Portal login

Kenya Methodist University’s KUCCPS admission letters, pdf Lists Portal login

UOE University’s KUCCPS admission letters, pdf Lists Portal login

Kenyatta University’s (KU) KUCCPS admission letters, pdf Lists Portal login

Karatina University’s KUCCPS admission letters, pdf Lists Portal login

Kibabii University’s KUCCPS admission letters, pdf Lists Portal login

The Cooperative University’s KUCCPS admission letters, pdf Lists Portal login

Moi University’s KUCCPS admission letters, pdf Lists Portal login

KU University’s KUCCPS admission letters, pdf Lists Portal login

Baraton University’s KUCCPS admission letters, pdf Lists Portal login

Rongo University’s KUCCPS admission letters, pdf Lists Portal login

Jaramogi Oginga Odinga University’s KUCCPS admission letters, pdf Lists Portal login

Kabarak University’s KUCCPS admission letters, pdf Lists Portal login

Mama Ngina University’s KUCCPS admission letters, pdf Lists Portal login

Machakos University’s KUCCPS admission letters, pdf Lists Portal login

Masinde Muliro University’s KUCCPS admission letters, pdf Lists Portal login

Kaimosi Friends University’s KUCCPS admission letters, pdf Lists Portal login

University of Eldoret KUCCPS admission letters, pdf Lists Portal login

Rongo University’s KUCCPS admission letters, pdf Lists Portal login

Kenyatta University’s KUCCPS admission letters, pdf Lists Portal login

How to Quickly Check Your KUCCPS Placement Results for University and Colleges

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

Kuccps Explainer: Mistakes to avoid when choosing courses

How to download KUCCPS Admission letter to Pan Africa Christian University; KUCCPS

How to download  KUCCPS Admission letter to Koitalel Samoei University College (KSUC); 

How to download Multimedia University of Kenya Kuccps admission letters

How to download  KUCCPS Admission letter to Kirinyaga University (KYU); 

How to download KUCCPS Admission letter to Lukenya University; KUCCPS Admission list pdf

How to download  Kuccps Admission letter to the Co-operative University of Kenya (COPUK)

How to download KUCCPS Admission letter to Meru University

How to download KUCCPS Admission letter to Pioneer International University

Complete Details on all the Universities

Kuccps Cluster Cutoff Points for all Courses.

Bachelor of Geo-Informatics Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Hydrology & Water Management Kuccps Cluster Cutoff, Minimum & Subjects

Bachelor of Geoinformation Technology Kuccps Cluster Cutoff, Minimum & Subjects

Bachelor of Geophysics Kuccps  Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Mining Physics Kuccps  Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Earth Science Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Astronomy & Astrophysics KuccpsCluster Cutoff, Minimum & Subjects Requirements

Bachelor of Geospatial Engineering KuccpsCluster Cutoff, Minimum & Subjects Requirements

Bachelor of Geology Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Aberdare Teachers Training College Courses, Diploma in Primary Teacher Education Fees, How to apply

ABERDARE TEACHERS TRAINING COLLEGE

PROGRAMMES ON OFFER

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2022 CUTOFF 2021 CUTOFF 2020 CUTOFF
1 4480B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
2 4480B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076

 

DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)


MINIMUM ENTRY REQUIREMENTS

MINIMUM MEAN GRADE C
NOTE: A subject may only be considered ONCE in this section

MINIMUM SUBJECT REQUIREMENTS

NONE

AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2022 CUT-OFF 2021 CUT-OFF 2020 CUT-OFF
ABERDARE TEACHERS TRAINING COLLEGE 4480B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ASUMBI TEACHERS TRAINING COLLEGE 4515B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BISHOP MAHON TEACHERS TRAINING COLLEGE 4510B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BONDO TEACHERS TRAINING COLLEGE 4560B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BORABU TEACHERS TRAINING COLLEGE 4485B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BUNYORE TEACHERS TRAINING COLLEGE 4520B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
CHESTA TEACHERS TRAINING COLLEGE 4440B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
EGOJI TEACHERS TRAINING COLLEGE 4435B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
GALANA TEACHERS TRAINING COLLEGE 4525B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
GARISSA TEACHERS TRAINING COLLEGE 4580B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KAIMOSI TEACHERS TRAINING COLLEGE 4425B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KAMWENJA TEACHERS TRAINING COLLEGE 4455B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KENYENYA TEACHERS TRAINING COLLEGE 4460B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KERICHO TEACHERS’ COLLEGE 4395B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KITUI TEACHERS TRAINING COLLEGE 4550B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KWALE TEACHERS TRAINING COLLEGE 4535B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MACHAKOS TEACHERS TRAINING COLLEGE 4475B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MANDERA TEACHERS TRAINING COLLEGE 4445B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MERU TEACHERS TRAINING COLLEGE 4405B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MIGORI TEACHERS TRAINING COLLEGE 4555B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MOI TEACHERS COLLEGE – BARINGO 4495B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MOSORIOT TEACHERS TRAINING COLLEGE 4490B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MURANG’A TEACHERS TRAINING COLLEGE 4465B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
NAROK TEACHERS TRAINING COLLEGE 4420B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
SEME TEACHERS COLLEGE 4530B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
SHANZU TEACHERS TRAINING COLLEGE 4450B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ST. AUSTINE TEACHERS TRAINING COLLEGE – EREGI 4415B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ST. JOHN’S TEACHERS TRAINING COLLEGE – KILIMAMBOGO 4500B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ST. MARKS TEACHERS TRAINING COLLEGE-KIGARI 4430B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
TAMBACH TEACHERS TRAINING COLLEGE 4575B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
THOGOTO TEACHERS TRAINING COLLEGE 4470B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
UGENYA TEACHERS COLLEGE 4545B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076

DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)


MINIMUM ENTRY REQUIREMENTS

MINIMUM MEAN GRADE C
NOTE: A subject may only be considered ONCE in this section

MINIMUM SUBJECT REQUIREMENTS

NONE

AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2022 CUT-OFF 2021 CUT-OFF 2020 CUT-OFF
ABERDARE TEACHERS TRAINING COLLEGE 4480B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
ASUMBI TEACHERS TRAINING COLLEGE 4515B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
BISHOP MAHON TEACHERS TRAINING COLLEGE 4510B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
BONDO TEACHERS TRAINING COLLEGE 4560B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
BORABU TEACHERS TRAINING COLLEGE 4485B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
BUNYORE TEACHERS TRAINING COLLEGE 4520B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
CHESTA TEACHERS TRAINING COLLEGE 4440B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
EGOJI TEACHERS TRAINING COLLEGE 4435B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
GALANA TEACHERS TRAINING COLLEGE 4525B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
GARISSA TEACHERS TRAINING COLLEGE 4580B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
KAIMOSI TEACHERS TRAINING COLLEGE 4425B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
KAMWENJA TEACHERS TRAINING COLLEGE 4455B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
KENYENYA TEACHERS TRAINING COLLEGE 4460B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
KERICHO TEACHERS’ COLLEGE 4395B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
KITUI TEACHERS TRAINING COLLEGE 4550B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
KWALE TEACHERS TRAINING COLLEGE 4535B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MACHAKOS TEACHERS TRAINING COLLEGE 4475B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MANDERA TEACHERS TRAINING COLLEGE 4445B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MERU TEACHERS TRAINING COLLEGE 4405B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MIGORI TEACHERS TRAINING COLLEGE 4555B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MOI TEACHERS COLLEGE – BARINGO 4495B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MOSORIOT TEACHERS TRAINING COLLEGE 4490B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
MURANG’A TEACHERS TRAINING COLLEGE 4465B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
NAROK TEACHERS TRAINING COLLEGE 4420B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
SEME TEACHERS COLLEGE 4530B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
SHANZU TEACHERS TRAINING COLLEGE 4450B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
ST. AUSTINE TEACHERS TRAINING COLLEGE – EREGI 4415B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
ST. JOHN’S TEACHERS TRAINING COLLEGE – KILIMAMBOGO 4500B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
ST. MARKS TEACHERS TRAINING COLLEGE-KIGARI 4430B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
TAMBACH TEACHERS TRAINING COLLEGE 4575B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
THOGOTO TEACHERS TRAINING COLLEGE 4470B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076
UGENYA TEACHERS COLLEGE 4545B60 DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) KSH 72,076

Mbagathi Road Secondary School CBE Subjects, Pathways, Contacts, Location {Full Details}

Mbagathi Road Secondary School is a Girls’ Only Public Subcounty Day school which is located in Kibra Sub-County, in Nairobi County. The school has an enrollment of over 452 students.  (+254)746730092 is the current direct school’s phone contact

Exact location: It is a public School that is located at Kibra Subcounty in Nairobi County of Nairobi Region, Kenya.

Key Details about the school.

Country where found: Kenya.

Region: Nairobi

County: Nairobi.

Subcounty: Dagoretti

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: Mbagathi Road Secondary School 

Sex: Girls’ School.

School Cluster/ Level: Subcounty School.

Accomodation Type: Dayschool.

Knec Code: 20410006

Subject Combinations Offered at Mbagathi Road Secondary School 

View all available subject combinations at this school

STEM

5
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2081
Agriculture,Biology,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,Physics
3 SubjectsSTEM

SOCIAL SCIENCES

6
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2047
Christian Religious Education,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2001
Business Studies,Christian Religious Education,Geography
3 SubjectsSOCIAL SCIENCES

ARTS & SPORTS SCIENCE

9
SPORTSCode: AS2011
Biology,History & Citizenship,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1049
Literature in English,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1048
History & Citizenship,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1043
Fasihi ya Kiswahili,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2014
Advanced Mathematics,Biology,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2002
Biology,Business Studies,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2007
Biology,Fasihi ya Kiswahili,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2012
Biology,Literature in English,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1041
Islamic Religious Education,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE

📍 School Information

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.
  1. 1. How you can Choose a Career Pathway:

    • Identify your interests and potential career aspirations.
    • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
    • Confirm your choice to proceed with the pathway.
  2. 2. Select Subject Combinations:

    • The portal will provide you with a list of subject combinations available within your chosen pathway.
    • Choose three subject combinations that align with your interests and strengths.
  3. 3. Select Preferred Senior Schools:

    • For each subject combination, select four schools from the available clusters.
    • This ensures a diverse range of options and equal representation from different categories of schools.
    • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

    LIST OF ALL SENIOR SCHOOLS PER COUNTY.

    West Pokot County Senior Schools.

    Wajir County Senior Schools

    Vihiga County Senior Schools

    Uasin Gishu County Senior Schools

    Turkana County Senior Schools

    Trans-Nzoia County Senior Schools

    Tharaka Nithi County Senior Schools

    Tana River County Senior Schools

    Taita Taveta County Senior Schools

    Siaya County Senior Schools

    Samburu County Senior Schools

    Nyeri County Senior Schools

    Nyandarua County Senior Schools

    Nyamira County Senior Schools

    Narok County Senior Schools

    Nandi County Senior Schools

    Nakuru County Senior Schools

    Nairobi County Senior Schools

    Murang’a County Senior Schools

    Mombasa County Senior Schools

    Migori County Senior Schools

    Meru County Senior Schools

    Marsabit County Senior Schools

    LMandera County Senior Schools

    Makueni County Senior Schools

    Machakos County Senior Schools

    Lamu County Senior Schools

    Laikipia County Senior Schools

    Kwale County Senior Schools

    Kitui County Senior Schools

    Kisumu County Senior Schools

    Kisii County Senior Schools

    Kirinyaga County Senior Schools

    Kilifi County Senior Schools

    Kiambu County Senior Schools

    Kericho County Senior Schools

    Kakamega County Senior Schools

    Kajiado County Senior Schools

    Isiolo County Senior Schools

    Homa Bay County Senior Schools

    Garissa County Senior Schools

    Embu County Senior Schools

    Elgeyo-Marakwet County Senior Schools

    Busia County Senior Schools

    Bungoma County  Senior Schools

    Baringo County Senior Schools

    List of all Senior Schools in Bomet County

    Nyamira County best, top secondary schools; Indepth analysis

Free Grade 6 Lesson Plans For Maths

Maths Grade 6 Lesson Plans Free Download.

SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
STRAND: ___________________________________________________________________
SUB STRAND: ________________________________________________________________
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
KEY INQUIRY QUESTION (S)
______________________________________________________________________________________________________________________________________________________
LEARNING RESOURCES
______________________________________________________________________________________________________________________________________________________
ORGANISATION OF LEARNING
______________________________________________________________________________________________________________________________________________________
INTRODUCTION
______________________________________________________________________________________________________________________________________________________
LESSON DEVELOPMENT
STEP 1
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
STEP 2
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
STEP 3
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CONCLUSION:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
EXTENDED ACTIVITIES:
______________________________________________________________________________________________________________________________________________________
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Arrange numbers in an ascending order
2. Make number cards and arrange numbers in an ascending order.
3. Appreciate the importance of ascending numbers
KEY INQUIRY QUESTION (S)
How do you order numbers?
How do you arrange numbers in an ascending order?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 9-11
Number cards, number line and Manila paper
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form 5 digit numbers
 Learners will develop creativity and imagination as they form 5 digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 9
 Learners will develop creativity and imagination as they arrange in ascending order
STEP 2
Guide learners to discuss examples 9 and 10 in the learner’s book page 10
 This will promote communication and collaboration
STEP 3
Guide learners to arrange the numbers in an ascending order
STEP 4
Guide learners to work out practise exercise 5 in the learner’s book page 10 and 11
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to order in ascending order during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Arrange numbers in an descending order
2. Make number cards and arrange numbers in descending order.
3. Appreciate the importance of descending numbers
KEY INQUIRY QUESTION (S)
How do you order numbers?
How do you arrange numbers in an descending order?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 11-13
Number cards, number line and Manila paper
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form 5 digit numbers
 Learners will develop creativity and imagination as they form 5 digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 11
 Learners will develop creativity and imagination as they arrange in descending order
STEP 2
Guide learners to discuss examples 11 and 12 in the learner’s book page 12
 This will promote communication and collaboration
STEP 3
Guide learners to arrange the numbers in an descending order
STEP 4
Guide learners to work out practise exercise 5 in the learner’s book page 10 and 11
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to order in ascending order during their free time
Learners to play a digital game involving ordering numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Round off numbers to the nearest thousands
2. Make a number card, draw a number line and pick a number card and match it to its positions on the number line.
3. Appreciate use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
What do you consider when rounding off numbers to the nearest thousand?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 14-15
Number line and Manila paper, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 14
 Learners will develop critical thinking and problem solving as they round off numbers
STEP 2
Guide learners to discuss examples 13 and 14 in the learner’s book page 14 and 15
 This will help develop communication and collaboration
STEP 3
Teacher to guide learners to use video clips on rounding off numbers.
 Digital literacy is developed
STEP 4
Guide learners to work out practise exercise 7 in the learner’s book page 15
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise rounding off numbers during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: rounding off numbers to the nearest thousands
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Round off numbers to the nearest thousands
2. Make a number card, draw a number line and pick a number card and match it to its positions on the number line.
3. Appreciate use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
What do you consider when rounding off numbers to the nearest tens of thousand?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Number line and Manila paper, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 16
 Learners will develop critical thinking and problem solving as they around off numbers
STEP 2
Guide learners to discuss examples 15 and 16 in the learner’s book page 16 and 17
 This will help develop communication and collaboration
STEP 3
Teacher to guide learners to use video clips on rounding off numbers .
 Digital literacy is developed
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 8 in the learner’s book page 17
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise rounding off numbers during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
_______________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
1
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Multiply a 4 digit number by a 2 digit number in real life situations
2. Make number cards, pick a card and work out the multiplication
3. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
2
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Multiply a 4 digit number by a 2 digit number in real life situations
2. Make number cards, pick a card and work out the multiplication
3. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
3
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Multiply a 4 digit number by a 2 digit number in real life situations
5. Make number cards, pick a card and work out the multiplication
6. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Estimate products of numbers to the nearest ten and by using compatibility of numbers
2. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.
3. Have fun and enjoy estimating product by rounding off factors
KEY INQUIRY QUESTION (S)
How can you estimate a product by rounding off numbers?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 28-31
Multiplication tables cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and practise cards to the learners
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 28 and share their answers
 The activities will help learners develop critical thinking and problem solving as they estimate products of numbers by rounding off to the nearest ten
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss example 7 and 8 on page 28-29 in the learner’s book
 This will help them develop communication and collaboration
STEP 4
Guide learners to estimate products by use of compatible numbers. Learners to understand that compatible numbers are numbers that are easy to add, subtract, multiply or divide mentally
STEP 5
Guide learners in groups to discuss examples 9 and 10 on page 30 in the learners book
CONCLUSION
Guide learners to work out practise exercise 4, 5 and 6 in the learner’s book page 30-31
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to estimate the product of different numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
5
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Estimate products of numbers to the nearest ten and by using compatibility of numbers
5. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.
6. Have fun and enjoy estimating product by rounding off factors
KEY INQUIRY QUESTION (S)
How can you estimate a product by rounding off numbers?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 28-31
Multiplication tables cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and practise cards to the learners
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 28 and share their answers
 The activities will help learners develop critical thinking and problem solving as they estimate products of numbers by rounding off to the nearest ten
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss example 7 and 8 on page 28-29 in the learner’s book
 This will help them develop communication and collaboration
STEP 4
Guide learners to estimate products by use of compatible numbers. Learners to understand that compatible numbers are numbers that are easy to add, subtract, multiply or divide mentally
STEP 5
Guide learners in groups to discuss examples 9 and 10 on page 30 in the learners book
CONCLUSION
Guide learners to work out practise exercise 4, 5 and 6 in the learner’s book page 30-31
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to estimate the product of different numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
1
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Make patterns involving multiplication of numbers not exceeding 10,000 in different situations
2. Identify multiplication patterns.
3. Have fun and creating multiplication patterns.
KEY INQUIRY QUESTION (S)
How can you create patterns involving multiplication?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 31-33
Multiplication tables, number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put the learners in pairs and let them discover the rule of the pattern
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 31 and share their answers on multiplication patterns
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss examples 11 and 12 on page 31 and 32 in the leaner’s book
 This will enhance values of love and respect as they work in groups
STEP 4
Guide learners to work out practise exercise 7 on page 32 and 33 in the learners book
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION
Guide learners to play a digital game involving multiplication
 This promote digital literacy
EXTENDED ACTIVITIES:
Learner’s to make patterns involving multiplication of numbers up to 10,000 during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
2
STRAND: NUMBERS
SUB STRAND: division of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Divide a 4 digit number by a 2 digit number without a remainder
2. Use digital devices for learning more on division of whole numbers.
3. Appreciate the use of division of whole numbers in real life situation.
KEY INQUIRY QUESTION (S)
Where do we use division in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 34-37
Multiplication tables, number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Write a division sentence without a remainder and learners to work out using counters
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 34 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss examples 1 and 2 on page 34-35 in the learners book. Learners to divide numbers without a remainder
STEP 3
Guide learners to work out practise exercise 1 on page 35 in the learner’s book.
STEP 4
Guide the learners in groups to discuss examples 3 and 4 on page 36 in the learners book. Learners to divide numbers with remainder
 Learners will develop critical thinking and problem solving as they carry out division.
STEP 5
Guide learners to work out practise exercise 2 on page 36 and 37 in the learner,s book
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION
Guide learners to play a digital game involving multiplication
 This promote digital literacy
EXTENDED ACTIVITIES:
Learners to use the skill acquired to work out questions involving divisions during their free time
REFLECTION ON THE LESSON:
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
3
STRAND: NUMBERS
SUB STRAND: division of up to a 4 digit number by a 3 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Divide a 4 digit number by a 3 digit number without a remainder
5. Use digital devices for learning more on division of whole numbers.
6. Appreciate the use of division of whole numbers in real life situation.
KEY INQUIRY QUESTION (S)
Where do we use division in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 34-37
Multiplication tables, number cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put learners in pairs to discuss division strategies that they know
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 37 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss teacher’s examples on the chalk board.
Learners to divide the numbers without a remainder
STEP 3
.guide the learners to work out practise exercise 3 on page 38 in the learners book
STEP 4
Guide the learners in groups to discuss examples 7 and 8 on page 39 in the learner’s book. Learners to divide numbers with remainder
 Learners will develop critical thinking and problem solving as they carry out division.
CONCLUSION
Guide learners to work out practise exercise 4 on page 39 and 40 in the learner’s book
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learners to use the skill acquired to work out questions involving divisions during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: estimating quotient by rounding off the divisor and dividend to the nearest 10
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Estimate quotients by rounding off the divided and divisor to the nearest ten in real life
2. Demonstrate multiplication is the opposite of division.
3. Have fun and enjoy estimating quotient by rounding off numbers.
KEY INQUIRY QUESTION (S)
How can we estimate quotients?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 40-41
Multiplication tables, number cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put learners in pairs to discuss division strategies that they know
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 40.
Learners to round off the divisor and the divide in each card to the nearest 10
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss teacher’s examples on the chalk board.
STEP 3
Guide the learners in groups to discuss examples 9 and 10 on page 40 in the learner’s book
 Learners will develop critical thinking and problem solving as they analyse and accept each other’s quotient estimates
CONCLUSION
Guide learners to work out practise exercise 5 on page 41 in the learner’s book
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learners to apply the knowledge and skills to practise estimating quotient by rounding off numbers to the nearest tens during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 42-43
Practise cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 42 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 42 and 43 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 6 in the learners book page 43
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition and subtraction for further practise at home during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction and multiplication
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 44-45
Practise cards, puzzles, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 44 and share their answers
 The learners will develop critical thinking and problem solving as they fill in the puzzle
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 13 and 14 on page 44 in learners book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 7 in the learner’s book page 45
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition, subtraction and multiplication for further practise at home during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction, multiplication and division in different situations
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 45-47
Practise cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 45 and share their answers
 The learners will develop critical thinking and problem solving as they fill in the puzzle
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 15 and 16 on page 46 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 8 in the learner’s book page 46 and 47
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition, subtraction, multiplication and division for further practise at home during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: LCM- least common multiple
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate addition of fractions using the LCM.
3. Enjoy addition of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 48-49
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on multiples of numbers learnt in the previous grades
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 48 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 1 and 2 on page 48 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 1 in the learner’s book page 49
 .the exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise on LCM during their free time
REFLECTION ON THE LESSON:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Addition of fractions using LCM
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate addition of fractions using the LCM.
3. Enjoy addition of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number?
How do we add fractions using LCM
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 49-51
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on identify LCM of numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 49 and share their answers
 This activity will helps learners develop critical thinking and problem solving
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 3 and 4 on page 50-51 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Learners to discover that when adding fractions with different denominators, they should find LCM of the denominator first before adding
STEP 3
Guide learners to work out practise exercise 2 in the learner’s book page 51
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to add fractions using LCM during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Subtraction of fractions using LCM
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate subtraction of fractions using the LCM.
3. Enjoy subtraction of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number?
How do we subtract fractions using LCM?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 51-53
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition of fractions using LCM learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 51 and share their answers
 This activity will helps learners develop critical thinking and problem solving
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 5 and 6 on page 52-53 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to discover that when subtracting fractions with different denominators, they should find LCM of the denominator first
STEP 3
Guide learners to work out practise exercise 3 in the learner’s book page 53
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to subtract fractions using LCM during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Addition of mixed numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert mixed numbers into improper fractions.
2. Practice addition of mixed numbers.
3. Appreciate the use of addition of mixed numbers in real life.
KEY INQUIRY QUESTION (S)
1. Where are fractions used in real life?
2. How do you work out addition of mixed numbers
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 51-53
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition and subtraction of fractions using LCM learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 54 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 7 and 8 on page 54-55 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of addition of mixed numbers on the chalkboard
STEP 3
Guide learners to work out practise exercise 4 in the learner’s book page 55
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise on addition of mixed numbers during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Subtraction of mixed numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Identify subtraction of mixed numbers.
2. Practice subtraction of mixed numbers.
3. Appreciate the use of subtraction of mixed numbers in real life..
KEY INQUIRY QUESTION (S)
1. Where are fractions used in real life?
2. How do you work out subtraction of mixed numbers
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 55-57
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 55 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 9 and 10 on page 56 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of subtraction of mixed numbers on the chalkboard
STEP 3
Guide learners to work out practise exercise 5 in the learner’s book page 55-57
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise of subtraction of mixed numbers in different situation
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Reciprocals
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of reciprocal of fractions.
2. Demonstrate reciprocal of fractions.
3. Have fun and enjoy working out reciprocal of fractions.
KEY INQUIRY QUESTION (S)
How do you get reciprocal of a fraction
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on subtraction of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 57 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 57-58 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of reciprocal of fractions on the chalkboard
STEP 3
Guide learners to work out practise exercise 6 in the learner’s book page 58
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
With the help of parents to do more practise of reciprocal of fractions at home
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Reciprocals
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of reciprocal of fractions.
2. Demonstrate reciprocal of fractions.
3. Have fun and enjoy working out reciprocal of fractions.
KEY INQUIRY QUESTION (S)
How do you get reciprocal of a fraction
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on subtraction of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 57 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 57-58 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of reciprocal of fractions on the chalkboard
STEP 3
Guide learners to work out practise exercise 6 in the learner’s book page 58
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
With the help of parents to do more practise of reciprocal of fractions at home
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Squares of fraction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of square of a fraction.
2. Demonstrate square of a fraction.
3. Have fun and enjoy calculating square of a fraction
KEY INQUIRY QUESTION (S)
Where are squares of fractions used in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on reciprocals of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 59 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 13,14 and 15 on page 59-60 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of squares of fraction on the chalkboard
STEP 3
Guide learners to work out practise exercise 7 in the learner’s book page 60
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Guide the learners to use skill acquired to work out questions involving squares of fractions
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Equivalent of fractions
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
4. Define the meaning of square of a fraction.
5. Demonstrate square of a fraction.
6. Have fun and enjoy calculating square of a fraction
KEY INQUIRY QUESTION (S)
What are fractions used in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 61-62
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on squares of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 61 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 16 on page 61 in learner’s book.
Learning to learn will be promote as they convert fractions to equivalent fractions with denominator 100 in different situations
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of equivalent of fraction on the chalkboard so as to understand that equivalent fractions have different numerators and denominators but represent the same value
STEP 3
Guide learners to work out practise exercise 8 in the learner’s book page 61
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to represent equivalent fractions using real objects during free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Percentage of fraction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Identify percentage as a fraction.
2. Draw a square, shade some squares and calculate the percentage of shaded square.
3. Appreciate the use of percentage as a fraction.
KEY INQUIRY QUESTION (S)
Where are percentage used in our day to day lives?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 62-62
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on equivalent of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 62 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 17 on page 62 in learner’s book.
Learning to learn will be promote as learners learn the symbol of percentage is %
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of percentage of fraction on the chalkboard so as the learners can understand that percentage means any quantity or number expressed as part of fraction.
STEP 3
Guide learners to work out practise exercise 9 in the learner’s book page 63
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Guide the learners to do more practise on percentage fractions during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Conversion of fractions into percentage
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert fractions to percentage.
2. Use digital devices for learning more on conversion of fractions to percentage.
3. Have fun and enjoying conversion of fractions to percentage..
KEY INQUIRY QUESTION (S)
How do you convert fraction into percentage?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 63-
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on percentage of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 63 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 18 and 19 on page in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples on the chalkboard to understand that to convert fraction into percentage, multiply the given fraction by 100%
STEP 3
Guide learners to work out practise exercise 10 in the learner’s book page
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to convert fractions into percentage during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Conversion of percentage into fractions
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert percentages to fractions.
2. Use digital devices for learning more on conversion on percentage to fraction.
3. Have fun and enjoy converting percentage to fractions…
KEY INQUIRY QUESTION (S)
How do you convert percentage into fraction?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 65-66
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on conversion of fraction into percentage learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 65 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 20 and 21 on page 65 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples on the chalkboard to discover a percentage is a fraction whose denominator is 100
STEP 3
Guide learners to work out practise exercise 11 in the learner’s book page 65
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to convert percentage into fraction during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

St. John’s High School: Contacts, Location and Admission Details

St. John’s High School is a Prestigious Private School that is located at Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

St. John’s High School Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Address: P.O. Box 16254, Nairobi
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 020-6765679, 6767656

Admissions at St. John’s High School

Being a Private School, placement at Grade 10 (Senior School) is done directly by the school. Use the contacts provided on this page to quickly get an admission vacancy at the school.

