Meru County Latest List of Best Senior Schools (Secondary)

Meru County boasts several top-performing Senior/ secondary schools, including Meru School, St. Mary’s Girls Igoji, Nkubu Boys, and Kaaga GirlsMeru School, a national school, is located along the Meru-Maua Road in Imenti North. St. Mary’s Girls is situated in Igoji, while Nkubu Boys is in Imenti South. Kaaga Girls is located in Imenti North. Other notable good senior schools include Igembe School, Nkuene Girls, and Kirindine Day. 
Here’s a more detailed look at some of the best schools:
  • Meru School: A national school, known for its academic performance and located in Imenti North. 
  • St. Mary’s Girls Igoji: A highly regarded girls’ school that has consistently produced good results. 
  • Nkubu Boys: Another strong performer in Meru County, located in Imenti South. 
  • Kaaga Girls: A well-regarded girls’ school with a strong academic record. 
  • Igembe School: Located in Igembe South, it’s another top school in the county. 
  • Nkuene Girls: Situated in Imenti South, this school is also among the best in the region. 
  • Kirindine Day: A school in Igembe South that has shown strong academic performance. 

NATIONAL SENIOR SCHOOLS IN MERU COUNTY

SCHOOL NAME GENDER COUNTY SUB COUNTY UIC/ NEMIS CODE KNEC CODE
ST. LUCY’S HIGH SCHOOL FOR THE VISUALLY IMPAIRED Mixed MERU IGOJI MZDD 15370324
ST. MARY’S GIRLS HIGH SCHOOL IGOJI GIRLS MERU IGOJI MY4N 15300012
KAAGA GIRLS’ HIGH SCHOOL GIRLS MERU IMENTI EAST JYVC 15374102
MERU SCHOOL BOYS MERU IMENTI EAST J5DS 15300002
NKUBU HIGH SCHOOL BOYS MERU IMENTI SOUTH GEML 15319101

EXTRA-COUNTY SENIOR SCHOOLS IN MERU COUNTY

SCHOOL NAME GENDER COUNTY SUB COUNTY UIC/ NEMIS CODE KNEC CODE
KANYAKINE HIGH SCHOOL BOYS MERU ABOGETA Z8TH 15369201
MARAA  SECONDARY SCHOOL GIRLS MERU ABOGETA Q3VK 15369221
YURURU GIRLS’ SECONDARY SCHOOL GIRLS MERU ABOGETA 85DM 15369205
KIBIRICHIA BOYS SECONDARY SCHOOL BOYS MERU BUURI EAST UNMW 15364301
KIBIRICHIA GIRLS SECONDARY SCHOOL GIRLS MERU BUURI EAST S5H5 15364302
RUIRI GIRLS SECONDARY SCHOOL GIRLS MERU BUURI EAST 2VU4 15364204
ONTULILI BOYS SECONDARY SCHOOL BOYS MERU BUURI WEST 84UW 15334102
BISHOP NJIRU GIRLS’ KANGETA GIRLS MERU IGEMBE CENTRAL 5U7T 15362102
BURIERURI BOYS SECONDARY SCHOOL BOYS MERU IGEMBE CENTRAL XMKP 15362101
NJIA BOYS SECONDARY SCHOOL BOYS MERU IGEMBE CENTRAL 588A 15362103
NTUNENE GIRLS SECONDARY SCHOOL GIRLS MERU IGEMBE NORTH M2PR 15337301
IGEMBE BOYS’ SECONDARY SCHOOL BOYS MERU IGEMBE SOUTH TZRM 15309301
MAUA GIRLS SECONDARY SCHOOL GIRLS MERU IGEMBE SOUTH HGW9 15309201
GAKUUNI GIRLS SECONDARY SCHOOL GIRLS MERU IGOJI AJD5 15370307
GIKURUNE BOYS SECONDARY SCHOOL BOYS MERU IGOJI 3GTR 15370306
GIKURUNE GIRLS SECONDARY SCHOOL GIRLS MERU IGOJI E3EM 15370310
KAAGA BOYS SECONDARY BOYS MERU IMENTI EAST TKAK 15374103
GIKUMENE GIRLS ‘ SECONDARY SCHOOL GIRLS MERU IMENTI NORTH K6DP 15304106
NKUENE GIRLS HIGH SCHOOL GIRLS MERU IMENTI SOUTH TWKD 15319104
ABOTHUGUCHI SECONDARY SCHOOL BOYS MERU MERU CENTRAL X4SA 15318101
KINJO GIRLS SECONDARY SCHOOL GIRLS MERU MERU CENTRAL P7MF 15318309
KIRIGARA GIRLS SECONDARY SCHOOL GIRLS MERU MERU CENTRAL LYVR 15318104
MIKINDURI GIRLS SECONDARY SCHOOL GIRLS MERU TIGANIA CENTRAL D285 15361115
MIATHENE BOYS HIGH SCHOOL BOYS MERU TIGANIA WEST QSXN 15327101

