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Chemistry syllabus pdf

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KNEC KCSE CHEMISTRY SYLLABUS

CHEMISTRY Syllabus

FORM 1

  1. INTRODUCTION TO CHEMISTRY
  2. Definition of chemistry and its role in society
  3. Properties of matter
  4. States of matter
  5. Mixtures and their separations
  6. Conductors and non-conductors of electricity
  7. Mention of drugs prescription, dosage and abuse)
  8. Chemistry laboratory
  9. Heating apparatus Bunsen burner, spirit lamp, candle, gas or kerosene stove and electric heater) 2. Parts of a Bunsen burner and its flame 3. Measuring apparatus volume, temperature, mass, time) 4. Other apparatus glass ware, spatula, deflagrating spoon, crucible, wire gauze e.tc) 5. Laboratory safety rules
  10. SIMPLE CLASSIFICATION OF SUBSTANCES
  11. Separation of mixtures 1. Filtration, evaporation and condensation 2. Distillation simple and fractional), chromatography, solvent extraction as a method of extracting oil from nut seeds, crystallization, separation by using separating funnel, sublimation and decantation 3. Simple criteria for purity; melting point and boiling point
  12. Effect of heat on substances
  13. States of matter solid, liquid, gases); The kinetic theory
  14. Melting and boiling, condensation and evaporation of liquids in terms

of kinetic theory 3. Permanent and non-permanent changes illustrate using iodine, wax, copper (II) sulphate crystals, potassium manganate (VII), Zinc (II) oxide e.t.c) 3. Constituents of matter

  1. Elements, atoms, molecules and compounds
  2. Names and symbols of common elements
  3. Simple word equations
  4. Applications 1. Fractional distillation of crude oil (e.gchangamwe oil refinery) and liquid air, salt extraction e.g. Magadi soda Company and Ngomeni; removal of stains from fabrics (dry cleaning); obtaining cream from milk
  5. Projects
  6. Extraction of natural dyes, medicines and oils from plants
  7. Construction and use of a fractionating column
  8. ACIDS, BASIS AND INDICATORS
  9. Acid/Base indicators 1. Plant-extracts as simple acid-base indicators 2. Common acid-base indicators, universal indicators and pH scale 3. Acidic, neutral and basic/alkaline solutions illustrated by the use of the following examples; water, aqueous solution/suspension; lemon juice, soap, wood ash, baking powder, anti-acid tablets and powders, toothpaste, sour milk, ammonia, ammonium sulphate, sodium chloride, sodium hydroxide, carbon (IV) oxide, sulphur (IV) oxide, sulphur acid, hydrochloric acid, nitric acid, calcium hydroxide and magnesium oxide
  10. Simple properties of acids and bases
  11. Reaction of dilute acids with metals, metal oxides, hydroxides, carbonates and hydrogen carbonates 2. Effects of acids on substances
  12. Applications 1. Use of acids and bases
  13. Projects 1. Investigate various plant extracts and use them as acid/base indicators
  14. AIR AND COMBUSTION
  15. Composition of air

1.Approximate percentage of nitrogen and oxygen in air by volume mention of carbon dioxide and noble gases as other constituents of air) 2. Quantitative determination of oxygen in air using copper, iron fillings and burning candle 3. Burning of substances in air; carbon, sulphur, phosphorus (CARE), sodium and copper 4. Oxygen as an active part of air mass changes involved) 5. Fractional distillation of liquefied air 6. Rusting: conditions, composition and prevention

  1. Oxygen
  2. Laboratory preparation of oxygen using 20 volume by volume (v/v) hydrogen peroxide with water( relate methods of collection to the properties of the gas) 2. Properties; physical and chemical 3. Combustion of elements in oxygen (metals and non-metals) 4. Competition for combined oxygen illustrated by the reaction of magnesium with carbon (IV) oxide, lead (II) oxide and copper(II)oxide 5. Mention atmospheric pollution due to burning in oxygen
  3. Reactivity series 1. Order of reactivity of elements from reaction with oxygen: potassium, sodium, calcium, magnesium, aluminium, carbon, zinc, iron, lead and copper 2. Uses: oxy-acetylene in welding; life support functions
  4. Application 1. Extraction of metals – use the concept of reactivity series only) 5. Projects 1. Determination of oxygen in water from different sources. Investigate industrial processes of large scale oxygen production (e.g the British Oxygen Company (BOC) Kenya Limited) 5. WATER AND HYDROGEN 1. Water 1. Sources of water; Burning of organic matter e.g burning candle in air(test for carbon (IV) oxide and water vapour using calcium hydroxide and cobalt chloride paper or anhydrous copper (II)sulphate respectively) 2. Water as an oxide of hydrogen 3. Reaction of sodium, calcium, magnesium with cold water and reaction of magnesium, zinc, iron with steam. 4. Hydrogen
  5. Laboratory preparation of hydrogen by reacting a metal with dilute acid. Test for hydrogen 2. Properties: physical and chemical 3. Oxidation and reduction (Oxygen gain and removal only) 4. Uses – manufacture of margarine, rocket fuels, ammonia, hydrochloric acid, Oxy-hydrogen flame for welding and weather balloons) 5. Project 1. Identification of common pollutants of water from local sources and suggesting their control *

 

 

 

 

 

FORM 2

  1. STRUCTURE OF THE ATOM AND PERIODIC TABLE
  2. The structure of the atom
  3. Names and symbols of the first twenty elements of the periodic table
  4. Simple structure of the atom; protons, electrons, neutrons; electron

energy levels in atoms

  1. Atomic characteristics
  2. Definition of atomic number, mass number, isotopes and relative atomic mass (reference C-12); Examples of isotopes 2. Calculation of relative atomic mass from relative abundance of isotopes of an element
  3. The periodic table
  4. Build up of the periodic table for the first twenty elements on the basis of energy levels
  5. Ion formation
  6. Formation of simple ions (cations and anions):qualitative treatment of the ionisation energy and electron affinity 2. Writing of the electron arrangement of ions formed from atoms; lithium, sodium, fluorine, chlorine, aluminium, magnesium and sulphur; definition of valency and oxidation numbers. 3. Derive latency and oxidation number of an element from atoms; its position in the periodic table 4. Names and formula of common radicals 5. Use of valencies in determining the chemical formula of some common compounds 6. Writing simple balanced chemical equations
  7. Project
  8. Atomic model construction
  9. CHEMICAL FAMILIES; PATTERNS IN PROPERTIES
  10. Alkali metals (Group 1); Lithium, sodium and potassium
  11. Electron arrangement, gradation in size of the atom, ion and trends in ionisation energy 2. properties; appearance, melting point, boiling point, thermal and electrical conductivity 3. Reaction with air, water and chlorine 4. Similarity of ions and formula of hydroxides, oxides and chlorides of alkali metals 5. Uses of alkali metals( sodium only) 2. Alkaline-earth metals Group 2)(Berylium, magnesium, and calcium) 1. Electron arrangement, gradation in size of atom, ion and trend of ionisation energy 2. properties; appearance, melting point, boiling point, thermal and electrical conductivity 3. Reaction with air, water, chlorine and dilute acids 4. Similarity of ions and formula of oxides, hydroxides and chlorides 5. Importance of alkaline earth metals
  12. Halogens Fluorine, chlorine, bromine and iodine) 1. Electron configuration of chlorine and fluorine, gradation in size of atoms and ions 2. properties (Appearance, melting point, boiling point, thermal and electrical conductivity) 3. Reaction with metals, sodium, zinc, iron and water 4. Similarity of ions and formulae of compounds 5. Importance of fluorine, chlorine, bromine and iodine
  13. Noble gases (Helium, neon, argon )
  14. Electron arrangement and gradation in size of atoms
  15. Electron arrangement-the basis of low reactivity of helium, neon and

argon 3. Importance of noble gases

  1. Properties and Trends Across a period
  2. Period three elements sodium, magnesium, aluminium, silicon, phosphorus ,sulphur, chlorine and argon) 2. Electron arrangement of the elements 3. properties of period three elements atomic size, ionisation energy, melting point, boiling point, thermal and electrical conductivity) 4. Reaction of period three elements with oxygen, water and dilute acids. (Caution: Reaction of sodium with acids is explosive. Give theoretical treatment only) 6. Project 1. Construction of the models of the periodic table
  3. STRUCTURE AND BONDING
  4. The role of outer electrons in chemical bonding 1. Significance of outer electrons in chemical bonding 2. The noble gas electron arrangement 3. Electron transfer and ionic bonding 4. Electron sharing and covalent bonding 5. Use dot(

) and cross (x) diagrams to illustrate bonding, electrostatic forces of attraction in the following: molecular (iodine ), giant covalent (diamond, graphite and silicon (IV)oxide), giant ionic (sodium chloride) and giant metallic copper) 6. Other types of bonds: coordinate, hydrogen bond, van der waals forces of attraction( simple explanation only) 7. The influence of hydrogen bonds and Van der waals forces on physical properties melting point, boiling point, solubility, electrical and thermal conductivity) 2. Types of Bonds Across a Period

  1. Changes in types of chemical bonds in oxides and chlorides of sodium, magnesium, aluminium, silicon, phosphorus, Sulphur and chlorine
  2. Applications 1. Selection of materials for various uses; e.g. diamond, graphite and aluminium
  3. Project 1. Investigation of materials in terms of their structure and bonding
  4. SALTS
  5. Methods of preparing salts
  6. Preparation of soluble salts by reaction of acids with; metals, metal hydroxides, metal carbonates and metal hydrogen carbonates 2. Preparation of insoluble salts by precipitation (ionic equations required) 3. Direct combination reaction( e.g. sodium with chlorine, iron with sulphur) 4. Types of salts; normal, acid and double salts
  7. Solubility of salts
  8. Solubility of sulphates, chlorides, nitrates and carbonates in water
  9. Relationship between method of preparation and solubility
  10. Action of heat on salts 1. Effects of heat on the following salts; carbonates, nitrates, sulphates and hydrated salts (include ammonium salts) 2. Applications
  11. Project 1. Analysing anti-acid drugs
  12. EFFECT OF AN ELECTRIC CURRENT ON SUBSTANCES
  13. Conduction of electricity 1. Conductors and non-conductors 2. Test of conduction of electricity by:*

 

 

 

 

FORM 3

  1. GAS LAWS
  2. Boyle’s law and Charles’ law 1. Boyle’s law, Charles law and combined gas laws 2. Explanation of the laws 3. Calculations involving gas laws
  3. Grahams’ law of diffusion
  4. THE MOLE: FORMULAE AND CHEMICAL EQUATIONS
  5. The mole as a basic unit 1. Molar mass 2. Relative atomic mass 3. Conversion of mass in grams to moles and vice versa
  6. Determination of formulae

Empirical and mass formulae, Molar solutions

Molar gas volume

  1. ORGANIC CHEMISTRY 1 (HYDROCARBONS)
  2. Alkanes
  3. Alkenes
  4. Alkynes
  5. Action of heat on nitrates
  6. NITROGEN AND ITS COMPOUNDS
  7. Isolation of nitrogen gas from air
  8. Laboratory preparation of nitrogen gas
  9. Oxides of nitrogen (nitrogen (I) oxide, nitrogen (II) oxide, nitrogen