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

Kirinyaga County Senior Schools

Kilifi County Senior Schools

Kiambu County Senior Schools

Kericho County Senior Schools

Kakamega County Senior Schools

Kajiado County Senior Schools

Isiolo County Senior Schools

Homa Bay County Senior Schools

Garissa County Senior Schools

Embu County Senior Schools

Elgeyo-Marakwet County Senior Schools

Busia County Senior Schools

Bungoma County  Senior Schools

Baringo County Senior Schools

List of all Senior Schools in Bomet County

Cherangany KUCCPS Courses, Fees, Requirements, Duration & How To Apply

CHERANGANY TECHNICAL AND VOCATIONAL COLLEGE

PROGRAMMES ON OFFER

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2022 CUTOFF 2021 CUTOFF 2020 CUTOFF
1 4265557 DIPLOMA IN FASHION DESIGN & CLOTHING TECHNOLOGY KSH 67,189
2 4265601 DIPLOMA IN ACCOUNTANCY KSH 67,189
3 4265722 DIPLOMA IN GENERAL AGRICULTURE KSH 67,189
4 4265745 CERTIFICATE IN ACCOUNTANCY KSH 67,189
5 4265746 DIPLOMA IN IN SUPPLY CHAIN MANAGEMENT KSH 67,189
6 4265758 DIPLOMA IN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) KSH 67,189
7 4265773 CERTIFICATE IN BUILDING AND CONSTRUCTION TECHNOLOGY KSH 67,189
8 4265798 CERTIFICATE IN INFORMATION COMMUNICATION TECHNOLOGY (ICT) KSH 67,189
9 4265802 CERTIFICATE IN COMPUTERIZED SECRETARIAL STUDIES KSH 67,189
10 4265831 CERTIFICATE IN ELECTRICAL AND ELECTRONIC ENGINEERING (POWER OPTION) KSH 67,189
11 4265847 CRAFT CERTIFICATE IN FASHION DESIGN AND GARMENT MAKING KSH 67,189
12 4265848 CERTIFICATE IN FASHION DESIGN AND GARMENT MAKING KSH 67,189
13 4265876 DIPLOMA IN BUILDING CONSTRUCTION TECHNOLOGY KSH 67,189
14 4265884 CRAFT CERTIFICATE IN GENERAL AGRICULTURE KSH 67,189
15 4265915 DIPLOMA IN COMPUTERIZED SECRETARIAL STUDIES KSH 67,189
16 4265917 DIPLOMA IN ELECTRICAL & ELECTRONIC ENGINEERING (POWER OPTION) KSH 67,189
17 4265957 CERTIFICATE IN SUPPLY CHAIN MANAGEMENT KSH 67,189
18 4265A02 ARTISAN IN BUILDING CONSTRUCTION TECHNOLOGY KSH 67,189
19 4265A03 ARTISAN FASHION DESIGN AND GARMENT MAKING TECHNOLOGY KSH 67,189
20 4265A11 NVCET LEV I & II IN ICT KSH 67,189
21 4265A21 ARTISAN CERTIFICATE IN ELECTRICAL INSTALLATION KSH 67,189
22 4265A44 ARTISAN IN MASONRY KSH 67,189
23 4265A55 ARTISAN IN HAIR DRESSING AND BEAUTY THERAPY KSH 67,189
24 4265A67 ARTISAN IN PLUMBING KSH 67,189
25 4265A72 ARTISAN IN GENERAL AGRICULTURE KSH 67,189
26 4265A86 TRADE TEST IN ICT KSH 67,189
27 4265B37 ARTISAN IN SECRETARIAL KSH 67,189

Open University of Kenya Bachelor of Data Science Course Requirements, Fees

Open University of Kenya Bachelor of Data Science Course Requirements, Fees

BACHELOR OF DATA SCIENCE
CLUSTER 10 – ACTUARIAL SCIENCE, ACCOUNTANCY, MATHEMATICS, ECONOMICS, STATISTICS & RELATED

 
Filter
Type
Group

 

BACHELOR OF DATA SCIENCE


MINIMUM ENTRY REQUIREMENTS

CLUSTER SUBJECT 1 MAT A
CLUSTER SUBJECT 2 BIO / PHY / CHE / BIO / GSC
CLUSTER SUBJECT 3 HAG / GEO / CRE / IRE / HRE
CLUSTER SUBJECT 4 BIO / PHY / CHE / BIO / GSC / HAG / GEO / CRE / IRE / HRE / HSC / ARD / AGR / WW / MW / BC / PM / ECT / DRD / AVT / CMP / FRE / GER / ARB / KSL / MUC / BST
NOTE: A subject may only be considered ONCE in this section

MINIMUM SUBJECT REQUIREMENTS

SUBJECT 1 MAT A C+

AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2022 CUT-OFF 2021 CUT-OFF 2020 CUT-OFF
CATHOLIC UNIVERSITY OF EASTERN AFRICA 1480109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 190,000 19.914 20.100 20.048
CHUKA UNIVERSITY 1105109 BACHELOR OF SCIENCE IN MATHEMATICS KSH 244,800 19.914 24.917 24.008
CO-OPERATIVE UNIVERSITY OF KENYA 1080409 BACHELOR OF SCIENCE IN DATA SCIENCE KSH 306,000 28.948 28.161
DEDAN KIMATHI UNIVERSITY OF TECHNOLOGY 1173709 BACHELOR OF SCIENCE IN MATHEMATICS AND MODELLING PROCESSES KSH 230,400 19.914 20.100 23.576
JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY 1249409 BACHELOR OF SCIENCE IN DATA SCIENCE AND ANALYTICS KSH 224,400 36.902 35.222 29.636
KAIMOSI FRIENDS UNIVERSITY 1470309 BACHELOR OF SCIENCE (MATHEMATICS WITH IT) KSH 224,400 19.914 20.100 20.048
KIBABII UNIVERSITY 1108109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 19.914 20.100 22.689
KIRIRI WOMENS UNIVERSITY OF SCIENCE AND TECHNOLOGY 1460109 BACHELOR OF SCIENCE IN MATHEMATICS KSH 82,350 19.914 20.100 20.048
KISII UNIVERSITY 1087709 BACHELOR OF SCIENCE IN MATHEMATICS ( PURE MATHEMATICS, APPLIED MATHEMATICS AND STATISTICS) KSH 259,335 19.914 20.100 23.227
MAASAI MARA UNIVERSITY 1165109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 19.914 20.100 23.211
MACHAKOS UNIVERSITY 1170109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 19.914 20.100 26.810
MASENO UNIVERSITY 1229109 BACHELOR OF SCIENCE (MATHEMATICAL SCIENCES, WITH IT) KSH 244,800 19.914 27.259 28.604
MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY 1082409 BACHELOR OF SCIENCE (MATHEMATICS WITH IT) KSH 244,800 19.914 27.387 27.320
MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY 1240109 BACHELOR OF SCIENCE IN MATHEMATICS KSH 244,800 19.914 20.100 20.048
MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY 1240409 BACHELOR OF SCIENCE DATA SCIENCE KSH 183,600 19.914 25.611 20.048
MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY 1240709 BACHELOR OF SCIENCE IN MATHEMATICS & PHYSICS KSH 244,800 19.914 20.100 20.048
PWANI UNIVERSITY 1117109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 19.914 23.895 23.612
RONGO UNIVERSITY 1073109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 19.914 20.100 20.048
SOUTH EASTERN KENYA UNIVERSITY 1166109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 19.914 20.100 20.048
TECHNICAL UNIVERSITY OF KENYA 1112109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 229,500 26.695 31.045 31.427
TOM MBOYA UNIVERSITY 1515109 BACHELOR OF SCIENCE (MATHEMATICAL SCIENCES, WITH IT) KSH 224,400 19.914 20.100 20.048
UNIVERSITY OF EASTERN AFRICA, BARATON 1181109 BACHELOR OF SCIENCE IN MATHEMATICS KSH 178,800 19.914 20.100 20.048
UNIVERSITY OF NAIROBI 1263109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 260,950 32.487 33.862 34.562

HOME SCIENCE REVISION BOOKLET (QUESTIONS & ANSWERS)

HOME SCIENCE I  

  1. How can you ensure that a sitting room is well ventilated? (3mks)
  2. What two precautionary measures should be taken when using paraffin as a fuel?                                                                                                                                           (2mks).
  3. State two reasons for using white ceramic tiles in the kitchen?                              (2mks).
  4. State three qualities of good lighting. (3mks).
  5. State two advantages and two disadvantages of steaming as a method of cooking?
  6. Care should be taken to ensure that left over foods remain fresh. How can this be

done?                                                                                                                   (2mks)

  1. State two qualities of fruit for jam making?                                                      (2mks).
  2. Give three reasons for coating food before deep frying?       (3mks).
  3. State three ways of preparing clothes before washing? (3mks)
  4. Two methods which can be used to sterilize baby’s feeding equipment? (1mrk)
  5. What two was you use to disinfect kitchen clothes. (1mrk)
  6. Give two ways of using a crossway strip in garment construction. (1mrk)
  7. Give the following I-T -C – L – C ( International Textile Care Labeling Code). (11/2mks).

 

(a)

 

 

 

(b)

 

 

 

(c)                 °  °

 

 

  1. Give the two reasons of airing clothes after ironing. (1mrk).
  2. Two stitches that may be used to neaten an overlaid seam. (1mrk).
  3. Two ways of finishing the neckline of a night dress. (1mrk).
  4. 17. Two qualities of a thimble. (1mrk).
  5. What causes suffocation? (11/2mrks)
  6. Two things to prevent in first treatment of a cut. (1mrk).
  7. Using the diagram below, name the most suitable seam for joining the pieces labeled A and B, the suitable side seam and the piece labeled A of a child’s dress. (3mks).

 

Seam joining A and B …………….              Side seam …………

 

Piece labeled A………

 

  1. What points should you look for when buying a zip? Give two. (2mks)
  2. Use the pattern piece below to answer the question that follow.

 

Pattern pieces.                                                                                    (11/2mrk)

A……….                                            B ……….

 

C……….

Pattern symbol.                                                                      (1 1/2mrk)

X ……….                                           Y ……….

 

Z ……….

 

SECTION B.

 

  1. (a) After completing your cookery practical lesson you found that your white cotton

apron has the following stains

(i) Grease               (ii) Coffee

State clearly how the stain can be removed.                                                 (5mks)

(b) What factors should be considered when choosing brooms and brushes?     (6mks)

(c) Explain the advantages and disadvantages of dry cleaning.                           (4mks).

(d) What factors should be considered when choosing floor covering?              (5mks)

  1. French seam is commonly worked on children’s clothes.

(a) i. What are the advantages of the seam?                                                         (2mks)

  1. With aid of clear diagrams show the working of the seam.       (6mks)

(b) What are the advantages of combing wool with Nylon.                                (4mks)

 

 

(c) Discuss points you would observe to ensure that your sewing machine gives you

maximum service.                                                                                          (4mks)

(d) Of what use is pattern drafting to tailor ?                                                      (4mks)

  1. (a) Explain four rules to be observed when preparing left over foods. (4mks)

(b) Discuss the advantages of food preservation.                                                      (4mks)

(c)  What points must be remembered when storing grains.                              (4mks)

(d) (i) Explain points to be considered when serving invalids.                          (4mks)

(ii) A sauce is served with lumps in it, what possible mistakes are likely to have been

done?                                                                                                  (4mks)

 

 

  HOME SCIENCE  I

  MARKING SCHEME

 

SECTION A.

 

  1. – Doors should be large enough.
  • Windows should be large enough.
  • Room should be spacious.
  • Furniture should not be congested.
  • Artificial ventilation e.g. fans should be provided.
  • Rooms should be well cleaned daily.

 

  1. – Do not store in sodas bottles.

–  Lids should be tight fitting.