COUNTY SENIOR SCHOOLS IN MERU COUNTY

SCHOOL NAME GENDER COUNTY SUB COUNTY UIC/ NEMIS CODE KNEC CODE
IGANDENE SECONDARY SCHOOL BOYS MERU ABOGETA NKFB 15369208
IGOKI BOYS’ SECONDARY SCHOOL BOYS MERU ABOGETA 76V3 15369206
KITHANGARI BOYS SECONDARY SCHOOL BOYS MERU ABOGETA HLPX 15369214
KITHANGARI GIRLS SECONDARY SCHOOL GIRLS MERU ABOGETA AXKG 15369203
KITHATU GIRLS SECONDARY SCHOOL GIRLS MERU ABOGETA YUQ4 15369204
MACHIKINE GIRLS SECONDARY SCHOOL GIRLS MERU ABOGETA X2TK 15369210
NDAGENE SECONDARY SCHOOL BOYS MERU ABOGETA V9WW 15369202
GAKANDO GIRLS SECONDARY SCHOOL GIRLS MERU BUURI EAST DYXK 15364304
KIIRUA BOYS SECONDARY SCHOOL BOYS MERU BUURI EAST 6JAV 15364201
MUCHEENE SECONDARY SCHOOL Mixed MERU BUURI EAST LGTU 15364303
NAARI SECONDARY SCHOOL GIRLS MERU BUURI EAST S4FP 15364202
FGCK KISIMA SECONDARY SCHOOL Mixed MERU BUURI WEST 92JL 15334103
AKIRANG’ONDU SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL 943U 15362115
ANTUAMBUI SECONDARY SCHOOL BOYS MERU IGEMBE NORTH 66MQ 15337303
ST. RITAS’ AMWAMBA GIRLS SECONDARY SCHOOL GIRLS MERU IGEMBE SOUTH KVM6 15309302
KIANGUA SECONDARY SCHOOL MIXED MERU IGOJI HLQB 15370304
MIRURIIRI BOYS SECONDARY SCHOOL BOYS MERU IGOJI 6ULG 15370303
MIRURIIRI GIRLS SECONDARY SCHOOL GIRLS MERU IGOJI XDFY 15370318
ST AGNES-GAUKUNE GIRLS SECONDARY SCHOOL GIRLS MERU IGOJI WS8F 15370308
CHUGU BOYS SECONDARY SCHOOL BOYS MERU IMENTI EAST GGQN 15374106
MULATHANKARI GIRLS HIGH SCHOOL GIRLS MERU IMENTI EAST R5HY 15374107
MUNITHU MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST L2FW 15374114
NKABUNE GIRLS SECONDARY SCHOOL GIRLS MERU IMENTI EAST N4TA 15374109
ST. BAKHITA GIAKI GIRLS SECONDARY SCHOOL GIRLS MERU IMENTI EAST XUPT 15374105
THUURA SECONDARY SCHOOL BOYS MERU IMENTI EAST NJPD 15374108
KIRIGE HIGH SCHOOL BOYS MERU IMENTI NORTH DGW7 15304107
NTHIMBIRI SECONDARY SCHOOL BOYS MERU IMENTI NORTH HZCL 15304110
KATHERA GIRLS SECONDARY SCHOOL GIRLS MERU IMENTI SOUTH M29A 15319108
KATHERA SECONDARY SCHOOL BOYS MERU IMENTI SOUTH 9AAQ 15319106
MIKUMBUNE BOYS SECONDARY SCHOOL BOYS MERU IMENTI SOUTH KL9H 15319107
NYAGENE GIRLS’ SECONDARY SCHOOL GIRLS MERU IMENTI SOUTH ER8D 15319109
ST. PETER NKUENE BOYS BOYS MERU IMENTI SOUTH BR6V 15319103
UKUU HIGH SCHOOL GIRLS MERU IMENTI SOUTH GZTU 15319105
URUKU GIRLS SECONDARY SCHOOL GIRLS MERU IMENTI SOUTH XWQB 15319110
NTHARE SECONDARY SCHOOL Mixed MERU KIENGU 7F9M 15379101
NTUENE SECONDARY SCHOOL Mixed MERU KIENGU ZVBQ 15379102
THITHA SECONDARY SCHOOL Mixed MERU KIENGU 5NTJ 15379108
GAITU SECONDARY SCHOOL Mixed MERU MERU CENTRAL JTSM 15318203
GITHONGO SECONDARY SCHOOL BOYS MERU MERU CENTRAL XB88 15318308
KAONGO GIRLS SECONDARY SCHOOL GIRLS MERU MERU CENTRAL PMVE 15318204
KARUGWA GIRLS’ SECONDARY SCHOOL GIRLS MERU MERU CENTRAL LMME 15318311
KATHERI GIRLS HIGH SCHOOL GIRLS MERU MERU CENTRAL THH2 15318328
KATHERI HIGH SCHOOL BOYS MERU MERU CENTRAL V9UM 15318307
KEERU SECONDARY SCHOOL BOYS MERU MERU CENTRAL 7BF2 15318302
KIAMURI SECONDARY SCHOOL Mixed MERU MERU CENTRAL C6XW 15318209
KITHIRUNE GIRLS’ SECONDARY SCHOOL GIRLS MERU MERU CENTRAL PQA9 15318305
NKANDO SECONDARY SCHOOL BOYS MERU MERU CENTRAL QF5M 15318102
RUIGA GIRLS SECONDARY SCHOOL GIRLS MERU MERU CENTRAL DK83 15318103
ANTUBETWE KIONGO SECONDARY SCHOOL Mixed MERU MUTUATI BFS5 15380102
MUTUATI SECONDARY SCHOOL BOYS MERU MUTUATI 2LBF 15380201
NAATHU SECONDARY SCHOOL GIRLS MERU MUTUATI 4MH3 15380203
AKAIGA SECONDARY SCHOOL BOYS MERU TIGANIA CENTRAL 986T 15361101
IRINDIRO SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL XBU4 15361108
KALIENE SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL B87M 15361109
KIRIENE MIXED DAY AND GIRLS BOARDING SECONDARY SC GIRLS MERU TIGANIA CENTRAL 94ZG 15361122
NGAGE MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL YBKP 15361120
KARAMA BOYS SECONDARY SCHOOL BOYS MERU TIGANIA EAST J2KR 15349102
MUKUIRU MIXED DAY BOARDING SECONDARY SCHOOL Mixed MERU TIGANIA EAST CTQ3 15349119
NYAMBENE GIRLS’ SECONDARY SCHOOL GIRLS MERU TIGANIA EAST 7AVN 15349104
RUMANTHI GIRLS’ SECONARY GIRLS MERU TIGANIA EAST WXYG 15349111
ST ANGELA’S GIRLS’ GIRLS MERU TIGANIA EAST BDH6 15349103
ST. CYPRIAN HIGH SCHOOL Mixed MERU TIGANIA EAST XP4K 15349101
ST. MARYS MBARANGA Mixed MERU TIGANIA EAST 2S74 15349105
AKITHII GIRLS SECONDARY SCHOOL GIRLS MERU TIGANIA WEST Y9LV 15327104
ATHWANA HIGH SCHOOL Mixed MERU TIGANIA WEST G6QZ 15327107
KANJALU GIRLS SECONDARY SCHOOL GIRLS MERU TIGANIA WEST UZM5 15327103
KIANJAI GIRLS SECONDARY SCHOOL GIRLS MERU TIGANIA WEST 2K9K 15327120
KIANJAI SECONDARY SCHOOL BOYS MERU TIGANIA WEST QQDT 15327108
KIBULINE SECONDARY SCHOOL Mixed MERU TIGANIA WEST RUK5 15327106
KIMACHIA SECONDARY SCHOOL Mixed MERU TIGANIA WEST 66L3 15327105
KITHEO SECONDARY SCHOOL Mixed MERU TIGANIA WEST JDGN 15327109
MCK MITUNTU GIRLS’ SECONDARY SCHOOL GIRLS MERU TIGANIA WEST 4NMC 15327111
ST. LUKE’S SECONDARY SCHOOL BOYS MERU TIGANIA WEST 8N9E 15327102
ST.FRANCIS OF ASSISI SECONDARY SCHOOL – MURAMBA Mixed MERU TIGANIA WEST WR6M 15327113
URINGU GIRLS SECONDARY SCHOOL GIRLS MERU TIGANIA WEST ZYTR 15327110