(iv) oxide ) 4. Ammonia

  1. Nitric acid SULPHUR AND ITS COMPOUNDS
  2. Occurrence and extraction of sulphur
  3. Sulphur (iv) oxide (sulphur dioxide)
  4. Manufacture of sulphuric(vi) acid
  5. Properties of sulphuric(vi) acid
  6. Hydrogen sulphide
  7. CHLORINE AND ITS COMPOUNDS
  8. Chlorine
  9. Hydrogen chloride
  10. Effects of solvent on the properties of hydrogen chloride
  11. Use of hydrogen chloride gas

*

 

 

 

FORM 4

  1. ACIDS, BASES AND SALTS
  2. Acid and bases 1. Acids as substances which dissociate in water to give hydrogen ions 2. Bases as substances which dissociates in water to give hydroxide ions 3. Weak and strong acids and bases
  3. Characteristics of amphoteric oxides and hydroxides 1. Reactions with acids and alkalis
  4. Role of solvent 1. Characteristics of hydrogen chloride in methyl benzene and aqueous solution 2. Reaction of dry and aqueous ammonia
  5. Salts
  6. Salts as ionic compounds formed when cations combine with anions
  7. Precipitation reactions
  8. Complex ions 6. Water and hardness
  9. ENERGY CHANGES IN CHEMICAL AND PHYSICAL PROCESSES
  10. Endothermic and exothermic reactions 1. Enthalpy notation for exothermic and endothermic reactions
  11. Latent heat 1. Molar heat of fusion and vaporization as evidence of overcoming forces of attraction between particles
  12. Quantitative determination of enthalpies 1. Formation of hydrogen chloride gas from hydrogen and chlorine
  13. Simple energy level diagrams
  14. Hess Law
  15. Relate heat of solution to hydration and lattice energy Common fuels;

Energy contents 1. Charcoal, fuel, oil, ethanol (methylated spirit), kerosene and diesel 2. Choice of fuel 3. Precautions necessary when using fuels

  1. Pollution by common fuels
  2. REACTION RATES AND REVERSIBLE REACTIONS
  3. Reaction rates 1. Definition of rate of reaction 2. Collision theory and activation energy (qualitative treatment only) 3. Qualitative treatment of the effects of concentration, pressure, temperature. 2. Reversible reactions
  4. Equilibrium as the state of balance
  5. Le chateliers principle
  6. Uses in industrial processes( Haber and contact processes)
  7. ELECTROCHEMISTRY
  8. Redox reactions 1. Electron transfer( gain and loss of electrons) 2. Determination of oxidation numbers 3. Use an illustration of iron (II) 2. Displacement reactions ( as redox reactions)
  9. Reducing power
  10. Oxidising power of halogens
  11. Electrochemical cells
  12. Qualitative treatment of the electron flow in zinc and copper
  13. Standard electrode potentials
  14. Electrolysis
  15. Role of water in electrolysis
  16. Preferential discharge in electrolysis
  17. Factors affecting preferential discharge
  18. Applications
  19. Extraction of metals
  20. Copper refining, electroplating

METALS

  1. Metals, methods of extraction: 1. Chief metal ores of: sodium, aluminium, zinc, iron, copper and lead 2. General methods of extraction (electrolysis and reduction) 3. The electrolytic production of sodium and aluminium 4. Extraction of iron, copper and zinc from their ores. Properties of metals
  2. properties
  3. Chemical properties
  4. Uses of metals and their alloys
  5. Pollution effect of the industrial production of metals on the

environment

  1. ORGANIC CHEMISTRY II (ALKANOLS AND ALKANOIC ACIDS) 1. Alkanols 1. General formula( ROH) 2. Preparation of alkanols 3. Uses-solvents, fuels and pharmaceuticals
  2. Alkanoic acids
  3. General formula -RCOOH
  4. Nomenclature
  5. Preparation by oxidation of primary alkanols
  6. Gradual change in physical properties
  7. Acid properties
  8. Detergents
  9. Soapy detergents
  10. Soapless detergents
  11. Polymers
  12. Names of some natural polymers and fibres
  13. Names of some synthetic fibres and polymers
  14. Synthetic rubber
  15. Advantages and disadvantages of synthetic polymers and fibres over

those of natural ori 8. Uses of polymers and fibres

  1. RADIOACTIVITY
  2. Stability of isotopes of elements 1. Types of radiation, beta and gamma rays 2. Radioactive decay as measured by half life 3. Nuclear equations: changes in nuclei resulting from radioactive decay by alpha and gamma rays 4. Qualitative treatment of fission and fusion
  3. Uses and importance of radioisotopes in chemistry, medicine, carbon dating and agriculture
  4. Pollution effects of radioactivity
  5. Dangers of radioisotopes
  6. Environmental pollution
Teachers' Resources

CRE SYLLABUS FREE PDF DOWNLOAD

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313 CHRISTIAN RELIGIOUS EDUCATION

GENERAL OBJECTIVES

By the end of the course, the learner should be able to:

  1. gain insights into the unfolding of God ’s self-revelation to humankind through:
    · personal experience,  the African Religious Heritage,
    · the Biblical relation as a whole and specifically in Jesus Christ,
    · the Christian community;
    2. use the acquired social, spiritual and moral insights to think critically and make appropriate
    moral decisions in a rapidly changing society;
    3. appreciate and respect their own, and other people’s cultural and Christian beliefs and
    practices;
    4. acquire the basic principles of Christian living and develop a sense of self respect and
    respect for others;
    5. promote international consciousness through the understanding of universal brotherhood and
    sisterhood;
    6. contribute positively to the transformation of self and the society as a whole;
    7. acquire knowledge for further studies in various career fields.

1.0.0 MEANING OF CHRISTIAN RELIGIOUS EDUCATION

1.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) Define Christian Religious Education;
b) Explain be importance of learning Christian Religious Education;

1.2.0 Content

1.2.1 Definition of Christian Religious Education.
1.2.2 Reasons for studying Christian Religious Education.

2.0 THE BIBLE

2.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the Bible as the word of God, its major divisions and its human authors;
b) outline the translation of the Bible from the original languages (Hebrews, Greek) to
local languages;
c) discuss the effects of the translation of the Bible into African languages.

2.2.0 Content

2.2.1 The Bible as the word of God (Hebrews 1: 1 – 2; 2 Timothy 3: 16; Revelation 22: 18).
2.2.2 Human authors (2 Peter 1:20-21).
2.2.3 Major divisions of the Bible.
2.2.4 The Bible as a library.
2:2.5 The translations of the Bible from the original languages (Hebrew, Greek) to the present
local languages.
2:2.6 Versions of the Bible used in Kenya today.
2:2.7 The effects of the translation of the Bible into African languages.

3.0.0 CREATION AND THE FALL OF MAN

3.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) describe the Biblical accounts of creation and appreciate creation as the work of God;
b) identify the attribute of God from the Biblical creation accounts;
c) describe the traditional African understanding of creation;
d) explain the teaching from the Biblical creation;
e) explain the origin of sin according to the Biblical accounts of the fall of human beings
and its consequences;
f) explain the traditional African concept of evil and discuss the similarities and
differences with the Biblical concept of sin;
g) explain God ’s plan of salvations.

3.2.0 Content

3.2.1 The Biblical accounts of creation and their meaning (Genesis I and 2).
3.2.2 Attributes of God from the Biblical creation accounts (Genesis 1 and 2).
3.2.3 Traditional African view of creation.
3.2.4 Teaching from the Biblical accounts of creation (Genesis 1 and 2).
3.2.5 The Biblical teaching on the origin of sin and its consequences (Gen. 3: 4; 6-9; 11).
3.2.6 Traditional African concept of evil.
3.2.7 God ’s plan of salvation (Genesis 3:15).
3.28 Similarities and differences between the traditional African concept of evil and the Biblical concept of sin.

4.0.0 FAITH  AND GOD’S PROMISES : ABRAHAM

4.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) outline the background to the call of Abraham;
    b) define the term ‘faith in God
    c) explain how Abraham demonstrated his faith in God and its relevance to Christians today;
    d) state the promises made by God to Abraham and explain their importance/relevance to  Christianity today;
    e) define the term ‘covenant
    f) explain the importance of God ’s covenant with Abraham ;
    g) identify covenants in modern life and state their significance;
    h) state the importance of circumcision to Abraham and his descendants, (the Jews) and relate it to the African circumcision practice.

4:2.0 Content

4:2.1 Background to the call of Abraham (Genesis 11: 24-32; 12:1-9).
4:2.2 Definition of the term faith in God (Hebrews 11: 1-6).
4:2.3 a) Abraham ’s acts of faith in God (Genesis 12:1 -9; 15: 1-6; 17:23-24; 21: 1-7; 22: 1-19).
b) The importance of faith in Christian life today.
4:2.4 God’s promises to Abraham and their relevance to  Christians today (Genesis 12: 2-3; 15:1-21; 17:1-8; 17:15-18).
4:2.5 Meaning of the term covenant.
4:2.6 God ’s covenant with Abraham and its importance (Genesis 15: 1 – 19).
4:2.7 Covenants in modern life and their importance.
4:2.8 Circumcision.
a) The importance of the circumcision to Abraham and his descendants (Genesis 17: 1-16).
b) Compare the Jewish and African practices of circumcision.

5.0.0 SINAI COVENANT: MOSES

5:1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) describe the call of Moses;
    b) explain how God saved his people from Egypt;
    c) discuss the attributes of God learnt from the ten plaques;
    d) give an outline on how God cared for the Israelites during the Exodus;
    e) describe how the Sinai covenant was made, broken and renewed;
    f) explain the Ten Commandments and show how they should be applied in a Christian ’s daily life;
    g) describe how the Israelites worshipped God in their life in the wilderness;
    h) explain the new understanding that Moses gave to his people about the nature of God.

5:2.0 Content

5:2.1 The call of Moses (Exodus 3: 1-22).
5:2.2 The ten plagues (Exodus 7: 14 – 11:1– 10).
5:2.3 The Passover (Exodus 12:1-31).
5:2.4 The Exodus
a) The crossing of the Red Sea (Exodus 14:5-31).
b) Provision of water (Exodus 15:22-29; 17:1-6).
c) Provision of Manna and quails (Exodus: 16 1-35).
d) Defeat of the Amelekites (Exodus 17: 8-16).

5:2.5 a) The making of the Sinai Covenant (Exodus 19; 24: 1 – 8).
b) The breaking of the Sinai covenant (Exodus 32:1-35).
c) The renewal of the Sinai covenant (Exodus 34: 1-35).
5:2.6 The worship of God by the Israelites in the wilderness.
5:2.7 The Ten commandments (Exodus 20:1-17).
5:2.8 Israelites new understanding of the nature of God.

6.0.0 LEADERSHIP IN ISRAEL: DAVID AND SOLOMON

6.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) explain the reasons for kingship in Israel;
    b) explain reasons against kingship in Israel;
    c) explain King Saul’s failures;
    d) explain the lessons that can be learnt from King Saul’s failures;
    e) explain the importance of David as King of Israel and as an ancestor of Jesus Christ;
    f) explain the qualities of a good leader d raw n from King D avid ’s leadership;
    g) explain King Solomon ’s achievements and failures;
    h) explain the importance of the temple in Israel;
    i) assess the achievements and failures of King Solomon.