  • Store away from foodstuffs.
  • Keep away from children’s reach.

 

  1. – Easy to clean.
  • Easily show dirt.
  • Protect wall from dampness.
  • Last long as they easy to maintain.

 

  1. – Should not contrast with background to avoid straining the eyes.
  • Light should be well distributed to avoid shadows on working areas.
  • Work should be done efficiently without straining.
  • It should minimise accidents and ease in movement.
  • It should enhance interior decoration.
  • It should be without a glare.

 

  1. Advantages.

–  Easy to digest no fats are added or direct heating.

–  Saves time and fuel when food is cooked over a pot of boiling water in which other

foods are cooked.

  • Nutrients are retained as no liquid media is used.

 

Disadvantages.

–    A slow method of cooking

–    Expensive method if done a lone.

  • Steamed food tends to lack flavour.

 

  1. – Put food in clean containers which are covered to prevent contamination by dust and

flies.

  • Food should be cooled quickly and stored in the fridge clean cool place.

 

  1. – Should be firm or hard.

–     Should not be over ripe or unripe.

  • Should be unbruised.
  • Should not be withered.

 

  1. – To prevent it from breaking into pieces.

–     To prevent it from overcooking.

  • To improve it’s appearance.
  • To prevent food from getting too greasy.

 

  1. – Mending
  • Soaking
  • Removing stains.

 

  • Commercial sterilizers e.g. Milton.

 

  • Commercial disinfectant e.g. Dettol.

 

  1. – To neaten raw edges.
  • For decoration.
  • To strengthen out edges.
  • To make rouleu loops.

 

  1. – Drip dry.

b.- Do not bleach.

c.- Use warm iron.

 

  1. – To get rid of excess dampness.

–  To remove any smells or odours.

 

  1. – Loop stitches.

–  Button hole.

–  Overcasting.

 

  1. – Bias binding / cross way strip.
  • Collar
  • Double yoke.

 

 

 

  1. – Should be strong to last long
  • Should not rust
  • Should fit the figure.

 

  1. – Breathing poisonous gases.
  • Blocked windpipe
  • Wearing objects over there

 

  1. – To control too much bleeding which can lead to death

–    Prevent entry of germs.

 

  1. – Overlaid seam.

– French seam.

– Yoke.

 

  1. – Choose a good brand.

– Test to see that zip glides smoothly and easily.

– Length of zip should suit length of poening.

– Colour of zip tape must match colour of fabric.

 

  1. A – Front Bodice.

B – Back Bodice.

C – Front facing.

X – Dart.

Y – Starting grain.

Z – Place to Fold.

 

SECTION B.

 

23.(a) (i) – Wash in very hot water with a little washing soda in it.

–        Carbon tetrachloride may be used on the stubborn stain.

 

(ii) – Rub salt on the stain and pour boiling water through the stain.

  • Rub salt and lemon juice and pour boiling water through if stain is a bit stubborn.
  • Use wood ash or Borax in same way as salt if stain is very stubborn.

 

(b)  –    Bristles should be firmly and closely set on the head.

  • Handle should be of comfortable length.
  • Head should be smooth and slightly curved to reduce damage on furniture.
  • Should be selected for the correct purpose and use.
  • Material should be of good quality so that they last long.

 

(c) Advantages.

  • The material is expensive.
  • Solution may cause damage on the fabric.
  • Solutions are inflammable.
  • Solution are poisonous.

 

 

 

(d)   –   Should relate to the colour scheme of the room ( Harmonize with rest of the

colour)

  • Design of the upholstered furniture.
  • Texture of the fabric or material used.
  • Size of the room.
  • Cleaning and care required.
  • Amount of money available.

–    The purpose of the covering e.g soft carpet for sitting room, bed rooms and

corridors and hard carpet for kitchen and bathroom.

 

  1. (a) (i) Narrow and strong with two lines of machining.

(ii) Neat seam as edges are concealed.

(iii) Easy to launder.

Easy to work.

 

 

  • Tack and stitch 6mm from, the edge outside the fitting line.
  • Remove tacking press open the seam and trim to 4mm.
  • Fold a long the stitching line with Right sides together.
  • Tack 6mm from the edge enclosing the raw edges completely.
  • Stitch below the tacking line i.e on the fitting line remove tacking.

 

(b)     –   The fibre produce is much more stronger and hence long lasting.

  • The fibre is warmer than Nylon.
  • The fibre is easier to launder.
  • The fibre is cheaper to buy.

 

(c)     –   Must be covered when not in use to protect it from dust.

  • Replace broken parts immediately.
  • Have the machine checked by mechanic regularly.
  • Oil the machine regularly.

 

(d)     –           Development of skills.

  • Money saving as patterns are made at home.
  • Less time wasted as shopping for patterns is not done.
  • Using of individual person’s measurements.
  • No adjustment required and correction is easy to do.

 

  1. (a) – Food be re heated and not re-cooked.
  • Large pieces should be cut into small ones.
  • Additional moisture should be added in form of gravy or stoch may be added to replace what was lost during cooking.
  • Food may be coated with batter to prevent it from over heating.
  • Food should be well garnished to enhance appearance.
  • Avoid repeated re- heating by preparing just enough.
  • Serve food in anew form to avoid monotony.

 

(b)     –    Food in season can be preserved to be used when out of season.

  • Preserved food can be transported to reach places of storage.
  • Preservation slows down food decay.
  • May be done where there is surplus.

 

(c)    –   They should be completely dry.

  • Store in well ventilated rooms.
  • Preserve grains before storage.
  • Place storage containers on racks.
  • Do not keep toxic chemical in the grain store.
  • Rock grain store and check frequently.
  • Use old stock before the one.

(d) (i)

  • Meals should be balanced.
  • Serve meals punctually.
  • Prepare, cook and serve hygienically.
  • Food should be palatable and appetizing.
  • Serve attractively.
  • Give small amounts at a time.
  • Give hot foods hot and cold foods cold.
  • Food should be soft and easy to digest.
  • Avoid strong flavourings and smells in food.
  • Follow doctors orders.

(ii)

  • Flour is added to very hot fat.
  • Using too much heat during cooking.
  • Adding liquid too fast without adequate stirring.
  • Inadequate stirring during cooking.
  • Roux not well cooked.
  • Blending of flour not adequately done.

 

HOMESCIENCE II

 

  1. Give two  reasons   for  folding   in flour   in creamed cake  mixtures                          (2mks)
  2. Explain the  following  terms  used  in cookery                                                    (3mks )

– Dextrinisation

– Gelatinization

– Caramelization

  1. Give two reasons  for  airing  clothes  before   storage                                      (2 mks)
  2. Differentiate between  a  split   level   house   and  a  storeyed  house                (2mks)
  3. Explain three ways in which blending viscose with polyester  would modify the characteristics  of   the  viscous                                                                     (3mks)
  4. State two  advantages  of  dry  cleaning  clothes                                              (2mks )
  5. Give two causes of a black  ring  in hard  boiled  egg                                          (2mks)
  6. List down  four nutrients found  in eggs                                                   (2mks)
  7. Give three  reasons   why soaking is  necessary  for  cotton  and  not  for   woolen fabrics                                                                                                                   (3mks)
  8. State three  qualities  of   fabric for  underwear                                           (3mks)
  9. Explain two  points on care of  the  Kitchen  sink                                       (2mks)
  10. State three  factors  to  consider   when selecting  flowers  for   flower  arrangement                                                                                                                            (3mks)
  11. Give three  pre-caution  to take  when cleaning   plain  wooden  surfaces          (3mks)
  12. Explain the advantage   of  a   refrigerator   with   two  doors  as  opposed  to  one  door                                                                                                                     (1mk)
  13. Give two ways   of  saving  time  and  energy   when  performing house hold  duties

( 3mks)

  1. State two effective    means   of  communication  when   passing  information to children

(2 mks)

  1. Give two important   points to  bear  in mind  when  choosing  fastenings              (2mks )

 

SECTION  B

 

  1. (a) State and explain   five  points   to  consider  when planning  meals         (5mks)
  • Give two reasons for the  following  faults in baking
  • Cracked Swiss roll                                                                                       (2mks )
  • Creamed cake  sunken  at   the  middle                                                             (2mks)

c). Explain three  causes  of  malnutritional  disorders   and  in  each case  give  an

example                                                                                                                        (6 mks)

  • Minerals perform  varied  and  inter-related     Discuss                          (4mks)

19 .(a) Discuss  properties    of   cotton which  make it   important   for  hospital  linen.

(8mks)

  • Describe how  to make  an open  seam  at  the  side   of  a  popline  blouse  (6mks)
  • Your niece  who is   short  and plump   wishes  to make  a two piece  outfit   for  a  special occasion. Advice                                                                                (4mks)
  • Give two advantages  of  smoking   on a  child’s outfit                               (2mks )
  1. (a) Explain clearly how  to remove   a  grease  stain on cotton  Apron         (5mks )
  • State four  points  to observe   when laundering  non  fast   coloured   articles

(4mks)

  • Your brother  living  in Kisumu  is  considering   buying  a plot   to build a house . Suggest   five   points   he  should  consider                                              (5mks)
  • State four  factors  which  determine   the  cleaning   frequency  of  a room  (4mks)
  • State two  remedies   for  static   fabrics   in wear `                                (2mks )
  1. (a) Discuss four points   on use and care  of  brooms                                    (4mks)
  • Discuss five points  one  should   consider  when choosing   a  method  of  fullness disposal on a garment.                                                                               (5mks)
  • Give four  qualities  of  aluminium   which make it popular   for household utensils                                                                                                                 (4mks )
  • Suggest factors  which influence  consumer  choice                                 (5mks )
  • Give two uses of  salt  in laundry work .                                                       (2mks )

 

 

HOMESCIENCE  II

 

  1. Reasons for   folding  in flour            
  • To incorporate air
  • To retain the already incorporated  air

                ( 2×1 = 2  marks )

 

  1. Meaning of   terms  
  • Dextrination – When starch is  exposed   to dry heat it  changes   to form  a  sugar  known as  dextrin . the process  is  known as  dextrinisation                       ( 1mk)
  • Gelatinization – Starch   when exposed  to moist   heat – absorbs  water  swells  and burst                                                                                                                (1mk )
  • Caramelisation – Sugars exposed  to    heat   melts  to form  a  caramel  hence   caramelisation                                                                                                (1mk )

 

  1. Reasons for  airing   clothes

– To get  rid  of   dampness

– To remove     bad  smells

( 2×1 = 2 marks  )

 

  1. Split level in a  house is  where  rooms  are placed  at individual levels  of  the ground  . A storeyed  house  has  rooms  on top of  others .

 

  1. – Reduces  creasing
  • Reduces shrinkage
  • Makes it  lighter

 

  1. Advantages of  dry  cleaning 
  • Fibres not  affected
  • Colour is  maintained
  • Texture is  maintained

( 2×1= 2marks)

 

  1. Black ring  in eggs
  • Overboiling
  • Stale eggs
  • Not cooling   in cold  water .

       ( 2×1 = 2  marks )

 

  1. Nutrient in eggs
  • Vitamin A
  • Vitamin D
  • Iron
  • Protein
  • Fats
  • Phosphorous

( ½  x 4  = 2 marks)

 

 

 

 

  1. Soaking necessary   for  cotton  and  not   for  wool
  • Wool is  weak when wet
  • Wool felts   and  shrinks
  • Soften cotton for  dirt
  • Dirt does  not  adhere    to   woolen  fabrics as much as  any other

       (any other  relevant   answer   3×1  = 3 marks )

 

  1. – Not bulky
  • Soft to the   skin
  • Non static
  • Not irritating
  • Absorbent
  • Colour fast

             ( any other 3×1= 3 marks)

 

  1. Care of  the  kitchen  sink
  • Pour hot water   occasionally
  • Do not allow  big  particles   down the   sink

( 2×1  = 2 marks )

 

  1. – Selecting flowers
  • Fresh
  • Not strong    scented
  • Do not pick when full bloom
  • Clean foliage

 

  1. – Plain wooden surfaces
  • Scrub along   the  grain
  • Avoid harsh  abrasives
  • Avoid use  of   hot  water  -it  discolors
  • Do not expose  to direct  sunlight – it  warps
  • Avoid sharp things.

 

  1. – A  two  door  refrigerator   allows  the  frozen  food   to stay undisturbed   unlike  one

door   where  frequent  opening   affects   the  freezer  compartment

 

  1. – Use of  correct  and  efficient   tools
  • Use correct  posture
  • Use labour  saving   devices
  • Make use  of   trays  and  trolleys             ( 2×1 =  2   marks)

 

  1. – Bold posters

–    Real objects  any other          ( 2×1 = 2  marks )

 

  1. – Choice of fastening
  • Position of the  garment
  • The weaver
  • Type of  fabric
  • Type of     garment

      ( any other     relevant  point    2×1 = 2 mks )

SECTION B       

 

  1. (a) Planning meals
  • Cooks capability
  • Amount of  money
  • Clients
  • Equipment available
  • Time available

                ( any other   5 x1 = 5 marks  )

 

  • –   Cracked   Swiss roll

–    Not  rolled  immediately

–   Too  high  temperature

–    A lot  of   baking   time

 

  • – Creamed  cake  sunk    in the   middle
  • Too soft  mixture
  • Not cooked
  • A lot of  sugar  used

 

c )   Causes  of malnutrition 

  • Excessive intake of  nutrient   – Obesity
  • Lack of  nutrients  – Anaemia,  Kwarshiokor
  • Inability of  body  to absorb  nutrients  – Anaemia, Rickets
  1. d) General functions  of  minerals  
  • Protects body  from diseases
  • Helps in the  formation of  body  cells
  • Regulate body processes
  • Helps maintain  water  composition in the   body

              ( 3×1  =  3  marks  )

 

19 (a)  Properties of  cotton

  • Absorbent
  • Warm to the  body
  • Soft to  the skin
  • Withstands frequent   washing  / strong
  • Easy to launder
  • Not affected by  alkalis  and  acids   hence can  be   bleached   effectively

( 4 x 2  =  well   explained  points )

 

  1. b) Making open  seam .
  • Place two  pieces (½)  pieces  together  S (½)  Facing
  • Pin (½) Tack (½) and  machine  stitch (½)  along   the  fitting line (½)  on w. s  (½  )
  • Remove tacking  (½)  press  (½)  seam  open  (½)
  • Trim (½) raw edges  and  neaten (½)  by   machine  fold  (½) , binding , blanket  stitch  t.c.