SUB-COUNTY SENIOR SCHOOLS IN MERU COUNTY

SCHOOL NAME GENDER COUNTY SUB COUNTY UIC/ NEMIS CODE KNEC CODE
BLESSED JOSEPH GERALD DAY SECONDARY SCHOOL Mixed MERU ABOGETA EESM 15369216
GAATIA MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA CNVX 15369218
IGANDENE MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA GBNS 15369225
KAIRAA MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA YSBT 15369219
KIONYO SECONDARY SCHOOL Mixed MERU ABOGETA 7XFW 15369215
KITHAKANARO MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA JYPQ 15369224
KOTHINE MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA AKDW 15369222
LOWER CHURE DAY SECONDARY SCHOOL Mixed MERU ABOGETA F4Q3 15369213
MENWE MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA DKTJ 15369217
MUUTIOKIAMA SECONDARY SCHOOL BOYS MERU ABOGETA Z77L 15369207
NTHARENE MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA K5B9 15369211
NYOMBA YATHI DAY SECONDARY SCHOOL Mixed MERU ABOGETA GNCZ 15369223
P.C.E.A IRIENE DAY SECONDARY SCHOOL Mixed MERU ABOGETA KE2B 15369226
ST. MARTIN’S NGONGO MIXED DAY SECONDARY SCHOOL Mixed MERU ABOGETA 5D7V 15369126
ST.EUGENE SECONDARY SCHOOL Mixed MERU ABOGETA K4XV 15369209
YURURU DAY SECONDARY SCHOOL Mixed MERU ABOGETA UD4G 15369212
BUURI HIGH SCHOOL Mixed MERU BUURI EAST 7KS5 15364211
KIIRUA MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST B4W5 15364210
MARINYA-A-RUIBI SECONDARY SCHOOL Mixed MERU BUURI EAST SB9C 15364313
MBURUGITI MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST P7JP 15364309
MICHOGOMONE SECONDARY SCHOOL Mixed MERU BUURI EAST F4TW 15364205
MITOONE MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST SLML 15364212
MURINYA DAY SECONDARY SCHOOL Mixed MERU BUURI EAST P494 15364308
MUTUUMA DAY SECONDARY SCHOOL Mixed MERU BUURI EAST PSZL 15364209
NCOROIBORO MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST 3BGB 15364207
NTUGI MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST EXZ9 15364306
NTUMBURI DAY MIXED SECONDARY SCHOOL Mixed MERU BUURI EAST DRNE 15364307
RUGETENE DAY SECONDARY SCHOOL Mixed MERU BUURI EAST N6UH 15364208
RUIBI MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST 6CPM 15364305
RWARERA MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI EAST N2TP 15364213
ST. JAMES TUTUA SECONDARY SCHOOL Mixed MERU BUURI EAST 48CB 15364206
ST. THOMAS AQUINAS KITHUENE MIXED SECONDARY SCHOO Mixed MERU BUURI EAST RFM9 15364312
AIPCA  SUBUIGA MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI WEST F9NK 15334115
ANGAINE MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI WEST P4KY 15334110
CCM MBUJU SECONDARY SCHOOL Mixed MERU BUURI WEST 27TY 15334117
GUNDUA DAY SECONDARY SCHOOL Mixed MERU BUURI WEST 7LW9 15334108
KANGAITA MIXED SECONDARY SCHOOL Mixed MERU BUURI WEST MAN5 15334104
KITHITHINA MIXED SECONDARY SCHOOL Mixed MERU BUURI WEST Q7LC 15334106
MARITATI DAY SECONDARY SCHOOL Mixed MERU BUURI WEST GG7J 15334111
NGARE NDARE MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI WEST XZFY 15334112
NGUSISHI SECONDARY SCHOOL Mixed MERU BUURI WEST 2MF9 15334109
NTIRIMITI MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI WEST BZCN 15334107
ONTULILI MIXED SECONDARY SCHOOL Mixed MERU BUURI WEST 7XXD 15334105
SIRIMON MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI WEST GD8U 15334114
TIMAU MIXED DAY SECONDARY SCHOOL Mixed MERU BUURI WEST P44U 15334113
KANDUBAI DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL T7Z9 15362111
KANGETA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL SFNC 15362107
KARAMA ANTUAMUO SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL EPTD 15362118
KATHELWA  SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL 69AU 15362117
KIEIYA SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL WJVY 15362109
KILIMA MUNGU MIXED SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL BPM5 15362104
KITHARE DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL EMTN 15362112
KONGO KAMAU MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL RXFY 15362110
MACHUNGULU SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL X77M 15362116
MUKULULU DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL J6JK 15362114
MURINGENE DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL V9B4 15362120
NKINYANG’A SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL AQUK 15362108
NTURUBA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL 5WKF 15362105
NTUTI MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL SPCX 15362113
ST. JAMES DAY SECONDARY SCHOOL-LIMBUKU Mixed MERU IGEMBE CENTRAL KSLM 15362121
THAMARE MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL GGNY 15362106
TUURU MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE CENTRAL W4KG 15362119
KIRINDARA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE NORTH 8DW5 15337308
LINJOKA DAY SECONDARY SCHOOL Mixed MERU IGEMBE NORTH NEU5 15337311
LUKUNUNU MIXED SECONDARY SCHOOL Mixed MERU IGEMBE NORTH 4G3H 15337315
MARIRI SECONDARY SCHOOL Mixed MERU IGEMBE NORTH CU8H 15337304
MIUINE MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE NORTH G77W 15337312
MWERONGUNDU SECONDARY SCHOOL Mixed MERU IGEMBE NORTH WP7W 15337307
NKANDA SECONDARY SCHOOL Mixed MERU IGEMBE NORTH 2CTY 15337305
AKUI DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH 9LUF 15309306
ANTUBOCHIU MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH QN6H 15309209
ATHIMBA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH V2DW 15309314
ATHIRU GAITI SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH NAMB 15309303
AUKI SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH BAWQ 15309207
GITURA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH 47UN 15309208
ITUMI DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH NQ9U 15309214
KARUMARU DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH J3AT 15309304
KIEGOI DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH 3YCQ 15309203
KILALAI MIXED SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH 2SJ5 15309206
KINDANI MIXED SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH FSWN 15309307
KIRINDINE SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH JH6S 15309305
KITHETU KIRIMENE MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH N2DF 15309213
LULUMA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH K9EN 15309220
MAUA MIXED DAY SECONDARY  SCHOOL Mixed MERU IGEMBE SOUTH 7WRP 15309219
MBOONE DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH LQBR 15309218
RIAKI MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH EKD5 15309310
THAICU MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH GGCT 15309313
TIIRA MIXED DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH FVV8 15309309
UGOTI DAY SECONDARY SCHOOL Mixed MERU IGEMBE SOUTH VN4U 15309308
GEETO MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI 5PJP 15370322
KAROE DAY MIXED SECONDARY SCHOOL Mixed MERU IGOJI MW87 15370313
KATHIGU DAY SECONDARY SCHOOL Mixed MERU IGOJI 53XW 15370315
KINORO MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI D9NU 15370320