6.2.0 Content

6.2.1 Reasons for kingship in Israel (1 Samuel 8: 1-9).
6.2.2 Reasons against kingship in Israel ( 1 Samuel 8: 10-20).
6.2.3 King Saul’s failures (1 Samuel 13:8 -14; 15:7-25).
6.2.4 Lessons learnt from king Saul’s failures.
6.2.5 King David ’s importance:
(i) King David ’s achievements as King of Israel ( 1 S am uel 16:1 -23; 2 Samuel 6:1 –15).
(ii) David as an ancestor of Jesus Christ (2 Samuel 7: 1-29; Luke 1: 26-33).
6:2.6 Qualities of a good leader d raw n from King D avid ’s leadership.
6:2.7 King Solomon ’s achievements and failures (1 Kings 3 -12).
6:2.8 Importance of the temple in Israel.

7.0.0 LOYALTY TO GOD: ELIJAH

7.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain how and why idolatry became widespread among the Israelites.;
b) explain the effects of idolatry in Israel;
c) describe how Elijah fought against false religion and corruption among the people of Israel;
d) explain why Elijah faced danger and hostility as a prophet of God;
e) explain the relevance of Elijah ’s prophetic mission to Christian today;

7.2.0 Content

7.2.1 The spread of idolatry
a) The local Canaanite religion.
b) The schism between Judah and Israel (1 Kings 12:25 – 33).

7.2.2 The effects of idolatry in Israel.

7.2.3 Elijah ’s fight against:
a) False religion (1 Kings 18: 17-46)
b) Corruption (1 Kings 21)

7.2.4 The effects of idolatry in Israel..

7.2.5 Elijah ’s fight against:
a) False religion (1 Kings 18:17-46)
b) Corruption (1 Kings 21).

7.2.6 Life skills that help fight corruption:
· critical thinking
· creative thinking
· decision making

8.0.0 SELECTED OLD TESTAMENT PROPHETS AND THEIR TEACHINGS

8.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define the term s’ prophet’ and prophecy ’;
b) identify categories of prophet;
c) explain the importance of prophets in Israel;
d) describe the characteristics of prophets;
e) explain how the prophetic messages were written;
f) explain the relationship between the Old Testament prophesies and the New
Testament;
g) draw parallels between the traditional and the Old Testament prophets and their
relevance to Christians today.

8.2.0 Content

8.2.1 Definition of the term s ‘prophets’ and ‘prophecy ’.
8.2.2 Categories of prophets.
8.2.3 Importance of prophets.
8.2.4 The characteristics of prophets.
8.2.5 The writing of prophetic Messages.
8.2.6 Relationship between the Old Testament prophecies and the New Testament.
8.2.7 Similarities and differences between the Traditional and the Old Testament prophets and
their relevance to Christian today.

9.0.0 AMOS

9.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) describe the historical background to Amos;
b) describe the call of Amos;
c) describe the five visions of Amos;
d) explain the teaching of Amos and relate their relevance to Christians today.

9.2.0 Content

9.2.1 Background to prophet Amos.
9.2.2 The call of Amos (Amos 1:1; 3:8; 7:10-15).
9.2.3 The visions of Amos (Amos 7: 1-9; 8:1:3; 9:1-14).

9.2.4 The Teachings of Prophet Amos
a) Social justice and responsibility (Amos 2:6-8; 3: 9-12; 4:1-3; 5:10-15; 6:1-8; 8: 4-6).
b) Hypocritical religion in Israel (Amos 4:4-5; 5: 4-5, 5:21-29)
c) Judgment against Israel and other nations (punishment and repentance) (Amos 1: 3-5; 5:1-17; 6: 7; 8: 9).
d) Israel’s E lection (A m os 2:9 -11; 3:1-2; 9: 7).
e) The day of the Lord (Amos 5:18-20; 6:3-5; 8:7-13).
f) The Remnant and Restoration (Amos 9:8-15).

10.0.0 JEREMIAH

10.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) describe the historical background of Prophet Jeremiah;
    b) describe his personal life and his call;
    c) explain the evils condemned by Jeremiah, which led to the breaking of the covenant;
    d) explain the temple sermon and the evils condemned by the prophet;
    e) explain the relevance of Jeremiah ’s teachings o n evils and false prophets to Christians today;
    f) analyse Jeremiah ’s teaching on judgment and punishment;
    g) explain the significance of symbolic acts related to judgment and punishment;
    h) explain Jeremiah ’s teaching on the new covenant;
    i) describe the suffering and lamentations of Jeremiah and their relevance to Christians today;
    j) explain Jeremiah ’s symbolic acts related to hop e and restoration;
    k) describe the fall of Jerusalem and the exile of the Israelites;
    l) relate the teaching of Jeremiah to the New Testament and Christian life today.

10.2.0 Content

10.2.1 Political, social and religious background of Prophet Jeremiah

10.2.2 Personal life and the call of Jeremiah (Jeremiah 1)

10.2.3 Evils addressed by prophet Jeremiah
a) Necromancy
b) Dishonesty/deception
c) False prophecy (Hananiah)
d) Human sacrifice
e) Idolatry (Jeremiah 2; 3; 4; 5; 7; 9; 10; 23; 28)

10.2.4 The temple sermon (Jeremiah 7: 1-8: 1-3).
10.2.5 Relevance o f Jeremiah ’s teaching on evils and false prophets to C hristians today.
10.2.6 Teachings on judgment and punishment (Jeremiah 5:12-18; 6:1-30; 7:30 – 8:1-17;
10:17-25; 14:1-18; 15: 1-9; 16:16-18; 17:1-13; 21:1-14; 25:1-38; 39:1-10).
10.2.7 Symbolic acts related to judgement and punishment (Jeremiah 13; 16; 18; 19; 24; 27).
10.2.8 Suffering and Lamentations of Jeremiah (Jeremiah 11: 18-23; 12:1-6; 15:10-21, 17:14-
18; 18:18-23; 20:1-6; 26;27; 37; 38).
10.2.9 The new covenant (Jeremiah 23:1-8; 24; 29; 30; 31; 32; 33).
10.2.10 Symbolic acts related to hope and restoration (Jeremiah 24: 10 – 32: 1-14).
10.2.11 The fall of Jerusalem and the exile of the Israelites (Jeremiah 39).
10.2.12 Relating the teaching of Jeremiah to the New Testament and Christian life today.

11.0.0 NEHEMIAH

11.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) describe the historical background to Nehemiah;
    b) identify and explain occasions when Nehemiah prayed;
    c) explain the importance of prayer in Christian life;
    d) describe how Nehemiah demonstrated good leadership qualities;
    e) explain w hat Christians today can learn from Nehemiah ’s leadership;
    f) describe the problems faced by Nehemiah during his mission;
    g) explain w hat Christians today can learn from Nehemiah ’s experiences;
    h) discuss how the covenant was renewed;
    i) describe the dedication of the Jerusalem wall;
    j) explain and an analyse Nehemiah ’s final reform s;
    k) relate the teachings from Nehemiah ’s exemplary life to S t L uke’s Gospel an d a
    Christian life today.

11.2.0 Content

11.2.1 Political, religious and social background to Nehemiah.
11.2.2 Occasions when Nehemiah prayed (Nehemiah 1:4-11; 2:4-8; 4:4-9; 5:19;6;9; 13:14; 22;
29; and 31).
11.2.3 Importance of prayer in Christian life.
11.2.4 Good leadership qualities (Nehemiah 1; 2; 4; 5; 6 and 7).
11.2.5 Relevance of Nehemiah’s leadership to Christians today.
11.2.6 Problems faced by Nehemiah (Nehemiah 3:5; 4; 5; 6; 13).
11.2.7 Relevance o f Nehemiah ’s experiences to Christians today.
11.2.8 Renewal of the covenant (Nehemiah 8 – 12:1-26).
11.2.9 Dedication of the wall of Jerusalem (Nehemiah 12:27-47).
11.2.10 Final reforms (Nehemiah 13).
11.20.1 Teachings from Nehemiah ’s exemplary life to S t. Luke’s gospel and a Christian life today.

12.0.0 OLD TESTAMENT PROPHESIES ABOUT THE MESSIAH

12.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) explain the Old Testament prophecies about the coming of the Messiah and the
    concept of the Messiah in the Old and the New Testaments;
    b) explain the role of John the Baptist as a link between the Old and the New Testament.

12.2.0 Content

12.2.1 The Old Testament prophesies about the coming of the messiah and the concept of the
Messiah in the New Testament (2 Samuel 7:3-17, Isaiah 7:10-16; 9:1-7; 53; 61:1-2; Jeremiah 23:5-6; Psalms 41:9; 110: 1-2); Micah 5:2-5; Luke 1: 26-38; 2: 1-23; 23:1-35; 24: 50-51).

12.2.2 The role of John the Baptist (Isaiah 40:3-5; Malachi 3:1; 4:5-6; Luke 7:20-35)

13.0.0 THE INFANCY AND EARLY LIFE OF JESUS

13.1.0 Specific Objectives

By the end of the topic, the learner should be able to describe the infancy and early life of Jesus.

13.2.0 Content

13.2.1 The annunciation (Luke 1:5-56)
13.2.2 The birth of John the Baptist (Luke 1:57-80)
13.2.3 The birth of Jesus (Luke 2:1-20)
13.2.4 Dedication (Luke2: 21-40)
13.2.5 The boy Jesus at the Temple (Luke 2:41-52)

14.0.0 THE GALILEAN MINISTRY

14.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) outline the teachings of John the Baptist;
    b) describe the baptism and temptations of Jesus;
    c) explain the relevance of the baptism and the temptations of Jesus to Christians today;
    d) explain why Jesus was rejected at Nazareth;
    e) describe Jesus’ healing at Capernaum ;
    f) describe the call of the first disciples;
    g) explain why Jesus faced opposition from the Pharisees and the Scribes;
    h) explain the choosing of the twelve disciples and identify Jesus’ teachings on the qualities of the discipleship;
    i) explain Jesus’ teachings on the sermon on the plain and apply it to daily life;
    j) explain Jesus’ works of compassion;
    k) narrate the parables of Jesus;
    l) relate the significance of the parables to daily life;
    m) describe the mighty works of Jesus;
    n) explain the significance of the teaching from the mighty works of Jesus to Christians today;
    o) explain the teaching of Jesus on discipleship, divine power, messiahship, faith and humility.

14.2.0 Content

14.2.1 John the Baptist and Jesus
a) The preaching of John the Baptist (Luke 3:1-20).
b) The baptism of Jesus (Luke3:21-22).

14.2.2 The temptation of Jesus (Luke 4:1-13).
14.2.3 The relevance of the baptism and the temptations of Jesus to Christians today.
14.2.4 Jesus begins work in Galilee and is rejected at Nazareth (Luke 4:14-30).
14.2.5 Jesus heals in Capernaum (Luke 4:31-44).
14.2.6 Jesus calls the first disciples (Luke 5:1-11).
14.2.7 Jesus faces opposition (Luke 5:12-6:11).
14.2.8 T he choosing of the tw elve disciples and Jesus’ teaching on tru e discipleship (Luke 6: 12-16, 27-49).
14.2.9 The sermon on the plain (Luke 6:17-49).
14.2.10 Jesus’ w orks of com passion
a) T he healing of the C entu rion ’s servant (L uke7:1 -10).
b) The raising of the son of the widow of Nain (Luke7:11-17).
c) Assurance to John the Baptist (Luke7:18-35).
d) Forgiveness of the sinful woman (Luke7:36-83).

14.2.11 Jesus teaches in parables (Luke 8:4-21).
14.2.12 Significance of the parable of Jesus.
14.2.13 Mighty works of Jesus (Luke 8:22-56).