 

 

 

  1. c) Advice on two piece outfit
  • Matching colour .
  • Dark and   dainty  fabric
  • Good draping   quality
  • Not clinging  to the   body
  • Choose fabric  with vertical lines

 

  1. d) Advantages of  smoking 
  • Style features
  • Can let  down   for  added  width

 

20 (a)  Removal of  grease  stain

  • Scrape (1) as much  as  possible
  • Place blotting  (1)  paper  on stain
  • Iron using  hot   iron (1)  from  outside  (1)  towards   center .
  • Wash (1) article in  hot  water                                                   (5marks)

 

  • Laundering non  fast  coloured   articles
  • Do not
  • Wash quickly
  • Dry undershade
  • Use warm   iron
  • Iron s   only                (4×1 = 4marks)

 

  1. Points on  plot  buying
  • Type of  soils
  • Social amenities
  • Neighbourhood
  • Security
  • Slope of  land
  • Nearness to place of  work

( any other relevant point  5 x1  =  5 marks )

 

  1. d) Cleaning frequency
  • Condition of  room
  • User of  the room  ( occupants )
  • Time available for cleaning
  • Cleaning equip and  material  available
  • Use of the  room
  • Location of the   room

 

  1. e) Remedies of clinging   fabric 

–    Use  fabric  softener  in  last  rinse

–    Wear   with  cotton  underwear’s

 

  1. (a) Use and  care   of  brooms  
  • Remove fluffs
  • Clean in heavily   built   soapy  water
  • Store with the  head   between    two  nails
  • Dry Facing  down  – with  no pressure  on the  bristles

 

  1. b) Choice of method of  fullness of 
  • Position on garment
  • Type of   fabric   ( weight )
  • Age of  wearer
  • Type of garment
  • Fabric texture

 

  1. c) Qualities of aluminium
  • Shinny appearance
  • Light in weight
  • Does not rust
  • Good conductor  of  heat

 

  1. d) Factors which influence consumer choice 
  • Location
  • Money available
  • Fashion
  • Other consumers
  • Time available

 

e).  Use  of   salt in  Laundry

  • Fix color  of loose  colored  garments
  • Cut mucus

 

HOMESCIENCE III

 

SECTION A

 

  1. What causes mildew stain (1mk)
  2. Give two methods of lengthening a skirt that has become too short (2mks)
  3. You have a polyester dress that clings to the body. Suggest two remedies for this problem

(3mks)

  1. State two factors to consider when planning meals for invalids (2mks)
  2. Give two methods of aerating flour mixtures and in each case give an example of a raising agent used. (2mks)
  3. (a) Give three uses of fats in cookery (3mks)
    (b) Describe stewing as a method of cooking                                                     (1mk)
  4. Give two disadvantages of advertising to the consumer (2mks)
  5. State four ways of preventing skin diseases.                                                      (2mks)
  6. Give two disadvantages of concealed drainage system (2mks)
  7. Give two reasons why batter is allowed to rest after making before use. (2mks)
  8. State two disadvantages of soaking clothes for more than 24 hours (1 ½ mks)
  9. List four factors to consider when selecting fabric for children’s garment (2mks)
  10. What four factors contribute to efficiency when performing household tasks (2mks)
  11. The size of a patch pocket depends on several factors . Give four. (2mks)
  12. List any four preparations an expectant mother should make for home confinement

(2mks)

  1. State one way of protecting the baby against each of the following
    (i) Prickly heat (1mk)
    (ii) Nappy rash                                                                                                     (1mk)
  2. List four differences between brooms and brushes (2mks)
  3. State three factors which determine method of controlling fullness (1 ½ mks)
  4. State four ways of conserving energy when lighting (4mks)

SECTION B.

 

  1. (a) State and explain four factors to consider when planning meals (4mks)
    (b) Give four general rules to bear in mind when preparing pastries                 (4mks)
    (c) Give four points to consider when entertaining                                            (4mks)
    (d) Discuss three reasons for preserving food.                                                   (6mks)
    (e) Give two reasons for blanching vegetables before freezing                         (2mks)

 

  1. (a) Give four precautionary measures to take when laundering woolen articles (5mks)
    (b) Explain how to make boiling water starch (5mks)
    (c) Explain four importance of good ventilation in a house                               (4mks)
    (d) Give four reasons why disposal of sewage in rivers and streams is prohibited   (4mks)
    (e) State four factors to consider in choice of wall finishes                               (2mks)

 

  1. (a) Explain how to attach a zip fastener using edge to edge method (1mk)
    (b) State three qualities of a well made hem                                                      (3mks)
    (c) Discuss 4 qualities suitable for underwear fabrics                                        (8mks)

 

  1. (a) Explain how to work French seam at the side of a child’s petticoat (9mks)
    (b) Explain the functions of the following machine parts
    (i) Feed dog                                                                                                     (2mks)
    (ii) Presser foot                                                                                               (2mks)
    (iii) Stop motion screw                                                                                   (2mks)
    (c) Give three qualities of a well made dart                                                       (3mks)
    (d) Name two methods of graining a fabric before cutting out.                         (2mks)

HOMESCIENCE III

MARKING SCHEME

 

  1. – Caused by folding and storing damp clothes (1 x 1 = 1mk)
  2. Ways of lengthening a skirt
    – Adding a frill
    – Let down the hem
    – Put a false hem (2 x 1 = 2mks)

 

  1. Remedies for static electricity
    – Wear dress with cotton petticoat
    – Put fabric softener in the last rinsing water (2 x 1 = 2mks)

 

  1. Planning meals for invalids
    –Easily digested
    – Fresh foods
    –Adhere to doctor’s instructions
    – Not greasy (2 x 1 = 2mks)

 

  1. Chemical – Baking powder
    –  Biological – Yeast
    –  Mechanical – Air                                   ( 2 x 1 = 2mks)

 

      (a) Uses of fats
Cut short gluten strands
–  Soften mixtures
– Add flavour and colour
– Increase self life                                 (3 x 1 = 3mks)

(b) Long slow moist method of cooking food. Food is not allowed to boil. Done in

casserole  in oven or on top of a stove        (1 x 1 = 1mk)

 

  1. Disadvantages of advertising to the consumer
    – Increases cost of goods
    – Gives false information
    – Confuses consumer due to many brands advertised       (2 x 1 = 2mks)

 

  1. Preventing skin diseases
    – Avoid sharing personal items
    – Sterilise shared items
    – Bath regularly
    – Eat food rich in vitamins (4 x ½ = 2mks)

 

  1. – Can only be used where there is piped water
    – Expensive to install
    – Careless use may make maintenance difficult

 

  1. Reasons for resting batter
    –  So that starch grains can absorb liquid
    –  So that air bubbles can escape               ( 2 x 1 = 2mks)

 

  1. – fibres are weakened
    –  Water becomes slimy
    – Bad smells develop                       (3 x ½ = 1 ½ mks)

 

  1. – Shrink resistance
    – Strong
    – Light
    – Absorbent
    –  Non –  Irritating
    –  Inflammable                   (4 x ½ = 2mks)

 

  1. – Correct equipment and material
    – Having a time plan
    – Good speed
    – Correct tools
    – Correct methods of working

 

  1. – Purpose
    –   Position
    –   Purpose of garment
    –   Age of wearer
    –   Size of garment                                             (4 x ½ = 2mks)

 

  1. – Inform midwives
    – Prepare clean and sterile room
    – Make transport available
    – Clean razor blade and string (4 x ½ = 2mks)

 

  1. (i) Prickly heat – avoid overdressing (1mk)
    (ii) Nappy rash – change napkins when used

 

  1. –   Rinse napkins thoroughly                         (1mk)

 

  1. – Brooms have long handle while brushes have short handle
    – Brooms sweep large areas – while brushes small areas
    –   Brooms have soft bristle while brushes have stiff bristles
    –   Brooms remove loose dirt while brushes remove fixed dirt  (4 x ½ = mks)

 

  1. – Type of garment
    – Position on garment
    – Figure type
    – Weight, texture and washability of fabric (3 x ½ = 1 ½ mks)

 

  1. – Use daylight as much as possible
    – Lighting designed to suit purpose
    – Avoid bulbs of higher wattage than required
    – Ensure all light fittings are clean
    – Turn off lights when not in use ( 4 x 1 = 4mks)

SECTION B.

 

  1. (a) – Balanced – Protein, carbohydrate, vitamins
    – Individual requirements
    –  Time available
    –  Occasion
    –  Colour variety
    –  Food in season
    –  Any other                                   (4 x 1 = 4mks)

(b) Weigh ingredients accurately
– Use mixture of lard and margarine
– Use cool equipment and work in a cool place

 

(c)- Entertaining
– Number and type of guests
– Type and style of service
– Cutlery and crockery available
– Number of dishes to be served
– Time of the day and weather                                         (4 x 1 = 4mks)

 

 

 

 

(d) Discuss three reasons for preserving foods
–  Ease transportation for foods like vegetables and fruits
–  Preserve so as to be used when out of season
–  No food will keep indefinitely so food is preserved for future use
   (well discussed points)             (3 x 2 = 6mks)

 

(e) Two reasons for blanching vegetables before freezing
–  To help retain colours
–  Reduce bulk
–  Retain nutrients

 

  1. Precautions to take when laundering woolen articles
    – Do not soak as they are weak when wet
    – Use water of same temperature throughout
    –  Dry flat
    –  Press do not iron to avoid stretching

(any other) (5 x 1= 5mks)

(b) Boiling water starch
–   Measure 1 tablespoon (1) Starch. 2 tablespoons cold water(1) Make smooth paste

       (½) Add  ½ litre (1) boiling water (½) Stir and boil for a short while (½) Dilute as

required (½)                                                                                                   (5mks)

 

(c) Importance of Good ventilation
–  Get rid of surplus heat from people and machinery
–  Get rid of bad ordours
–  Allow circulation of fresh air
–  Avoid drowsiness                            (4 x 1 = 4mks)

(d) Reasons for not disposing waste in rivers
–  Causes water to smell foul
–  Poses, health  problems to animals and human beings
–  Affects plants and destroys aquatic life
–  Carrier of water borne diseases

 

  • Choice of wall finishes
    – Size of wall
    – Money available
    – Care required
    – Availability of the material

(4 x ½ = 2mks)

 

  1. (a) Method of attaching zip
    – Tack ½ the seam and neaten ½ the edges
    – Open and press it open
    –  Work form R.S. and the zip closed ½ and the tag level with the fitting line ½ pin one

    side  of the opening to the zip length ½
–  Pin the other side so that the folds meet (½)

 

 

–  Tack firmly down on the side and up (½) of the other closing at the base of the zip

    teeth (½)
–   Hold the folds together (½) with 1cm tacking stitches (½) from the end to end.
–  Working on the R.S (½) machine down (½) one side and up the other 6mm ½ from

the fold ( ½ ) according to the width of the zip teeth
(Diagrams can be used to make explanation clear)      (9mks)

(b) Qualities of well made hem
–  Flat
–  Well eased
–  Hemming stitches evenly distributed
–  Equal in depth                                                   (3 x 1 = 3mks)

 

  • Three qualities of fabric for underwear
    – Should be absorbent since they are worn next to skin
    –  Easily laundered – cleanliness is absolutely essential due to accumulation of body

   waste
–  Should not be bulky, should not be seen over outer garment
–  Non – clinging for outer garment to slide over easily
–  Good quality – Cheap materials will not survive constant wear and washing

            (4 x 2 = 8mks)

 

  1. (a) How to work a french seam at the side of a child’s petticoat
    – With w.s. of the fabric together and edges even pin tack ½ along the fitting line ( ½ )
    – Machine ½ along  the tacking (½) remove all the tacking and trim ( ½ ) the seam

turning to  about 5mm (½)
–  With the right side (½) of the fabric facing (½) fold over along the seamline, pin, tack

along the fitting line ½ about 6mm below the seam (½)
–  Machine or backstitch ( ½ ) along the fitting line
–  Remove tacking and press ½ the seam towards the back of the garment (½)     (9mks)

(b)   Feeddog – Regulate amount of fabric passing through when needle is stitching
Presser foot – Holds fabric in place and presses  it to the feed dog
Stop motion screw – Stops the needle from moving up and down.   ( 3 x 2 = 6mks)

    (c) Three qualities of a well made dart
–  Tapers gradually to a point
–  Straight line of stitching
–  Firmly secured at the point
–  Correct length and width
–  Pressed to the right side

 

  • Graining fabric
    – Pulling diagonally
    –  Pulling a thread across the fabric and cut through

(2 x 1 = 2mks)

 

 

 

 

HOMESCIENCE IV

 

SECTION A:

 

  1. Give four precautions a mother should take to ensure that an active toddler does not accidentally suffer from burns and scalds. (2 mks)
  2. State two causes of anaemia other than nutritional deficiency. (2 mks)
  3. State three factors to consider when planning lighting for various rooms in the house.