KIUNE MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI B32C 15370309
MBAINE MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI T8KR 15370319
MUGAE HILL MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI 9TJ7 15370316
MUKARAGATINE SECONDARY SCHOOL Mixed MERU IGOJI H4H8 15370325
MUREMBU  DAY & BOARDING SECONDARY SCHOOL Mixed MERU IGOJI 8HRW 15370311
MUTUNGURU SECONDARY SCHOOL Mixed MERU IGOJI W9BH 15370323
MWERU MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI 6PYQ 15370312
MWOROGA SECONDARY SCHOOL Mixed MERU IGOJI RVDV 15370321
RURAMA MIXED DAY SECONDARY SCHOOL Mixed MERU IGOJI MVFL 15370317
ST JOSEPHS INTEGRATED SECONDARY SCHOOL Mixed MERU IGOJI BZG8 15370314
ST. PAULS GITINE SECONDARY SCHOOL Mixed MERU IGOJI F6AY 15370326
BISHOP LAWI IMATHIU MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST BWQ3 15374113
CHUNG’ARI MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST 72PR 15374119
KAMBITI MIXED SECONDARY SCHOOL Mixed MERU IMENTI EAST NYH6 15374121
KATHIRUNE MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST R3E7 15374117
KIBURINE SECONDARY SCHOOL Mixed MERU IMENTI EAST 5LZA 15374112
MBIRIKENE MIXED SECONDARY SCHOOL Mixed MERU IMENTI EAST V6KH 15374124
MCK NTHAMIRI MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST HXZA 15374126
MULATHANKARI DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST JJZH 15374116
MUNITHU SECONDARY SCHOOL GIRLS MERU IMENTI EAST ZCK9 15374110
MWITHUMWIRU DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST UJLW 15374104
NGIINE MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST CNFR 15374125
NKABUNE DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST 5E8U 15374120
RUNOGONE MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST UE6B 15374115
RURIINE MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST EU69 15374123
RWANYANGE DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST XBP9 15374118
THUURA MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI EAST JLMC 15374122
CCM MERU TOWNSHIP SECONDARY SCHOOL Mixed MERU IMENTI NORTH FVTT 15304118
GACHANKA MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH K6AN 15304125
IRINDA DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH BT9C 15304114
KAING’INYO MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH 8Z4Y 15304122
KIAMIRIRU MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH 6L62 15304120
KINORU DAY MIXED SECONDARY SCHOOL Mixed MERU IMENTI NORTH 6NLK 15304116
KIRIGE DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH HR96 15304124
MERU MUSLIM SECONDARY SCHOOL Mixed MERU IMENTI NORTH M9AJ 15304113
MPURI MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH MDZ8 15304121
MWIRINE MIXED SECONDARY SCHOOL Mixed MERU IMENTI NORTH EBZ7 15304115
MWITERIA MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI NORTH 4BMQ 15304123
NG’ONYI BOYS SECONDARY SCHOOL BOYS MERU IMENTI NORTH LSRM 15304112
NTAKIRA GIRLS DAY SECONDARY SCHOOL MIXED MERU IMENTI NORTH YX88 15304119
ACK MITUNGUU BOYS BOARDING SECONDARY SCHOOL BOYS MERU IMENTI SOUTH V722 15319114
GAKONDI MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI SOUTH 2U7U 15319121
KAGWAMPUNGU DAY SECONDARY SCHOOL Mixed MERU IMENTI SOUTH WR8X 15319118
KATHANTHATU MIXED DAY SECONDARY  SCHOOL Mixed MERU IMENTI SOUTH PCYX 15319113
KAUBAU DAY SECONDARY SCHOOL Mixed MERU IMENTI SOUTH Y6XD 15319115
KIANJOGU MIXED DAY SECONDARY Mixed MERU IMENTI SOUTH 6ZR7 15319122
KIGARINE MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI SOUTH 9W2R 15319116
KITHUNGURI SECONDARY SCHOOL Mixed MERU IMENTI SOUTH MPTM 15319111
NKUBU MIXED DAY SECONDARY SCHOOL Mixed MERU IMENTI SOUTH LUCJ 15319117
NKUMARI SECONDARY SCHOOL Mixed MERU IMENTI SOUTH FNMW 15319112
RWOMPO SECONDARY SCHOOL Mixed MERU IMENTI SOUTH LM24 15319120
UPPER MIKUMBUNE SECONDARY SCHOOL Mixed MERU IMENTI SOUTH NJ2S 15319119
AKUUNE MIXED DAY SECONDARY  SCHOOL Mixed MERU KIENGU WJ2Y 15379113
K.K. AARU SECONDARY SCHOOL Mixed MERU KIENGU 4NAC 15379111
KABUKURO SECONDARY SCHOOL Mixed MERU KIENGU Q27J 15379114
KAMIRURU MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU UE2W 15379112
KANAATHU MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU 7DBY 15379115
KANJOO MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU RE4N 15379118
KATHATHENE SECONDARY SCHOOL Mixed MERU KIENGU 8QBN 15379107
KAURINE DAY SECONDARY SCHOOL Mixed MERU KIENGU 27DD 15379103
KAWIRU SECONDARY SCHOOL Mixed MERU KIENGU BXRE 15379109
MATIANDUI SECONDARY SCHOOL Mixed MERU KIENGU UM86 15379104
MATIRINE MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU DA34 15379119
MIORI MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU VT5N 15379106
MURERA SECONDARY SCHOOL Mixed MERU KIENGU 822P 15379116
NTHAMBIRO MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU UKYY 15379105
THIMBILI MIXED DAY SECONDARY SCHOOL Mixed MERU KIENGU 4TU3 15379110
ACK ST.PAUL’S MAKANDUNE SEC. SCHOOL Mixed MERU MERU CENTRAL SNXQ 15318206
GACURU MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 5BTM 15318213
GAOKENE MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL JYYQ 15318208
GATUATINE MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL P4BJ 15318210
HOLY FAMILY NKUENE SECONDARY SCHOOL Mixed MERU MERU CENTRAL 3R5H 15318115
KAGUMA MIXED SECONDARY SCHOOL Mixed MERU MERU CENTRAL 8HHM 15318313
KARAENE MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL ETD2 15318207
KARIENE MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 3RM3 15318109
KATHIRANGA DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL VL8E 15318324
KIANTHUMBI MIXED SECONDARY SCHOOL Mixed MERU MERU CENTRAL 5LCV 15318315
KIIJA MIXED SECONDARY SCHOOL Mixed MERU MERU CENTRAL RAH8 15318211
KINJO MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 5RQQ 15318325
KIRIA MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 2GSG 15318113
KIRIGARA DAY MIXED SECONDARY SCHOOL Mixed MERU MERU CENTRAL S9JT 15318116
KIRIRWA MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL BLRF 15318108
KITHIRUNE MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 7MBM 15318318
MARIENE MIXED DAY SCHOOL Mixed MERU MERU CENTRAL YSAG 15318110
MBWINJERU DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL MQ2V 15318322
MUGAMBONE SECONDARY SCHOOL Mixed MERU MERU CENTRAL EH6W 15318106
MUKUUNE MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 3JAS 15318205
MURATHI SECONDARY SCHOOL Mixed MERU MERU CENTRAL ERW4 15318133
MURI MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL G8SF 15318319
MURUUGI MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL GGKE 15318327
MUTHANGENE DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL 76P6 15318321
MWANGANTHIA SECONDARY SCHOOL Mixed MERU MERU CENTRAL BUVU 15318201
NGUCHIA MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL UZL8 15318212
NTONYERO MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL LW28 15318111
NYWERI MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL LE7P 15318112
RUIGA MIXED DAY SECONDARY SCHOOL Mixed MERU MERU CENTRAL SU9S 15318117
ST. BONAVENTURE RUIGA SECONDARY SCHOOL Mixed MERU MERU CENTRAL 2U26 15318105