14.2.14 Jesus and the twelve disciples.
a) The commissioning of the twelve disciples (Luke 9: 1-9).
b) Jesus feeds the 5000 (Luke 9:10-17).
c) The person of Jesus and His destiny (Luke9:18-27).
d) The transfiguration (Luke 9:28-36).
e) Jesus teaching on faith and humility (Luke9:37-50).

15.0.0 THE JOURNEY TO JERUSALEM

15.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) explain and evaluate the characteristics of a true follower of Jesus;
    b) explain Jesus’ teaching o n God ’s power in overcoming evil.;
    c) define the terms confession, honesty and hypocrisy;
    d) explain Jesus’ teaching on material possessions, readiness and watchfulness;
    e) relate Jesus’ teaching on material possessions, readiness and watchfulness to Christian living today;
    f) explain the spiritual teaching given by Jesus through the parables of the feasts;
    g) narrate the parables of the lost;
    h) explain the parables’ teaching in daily Christian life;
    i) explain Jesus teaching on wealth and poverty;
    j) explain Jesus’ teaching o n the power of faith;
    k) explain the significance of faith in Christian life;
    l) explain Jesus’ teaching o n prayer and persistence;
    m) explain Jesus’ teaching o n the w ay of salvation.

15.2.0 Content

  1. a) Duties and privileges of discipleship (Luke 9:51-62).
    b) The mission of the seventy two (Luke10:1-24).
    c) A committed follower of Jesus (Luke 10: 25-11:1-13).

15.2.1 U se of God ’s power to overcome evil (Luke 11:1 4 -36).

  1. a) Material possessions (Luke12:13-34).
    b) Watchfulness and readiness (Luke12:35-59).
    2.3 T he grow th of G o d ’s Kingdom (Luke 13:1 -35).
    15.2.4 A great feast for all who are prepared (Luke 14:1-35)
    a) The invited guests.
    b) The great feast.
    c) The cost of discipleship.

15.2.5 Retrieving the lost (Luke 15:1-32)
a) Parable of the lost sheep.
b) Parable of the lost coin.
c) Parable of the lost son.

15.2.6 Wealth and poverty (Luke 16:1-32).
15.2.7 The power of faith (Luke 17:1-37).

15.2.8 Persistence in prayer (Luke 18:1-14).
a) Parable of the widow and the unjust judge (Luke 18:1-8)
b) Parable of the Pharisees and the Tax collector (Luke 18: 9-14)

15.2.9 The way to salvation (Luke 18:15-19:1-27).

16.0.0 JESUS’ MINISTRY IN JERUSALEM

16.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) describe the triumphant entry of Jesus into Jerusalem;
b) explain the cleansing of the temple;
c) explain Jesus’ conflict with Jewish leaders;
d) explain Jesus’ teaching about eschatology.

16.2.0 Content

16.2.1 The triumphant entry into Jerusalem (Luke 19: 28-40).
16.2.2 Cleansing of the temple (Luke 19:41-48).
16.2.3 Jesus’ conflicts with the Jewish leaders (Luke 20:1 -24:1-4).
16.2.4 Eschatology (Luke 21:5-38).

17.0.0 JESUS ’ PASSION, DEATH AND RESURRECTION

17.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) discuss the Lord ’s supper and show its meaning to Christians today;
    b) describe the events that took place on Mount Olives;
    c) explain the events that took place between the arrest and the burial of Jesus;
    d) describe the resurrection of Jesus;
    e) explain and relate the significance of the teaching on the passion, death and
    resurrection of Jesus to daily life.

17.2.0 Content

17.2.1 The last supper (Luke 22:1-38).
17.2.2 Prayer on Mount Olives, betrayal and arrest (Luke 22:39-53).
17.2.3 The denial by Peter, trial, crucifixion, death and burial (Luke 22:54-71; 23:1-56).
7.2.4 The resurrection (Luke 24:1-53)

  1. a) Witness to the risen Christ
    testimony of the Holy women
    · the disciples on the way to Emmaus
    · appearance to the disciples.
  2. b) Jesus ascension to heaven

17.2.5 Significance of passion, death and the resurrection of Jesus to daily Christian life.

18.0.0 THE GIFTS OF THE HOLY SPIRIT

18.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) relate the message of Peter on the Day of Pentecost;
    b) explain the teaching of Jesus on the role of the Holy Spirit;
    c) explain the gifts of the Holy Spirit and their manifestation as expressed by Paul;
    d) explain the criteria for discerning the gifts of the Holy Spirit in the New Testament;
    e) Discuss the manifestation of the Holy Spirit in the church today.

18.2.0 Content

18.2.1 Peter’s message o n the Day of Pentecost (Acts 2:1 -40).
18.2.2 The teaching of Jesus on the role of the Holy Spirit (John 14:15-26; 16:5-15; Acts 1:7-8).
18.2.3 The gifts of the Holy Spirit (1 Corinthians 12, 13, 14).
18.2.4 The criteria for discerning the gifts of the Holy Spirit (1 Corinthians 12:1-3; Matthew 7:15-20; Galatians 5: 16-26).
18.2.5 Manifestations of the gifts of the Holy Spirit in the church today (Galatians 5: 16-26).
18.2.6 The fruits of the Holy Spirit (Galatians 5:16-26).

19.0.0 UNITY OF BELIEVERS

19.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) explain the unity of believers as taught in selected New Testament texts;
    b) show how unity of believers in the Christian community and the nation is promoted.

19.2.0 Content

19.2.1 Teaching on the unity of believers in selected New Testament texts

  1. a) The people of God (1 Peter 2:9-10).
    b) The body of Christ (1 Corinthians 12:12-27); Ephesians 4:1-12).
    c) The vine and the branches (John 15:1-10).
    d) The church (Ephesians 5:21-32).
    e) The bride (Revelation 21:1-12;2 Corinthians 11:2).

20 .0.0 AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS

20.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the African concept of God, spirits and ancestors;
b) explain the African understanding of the hierarchy of beings ;
c) describe the role of God, spirits, and ancestors;
d) explain the responsibilities of the living towards God, spirits and ancestors;
e) describe the traditional African way of worshipping God, venerating and communicating with the ancestors and spirits.

20.2.0 Content

20.2.1 African concept of God, spirits and ancestors.
20.2.2 African understanding of the hierarchy of beings.
20.2.3 The role of God, spirits and ancestors.
20.2.4 Responsibility of the living towards God, spirits and ancestors.
20.2.5 Traditional African ways of:
a) worshipping God;
b) venerating and communicating with spirits and ancestors.

21.0.0 AFRICAN MORAL AND CULTURAL VALUES

21.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) explain the meaning of life and its wholeness in the traditional African society;
    b) explain the African concept of community and kinship system;
    c) outline and explain factors contributing to harmony and mutual responsibility in the African community;
    d) describe the rites of passage and their role in inculcating moral values in the traditional African community;
    e) explain the role of religious specialists in the African communities and evaluate their relevance in modern society;
    f) explain the African moral values;
    g) discuss and evaluate continuity and change in the African understanding of leisure, dress, old age, the aged, widows, orphans, dowry, community, land, medicine, worship and property.

21.2.0 Content

21.2.1 Meaning of life and its wholeness in the traditional African society.
21.2.2 The African concept of community and kinship system.
21.2.3 Factors contributing to harmony and mutual responsibility in the African communities.
21.2.4 a) Rites of passage
i) Birth and naming
ii) Initiation
iii) Marriage
iv) Death.
b) The role of each in inculcating moral values.

21.2.5 The role of religious specialists in the African communities and their relevance today.
21.2.6 African moral values hospitality, honesty, courtesy, integrity tolerance/perseverance
loyalty, chastity, respect, responsibility, love, co-operation, and unity.

21.2.7 Continuity and change in the African understanding of community old age, land, the aged, property widows, orphans, dress, dowry, medicine, and leisure.

22.0.0 INTRODUCTION TO CHRISTIAN ETHICS

22.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the meaning of Christian ethics;
b) explain the basis of Christian ethics.

22.2.0 Content
22.2.1 Meaning of Christian ethics.
22.2.2 Basis of Christian ethics.

23.0.0 CHRISTIAN APPROACHES TO HUMAN SEXUALITY, MARRIAGE AND FAMILY

23.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) define human sexuality, marriage and family;
    b) explain the traditional African understanding of human sexuality;
    c) explain Christian teaching on human sexuality;
    d) explain traditional African practices related to male/female relationships;
    e) explain Christian teaching on male/female relationship at various levels;
    f) explain Christian teaching on responsible sexual behaviour;
    g) explain Christian teaching on irresponsible sexual behaviour and their consequences;
    h) explain traditional African understanding of marriage;
    i) explain Christian teaching on marriage;
    j) discuss the traditional African and Christian approaches to marriage preparation;
    k) explain celibacy as an alternative to marriage;
    l) discuss Traditional and Christian understanding of the family;
    m) discuss the value of responsible parenthood;
    n) discuss problems related to family life today;
    o) explain and evaluate traditional African and Christian approaches to problems related to family life today.

23.2.0 Content

23.2.1 Definitions of human sexuality, marriage and family.
23.2.2 Traditional African understanding of human sexuality.
23.2.3 Christian teaching on human Sexuality.
23.2.4 Traditional African practices related to male/female relationships at various levels.
23.2.5 Christian teaching on male/female relationships at various levels.
23.2.6 Christian teaching on responsible sexual behaviour.
23.2.7 Christian teaching on:
a) Irresponsible sexual behaviour; Incest, rape, fornication adultery, homosexuality
prostitution;
b) Effects of irresponsible sexual behaviour; H IV /A ID S , S T I’s, abortion, divorce,
separation, death, street children, unplanned pregnancies, school drop outs.

Psychological problems:

Depression, self pity, withdraw, aggressiveness, violence, and stress.
23.2.8 Traditional African understanding of marriage.
23.2.9 Christian teaching on marriage.

23.2.10 Preparation for marriage in both the traditional African society and Christian practice;
a) Traditional African preparation for marriage
b) Christian teaching on preparation for marriage
23.2.11 Celibacy as an alternative to marriage.
23.2.12 Traditional African and Christian understanding of the family.
23.2.13 Value of responsible parenthood.
23.2.14 Problems related to family life today.
23.2.15 Traditional African and Christian approaches to problems related to family life today.

24.0.0 CHRISTIAN APPROACHED TO WORK

24.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define the term s ‘work ’ and ‘vocation ’;
b) explain the traditional African attitude towards work;
c) explain the role of professional ethos, ethics and code in society;
d) explain virtues related to work;
e) discuss the moral duties and responsibilities of employers and employees;
f) discuss Christian approaches to issues related to employment.

24.2.0 Content

24.2.1 Definition of the term s ‘work ’ and ‘vocation ’.
24.2.2 Traditional African attitude to work.
24.2.3 Christian teaching on work.
24.2.4 The roles of professional ethos, ethics and codes in society.

24.2.5 Some virtues related to various types of work.
(i) diligence
(ii) honesty/integrity
(iii) faithfulness
(iv) responsibility
(v) loyalty
(vi) tolerance.

24.2.6 Moral duties and responsibilities of employers and employees.

24.2.7 Christian approaches to issues related to employment
a) Wages and industrial action
b) Child labour
c) Unemployment and self-employment.