(1½ mks)

  1. Explain why laundry blue is in minimal use today for laundry work. (1 mk)
  2. Explain four qualities for making lingerie. (4 mks)
  3. Giving a reason in each case name two nutrients which should be emphasized in school

children diet.                                                                                                        (2 mks)

  1. State two reasons why clothes should be dried thoroughly before storage. (2 mks)
  2. State two general rules to observe when setting a table for a meal. (2 mks)
  3. Heavy close texture is a common fault in sponge cake. Give two causes. (2 mks)
  4. Give two reasons why vitreous enamel finish is used on cookers. (2 mks)
  5. List four methods of finishing a plain seam on the side of a denim skirt. (2 mks)
  6. The following is a poorly planned menu for a family which includes a three year old child.

Ugali, Sweet potatoes, Sukuma wiki fried with tomatoes.

(a) (i) give two reasons why it is a poor menu.                                                   (2 mks)

(ii) suggest one dish to improve the meal.                                                    (1 mk)

 

  1. State three qualities to look for when buying a tape measure. (1 ½ mks)
  2. Explain two qualities that make crossway strips useful in dressmaking. (2 mks)
  3. Give four factors to consider when buying wooden utensils. (2 mks)
  4. State two qualities of a well-made hem. (2 mks)
  5. Give two reasons why weaning should be a gradual process. (2 mks)
  6. Good eyesight is essential at all times. Give three points on care of eyes. (3 mks)
  7. Give three reasons for cooking and decorating cakes. (2 mks)

 

SECTION B:

 

  1. (a) Silk is a common fabric for making evening wear. Give three factors that make it

popular for the above occasion.                                                                    (3 mks)

(b) Give four steps to ensure that a sewing machine gives good stitches when stitching.

(4 mks)

(c) Give three differences between interfacing and interlining.                                    (3 mks)

  1. Describe how to work a machine fell seam at the yoke of a poplin shirt.    (8 mks)
  2. Give four factors that determine the method of disposing fullness in a garment.

(2 mks)

  1. (a) Giving reasons in each case state four basic rules in the use and care of a refrigerator.

(8 mks)

(b) Give four points you would advice your aunt on in choice of curtains for her new

house.                                                                                                                 (4 mks)

(c) A well-drained house is a comfortable house to live in. Give four point to support the

above statement.                                                                                             (4 mks)

(d) Suggest four reasons why a family should prepare for a baby’s arrival.      (4 mks)

 

 

  1. (a) Explain the meaning of the following terms used in cookery. (4 mks)

Bake blind.

Batter.

Braising.

Creaming.

(b) What advice would you give to a friend who is going to get married about planning family meals? Assume that as a career girl she has very little experience. (5 mks)

  • Breast milk is the perfect food for a baby. Give four advantages of breastfeeding.

(5 mks)

(d) Give four points of personal hygiene that are essential to a food handler.  (4 mks)

(e) What are the reasons for folding in flour in creamed cake mixtures?          (2 mks)

 

  1. (a) (i) Give four points to consider when buying commercial paper patterns. (4 mks)

(ii) Explain three points to consider when choosing a zip fastener.                        (3 mks)

      (b) A wise shopper is a wise consumer. Give five points a consumer should look for

before buying an item.                                                                                   (5 mks)

(c) Give four points that determine the cleaning frequency of a house.                          (4 mks)

(d) Give four reasons for budgeting family income.                                          (4 mks)

 

HOMESCIENCE IV

MARKING SCHEME

 

  1. Four precautions a mother should take to ensure an active toddler does not suffer from burns and scalds.                                                                         ( ½ x 4 = 2 mks)

–     Keep metal boxes out of reach of children.

–     Have fire guards round open fires.

–     Do not place hot liquids where children can reach them.

–     Children should not be locked in houses alone.

–     Handles of pans and pots should be turned away from path ways.

 

  1. Causes of anaemia other than nutritional deficiency. (1 x 2 = 2 mks)

–     Genetic (sickle cell).

–     Excessive loss of blood.

–     Sickness e.g. malaria, leukemia.

–     Parasites e.g. hookworm.

 

  1. Factors to consider when planning lighting for various rooms.  ( ½ x 3 = 1½ mks)

–     Purpose of the room.

–     Size of the room.

–     The existing colour scheme.

 

  1. Explain why laundry blue is in minimal use today: (1×1 = 1 mk)

–     This is because most of the soapless detergents made these days have flourescent whitener which have the same function as laundry blue.

 

  1. Qualities of fabric for making lingerie.

–     Soft not to irritate skill.

–     Not bulky not to be seen over the outer garment.

–     Absorbent to absorb sweat.

–     Strong to withstand frequent washing.

–     Should not generate static electricity not to cling to the body.

 

  1. Nutrients to be emphasized in a school child’s diet: (2×1 = 2 mks)

–     Carbohydrate/fat because they are active.

–     Protein because they are growing.

–     Vitamins for protection.

–     Minerals for strong bones.

 

  1. Reasons why clothes should be rinsed thoroughly:

–     Remove smells of soap.

–     Freshens.

–     Avoid skin irritation from detergents.

–     Prevent damage to fibres by detergent.

–     Mention original colour.

 

  1. 8. General rules to observe when setting a table: (2×1 = 2mks)

–     Table should be clean.

–     The tablecloth should be clean and well pressed.

–     Allow space eof about 60 cm per person.

–     Place clean cutlery 2.5 cm from the edge of the table.

 

  1. Causes of heavy texture in sponge cakes: (2×1 = 2 mks)

–     Too hot oven.

–     Insufficient whisking.

–     Poor folding in.

–     Too rapid addition of flour.

–     Too much flour.

 

  1. Why vitreous enamel finish is used on cookers: (2×1 = 2 mks)

–     Attractive.

–     Easy to clean and maintain.

 

  1. Four methods of finishing a plain seam on the side of a denim skirt:(½ x4 = 2 mks)

–     Edge stitching.

–     Zig zagging.

–     Overcasting.

–     Pinking.

–     Loop stitching.

 

  1. (i) Reasons why it is a poor menu: (2×1 = 2 mks)

–     Contains a lot of carbohydrates.

–     The meal has no protein.

(ii) A protein dish e.g. meat stew, chicken, currry, ndengu                                (1 mk)

 

  1. Qualities of a good tape measure:                                                 ( ½ x 3 = 1 ½ mks

–     Clearly marked.

–     Not stretchable.

–     Reinforced ends.

–     Should not fray at sides.

–     Markings should not fade off.

 

  1. Qualities that make crossway strip useful in dress making stretches therefore can be manipulated round curves and corners: (2×1 = 2mks)

Forms a contrast in grain or print therefore decorative.

 

  1. Factors to consider when buying wooden utensils:

–     No scratches.                          –   Well grained.

–     Ordourless.                             –   Non toxic.

–     Durable.                                  –   Smooth.

 

  1. Qualities of a well-made hem:                                                          (1×2 = 2mks)

–     Same width.

–     Correct for fabric and style.

–     Not puckered.

–     Seams matched.

–     Well pressed.

 

  1. Reasons why weaning should be gradual:                                        (1×2 = 2 mks)

–     Allow baby to get accustomed to the new food.

–     Allow mother time to observe the baby for any allergic reactions.

 

  1. Good eye sight is essential. Points on care:                         (1×3 = 3 mks)

–     Eat a diet rich in vitamin A and C.

–     Work in well lit area but avoid very bright unprotected light.

–     Clean your face every morning paying attention to areas around the eyes.

–     Any evidence of bad eyesight or soreness should be reported to the doctor.

 

  1. Two reasons for decorating cakes: (1×2 = 2 mks)

–     To make the cake attractive.

–     Prevent cake from drying.

–     Encourages creativity.

 

SECTION B:

 

  1. (a) Factors which make silk popular for evening wear:             (1×4 = 4mks)

–  Lustre – the nature shine makes it suitable for fancy wear.

–  Has good draping quality.

–  Warm – gives warmth on cold nights.

–  Sheds creases easily.

 

(b)   Steps to ensure a sewing machine gives good stitches:                (1×4 = 4mks)

–     Correct tension.

–     Thread machine correctly.

–     Firm and accurate tacking.

–     Correct size of needle for fabric.

–     Thread should match fabric in thickness.

 

(c)  Difference between interfacing and interlining:                                (1×3 = 3mks)

–         Interfacing is used on small areas while interlining is used on large areas.

–            Interfacing is used on the facing while interlining is used between the lining and the garment.

–     Interfacing is used to give crispness (stiffening) while interlining gives warmth and body to garment.

 

(d)    How to work a machine fell seam:                                                            (8 mks)

–     Place two pieces of material together edges matching.

–     Pin , tack, on the fitting line.

–     Machine on the fitting line.

–     Trim one side to less than 0.5 cm.

–     Trim the other side to 1.2 cm.

–     Press, open.

–     Fold over the wider turning to the shorter one and tack.

–     Machine close to the fold.

  • Remove tacking and press.

 

(e)    Factors which determine methods of controlling fullness:           (½ x 4 = 2mks)

–     Type of garment.

–     Position of fullness.

–     Type of fabric.

–     Age of wearer.

 

  1. (a) Basic rules in use and care of refrigeration:                         (2×4 = 8 mks)

–     Do not keep hot food in the fridge as it lowers the temperature causing spoilage of other foods.

–     Do not use sharp instruments to scrap of ice from the fridge. It scratches and causes marks on the fridge.

–     Store food in polythene papers to prevent drying.

–     Do not overload – to allow free circulation of air.

–     Place fridge in the coolest part of the kitchen to avoid heat interference.

       (state 1mk reason 1mk)

 

(b)    Choice of curtains:                                                                         (1×4 = 4 mks)

–     Colour fast not to fade.

–     Durable fabric.

–     Easy to launder.

–     Colour within the colour scheme of the room.

–     Non inflammable fabric.

–     Shrink resistance.

 

      (c)       Importance of goods drainage:

–     Frees house from dampness.

–     Avoid bad smells.

–     Makes places attractive.

–     Minimizes risk of getting diseases.

–     Precludes breeding places for pests.

 

(d)       Reasons why a family should prepare for baby’s arrival:   (1 x 4 = 4 mks)

–     Help a family to manage their finances better.

–     Avoid last minute rush and anxiety after baby is born.

–     Challenges the family to look for room and bed for baby.

–     Allows mother to get the best for the baby.

–     Gives parents time to prepare younger children to accept the new baby.

 

  1. (a) Meaning of following terms: (1 x 4 = 4 mks)

–     Bake blind – baking of pastry without a filling.

–     Balter – mixture of flour and water usually with an egg.

–     Braising – cooking of food usually of meat on a bed of fried root vegetables known as a mirepoix creaming. Beating fat or fat and sugar until it is creamy in both texture and colour.

 

(b)       Points to consider in meal planning:                         (1×5 = 5 mks)

–     Family meals should be nutritionally balanced.

–     Make use of food in season as its cheaper.

–     Money available – food budget within the finances means of the family.

–     Plan meals to be prepared with equipment available.

–     Should vary colour of dishes.

–     Should consider individual taste.                         (Any other relevant answers)

 

(c)    Advantages of breast feeding:

–     More nutritious and easily digested.

–     Always at the right temperatures.

–     Does not need preparation.

–     Contains antibodies.

–     Has no harmful micro-organisms.

 

      (d)     Points of hygiene to a food handler:                                            (4×1 = 4 mks)

–     Wash hands before touching food.

–     Do not handle cooked food with bare hands.

–     Health carriers of infectious diseases should not b e allowed to handle food.

–     Wear kitchen clothes when handling food e.g. apron or overall.

 

(e)     Reasons for folding in flour in creamed cake mixture:               (2×1 = 2 mks)

–     To incorporate more air.

–     Prevent the already incorporated air from escaping.

 

  1. (a) (i) Points to consider when buying commercial patterns: (1×4 = 4 mks)

–     Measurements should correspond with one’s body measurements.

–     Style should fit the figure.

–     Fashion should be current.

–     Choose one with several styles.

–     Beginner should choose simple patterns.

 

(ii) Choice of zip fastener:                                                                     (1×3 = 3 mks)

–     Length – buy correct length for the garment being made.

–     Colour – should match the garment as nearly as possible.

–     Weight – buy correct weight for purpose. Heavy zips cause sagging.

 

(b)     Points a consumer should look for before buying an item:         (1×5 = 5 mks)

–     Should do window shopping to compare prices in different shops.

–     Should ship for quality  – a good quality product will last long. Reputation on item is good guide to quality.

–     Should look for features of a product. Buy one with useful features.

–     Should examine tag and label on an item to get information on use and care.

–     Should find out about quarantee. The more expensive an item is the more the coverage on quarantee one needs.

–     Find information on installation, delivery, servicing etc.

 

(c) Factors which determine the cleaning frequency of a house:

–     The occupants of the house e.g. young children or adult.

–     Amount of dirt or dust getting into the house.

–     Conditions of the house e.g. cracked floors.

–     Available time for cleaning.

–     Cleaning equipment and material available.

 

(d)       Four reasons for budgeting family income:                               (1 x 4 = 4 mks)

–     Helps a family to live within their income.

–     It promotes organized living and planning.