TABATA DAY MIXED SECONDARY SCHOOL Mixed MERU MERU CENTRAL 7NQ9 15318114
AMBARU MIXED DAY SECONDARY SCHOOL Mixed MERU MUTUATI SUT8 15380206
ANJALU MIXED DAY SECONDARY SCHOOL Mixed MERU MUTUATI X4KA 15380110
INONO DAY MIXED SECONDARY SCHOOL Mixed MERU MUTUATI 4HCN 15380212
K.K. BAITHAI SECONDARY SCHOOL Mixed MERU MUTUATI ZKGS 15380207
KARICHU MIXED SECONDARY SCHOOL Mixed MERU MUTUATI AYL6 15380112
KATHANGA SECONDARY SCHOOL Mixed MERU MUTUATI GHCF 15380204
KATHATENE MIXED DAY SECONDARY SCHOOL Mixed MERU MUTUATI HSEL 15380115
KIANI MIXED SECONDARY SCHOOL Mixed MERU MUTUATI CSV7 15380116
KITHETU SECONDARY SCHOOL Mixed MERU MUTUATI KGJE 15380205
LEETA DAY SECONDARY SCHOOL Mixed MERU MUTUATI 6QCM 15380209
MBAYO DAY SECONDARY SCHOOL Mixed MERU MUTUATI AAQW 15380211
MBURANJIRU MIXED DAY SECONDARY SCHOOL Mixed MERU MUTUATI PMP2 15380210
MCK KAMBOO MIXED DAY SECONDARY SCHOOL Mixed MERU MUTUATI QK4Z 15380214
MFARIJI GIRLS SECONDARY SCHOOL GIRLS MERU MUTUATI PNR6 15380202
MIRIKI MIXED DAY SECONDARY SCHOOL Mixed MERU MUTUATI TPTU 15380107
MUROMUTUA MIXED SECONDRY SCHOOL Mixed MERU MUTUATI 6T8A 15380216
NAIKURIU SECONDARY SCHOOL Mixed MERU MUTUATI YS2X 15380215
NAIRURU SECONDARY SCHOOL Mixed MERU MUTUATI 8BTR 15380109
NDOLELI MIXED SECONDARY SCHOOL Mixed MERU MUTUATI 5YEH 15380117
NGUKWINE SECONDARY SCHOOL Mixed MERU MUTUATI A25Q 15380213
NKAMATHI  SECONDARY  SCHOOL Mixed MERU MUTUATI VK5J 15380208
ST. MARY’S  NTANKI  MIXED DAY  SECONDARY SCHOOL Mixed MERU MUTUATI 2ALS 15380106
AMETHO DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL SULN 15361102
AMUGAA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 2LL4 15361103
ANKAMIA DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL NPTN 15361104
CCM GITHU MIXED SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 7C5M 15361106
DEB KIGUMA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL P255 15361105
IKANA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 4X9X 15361107
K.K MWETHE SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 6BWD 15361126
KALULI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 2XAE 15361110
KAMITHEGA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL BKQU 15361127
KIGUCHWA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL VSQ8 15361111
KING’O MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL W5GP 15361112
MAREGA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL TESC 15361113
MCK KAATHI BUKWANG DAY MIXED SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL JGFP 15361114
MIURINE MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL DUSC 15361116
MUCIIMUKURU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 8H7N 15361117
MUKONO MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL B66P 15361118
MUTEWA DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 294K 15361119
RURII MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL RWNA 15361121
ST. BENEDICTS MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL YPX4 15361124
ST. MASSIMO MIXED SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL 5LR3 15361123
THUURI DAY SECONDARY SCHOOL Mixed MERU TIGANIA CENTRAL RTDX 15361125
ANTUANDURU MIXED DAY SEC Mixed MERU TIGANIA EAST PFAN 15349108
CHARURU MIXED DAY SECONDARY Mixed MERU TIGANIA EAST 6UZK 15349126
DEB MBARANGA DAY Mixed MERU TIGANIA EAST S2QR 15349117
KAILUTHA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA EAST 9UJ9 15349121
KINANG’ARU Mixed MERU TIGANIA EAST JFXU 15349116
KIRIMA MIXED DAY SEC Mixed MERU TIGANIA EAST EHRZ 15349123
LAIBOCHA SEC Mixed MERU TIGANIA EAST HZZQ 15349124
LAILUBA DAY SEC SCH Mixed MERU TIGANIA EAST GWQE 15349115
LUBUATHIRUA Mixed MERU TIGANIA EAST CXEX 15349110
MABUURUA MIXED DAY SEC Mixed MERU TIGANIA EAST SDX7 15349118
MCK LUUMA Mixed MERU TIGANIA EAST 92FH 15349106
MUTHARA DAY SECONDARY Mixed MERU TIGANIA EAST 8BW4 15349107
MWEROKIENI Mixed MERU TIGANIA EAST 9PGF 15349113
MWEROMUTHANGA Mixed MERU TIGANIA EAST 5SJN 15349125
NCHUI SECONARY Mixed MERU TIGANIA EAST H83L 15349109
NTIRUTU SEC Mixed MERU TIGANIA EAST P4HB 15349114
NTULILI SEC SCHOOL Mixed MERU TIGANIA EAST 65FH 15349122
THUBUKU SEC SCHOOL Mixed MERU TIGANIA EAST 93EX 15349112
THUURIA Mixed MERU TIGANIA EAST GAV7 15349120
AMATU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST ZQU4 15327148
AMWARI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST R29Y 15327139
K.K RWANJWEE MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST LAHV 15327141
K.K. LUMBI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST RUTB 15327136
KAAMU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST R3GX 15327130
KALIATI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 52XX 15327128
KAMAROO MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST RATS 15327138
KAMITONGU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST YWLA 15327150
KIANDIU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 397J 15327151
KIBIRU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST LVTN 15327132
KIORIMBA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST B3R2 15327144
KIRUKIRE DAY MIXED SECONDARY SCHOOL Mixed MERU TIGANIA WEST U8XY 15327137
KITHIIRI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 2JKH 15327133
KK THARAINE DAY SECONDARY Mixed MERU TIGANIA WEST N2VR 15327155
KUNENE MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 8H5G 15327112
LACIATHURIU SECONDARY SCHOOL Mixed MERU TIGANIA WEST K42Q 15327126
LAIRANG’I MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 79S6 15327140
LUBUNU SECONDARY SCHOOL Mixed MERU TIGANIA WEST NYGA 15327121
MACHAKU DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST JLB2 15327124
MACHEGENE MIXED SECONDARY SCHOOL Mixed MERU TIGANIA WEST G2B8 15327123
MAKANDI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST UWD9 15327134
MCK NTIBA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST SYEQ 15327146
MIATHENE MIXED SECONDARY SCHOOL Mixed MERU TIGANIA WEST QD89 15327116
MITUNTU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 6ZPC 15327149
MUCUUNE MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 9RSH 15327114
MUTHIONJURI DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST ZSC5 15327125
MWANIKA MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 86RC 15327142
MWERONKORO MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST H2DZ 15327145
NAIRIRI MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST RD5L 15327135
NKANGA SECONDARY SCHOOL Mixed MERU TIGANIA WEST UKLT 15327129
NKURARE MIXED SECONDARY SCHOOL Mixed MERU TIGANIA WEST HPQE 15327153
NTOOMBO MIXED SECONDARY SCHOOL Mixed MERU TIGANIA WEST P9KA 15327152
ST JOHNS’ NCHOORO MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST Z9FR 15327119
ST. AUGUSTINE- LUURIA DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 9ENT 15327147
THAU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST RYTG 15327122
THINYAINE DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST KHEW 15327115
TWALE DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST RLKJ 15327131
URRU MIXED DAY SECONDARY SCHOOL Mixed MERU TIGANIA WEST 9T83 15327117