25.0.0 CHRISTIAN APPROACHES TO LEISURE

25.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the meaning of leisure;
b) discuss the traditional African understanding of leisure;
c) discuss Christian teaching on leisure;
d) discuss the importance of leisure;
e) outline various forms and uses of leisure;
f) explain how leisure is misused in the society today;
g) discuss the abuse of alcohol and other drugs and their effects;
h) explain Christian criteria for evaluating the use of leisure .

25.2.0 Content

25.2.1 Meaning of leisure.
25.2.2 Traditional African understanding of leisure.
25.2.3 Christian teaching on leisure.
25.2.4 Importance of leisure.
25.2.5 Various forms and uses of leisure.
25.2.6 Misuse of leisure today.

25.2.7 Misuse/abuse of drugs.
a) Alcohol
b) Other drugs
c) Effects of drug abuse
25.2.8 Christian criteria for evaluating the use of leisure.

26.0.0 CHRISTIAN APPROACHES TO WEALTH, MONEY AND POVERTY

26.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define the concepts of wealth, money and poverty;
b) explain the traditional African understanding of wealth and poverty;
c) describe and evaluate the impact of the introduction of the money economy in the traditional African society;
d) explain Christian teaching on money, wealth and poverty;
e) discuss Christian approaches to some issues related to wealth, money, and poverty.

26.2.0 Content

26.2.1 Definition of the concepts wealth, money and poverty.
26.2.2 Traditional African understanding of wealth and poverty.
26.2.3 Impact of the introduction of money economy in traditional African society.
26.2.4 Christian teaching on money, wealth and poverty.

26.2.5 Christian approaches to some issues related to wealth.
a) Fair distribution of wealth (affluence and poverty)
b) Bribery and corruption
c) Life skills:
i) critical thinking
ii) creative thinking
iii) decision making
iv) self-esteem assertiveness.
d) Christian values:
(i) love
(ii) honesty
(iii) reliability
(iv) fairness
(v) justice
(vi) respect (for other people’s rights and property)
(vii) humility
(viii) faithfulness
(ix) persistence.

27.0.0 CHRISTIAN APPROACHES TO LAW, ORDER AND JUSTICE

27.1.0 Specific Objectives

By the end of the topic the learner should be able to:
a) define the term s ‘law ” order’ and ‘justice’;
b) describe and evaluate traditional African practices that promote law, order and justice;
c) explain the Biblical teaching on law, order and justice;
d) identify and evaluate the need for law, order and justice in the society;
e) explain the rights and duties of citizens;
f) explain the causes and remedies of social disorder;
g) evaluate the role of Christians in the transformation of the society;
h) discuss Church-State relationship.

27.2.0 Content
27.2.1 Definition of the term s ‘law ’ ‘order’ and ‘justice’.
27.2.2 Traditional African practices that promote law, order and justice.
27.2.3 Biblical teaching on law, order and justice.
27.2.4 Need for law, order and justice in the society.
27.2.5 Rights and duties of citizens.

27.2.6 Causes of social disorder and remedies
a) Causes
(i) discrimination
(ii) inequitable distribution of wealth and resources
(iii) racism
(iv) tribalism
(v) crime
(vi) sexism.
b) Remedies
(i) Rehabilitation
(ii) punishment.

27.2.7 The role of Christians in transforming the social, economic and political life of the society.

27.2.8 Church – State relationship.

28.0.0 CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND ENVIRONMENT

28.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the Christian view on some issues related to modern science and technology;
b) describe the effects of modern science and technology on the environment.

28.2.0 Content

28.2.1 Christian view on some issues related to science and technology.
a) Euthanasia
b) Blood transfusion
c) Organ transplant
d) Genetic engineering
e) Plastic Surgery

28.2.2 The Christian view on the effects of modern science and technology on the environment
(Pollution, desertification).

Universities and Colleges Portal

How to download 2020/2021 KUCCPS Admission letter to Kenya Methodist University (KEMU); 2020 KUCCPS Admission list pdf

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Congratulations for getting admission at the Kenya Methodist University (KEMU) after your successful application. Students joining Kenya Methodist University (KEMU) are selected by the Kenya Universities and Colleges Central Placement Service, KCCPS. The students are selected after sitting their Kenya Certificate of Secondary Education, KCSE, examination and getting the minimum University entry requirement. The KCSE students must first apply to KUCCPS to be selected to preferred programmes. The students can apply at school level or apply individually during the first and second revision windows.

Once the applications are closed, KUCCPS then places the KCSE students in preferred courses depending on the student’s score, number of available vacancies against applicants among other selection criteria. In not satisfied with the University that you have been selected to join then you can apply for Inter-Institution Transfer.

The placement body then announces the selection results and students can access the admission lists and download their admission letters.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

HOW TO DOWNLOAD THE KENYA METHODIST UNIVERSITY ADMISSION LETTER

To download the Kenya Methodist University (KEMU) Admission letter;

  1. Access the KUCCPS Admission Letters Link at https://portal2.kemu.ac.ke/
  2. Enter your Registration Number and Password. Then, next you click on Log in.
  3. Locate the Admission Letter download tab and click on it to download it.
  4. Print the Admission letter and read the instructions keenly. In case you have queries, please direct them to the University by using the official (provided) contacts on your admission letter.
THE KENYA METHODIST UNIVERSITY ADMISSION LETTER

The Kenya Methodist University (KEMU) admission letter is an important document that enables a prospective student to prepare adequately before joining the institution. Contents of the University admission letter are:

  • Your Admission Number
  • Your 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 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 admission letter are:
  • 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

These documents cab be returned to the University before or during admissions; depending on the instructions from the university.

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

SPONSORED IMPORTANT LINKS:
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NSSSF M-PESA Contribution Procedures

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You can now make contributions directly into your NSSF account through M-PESA. This is a fast, easy and convenient way to increase your contributions through your mobile phone. Simply follow the instructions listed below to do so.

Please Note:

  • NSSF Member must be an M-PESA registered customer
  • Ensure that there is sufficient amount in your M-PESA account to cover all the transaction charges.

Procedures on how to make a contribution using M-PESA:

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Breaking Education News

Senior School Pathways and Careers Guide: Pure Sciences

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Senior School Pathways and Careers Guide: Pure Sciences

• Research Scientist

• Biologist

• Chemist

• Physicist

• Astronomer

• Mathematician

• Geologist

• Ecologist

• Oceanographer

• Meteorologist

• Seismologist

• Biophysicist

• Climatologist

• Paleontologist

• Engineer

• Environmental Scientist

• Forensic Scientist

• Medical Technologist

• Pharmacist

• Biomedical Engineer

• Food Scientist

• Material Scientist

• Industrial Designer

• Quality Assurance (QA) Engineer

• Petroleum Engineer

• Nuclear Engineer

• Renewable Energy Specialist

• Water Resource Engineer

• Safety Engineer

• Science Educator

• Neurologist

• Botanist

• Zoologist

• Geneticist

• Astrophysicist

• Entomologist

KNEC News Portal, Knec Schools Portal

Chelilis Girls’ High School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

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Chelilis Girls Secondary School is a Girls’ only secondary school located in Litein Location in Bureti Constituency in Kericho County (Along Kericho-Litein Road); within the Rift Valley Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

CHELILIS GIRLS SECONDARY SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

CHELILIS GIRLS SECONDARY SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.

Chelilis Girls High School had a KCSE 2019 mean of 6.03 (C plain).

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CHELILIS GIRLS SECONDARY SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: Chelilis Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 28522515
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P. O. Box 888-20210, Litein.
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
CHELILIS GIRLS SECONDARY SCHOOL’S BRIEF HISTORY

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

CHELILIS GIRLS SECONDARY SCHOOL’S VISION
CHELILIS GIRLS SECONDARY SCHOOL’S MISSION
CHELILIS GIRLS SECONDARY SCHOOL’S MOTTO
CHELILIS GIRLS SECONDARY SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.

Also read;
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

 For all details about other schools in Kenya, please visit the link below;

CHELILIS GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

CHELILIS GIRLS
CHELILIS GIRLS HIGH SCHOOL
CHELILIS GIRLS HIGH SCHOOL
CHELILIS GIRLS HIGH SCHOOL
CHELILIS GIRLS HIGH SCHOOL

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For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

SPONSORED IMPORTANT LINKS:
KNEC News Portal

KCSE 2024 Marking and Results Release- Ultimate Guide

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Marking of the 2024 Kenya Certificate of Secondary Education, KCSE, has begun and is expected to be completed by 18th December, 2024. The Exams were done between October 22 and November 22 with over 900,000 students sitting the exams.

The KCSE exams began on October 22, where the candidates took their oral and practical exams for the elective subjects. The last day of the national exams was on November 22, when the candidates sat the Physics practical.

Marking of the KCSE 2024 Exams.

Marking of the KCSE 2024 exams will be done in several marking centres in Nairobi and neighbouruing towns like Limuru, Thika and Machakos among others. The Kenya National Examinations Council, Knec, has spelt out tough marking conditions and expelling some other examiners over undisclosed reasons. Here is a full guide to the 2024 marking centres including Directions to the Knec KCSE Marking Centres.

First to report were Chief Examiners in various papers, followed by Assistant Chief Examiners and Team Leaders. Mathematics Paper One Examiners reported first followed by those in English and those in other subjects.

Education Cabinet Secretary Julius Migosi Ogamba at a past press briefing. Photo/ File.

Exam malpractice cases reported in 2024 KCSE

A total of 621 examination malpractices were recorded at the conclusion of the 2024 Kenya Certificate of Secondary Education (KCSE) examination.

Education Cabinet Secretary Julius Ogamba made the announcement after the exams saying that the cases currently under investigation were reported across 198 examination centres out of the 10,754 centres countrywide.

CS Ogamba revealed that the cases included candidates or supervisors being caught with unauthorised materials, such as mobile phones and written materials, collisions, and impersonation.

“During the administration of the 2024 KCSE examination, 621 candidates out of 965,501, representing 0.064%, were reported to have been found engaging in examination malpractices, mainly being found with unauthorized written materials, mobile phones, collusion, sharing images of their question papers on social media, and impersonation,” he said.

“These cases were reported from 198 out of the 10,754 examination centres, representing 1.841% of the examination centres. All above cases are under active investigation, and stern action will be taken on individuals found culpable of exam malpractice.” He added.

While commending all the examination stakeholders for ensuring a seamless process, the CS noted that 28 candidates undertook examinations in hospitals and even incidences of deaths were also reported.

How KCSE 2024 Results are standardized.

Before releasing the KCSE 2024 results, Knec will standardize the raw candidates’ marks. Here are full details and the process of Standardization of KCSE exam results.

How to receieve KCSE 2024 Results

Results can be accessed via short messages services (SMS) immediately after the release using a code to be provided by KNEC. This is the full guide on How To Receive KCSE 2024 Results Via KNEC SMS Code. More details also found here: How To Check KCSE Results Online And Via SMS 2024.

www.knec-portal.ac.ke results slip download,
knec.ac.ke kcse results,
KNEC portal,
KCSE result slip,
KNEC result slip,
https //results.knec.ac.ke login,
www.knec.ac.ke login,
KNEC certificate replacement form,

 

Teachers' Resources

Integrated Sciences Grade 7 CBC Free Schemes of Work

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GRADE 7 ACTIVE INTEGRATED SCIENCE SCHEMES OF WORKTERM 3

NAME OF THE TEACHER                                                                  SCHOOL                                             YEAR                          TERM             .