–     The family knows how the money is being spent and they are able to evaluate their financial situation.

–     Budgeting encourages sensible control of various expenses.

–     Budgeting helps a family to look at their income sources realistically.

 

HOMESCIENCE V

 

  1. You have brought a denim material to make a pair of shorts for your brother. What seam

would you choose and why?                                                                                 (2mks)

  1. The temperature of water is important in stain removal processes. Explain the effect of

hot water in the following stains.                                                                         (2mks)

Blood

Grease

  1. Mention two hazards caused by water pollution.                                              (2 mks)
  2. List four materials used for interfacing.                                                                         (2mks)
  3. Explain the importance of using acidic substances in cooking bony beef meat.  (2mks)
  4. State four points to consider when buying fish                                                             (4mks)
  5. State three reasons why a knot should not be used to start stitches.                 (3mks)
  6. Explain two reasons why it is important to transfer pattern marking from paper pattern to

fabric before cutting out.                                                                                     (2mks)

  1. Give two advantages of flourescent lighting over filament bulb.                    (2mks)

(a)  what is advertising                                                                                        (2mks)

(b) give three disadvantages of advertising                                                        (3 mks)

  1. State two disadvantages of using a knitted articles (2mks)
  2. Give three points on choice, use and care of pegs  (4 mks)
  3. State three points on care of brooms and brushes                                          (3 mks)
  4. Give two functions of fats in cake making. (2 mks
  5. Three causes of sewing machine not feeding the fabric properly (2mks)

SECTION B.


  1. (a) Oil paints are commonly used as wall finish. Give three advantages of oil paints.

(3mks)
(b) Sufficient ventilation is important in a house. Give four points in support of the above

statement.                                                                                                       (4mks)
(c) Suggest five steps to take to ensure that shoes last long                               (5mks)
(d) Give four differences between soap and soapless detergents                       (4mks)
(e) Explain how to dry clean a scarf.                                                                   (4mks)

 

  1. (a) Give three points in each case to consider when drawing up diets for
    (i) Aged                                                                                                              (3mks)
    (ii) Vegetarians                                                                                                  (3mks)

(b) What causes the following faults in pastry making
(i) Shrunken pastry                                                                                       (3mks)
(ii) Too short and crumbly pastry                                                                (2mks)
(c) Give four basic rules in use and care of a refrigerator                               (4mks)
(d) Discuss two factors which determine an individual’s nutrient requirements.

  1. (a) State four factors to consider when choosing an opening for a garment. (4mks)
    (b) Give two advantages and two disadvantages of man made fibres.                                                                                                                                    (4mks)
    (c) Describe how to work an overlaid seam on the yoke of a silk blouse.         (9mks)
    (d) What advice would you give to your friend who has narrow hips about choice of

attire?                                                                                                             (3mks)

  1. (a)(i) Give four reasons as to why interlining is used in garment construction. (4mks)
    (ii) List four areas on an article where interlining is done                             (2mks)
    (b) Define the following cookery terms
    (i) Bake blind                                                                                                   (2mks)

(ii) Chopping                                                                                                    (2mks)

(iii) Glazing                                                                                                     (2mks)

© State four steps in making a budget.                                                               (4mks)

  • Discuss three advantages of table setting (3mks)
  • What is meant by the term raising agent? (1mks)

 

HOMESCIENCE V

MARKING SCHEME

 

  1. Suitable seam for a pair of shorts
    – Double stitched seam (1mk)
    Reason
    – Strong due to double stitching
    – Flat hence comfortable
    – Easy to launder                                                                                      (1mk)

 

  1. Effects of hot water on the following stains
    Blood – hot water fixes the stain                                                                     (1mk)
    –   Grease – Hot water emulsifies it                                                                     (1mk)

 

  1. Hazards of water pollution
    – Kills marine life
    –  May cause poisoning
    –  Kill sea plants                                                                                     (2x 1mrk)

 

  1. Interfacing materials
    – Villene
    – Organdie
    – Staflex
    – Calico
    – Canvas
  2. Use of acidic substance in cooking meat
    – Acid changes collagen to gelatin thus softening the meat. (2×1=2mks)

 

  1. Factors to consider when buying fish
    – No unpleasant smell
    – Red gills
    – Bright and prominent eyes
    – For shell fish the shell should be tightly closed (4×1=4mks)

 

  1. Why a knot should not be used to start stitches
    – Can tear fabric
    – Can undo and the stitch is destroyed
    – Causes tiny lumps when fabric is pressed (3×1=3mks)

 

  1. Reasons for transferring pattern marks
    – Ensure right parts are joined together
    – Ensure good fit/size i.e. stitching line is followed (2×1=2mks)

 

  1. Advantages of fluorescent lighting
    – Fluorescent is long lasting
    – gives bright light
    – consumes less energy (3×1=3mks)
  2. Meaning of advertising
    – Simple way of informing the public about goods and services available in the market.
    b.  Disadvantages
    – Appeals to emotions hence influences consumer psychologically
    – The manufacturer will bear the cost of advertising
    – can cause product of low quality to be preferred to that of high quality  (3×1=3mks)

 

  1. Disadvantages of knitted Articles
    – Ladders Very Easily
    – Bulges At Knees And Elbow
    – Easily Pulls out of shape

 

  1. Points on choice use and care of pegs
    – Should be made of good quality material – plastic or wood
    – Ensure they are clean and dry before use
    – Keep pegs in a clean container or bag.                                               (4×1=4mks)
    – Should be strong and well designed to hold clothes firmly on the line

 

  1. Care of brooms and brushes
    –Store With Head Between Two Nails
    – Remove Fluffs After Use
    – Shake Off And Dust Before Storage (3×1=3mks)

 

  1. Functions of fats in cake making
    – Shortens The Mixture
    – Improves The Keeping Quality
    – Helps In Aeration
    – Improves Colour (2×1=2mks)
  2. Causes of a sewing machine not feeding fabric properly
    – Fabric Held Too Tightly
    – Feed Dog May Be Covered
    – Insufficient Pressure On The Pressure Foot
    – Length Too Short

SECTION B.

 

  1. (a) Advantages of oil paints
    – Water repellent hence easily cleaned
    – Surface is smooth therefore dust does not settle on it.
    – Oil paint is durable (3×1=3mks)

   (b) Prevent humidity
– Get Rid Of Surplus Heat From People And Machinery
– Remove Any Ordours
– Increase Free Circulation of air                                                          (4×1=4mks)

   (c) – Polish to preserve
– Repair Immediately When Torn
– Store On Shoe Rack
– Dry in a cool place
– Wear With socks to absorb perspiration                                             (5×1=5mks)

   (d) Soapless detergents do not foam fast with hard water while soap does
– soaps are made from animal\vegetable fat while soapless are from chemicals
– soapless come in different strengths
– soapless forms lather in both warm and cold water                           (4×1=4mks)

   (e) Dry-cleaning a scarf
– Shake dust
– Put solvent in a container and immerse garment in it squeezing gently
– squeeze out and hang in open air
– leave solvent to settle and drain then store.                                        (4mks)

 

  1. Factors to consider in drawing a diet for
    (i) Aged
    – Balanced
    – Easy to digest
    – Less energy giving foods
    – Food rich in minerals and vitamins
    – Serve in small amounts (3×1=3mks)

(ii) Vegetarians
– Balanced
– Well flavored
– Varied to avoid monotony
– use vegetable fats and oils for preparing                                            (3×1=3mks)

 

 

(b) Shrunken pastry
– Insufficient relaxing
– Stretching during shaping
– stretching during rolling                                                                     (3×1=3mks)

(ii) Short and crumbly pastry
– too much fat
– too little water                                                                                     (2×1=2mks)

  • Basic rule in use and care of a refrigerator.
    – Do not store hot food in the refrigerator, it lowers the temperatures
    – Store food in covered containers or polythene papers to prevent dehydration
    – Do not overload to allow free circulation of air
    – Store meal size portions
    – Place fridge in the coolest part of the kitchen
    – Do not use sharp instruments to remove ice to prevent scratching the surface.
  • Three classes of beverages and give an example of each
    – Stimulants – Tea or coffee
    – Nourishing – milk
    – Refreshing – Fruit juices

(e) Two factors which determine an individual’s nutrient requirement   (2×1=2marks)
– Age – young children require more protein
– Climate – cold areas – more energy foods
– Body size
– State of health – invalids and convalescents
        (stating ½mrk, explaining ½mrk)

     

  1. (a) Factors to consider in choice of an opening (4×1=4mks)
    – Position of opening
    – Type of fabric
    – Type of fastening
    – Age of wearer
    – Purpose of opening

(b) Advantages of man made fibers                                                      (2×1=2mks)
– Durable
– Resistant to sunlight
– Thermoplastic (can be pleated)
– Smooth, Soft. Slippery

Disadvantages                                                                                        (2×1=2mks)
– Yarn spillage is common
– Poor absorbency
– Not resistant to abrasion
– Holds and generates static electricity

 

 

 

 

(c) How to work overlaid seam,                                                            (11mks)
–  Turn seam allowance ½ on the F.L. ½ of the overlay ½ to the wrong side ½ .
–  Press and hold with tacking
–  Place the overlay ½ over the underlay ½ with folding ½ of overlay lying on the F.L.

          ½  of the overlay.
–  Pin , tack ½ and machine ½ close ½ to the fold on R.S. ½ . Remove tacking ½
– Turn to the W.S. trim ½ the raw edges to within hem ½ of the fitting line.
– Neaten ½ raw edges using loop stitches ½ . Press ½ the completed seam

 

(d) 3 pieces of advice you would give to your friend who has narrow hips on choice of clothes                                                                                              (3×1=3mks)
– She should wear pleated skirts
– Wear over blouses
– Bulky fabrics are suitable
– to avoid tight fitting skirts

 

  1. (i) Reasons for using interlining (4×1=4mks)
    – Gives added crease resistance
    – Increases life to garment
    – Adds warmth
    – Adds firmness to a complete silhouette

 

(ii) –   Areas                                                                                            ( ½ x 4mks)
–   Pockets
–  Collar
–  Hems
–  Cuffs
–  Waistband

(b) Cookery terms
(i) Bake blind – refers to the baking of pastry without a filling     (2mks)
(ii)  Chopping – cutting finely especially of vegetables                 (2mks)
(iii) Glazing – applying of egg white on an item before baking to give a good

             appearance (2mks)

 

(c) Steps in making a budget                                                                 (4×1=4mks)
– Establish family financial goal both present and future
– Estimate income from all sources
– List committed, fixed and unchangeable expenses
– Total plan for expenditure and compare with estimated income

 

(d) Advantages of table setting                                                            (3×1=3mks)
– Makes the act of eating easier
– It increases the diners’ appetite as items are smartly presented
– It gives order during meal times

 

(e) Raising agent is any substance which when added to a flour mixture provides a gas which expands upon heating, raising the mixture.                          (1mrk)

HOMESCIENCE VI

 

SECTION A

 

  1. State three points on choice, use and care of a charcoal iron (3 mks)
  2. List three disadvantages of using hard water in the home  (3mks)
  3. (a) Define the term accessories (1 mk)
  4. List two examples of accessories that are both functional and decorative (1 mk)
  5. State four uses of milk in cookery (2 mks)
  6. Give four points to consider when buying fabric for soft furnishing (4 mks)
  7. Write four points to consider when planning meals for the family (4 mks)
  8. State three reasons for using interlining on garments (3 mks)

(a)  Define glare                                                                                                    (1 mk)

(b)  Give three attributes of good artificial light                                                             (3 mks)

  1. State four factors to consider when buying a house (2 mks)
  2. Heavy close texture is a common fault in creamed cakes. State three causes for the above             (3 mks)
  3. Give three qualities of a good dust bin (1½ mks)
  4. State three rules of sewing on buttons (1½ mks)
  5. Give three advantages of sponging in laundry work                                       (3 mks)
  6. Give two causes of fabric puckering during sewing                                        (2 mks)
  7. Suggest three reasons for using fullness in garment construction (1½ mks)
  8. State three points to bear in mind when choosing flowers for flower arrangement

(3 mks)

  1. State three changes that occur in meat during roasting                                        (3mks)
  2. State the importance of play in the life of a young child                            (3 mks)
  3. Budgeting for one’s income is very important. List three factors to consider when

making a budget                                                                                                  (1½ mks)

SECTION B.