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

Kirinyaga County Senior Schools

Kilifi County Senior Schools

Kiambu County Senior Schools

Kericho County Senior Schools

Kakamega County Senior Schools

Kajiado County Senior Schools

Isiolo County Senior Schools

Homa Bay County Senior Schools

Garissa County Senior Schools

Embu County Senior Schools

Elgeyo-Marakwet County Senior Schools

Busia County Senior Schools

Bungoma County  Senior Schools

Baringo County Senior Schools

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

Biology Paper 1 Exams and Marking Schemes Kassu Jet Exams

Name…………………………………………………          adm no. ……………class…….

 

School …………………………………………………                    

 

 

231/1

BIOLOGY

PAPER 1

Time:  2 HOURS

 

 

 

 

KASSU JET EXAMINATION 

 

 

 

231/1

BIOLOGY PAPER 1

Time:  2  HOURS

Sept 2021

 

 

INSTRUCTIONS TO CANDIDATES

  • Answer ALL the questions.
  • Answers must be written in the spaces provided in the question paper.
  • Additional pages must not be inserted.
  • The paper consists of 14 printed pages.

 

FOR EXAMINERS USE ONLY

Question Maximum score Candidate’s score
1-29 80

 

 

 

 

 

 

 

This paper consists of 13 printed pages. Candidates should check the question paper to ascertain that all the pages are printed as indicated and no questions are missing

  1. How does growth as a characteristic of living organisms differ in plants and animals?

                                                                                                                           (2marks

In plants growth occurs at meristematic tissues only ;while in animals growth occurs all over the body ;

  1. a) State the role of active transport in animal nutrition                                    (1mark)

Reabsorbtion of sugars and some salts in the kidney

Absorption of digested food from the alimentary canal into the blood stream.

Excretion of waste products from body cells.

  1. b) Cyanide lowers the rate of active transport. Explain?    (2marks)

cyanide is an enzyme inhibitor, it affects the rate of active transport

  1. The figure below is a diagram of a vertical section of a mammalian tooth.

(i)         Name the part labelled A and B.                                                         (2 marks)

Enamel

B Gum

(ii)        State two ways in which structure D is adapted to its functions.      (2 marks)

Contains blood vessels which supplies food nutrients and oxygen and remove carbon IV oxide and nitrogenous waste products;

                  – Contains nerve endings for sensitivity;

(iii)       List two ways of preventing gingivitis.                                                      (2 marks)

                  – Regular brushing of teeth;

-Proper exercise of the teeth by eating tough fibrous food;

-Eating foods that are rich in vitamin C

 

  1. The figure below shows % saturation of oxygen in blood in fish as water passes along the gill plate.

 

 

 

 

 

 

(a) (i) Name the type of blood flow shown in the gill plate.                                    (1mark)

Counter current flow

(ii) Explain the advantage of the type of flow named in a (i) above                      (2marks)

Creates a steep diffusion gradient; that enhances the rate of gaseous exchange across the gill filaments/ increases rate of gaseous exchange; through diffusion (Rej increases rate of gaseous exchange/enhances gaseous exchange alone