Week LSN strand Sub-strand Specific Learning Outcomes Key Inquiry Question(s) Learning Experiences Learning Resources Assessment Methods Ref
1 1 Human Excretory System-Skin and Urinary System

 

 Healthy living for Good skin and kidney By the end of the lesson the learner should be able to:

a) Identify causes of skin diseases

b) Adopt a healthy lifestyle to promote skin health.

c) Appreciate the importance of proper use of cosmetics for a health.

 Why is excretion important to the human body? Learners are guided to:

• Learners are guided to discuss healthy lifestyles that promote kidney and skin health, for instance, adequate hydration.

 • Basic Laboratory Apparatus, equipment and selected specimens

• Charts

• salts and water

• Course book

Active Integrated Scie. Gr 7 T.G pg. 97-98

Active Integrated Scie. Gr 7 P.B pg.118-119

 • Practical Work

• Observation

• Oral Questions and Answers

• Assessment Rubrics

• Checklist

• Anecdotal Records

• Written Test

  
  2   Importance of proper use of cosmetics By the end of the lesson the learner should be able to:

a.       Define the term cosmetics

b.       Discuss the importance of cosmetics

c.       State the effects of cosmetics on the human skin

d.       Appreciate the importance of proper use of cosmetics

 What are cosmetics? Learners are guided to:

• Search for information and brainstorm on examples of cosmetics and their health effects on human body (e.g. skin lightening creams and lotions).

 • Basic Laboratory Apparatus, equipment and selected specimens

• Charts

• salts and water

• Course book

Active Integrated Scie. Gr 7 T.G pg. 98-100

Active Integrated Scie. Gr 7 P.B pg.119-121

 • Practical Work

• Observation

• Oral Questions and Answers

• Assessment Rubrics

• Checklist

• Anecdotal Records

• Written Test

  
  3   Homemade cosmetics By the end of the lesson the learner should be able to:

a.       Define the term cosmetics

b.       List various homemade ingredients that can be used in making cosmetics

c.       Make homemade cosmetics using the available materials

d.       Appreciate the importance of proper use of cosmetics

 What are cosmetics? Learners are guided to:

Make cosmetics using locally available materials at home like ginger, charcoal among others.

 • Basic Laboratory Apparatus, equipment and selected specimens

• Charts

• salts and water

• Course book

Active Integrated Scie. Gr 7 T.G pg. 98-100

Active Integrated Scie. Gr 7 P.B pg.119-121

 • Practical Work

• Observation

• Oral Questions and Answers

• Assessment Rubrics

• Checklist

• Anecdotal Records

• Written Test

  
  4   Model of a urinary system By the end of the lesson the learner should be able to:

a) Describe the various parts of the urinary system.

b) Acquire locally available materials for modelling a urinary system

c) Adopt a healthy lifestyle to promote kidney and skin health.

 Why is excretion important to the human body? Learners are guided to:

Project

Model of the urinary system.

 • Basic Laboratory Apparatus, equipment and selected specimens

• Charts

• salts and water

• Course book

Active Integrated Scie. Gr 7 T.G pg. 100-101

Active Integrated Scie. Gr 7 P.B pg.122-123

 • Practical Work

• Observation

• Oral Questions and Answers

• Assessment Rubrics

• Checklist

• Anecdotal Records

• Written Test

  
2 1 FORCE AND ENERGY Static Electricity

 

 By the end of the lesson the learner should be able to:

a) demonstrate the existence of static charges in objects

b) define the term static electricity

c) appreciate the use of static charges in daily life

 How do materials get charged?

 

 

 The learner is guided to:

• rub different objects to show the presence of static charges in objects

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 103-105

Active Integrated Scie. Gr 7 P.B pg.124-125

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  2   Types of charges

 

 By the end of the lesson the learner should be able to:

a) state the different types of charges

b) demonstrate by showing the different types of charges

c) appreciate the use of static charges in daily life

 How do materials get charged? The learner is guided to:

• search for, play and watch videos showing types of charges

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 105-106

Active Integrated Scie. Gr 7 P.B pg.126-127

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  3   Charging objects by rubbing By the end of the lesson the learner should be able to:

a) state the methods used in charging objects

b) charge objects using rubbing method

c) appreciate the use of static charges in daily life

 How do materials get charged? The learner is guided to:

• charge different objects by rubbing

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 106-107

Active Integrated Scie. Gr 7 P.B pg.127-129

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  4   Charging objects by rubbing By the end of the lesson the learner should be able to:

a) state the methods used in charging objects

b) charge objects using rubbing method

c) appreciate the use of static charges in daily life

 How do materials get charged? The learner is guided to:

• charge different objects by rubbing

 

 -• Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 106-107

Active Integrated Scie. Gr 7 P.B pg.127-129

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
3 1   Charging objects by induction By the end of the lesson the learner should be able to:

a) state the methods used in charging objects

b) charge objects using induction method

c) appreciate the use of static charges in daily life

 How do materials get charged? The learner is guided to:

• charge different objects by induction

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 106-107

Active Integrated Scie. Gr 7 P.B pg.127-129

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  2   Charging objects by induction By the end of the lesson the learner should be able to:

a) state the methods used in charging objects

b) charge objects using induction method

c) appreciate the use of static charges in daily life

 How do materials get charged? The learner is guided to:

• charge different objects by induction

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 106-107

Active Integrated Scie. Gr 7 P.B pg.127-129

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  3   effects of force between charged objects- attraction By the end of the lesson the learner should be able to:

a) define the term force

b) demonstrate the effects of force between charged objects

d) appreciate the use of static charges in daily life

 What are the dangers of static charges? The learner is guided to:

• show attraction and repulsion between charged objects

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 108-109

Active Integrated Scie. Gr 7 P.B pg.129-131

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  4   effects of force between charged objects- attraction By the end of the lesson the learner should be able to:

a) define the term force

b) demonstrate the effects of force between charged objects

d) appreciate the use of static charges in daily life

 What are the dangers of static charges? The learner is guided to:

• show attraction and repulsion between charged objects

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 108-109

Active Integrated Scie. Gr 7 P.B pg.129-131

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
4 1   effects of force between charged objects- repulsion By the end of the lesson the learner should be able to:

a) define the term force

b) demonstrate the effects of force between charged objects

d) appreciate the use of static charges in daily life

 What are the dangers of static charges? The learner is guided to:

• show attraction and repulsion between charged objects

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 108-109

Active Integrated Scie. Gr 7 P.B pg.129-131

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  2   effects of force between charged objects- repulsion By the end of the lesson the learner should be able to:

a) define the term force

b) demonstrate the effects of force between charged objects

d) appreciate the use of static charges in daily life

 What are the dangers of static charges? The learner is guided to:

• show attraction and repulsion between charged objects

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 108-109

Active Integrated Scie. Gr 7 P.B pg.129-131

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  3   safety measures when dealing with static charges By the end of the lesson the learner should be able to:

a) identify safety measures when handling static electricity

b) demonstrate the safety measures when dealing with static electricity

c) appreciate the use of static charges in daily life

 What are the dangers of static charges? The learner is guided to:

• discuss safety measures when dealing with static charges (include lightning).

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 109-111

Active Integrated Scie. Gr 7 P.B pg.131-133

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  4   Uses of static charges in everyday life By the end of the lesson the learner should be able to:

a.       Identify sources of static charges

b.       Discuss the application and uses of static charges

c.       Appreciate the existence of static charges

 What are the uses of static charges? The learner is guided to:

Discuss the application and uses of static charges.

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 111-113

Active Integrated Scie. Gr 7 P.B pg.134-135

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
5 1 Electrical Energy

 

 Sources of electricity By the end of the lesson the learner should be able to:

a) identify various sources of electricity in their environment

b) watch a video clip on sources of electricity

c) appreciate the use of electricity in their daily life

 What are the sources of electricity?

 

 The learner is guided to:

• discuss and identify sources of electricity (hydro-electric power, geothermal, solar, wind power)

• search for and observe videos and photographs on sources of electricity

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 115-116

Active Integrated Scie. Gr 7 P.B pg.136-137

 • Assessment Rubrics

• Checklist

• Written Test

• Practical Work

• Observation Schedule

• Portfolio

  
  2   Electrical circuit in series By the end of the lesson the learner should be able to:

a) identify the two types of electrical connections

b) set up simple electrical circuits in series using dry cells, bulbs, ammeters and voltmeters

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• Set up simple electrical circuits. (Series arrangement of cells and bulbs), in a group

• search for and observe videos and animations showing how to set-up simple electrical circuits, in a group

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 117-120

Active Integrated Scie. Gr 7 P.B pg.138-141

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  3   Electrical circuit in series By the end of the lesson the learner should be able to:

a) identify the two types of electrical connections

b) set up simple electrical circuits in series using dry cells, bulbs, ammeters and voltmeters

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• Set up simple electrical circuits. (Series arrangement of cells and bulbs), in a group

• search for and observe videos and animations showing how to set-up simple electrical circuits, in a group

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 117-120

Active Integrated Scie. Gr 7 P.B pg.138-141

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  4   Electrical circuit in parallel By the end of the lesson the learner should be able to:

a) identify the two types of electrical connections

b) set up simple electrical circuits in parallel using dry cells, bulbs, ammeters and voltmeters

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• Set up simple electrical circuits. (parallel arrangement of cells and bulbs), in a group

• search for and observe videos and animations showing how to set-up simple electrical circuits, in a group

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 117-120

Active Integrated Scie. Gr 7 P.B pg.138-141

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
6 1   Electrical circuit in parallel By the end of the lesson the learner should be able to:

a) identify the two types of electrical connections

b) set up simple electrical circuits in parallel using dry cells, bulbs, ammeters and voltmeters

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• Set up simple electrical circuits. (parallel arrangement of cells and bulbs), in a group

• search for and observe videos and animations showing how to set-up simple electrical circuits, in a group

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 117-120

Active Integrated Scie. Gr 7 P.B pg.138-141

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  2   classification of materials as conductors By the end of the lesson the learner should be able to:

a) differentiate between conductors and non-conductors of electricity

b) classify materials as conductors of electricity

c) appreciate the use of electricity in their daily life

 What are the differences between conductors and non-conductors of electricity?

 

 The learner is guided to:

• carry out experiments to classify materials as conductors of electricity

 

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 120-121

Active Integrated Scie. Gr 7 P.B pg.141-142

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  3   classification of materials as conductors By the end of the lesson the learner should be able to:

a) differentiate between conductors and non-conductors of electricity

b) classify materials as conductors of electricity

c) appreciate the use of electricity in their daily life

 What are the differences between conductors and non-conductors of electricity?

 

 The learner is guided to:

• carry out experiments to classify materials as conductors of electricity

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 120-121

Active Integrated Scie. Gr 7 P.B pg.141-142

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  4   classification of materials as non-conductors By the end of the lesson the learner should be able to:

a) differentiate between conductors and non-conductors of electricity

b) classify materials as non-conductors of electricity

c) appreciate the use of electricity in their daily life

 What are the differences between conductors and non-conductors of electricity?

 

 The learner is guided to:

• carry out experiments to classify materials as non-conductors of electricity

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 120-121

Active Integrated Scie. Gr 7 P.B pg.141-142

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
7 1   Electrical appliances in the locality By the end of the lesson the learner should be able to:

a) classify materials as conductors and non-conductors of electricity

b) identify electrical appliances in their locality

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• discuss and identify various electrical appliances in their locality.