 

  1. (i) Explain briefly why the following processes are done in laundry work

(ii)  Starching                                                                                                           (2 mks)

(iii) Boiling                                                                                                                (2 mks)

(iv)                                                                                                                                       Dampening                                                                                                        (2 mks)

(v)  State four advantages of using carpets as floor covering materials                   (4 mks)

(vi) Discuss five factors to consider in choice of a washing machine                      (10mks)

  1. (a) Osteomalacia is a common disorder among women of child-bearing age. Give four

symptoms of the above disorder                                                                      (4 mks)

(b). Discuss five uses of fruits in cookery                                                         (4 mks)

(c). Discuss five points to consider when preparing meals for children            (5 mks)

22   (a) Mention five properties which make synthetic fabrics suitable for household articles                                                                                                                                     (5mks)

(b) Give clear instructions on how to work darts                                                 (7 mks)

23.(a)French seam is a popular seam in children articles. Explain clearly how to work the

seam                                                                                                                  (8 mks)

(b).  State and explain four general rules to observe when removing stains          (4 mks)

© .   Discuss two advantages and disadvantages of advertising                            (4 mks)

 

 

(d).  Define the following terms used in cookery

(a)  Raising agent                                                                                             (2 mks)

(b)  Braising                                                                                                     (2 mks)

 

HOMESCIENCE VI

MARKING SCHEME

 

  1. Three points on choice, use and care of charcoal iron

–   Firmly fixed screws

–   Comfortable handle and sufficient pressure

–   Close iron well and clean sole before using

–   Empty after use

–    Store in cool, dry place

      (1 X 3 = 3 mks)

 

  1. – Wastes soap during washing

–   Forms scum with soap when rinsing hence discolours clothes

–   Can cause blockage in pities

–   Discolours kettles and boilers

  (1 X 3 = 3 mks)

 

  1. a) – Assessories are small things worn or carried as part of ones dressing (1 mk)

 

(b) Ring, watches, hair clips

(½ X 1 = 1 mk)

 

  1. – Sauces e.g. custard sauce

–              Bulters

–   Beverages – tea, milkshake

–   Puddings

–   For enriching e.g. mashed potatoes

(½ X 4 = 2 mks)

 

  1. – Colour must be fast

–  Fabric should be shrink resistant

–  Should be crease resistant

–  Colour blends well with rest of décor

–  Easy to launder

–  Durable                             (1 X 4 = 4 mks)

 

  1. – Should be balanced

–  Individual requirements

–   Food in season

–   Money available

–   Climate

–   Time available

–   Fuel

–   Facilities available

(1 X 4 = 4 mks)

 

  1. – Give added crease resistance

–   Prevent stretching or sagging

–   Increase life of garment

–   Add warmth

–    Add firmness to a complete suhoule

(1 X 3 = 3 mks)

 

8.(a)-   Glare is any brightness within the field of vision which causes the eye to strain

(1 mk)

(b) – Does not cast shadows

–  Not cause glare

–  Not waver or fricker

–  Does not discharge impurities in the air

    (1 X 3 = 3 mks)

 

  1. – Buying a house
–  Cost. Should be within

–  Value of house. Seek professional advice to determine worth

–  Location of house

–   Construction

–  Orientation

–  Reliability of seller

–  Family requirements

   (½ X 4 = 2 mks)

 

  1. – Insufficient creaming

–  Too much liquid

–  Too slow an oven

–  Too hot oven

–  Insufficient cooking

(1 x 3 = 3 mks)

 

  1. – Made of strong leak proof material

–  Well fitting lid

–  Large enough

(½ x 3 = 1½ mks)

 

  1. – All flat buttons must be sewn leaving a shank

–  Buttons should be sewn on double fabric

–  Buttons with a stem do not need a shank

–  Should be firmly fixed

–  Accurately positioned

–  Place right side upright

(½ x 3 = 1½ Mks)

 

  1. – Solutions are simple to make at home

–  Saves money and time since it reduces on commercial dry cleaning

–   Reduces risk of colour loss or shape

(1 x 3 = 3 mks)

 

 

 

  1. – Needle too coarse for fabric

–  Stitches too long incase of fine fabric

(1 x 2 = 2 mks)

 

  1. – Using fullness

–  Provide fashion feature

–  Shape the garment

–  Give a good fit

(1 x 3 = 3 mks)

 

  1. – Make sure follage is clean

–  Choose fresh flowers

–  Use a mixture of flat and pointed flowers

–   Avoid using strong scented flowers

Avoid cutting too many flowers in full bloom as they wither quickly

(1 x 3 = 3 mks)

 

  1. – The fat melts

–  Colour changes from red to brown

–  Soluble proteins coagulated resulting in meat being firmer

–   Elasting contracts causing meat to shrink

(1 x 3 = 3 mks)

 

  1. – Play helps a child to develop mentally e.g. building blocks

–  Helps a child to socialize with the others

–  Help in physical development e.g. climbing, running

(1 x 3 = 3 mks)

 

  1. – Amount of money available

–  Needs of the individual family members

–  Needs should be ranked in order of priority

–  Fixed expense should be listed down

–   Saving should be done

(½ x 3 = 1½ Mks)

 

SECTION B.

 

20.i. (a) Starching

–  Give articles a glossy appearance

–  Give a smooth surface which dirt does not adhere to

–  Stiffens (gives body)

–  Whitens articles                                    (2 mks)

 

(ii) Boiling

–     Whiten articles

–     Kills germs

–     Removes stubborn stains       (2 mks)

 

(iii) Dampening

–   Sprinkle warm water – it spreads better

–    Helps in removal of creases               (2 mks)

  1. Advantages of carpet

–  They are warm

–  Deaden sound

–  Comfortable to the feet

–  Add to the colour scheme of the room

(1 x 4 = 4 mks)

v.  Five points in choice of a washing machine

–  Size of family or establishment to determine size to be bought

–  Space available for storage

–  Cost and maintenance

–  Consider control of the machine

–  Buy from reputable dealer

–  Should have instruction manual

–   Consider serviceability of the machine

(2 x 5 = 10 mks)

 

21.(a) Symptoms of osteomalacia

–     Bone tenderness

–     Patients walk with legs wide apart appearing to waddle

–     Twitching of muscles

–     Spontaneous fracture may occur

(1 x 4 = 4 mks)

 

(b)  Uses of fruits

–     In jam making – plum, pineapple

–     As a dessert – fruit salad

–     For garnishing – cakes

–     Making sauces – apples

–     Making jelly

–     As a filling for a dessert pineapple upside down

–     Fruits in jelly

(1 x 4 = 4 mks)

 

  1. Factors to consider in preparing meals for children

–  Well balanced

–  Easy to digest foods

–  Serve their food punctually

–  Present their food attractively

–  Breast milk is best for baby

–  Contains nutrients in their right amounts

–  Is at the right temperature for the baby

–  Contains antibodies

–  Free from contamination

–  Helps develop bond between mother and child

(Well discussed 2 x 3 = 6 mks)

 

22.(a) Five properties which make synthetic popular

–  Smooth and have a luxurious appearance

–  They are resilient, creases hang out easily

–  Light in weight even if given bulk treatment hence suitable for air travel

–  Resistant to sunlight except for nylon

–  Not attacked by moth

–  Not absorbent hence dry quickly

–  Thermoplastic – can be permanently pleated

(1 x 5 = 5 mks)

 

(b)  Working dart

  • Fold (½) fabric right sides (½) together matching stitching (½) line pins (½) and tack

(½)

  • Starting from broad end (½) stitch (½) along the fitting line (½) until dart tapers to

nothing in the fold (½)

–   Leave long threads (½) fasten by weaving or back stitch (½)

–   Remove tacking (½) press (½) dart towards correct direction (½)

–   Five general rules for making seams

–   Always stitch along the grain for good hang

–  Match all balance marks and fitting lines before stitching

–  Tack firmly along fitting line

–  Stitch exactly on the fitting line

–  Conceal all raw edges or strengthened by protective stitching

–  All seams must be inconspicuous as possible

– Should be fine

Sharp

Stainless

Eye should be smoothly finished

Easy to thread

Assorted                      (1 x 3 = 3 mks)

 

23.(a)  Working French seam

–  Place two pieces of material W.S (½) together with notches and fitting line matching

(½)

–  Pin (½) and tack (½) on the F.L line (½ ) machine ¼”(½) above the fitting line

–  Remove tacking (½) trim turning (½) to less than the finished width of the seam press

(½) open (½)

–  Turn so that the R.S. (½) of material is inside and crease along the stitching line pin

(½) tack (½) machine (½) on the F.L

–   Remove tacking (½) press the seam (½) to one side of garment    (8 mks)

 

      (b)  General rules on stain removal

–   Remove when fresh as they become fixed with time

–   Use less harmful method first for unknown stains

–   Use correct agents for stains clearly identified

–   Stains removing agents must be in solution when used on coloured fabrics

–   Wash garment thoroughly after stain removal

–   If agent is suspected to be too strong for fabric try it first on hidden parts of the         garment

–   Study the general appearance of the stain first

(Any other 1 X4 = 4 mks)

 

 

 

 

 (c)  Advantages of advertising

–  Informs consumers about goods and services

–  Consumers can choose what they want

–  Advertising increases demand for a product

–  Competition among manufacturers is increased leading to quality goods

(1 x 2 = 2 mks)

 

Disadvantages

–  Gives false information to the consumers

–  Increases cost of goods

–  Can make goods of low quality to be preferred to those of low quality

(1 x 2 = 2 mks)

 

(d). (a) Raising Agent

–  Any agent which when added to flour mixtures produces a gas which expands upon

heating raising the mixture                                                                  (2 mks)

 

(b) Braising

–  Methods of cooking food especially meat and poultry on a bed of fried root vegetables

known as the mire poix                                                                        (2 mks)

University of Kabianga KUCCPS admission letters, pdf Lists Portal login

University of Kabianga KUCCPS admissioon letter is a very important document for all students. KUCCPS admission letters are official documents indicating provisional admission to university studies for a particular degree program. The University’s KUCCPS admission letters confirm that a student has been accepted into the university. To get these letters, students usually go to the KUCCPS website or the website of the university ‘s online Portal. They need to enter their KCSE index number and the year they took the KCSE exam. After that, they can download their admission letter and other important documents.

Visit the Kuccps News Portal for all the information on Kuccps, Institutions, Courses ans placement.

Quick download link for the University of Kabianga Admission Letter

You can now easily and quickly download the University of Kabianga Admission letter, online.

To quickly download your admission letter to the university for this year, visit: The University of Kabianga Kuccps Letters and pdf Lists Download Portal Login.

Downloading admission letter and other documents


To download you admission letter and other documents follow the following steps … i. Click on the link: https://www.jiunge.com/student- …

THE  UNIVERSITY’s  ADMISSION LETTER DETAILS

The University’S admission letter is an important document that enables you, as a prospective student, to prepare well before joining the institution. Among other functions, the letter enables you to apply for Higher Education Funding (HEF) through the Higher Education Loans Board (HELB), other Bursaries. It also provides a list of items that a Student must obtain before reporting to the university.

Contents of the University’s admission letter include:

  • Your University’s Admission Number
  • Your Full Name
  • Your Postal Address and other contact details
  • The Course you have been selected to pursue.
  • Reporting dates
  • What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF/ SHA Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
  • Fees payable and payment details

Other documents that can be downloaded alongside the University’s admission letter are:

  • University’s Acceptance Form
  • Student’s Regulations Declaration
  • Accommodation Declaration
  • Medical Form
  • Emergency operation consent
  • Student Data sheet
  • Application for Hostel Form
  • Student Personal Details Form
  • University Rules and regulations
  • Fee programme structure

All Universities’ Portals For KUCCPS Letters Downloads.

How To Download KUCCPS Admission Letter 2025/2026

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

Koitalel Samoei University’s KUCCPS admission letters, pdf Lists Portal login

Kenya Methodist University’s KUCCPS admission letters, pdf Lists Portal login

UOE University’s KUCCPS admission letters, pdf Lists Portal login

Kenyatta University’s (KU) KUCCPS admission letters, pdf Lists Portal login

Karatina University’s KUCCPS admission letters, pdf Lists Portal login

Kibabii University’s KUCCPS admission letters, pdf Lists Portal login

The Cooperative University’s KUCCPS admission letters, pdf Lists Portal login

Moi University’s KUCCPS admission letters, pdf Lists Portal login

KU University’s KUCCPS admission letters, pdf Lists Portal login

Baraton University’s KUCCPS admission letters, pdf Lists Portal login

Rongo University’s KUCCPS admission letters, pdf Lists Portal login

Jaramogi Oginga Odinga University’s KUCCPS admission letters, pdf Lists Portal login

Kabarak University’s KUCCPS admission letters, pdf Lists Portal login

Mama Ngina University’s KUCCPS admission letters, pdf Lists Portal login

Machakos University’s KUCCPS admission letters, pdf Lists Portal login

Masinde Muliro University’s KUCCPS admission letters, pdf Lists Portal login

Kaimosi Friends University’s KUCCPS admission letters, pdf Lists Portal login

University of Eldoret KUCCPS admission letters, pdf Lists Portal login

Rongo University’s KUCCPS admission letters, pdf Lists Portal login

Kenyatta University’s KUCCPS admission letters, pdf Lists Portal login

How to Quickly Check Your KUCCPS Placement Results for University and Colleges

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

Kuccps Explainer: Mistakes to avoid when choosing courses

How to download KUCCPS Admission letter to Pan Africa Christian University; KUCCPS

How to download  KUCCPS Admission letter to Koitalel Samoei University College (KSUC); 

How to download Multimedia University of Kenya Kuccps admission letters

How to download  KUCCPS Admission letter to Kirinyaga University (KYU); 

How to download KUCCPS Admission letter to Lukenya University; KUCCPS Admission list pdf

How to download  Kuccps Admission letter to the Co-operative University of Kenya (COPUK)

How to download KUCCPS Admission letter to Meru University

How to download KUCCPS Admission letter to Pioneer International University

Complete Details on all the Universities

Kuccps Cluster Cutoff Points for all Courses.

Bachelor of Geo-Informatics Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Hydrology & Water Management Kuccps Cluster Cutoff, Minimum & Subjects

Bachelor of Geoinformation Technology Kuccps Cluster Cutoff, Minimum & Subjects

Bachelor of Geophysics Kuccps  Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Mining Physics Kuccps  Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Earth Science Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Astronomy & Astrophysics KuccpsCluster Cutoff, Minimum & Subjects Requirements

Bachelor of Geospatial Engineering KuccpsCluster Cutoff, Minimum & Subjects Requirements

Bachelor of Geology Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Your Prime Online News Magazine.

Exit mobile version