(b) State two organs in humans which display the type of flow named in a (i) above                                                         Kidney;  Placenta; Ileum                                                                                (2marks)

(c) State two ways in which floating leaves of aquatic plants are adapted to gaseous exchange                                                                                                     (2marks)

– Stomata found only on upper epidermis to allow efficient gaseous exchange;

            – Presence of large air-spaces/aerechyma tissue to enable floating and storage of air;

            – Lack cuticle to enhance gaseous exchange;

  1. The equation below shows an oxidation reaction of food substances.

C51H98O6 + 145O2   ——- X CO2   + 98 H2O + energy

  1. a) What do you understand by the term respiratory quotient?              (1mark)

      Volumetric relationship between Carbon (IV) oxide produced and oxygen consumed

 

  1. b) Determine respiratory quotient of the oxidation of food substance.  (2marks)

R.Q = CO2 produced

                                             O2 used up

R.Q = 102/145

                                 R.Q = 0.7

 

  1. c) Identify the food substances.                                                               (1mark)

              Fat/ Lipid

  1. When any one of the growth parameters such as growth in size or weight, increase in number of cells are plotted in a graph against time like below, a clear curve is obtained

State its name sigmoid curve                                              (1mark)

  1. The graph below represents the growth in a certain phylum.

 

 

 

How does this differ from growth in humans?                                                      (1mark)

 

 In humans it’s continuous from time of birth to maturity when it slightly tails off while for

this phylum it’s discontinuous /in intervals with shedding of exoskeleton

 

  1. The embryo of a dry, fully developed seed usually passes through a period of rest after ripening period and it cannot germinate even when provided with all favorable conditions. State the significance of this.                                                                                 (2marks)

Provides the seeds with enough time for dispersal so that they can germinate in suitable environment

Enables seeds to survive during adverse seeds to survive during adverse environmental conditions

The embryo has time to develop until favourable conditions are available

 

  1. a) Cowpeas seeds were place in a vacuum flask and left for five days. What is the expected change in composition of gases in the flask on the sixth day?                                       (1mark)

Decrease in oxygen and increase in carbon(1V)oxide

  1. b) Give a reason for your answer in (a) above                (1mark)

Germinating seeds respire using oxygen and release carbon(IV)oxide

  1. Biotechnologist works day a night to curb food insecurity using the knowledge of polyploidy in genetics. Explain the economic importance of such practice?             (2marks)

Increases yields in plants

Cause early maturity in plants

Enhance resistance to pest, disease and drought

 

  1. b) Define a backcross? (1 mark)

A cross between an offspring with one of its parents

  1. The structure below was obtained from an animal cell
  2. What is the name of the hair like processes and state its function?       (2marks)

Name

Cilia

Function

Propel mucus or a fertilised ovum  

  1. From which parts of the mammalian body are these structures found?       (1mark)

Trachea and oviduct

 

  1. State the effect of cigarette smoking to the structure?                 (1mark)

Cigarettes contain tar which impairs/inhibit the action of cilia in the respiratory tract leading to cancer.

  1. A student was found to have blood group B+
  2. a) What type of antibody is present in his plasma? (1mark)

a

  1. b) Which antigens are present in this blood group? (1mark)

B and Rhesus antigens

  1. Plants relatively have less waste to excrete than animals. Give two reasons to explain this observation (2marks)

Plants reuse some of their waste products;

Plants produce their waste products slowly compared to animals that produce slowly ;

  1. State two methods by which plants get rid of their waste products (2marks)

Diffusion

Transpiration

Guttation

Exudation

Deposition                                                            (  any two)

  1. To estimate the population size of mosquitoes in Banji village that covers an area of 25km2, visiting researchers caught 400 mosquitoes which they marked and released.  After 24 hours, 200 mosquitoes were caught out of which 120 had not been marked.

(a)        Suggest the sampling method described above.                                 (1 mark)

Capture recapture method

(b)        What are the disadvantages of this method?                                      (2 marks)

Some organism may die during the study period;

         -The mark may come the out during the study period;owtt

  1. The table below shows stomatal distribution on leaves A and B and their surface area. Use the information to answer the questions.
  Leaf surface   A  B
Number of

stomata

 

 

 

Upper leaf

surface

       20    5
Lower leaf

surface

        0    15
Surface area

 

  25 cm2  18cm2

Identify with reasons the habitats of the plant from which the leaves were obtained.

Leaf A:                 Habitat          Fresh water;                                                                  (1 mark)

Reason;        Maximum number of stomata on the upper leaf surface for quick loss of excess water    by transpiration;                                                                                                                                 (1 mark)

Leaf B:                 Habitat:         Savannah/ Rain forest;                                                (1 mark)

Reason :          More stomata on loer surface than on the upper to reduce the surface area exposed to excessive loss of water by transpiration

(1 mark)

  1. Name the causative agent of the following diseases (2 marks)

(i)         Trichomoniasis.

Trichomonas vaginalis

(ii)       Gonorrhea

Neisseria gonorrhoea

  1. The diagram below shows a pollen tube as it develops down the style. Use it to answer the questions that follows;

(i)         Name the part labelled G.                                                                  (1 mark)

              Pollen tube;

(ii)        State two functions of structure labelled E.                                        (2 marks)

-Fuse with the egg cell nucleus to form zygote

Fuse with polar nuclei to form a triploid endosperm nucleus;

  1. (a)        Define parthenogenesis?                                                                           (1 mark)

A type of asexual reproduction in insects where eggs produced without being fertilized are able to hatch into adult insects;

(b)       Name the plant hormone that induces fruit ripening.                                 (1 mark)        Ethylene;

  1. A group of Form Three students collected a certain specimen for study as shown below. Study it carefully and use it to answer the questions that follow.

 

(i)         Name the type of metamorphosis in the above specimen.                                       (1 mark)

Complete metarmophosis;

(ii)        Give any two advantages of the above metamorphosis.                            (2 marks)

Each stage occupies a different ecological niche; hence there’s no competition for resources e.g food;

  1. (i) Give two structural features in a leaf that adapts it to absorb Carbon (IV) Oxide.            Broad lamina;

            – Many stomata

(ii)        Name the cell organelle in which Carbon (IV) oxide combines with water to form a complex organic compound takes place                                                         (1 mark)

  Chloroplast

  1. In an experiment to investigate a factor affecting photosynthesis; leaf of a potted plant, which had been kept in the dark overnight was covered with an aluminum foil as shown in the diagram below.  The set up was kept in the sunlight for three hours after which a food test was carried out on the leaf.