• explore uses of electricity in their environment

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 121-122

Active Integrated Scie. Gr 7 P.B pg.142-143

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  2   Electrical appliances in the locality By the end of the lesson the learner should be able to:

a) classify materials as conductors and non-conductors of electricity

b) identify electrical appliances in their locality

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• discuss and identify various electrical appliances in their locality.

• explore uses of electricity in their environment

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 121-122

Active Integrated Scie. Gr 7 P.B pg.142-143

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  3   safety measures when handling electrical appliances By the end of the lesson the learner should be able to:

a) identify electrical appliances in their locality

b) identify safety measures when handling electrical appliances

c) appreciate the use of electricity in their daily life

 What are the sources of electricity? The learner is guided to:

• identify safety measures to observe when using electrical appliances

• explore uses of electricity in their environment

 • Basic Laboratory Apparatus, equipment and selected specimens

• Course book

Active Integrated Scie. Gr 7 T.G pg. 122-123

Active Integrated Scie. Gr 7 P.B pg.144-145

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
  4   Uses of electricity in daily life By the end of the lesson the learner should be able to:

a.       State the sources of electricity

b.       Observe pictures on uses of electricity

c.       Discuss the uses of electricity in daily life

d.       Appreciate the importance of electricity

 What are the uses of electricity? The learner is guided to:

Discuss the uses of electricity in day to day life.

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 123-124

Active Integrated Scie. Gr 7 P.B pg.145-147

 • Written Test

• Assessment Rubrics

• Checklist

• Practical Work

• Observation Schedule

  
8 1 Magnetism

 

 Classification of materials By the end of the lesson the learner should be able to:

a) classify materials in the environment as magnetic or non-magnetic

b) differentiate between magnetic and non-magnetic materials

c) develop curiosity in using magnetic materials

 How do we identify magnetic materials in our environment?

 

 

 The learner is guided to:

• identify and collect materials within their environment, sort and group them as magnetic and non-magnetic materials

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 127-128

Active Integrated Scie. Gr 7 P.B pg.148

 Portfolio

• Written Test

• Observation Schedule

• Assessment Rubrics

• Checklist

• Practical Work

  
  2   force between like and unlike poles By the end of the lesson the learner should be able to:

a) watch a video clip of force between like and unlike poles of a magnet

b) investigate the force between like poles of magnets

c) appreciate the applications of magnets in day-to-day life

 How do we identify magnetic materials in our environment?

 

 The learner is guided to:

• carry out activities showing repulsion between two like poles of magnets.

• Search for and watch animations showing force between like and unlike poles of magnets.

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 129-130

Active Integrated Scie. Gr 7 P.B pg.149-151

 Portfolio

• Written Test

• Observation Schedule

• Assessment Rubrics

• Checklist

• Practical Work

  
  3   force between like and unlike poles By the end of the lesson the learner should be able to:

a) watch a video clip of force between like and unlike poles of a magnet

b) investigate the force between like poles of magnets

c) appreciate the applications of magnets in day-to-day life

 How do we identify magnetic materials in our environment?

 

 The learner is guided to:

• carry out activities showing repulsion between two like poles of magnets.

• Search for and watch animations showing force between like and unlike poles of magnets.

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 129-130

Active Integrated Scie. Gr 7 P.B pg.149-151

 Portfolio

• Written Test

• Observation Schedule

• Assessment Rubrics

• Checklist

• Practical Work

  
  4   Uses of a magnet in daily life By the end of the lesson the learner should be able to:

a) Watch a video clip on the uses of a magnet

b) identify the uses of magnets in day-to-day life

c) appreciate the applications of magnets in day-to-day life

 How are magnets used in day-to-day life? The learner is guided to:

• discuss the uses of magnets with peers

 

 • Basic Laboratory Apparatus, equipment and selected specimens

Active Integrated Scie. Gr 7 T.G pg. 131-134

Active Integrated Scie. Gr 7 P.B pg.151-156

 Portfolio

• Written Test

• Observation Schedule

• Assessment Rubrics

• Checklist

• Practical Work

  
9 END TERM ASSESSMENT/CLOSING

 

 

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1. Log in by entering your KCSE index number as both the Username and Password (Do not include the Year)

2. Download and print the admission letter and other documents

3. Online registration will take place from 23rd -28th August 2021 .
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KNEC News Portal, Knec Schools Portal

Full list of top, best performing schools in KCSE 2019 per County- Uasin Gishu

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Moi Girls High School, Eldoret, scored a mean of 9.32 (B plain) in the 2019 Kenya Certificate of Secondary Education (KCSE) to lead other schools in Uasin Gishu County. Other schools with impressive results were Segero and Paul Boit Boys.

Here is the list of top schools in the County:

  • Moi Girls High School, Eldoret: 9.32 (B plain)
  • Segero: 7.52 (B- minus)
  • Paul Boit Boys Secondary: 7.5 (B plain)
  • Segero Adventist: 7.2 (C+ plus)
  • Loreto Girls: 6.9 (C+ plus)
  • Chebisaas Secondary: 6.8 (C+ plus)
  • Seko 6.78 (C+ plus)
  • Kerotet Girls 6.6 (C+ plus)
  • Turbo Girls 6.538 (C+ plus)

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

Featured

How to update your SIM Card from diaspora

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If you are in the diaspora or out of the country and you want to register or update your Safaricom Simcard details online then (currently) the only you have is to send Safaricom a message via Twitter @Safaricom_Care and they will help you with the registration process.

Note: You will be required to provide your phone number, ID/passport number, and attach passport with (visa and biodata, exit stamp from Kenya, and entry stamp to the country you are).  You will also be required to provide a contact number that can be used to reach you.

Universities and Colleges Portal

Garissa University Student Portal [Student Login] Admission

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The Garissa University student online portal helps a student to download KUCCPS admission letter, KUCCPS admissions lists, register for courses, register for exams, check fees balances, book room and check exam results.

Full list of services available on the university’s portal:

  • E-learning portal login
  • Fees Payment,
  • Check Result,
  • View Admission List/Status,
  • Acceptance Fees Payment Details,
  • Transcript,
  • View Academic Calander,
  • Extra Credit Hours,
  • Deferment of Admission and so much more.

THE Garissa UNIVERSITY STUDENT ONLINE PORTAL

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Knec Schools Portal

Motagara Girls High School’s Verified KCSE 2023-2024 Results and Grades Distribution

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Motagara Girls High school registered an impressive performance in the KCSE 2023 exams by emerging position eleven (11) in Nyamira County.

The school recorded a very good mean score of 7.678 points, to rank among the KCSE 2023 top performing schools in the country.

The school’s mean score moved from 6.821 in the previous year, to 7.678 in this year’s KCSE exam.

The school’s candidature in the KCSE 2023 exam was 59 students.

A total of 51 Students scored above C+ thus securing direct entry to university since this is the minimum university entry grade as stipulated by colleges and universities placement body (Kuccps).

Motagara Girls High school’s KCSE 2023/2024 Results Analysis; Grades Distribution.

Unfortunately, no student scored the most coveted grade of A plain (A) whereas zero students scored A minus (A-). Majority of the students scored grade C+ (plus) and above.

Ps County Sub County School Name Boys Girls Total A A- B+ B B- C+ C C- D+ D D- E X Y U P W TOT 2019, 2020, 2021, 2022, 2023, DEV Above C+ University %
11 NYAMIRA NYAMIRA SOUTH MOTAGARA GIRLS 0 59 59 0 0 5 11 14 21 5 3 0 0 0 0 0 0 0 0 0 59 4.390 4.286 6.677 6.821 7.678 0.857 51 86.44067797
Motagara Girls High School

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TSC News Portal

TSC Interview Questions So as to get promotion to next grade

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QUESTlONS AT ANY TSC INTERVIEWS SO AS TO ACQUIRE HIGHER JOB GROUP.

 

  • What are the national goals of education?
  • To foster nationalism, patriotism and promote national unity.
  • To promote social, economic, technological and industrial needs for national development.
  • To provide individual development and self-fulfilment.
  • To promote social equality and responsibility.
  • To promote sound moral and religious values
  • To promote international consciousness and a positive attitude towards other nations.
  • To promote a positive attitude towards good health and the environment.
  • What is the structure of the Ministry of education?

Cabinet Secretary 3 Principal Secretaries Director General

 

CS

 

 

 

BASIC

OVERSEEING

 

 

 

 

 

 

 

 

 

  • What is the overall role of the Minister for Education?
  • Formulation of policy direction and management of professional functions relating to education.
  • Developing and implementing projects and programmes.
  • Developing curriculum.
  • Initiating training programmes.
  • Running examinations.
  • Giving grant-in-aid to schools.
  • Dealing with audit report
  • Admitting and transferring students.
  • Dealing with discipline of students.
  • Who publishes for the Ministry of Education?

KLB

  • What is the structure of the T.S.C?

Chairperson Deputy Sec.

 

Directorate

 

 

 

 

 

 

 

  • What are the TSC core values?
  • Professionalism
  • Customer focus
  • Integrity
  • Innovation
  • Team spirit
  • Outline the TSC mission and vision.
  • What is inscribed in the TSC platform?
  • What are the functions of TSC?

Teachers Service Commission is mandated to perform the following functions:

  • to register trained teachers;
  • to recruit and employ registered teachers;
  • to assign teachers employed by the Commission for service in any public school or institution;
  • to promote and transfer teachers;
  • to exercise disciplinary control over teachers;
  • to terminate the employment of teachers.
  • review the standards of education and training of persons entering the teaching service;
  • review the demand for and the supply of teachers;
  • advise the national government on matters relating to the teaching profession.
  • What empowers T.S.C to carry out its functions?
  • The TSC Act (Cap212) of 1967
  • The Constitution of Kenya Article 237(2) of 2010
  • What is the role of the secretary T.S.C?

Under the guidance of the Commission, the Secretary will perform the following duties:-

  • Execute the decisions of the Commission.
  • Be the head of the Secretariat.
  • Facilitate, coordinate and ensure execution of the Commission’s mandate.
  • Advise the Commission on teacher projections to facilitate staffing of learning institutions.
  • Advise and make recommendations to the Commission on optimum utilization of available teachers.
  • Make recommendations to the Commission on appointment and deployment to administrative posts in educational institutions.
  • Ensure maintenance of the register of teachers and be custodian of all records of the Commission.
  • Be the Accounting officer of the Commission and ensure proper and diligent implementation of Part IV of the TSC Act and any other written law.
  • Ensure staff compliance with the constitution and other laws.
  • Be responsible for administration and management of the secretariat resources.
  • Promote professionalism in the teaching service.
  • Advise the Commission on suitability of persons entering the teaching service.
  • What is the role of K.l.C.D., inspectorate and K.N.E.C?

The Kenya Institute of Curriculum Development (KICD) is mandated to perform the following functions:

  • Advise the Government on matters pertaining to curriculum development
  • Evaluate, vet and approve, for application in Kenya, any local and foreign curricula and curriculum support materials in relation to the levels of education and training
  • Implement the policies relating to curriculum development in basic and tertiary education and training;
  • Develop, review and approve programmes, curricula and curriculum support materials that meet international standards for— (i) early childhood care, development and education; (ii) pre-primary education; (iii) primary education; (iv) secondary education; (v) adult, continuing and non-formal education; (vi) teacher education and training; (vii) special needs education; and (viii) technical and vocational education and training.
  • Initiate and conduct research to inform curriculum policies, review and development.
  • Collect document and catalogue information on curricula, curriculum support materials and innovations to create a data bank and disseminate the information to educational institutions, learners and other relevant organizations
  • Print, publish and disseminate information relating to curricula for basic and tertiary education and training
  • Collaborate with other individuals and institutions in organizing and conducting professional development programmes for teachers, teacher trainers, quality assurance and standards officers and other officers involved in education and training on curriculum programmes and materials
  • Develop disseminate and transmit programmes and curriculum support materials through mass media, electronic learning, distance learning and any other mode of delivering education and training programmes and materials
  • Promote equity and access to quality curricula and curriculum support materials
  • Offer consultancy services in basic and tertiary education and training
  • Incorporate national values, talent development and leadership values in curriculum development
  • Receive, consider, develop and review curriculum proposals
  • Perform such other function as may be assigned to it under the KICD Act No.4 of 2013 or any other written law.

The core functions of the KNECouncil are to:

  • develop national examination tests;
  • register candidates for the KNEC examinations;
  • conduct examinations and process the results;
  • award certificates and diplomas to successful candidates;
  • issue replacement certificates and diplomas;
  • conduct educational assessment research;
  • conduct examinations on behalf of foreign exam boards.
  • What is the composition of the board of Management of a school and how are they chosen?

B.O.M is established under Section 55 of The Basic Education Act 2013.It is composed of;

  • The head of the schools as the secretary of the board,
  • 6 persons elected to represent parents or local community in case of County Sec. School
  • 1 person nominated by the county board.
  • 1 person representing teaching staff elected by teachers.
  • 3 representatives of school sponsor
  • 1 person to represent special interest group.
  • 1 person to represent persons with special needs.
  • 1 representative of the student council as an ex-officio.
  • Differentiate between the roles of the B.O.M and P.A in a School.

BOM

Some of the responsibilities and roles that are expected of this board includes;

  • providing oversight on management of the school.
  • monitoring curriculum delivery and learning achievement in the school.
  • to ensure that the students engage in extra curriculum activities.
  • to ensure the competence of the teachers in delivery of the content of the curriculum.
  • develop all institutional policies and ensure accountability and prudent use of institutional resources.
  • mobilizing resources for the institution development based on agreed strategic planning.
  • to promote networking and partnership for the school
  • to discuss and approve comprehensive termly and annual reports and forwards them to the county education board (CEB).
  • to promote quality education and training for all learners in accordance with the standards set under the education acts, national policies, and county government policies
  • to supervise and ensure quality in curriculum implementation and delivery and oversee the conduct of examination and assessments of school.
  • to ensure and assure provision of proper and adequate proper physical activities as well as teaching and learning resources in order to create an enabling environment for the school community to perform their duties effectively and achieve set objectives of the institution.

PA – Parent Association

In order to help the school realize its purpose, parents play some important roles. These include,

  • Raise money to help both the running and the activities of the school.
  • Explain the roles of the school to the community, this is how teachers and community members come to a more harmonious relationship.
  • They give their points of view to the teachers concerning academic improvement and moral standards.
  • Help head teachers and their staff maintain effective discipline among their students.
  • Define curriculum, co curricular and core curriculum.
  • Curriculum – all planned learning programs that facilitate formal, non-formal and informal learning.
  • Co-curriculum – voluntary curriculum that includes sport, clubs, student government and school publications.
  • Core curriculum – the body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students.
  • Distinguish between formal, non formal and informal curriculum
  • Formal curriculum – the curriculum in which there are deliberately organized, planned and written processes in a formally organized learning institution such as a school with organized structures such as classrooms.
  • Non formal curriculum – refers to any organized, planned and written learning activity that operates outside the formal education system. It emphasizes practical skills and targets particular population group.
  • Informal or Hidden curriculum – curriculum that constitutes a lifelong process in which people learn from every day experiences which are not necessarily planned or organized.
  • Give the process of curriculum development.

KICD has adopted a nine-stage curriculum development model as follows:

  1. Needs Assessment.
  2. Conceptualization and policy formulation.
  • Curriculum designs.
  1. Development of syllabuses.
  2. Development of curriculum support materials.
  3. Preparation of curriculum implementers.
  • Piloting/Phasing.
  • National Implementation.
  1. Monitoring and Evaluation.
  • What is the difference between curriculum and syllabus?

Curriculum is all planned learning programs that facilitate formal, non-formal and informal learning while the syllabus is a course outline comprising a collection of topics on the same subject matter and a series of statements of what is to be learned within a given time frame. This consists of the content and objectives of the core subjects and optional subjects offered.

  • Give cases of interdiction where a teacher earns half salary.
  • Fraudulent payment or excessive payment from public revenues for goods and services.
  • Failure to comply with any law or applicable procedures and guidelines relating to procurement.
  • Mismanagement of funds or incurring expenditures without planning.
  • Any offence involving dishonesty under any written law providing for maintainance or protection of public revenue.
  • Name the different types of leave a teacher is entitled to and how many days in a year is a permanent and pensionable teacher entitled to annual leave?
  1. Maternity Leave

A female teacher is entitled to 90 calendar days maternity leave from the date of confinement. This leave is exclusive of annual leave. The application for leave should be submitted to the DEO/MEO/DCE through the head of institution at least one month before the leave is due and must have supporting medical documents.

  1. Paternity Leave

A male teacher can apply for paternity leave of up to 10 days within the period of spouse’s maternity leave.

  1. Study leave – with pay

– without pay

  1. Annual leave

Permanent & pensionable – 30 days with full pay each year.

Temporary or contract – 30 days with full pay each year.

  1. Sick leave

Permanent & pensionable – 3 month full pay another 3 month ½ pay in the calendar year.

Temporary or contract – 1 month full pay another 1 month ½ pay

  1. Compassionate leave

In times of distress such as death, a court case, marital disharmony, arson and serious illness of a member of the family – maximum 15 days in a year.

  1. Special leave

Short duration for teachers who have to travel abroad to participate in seminars or short courses or important events – max. 3 months in a year.

  1. Compulsory leave

30 days with full pay to allow investigations into allegations.

  1. Leave without pay

Special conditions eg accompanying a sick person for more than normal 15 days compassionate leave.

  • When is a teacher given study leave with pay?
  • Has worked for the commission for a min. of 5 years
  • UT teacher seeking to undertake postgraduate diploma or degree in education.
  • A teacher studying in an area of great need as specified in the study leave policy.
  • Trained technical teacher admitted to a national polytechnic for a higher National Diploma provided the subject area is in demand in the teaching service.
  • Has demonstrated a good record in performance.
  • What are the possible verdicts of interdiction?
  1. A teacher has no offence hence revoke interdiction.
  2. A teacher has committed an offence that does not warrant removal hence;
  • Warning in writing.
  • Surcharge
  • Suspension not exceeding 6 months without pay.
  • Retire in the public interest
  • Refered for medical evaluation by Director of Medical Services.
  1. A teacher has committed an offence hence dismissal and deregistered.
  • Differentiate between interdiction and suspension.
  • Suspension – Temporary prohibition of a teacher from exercising his/her functions as a teacher pending determination of his/her disciplinary case.
  • Interdiction – removal of a teacher from service in accordance with regulation 153 of the TSC Code.
  • What are the interdiction cases where a teacher does not earn any money?
  • Chronic absenteeism
  • Desertion of duty
  • Having been jailed
  • Misappropriation/mismanagement of public funds.
  • Fraudulent claims & receipt of funds.
  • Use of false certificates.
  • Forgery, impersonation, collusion & immoral behavior.
  • What is C.B.E? How is it calculated?

Curriculum Based Establishment – the number of teachers a school need in relation to the number of streams a school has. It is calculated by considering the minimum lessons a teacher should teach(27) and the subjects offered in the school.

  • Name four education commissions since independence and what were the recommendations of the commissions.
  1. Ominde commission(1964)
  • It reformed the education system inherited from the colonial government to make it responsive to the needs of independent Kenya.
  • It proposed an education system to foster national unity and create sufficient human resource for national development
  • English became a medium of instruction
  • It set the entry age to class one at 6 years.
  1. Bessay Report (1972)
  • It recommended changes to the inherited curricular to make it relevant to local needs.
  1. Gachathi Report(1976)
  • The report focused on redefining Kenya’s educational policies and objectives, giving consideration to national unity, economic, social and cultural aspirations of the people of Kenya.
  1. Mackey Report (1981)
  • It led to the removal of ‘A’ level and expansion of other post-secondary training institutions.
  • It led to the establishment of Moi University.
  • It recommended the stablishment of the 8-4-4 system of education and the commission of High Education (CHE)
  1. Kamunge commission(1988)
  • It focused on improving education financing, quality and relevance.
  • From this report , the government produced Sessional Paper No 6 on Education & Training for the Next Decade & Beyond.
  • This led to the policy of cost sharing in education between the government, parents and community.
  1. Koech commission(2000)
  • It recommended Totally Integrated and Quality Education and Training(TIQET) in order to accelerate industrial and technological development.
  • On which grounds can a teacher be retired?
  • Age
  • Public interest- gross miscond
  • Medical/ill health
  • Abolition of office
  • Notice for retire – 3 months
  • Name three types of retirement benefits.
  • Pension
  • Gratuity
  • Work injury benefits
  • What is the deadline for submission of Books of Accounts for auditing?

31st January following year

  • What does the ‘Orange Book contain?

Prices of reference and course books

  • Who is the TSC agent in your school?

The principal

  • Differenciate between informal education, formal education and non- formal education
  • Informal Education:– the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment-from family and neighbours, from work and play, from the marketplace, the library and the mass media…’
  • Formal Education:– the hierarchically structured, chronologically graded “educational system”, running from primary school through the university and including, in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical and professional training.’
  • Non-Formal Education:– any organized educational activity outside the established formal system-whether operating separately or as an important feature of some broader activity-that is intended to serve identifiable learning clientèle and learning.
  • What are the five areas in a lesson observation form?
  • Introduction & lesson organization
  • Content delivery
  • Teaching methods
  • Learners involvement & communication
  • Classroom management.
  • Name the seven areas enlisted for targets in a TPAD.

 

REQUIREMENTS FOR TPAD

  1. For the Secondary school teachers the TPAD file must have the following
  1. File
  2. Appraisal tool of 2016,dully signed at the back by your Appraiser(Deputy) and countersigned by the principal
  • Pages 12,13,14 must be filled and signed as required, Rubber stamp must appear in Pg 13 of 15 both in Term 1 ,2 and 3
  1. 1st pg appraisal period be stated.1st of January 2016 to 31st DEC 2016
  2. You must have at least 3 observation form signed by Deputy for trs. For 2016, as for 2017 have one in the file now.
  3. Have a T/Table of yr Lesson in yr TPAD file..at least For 2016 and 2017
  • A document to show year target/school/class
  • Lesson Recovery Record evidence if you have.

 

 

 

Position Current Office Holder
Chairperson Dr. Lydia Nzomo
Eight Commissioners 1.     Cleopas Tirop (Vice Chairperson)
2.     Dr. Salome Gichura
3.     Chache Bonza Bolo
4.     Beatrice Marembo Adu
5.     Kinoti Imanyara
6.     Albert Fred Ekirapa
Secretary / CEO: Mrs. Nancy Njeri Macharia
Deputy Secretary Mr. Simon M. Kavisi

 

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