 

(a)        Which factor was being investigated in the experiment?                   (1 mark)

                          Light;

(b)        Which food test was carried out?                                                       (1 mark)

Starch test;

(c)        State the results of the food test.                                                               (1 mark)

Starch absent/Iodine retains its brown colour/starch test negative;

  1. Explain how the following plant adaptations minimizes rate of transpiration (2marks)
  2. a) Sunken stomata

Water vapour accumulates in the pits  reducing water vapour diffusion gradient hence reduced transpiration rate;

  1. b) Thick cuticle

Reduces permeability of the leaf to water thus reducing water loss;

  1. Explain how drooping of leaves on a hot sunny day is advantageous to a plant (2marks)

The leaves expose a smaller surface area to the sun thus reducing excessive water;

  1. Name two tissues in plants which are thickened with lignin (2marks)

Parenchyma cells;

Xylem vessels;

  1. The diagram below shows the front view of a male reproductive system.

 

  1. Give the functions of the structures labelled X and V                                        (2marks)
  2. Provide an alkaline fluid which contains nutrients for the spermatozoa;
  3. Seminiferous tubules which provides a large surface area for production of sperms;
  4. What is the role of Follicle Stimulating Hormone in male reproduction? (1mark)

Stimulates the synthesis and maturation of sperms;

  1. 27. Explain why the concentration of insecticides in fish eating birds may be hundreds of times greater than its concentration in the water where the fish live  (3marks)

Aquatic plants in water absorb the pesticides that drain into water bodies and so accumulate ,fish consume small quantities every time the ingest the water this also accumulates in the fish with time, as the birds continue feeding the contaminated fish they pesticides increase in levels

  1. The diagram below shows a stage in meiosis

State the biological significance of the stage represented on the diagram above   (1mark)

The exchange of DNA hence increases genetic variation;

  1. How do the following factors hinder self-pollination in flowering plants?    (3marks)
  2. a) Self-sterility

It is a condition where pollen grains from the anthers cannot grow on the stigma of the same flower of plant/ are incompatible to stigma of the same plant/flower;

  1. b) Heterostyly

Is a condition of having different arrangements of style and stigma i.e. shorter stamen than pistil;

c)Protogyny

it’s a condition where the female matures an its ready to receive the pollen grains before the male parts mature;

 

 

KMTC Mandera Campus: Courses, Fees, Location, Contacts and Programs plus Requirements

KMTC Mandera Campus: Courses, Fees, Location, Contacts and Programs plus Requirements

KMTC Mandera Campus

Background information

Sitting on a 78-acre piece of land with a perimeter wall, Kenya medical College (KMTC) Mandera Campus was constructed in 2018. Its first intake in Community Health and Development was in April 2019. The course takes six months after which the students proceed to a two- year certificate course. The Campus is located in Mandera town opposite Moi Stadium and Khadija Girls Secondary School, about 2km from Mandera County Referral Hospital.

Programmes and Courses currently offered

  • Community Health and Development course

KENYA MEDICAL TRAINING COLLEGE – MANDERA CAMPUS

PROGRAMMES ON OFFER

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2022 CUTOFF 2021 CUTOFF 2020 CUTOFF
1 4925K28 CERTIFICATE IN COMMUNITY HEALTH ASSISTANT KSH 82,200

Future plans

The Campus plans to start a new course – Certificate in Community Health Nursing in September 2019.

Facilities

  • Classrooms
  • Modern
  • Hall
  • Renovated cubes for accommodation
  • Perimeter wall fence
  • Accommodation is available within hospital compound
  • Regular water supply

Student population

The current student population is 73 with the number expected to increase once the new course is mounted.

 Campus contact information: –

The Principal

KMTC Mandera Campus

P.O. BOX 7

Mandera

Email: mandera@kmtc.ac.ke

Download Business Studies lesson plans for all topics

Here are all the Business Studies secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below.

FREE BUSINESS STUDIES LESSON PLANS (FORM 1-4)

TEACHER’S NAME……………………………………………………..TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

CLASS: 1           

SUBJECT: BUSINESS                                                                TOPIC INTRODUCTION TO BUSINESS STUDIES

SUB TOPIC: MEANING AND IMPORTANCE OF BUSINESS STUDIES

WEEK: 4                                                                                        LESSON NO:     1, 2

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to explain the meaning of business studies, Explain the importance of business studies in the society

LESSON PRESENTATION

   TIME CONTENT LEARNING ACTIVITIES RESOURCE MATERIALS
 

5 Minutes

 

 

 

 

 

 

30 Minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

5 Minutes

Introduction

Introduction  to new  topic on  business studies, trying to define business studies

 

 

 

 

 

Content

Defining business studies, identifying key word in business studies such as goods, services, production, distribution, consumption, economic, commerce etc. explaining the meaning of key word in business studies.

Discussing the importance of  business studies  in society

 

 

 

 

 

Conclusion

Summary of the lesson  giving a brief summary on  meaning of business studies and major key words.

 

 

 

Discussion

Explaining

 

 

 

 

 

 

Teacher/learner discussions

Visit to relevant business ventures in the immediate environment

Answering relevant questions

Group work on relevant tasks

 

 

 

 

 

Discussion

Explaining

 

Diagrams

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

 

Inventor KLB book 1 pages 1-3

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

 

 

 

 

 

 

Diagrams

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

SELF EVALUATION:

TEACHER’S NAME……………………………………………………..TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

CLASS: 1           

SUBJECT: BUSINESS                                                                TOPIC BUSINESS AND its ENVIRONMENT

SUB TOPIC: MEANING AND PURPOSE OF A BUSINESS

WEEK: 4                                                                                        LESSON NO: 3                                                                                                                   

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to explain the meaning and purpose of a business

LESSON PRESENTATION

 

   TIME CONTENT LEARNING ACTIVITIES RESOURCE MATERIALS
 

5 Minutes

 

 

 

 

 

 

 

30 Minutes

 

 

 

 

 

 

 

 

 

 

 

5 Minutes

Introduction

Recap of previous lesson content on meaning of business studies and major key words i.e. goods,  services, production, distribution, consumption , economic, commerce

 

 

 

 

Content

Defining business and its environment, discussing the purpose of business. Discussing the types of business activities i.e. extraction, processing of raw materials, manufacturing, construction, distribution, trade, provision.

Discussing the business environment and their effects on the business

 

 

 

 

Conclusion

Summary of the lesson by  giving a brief summary on  business and its environment, the purpose of business. The types of business activities i.e. extraction, processing of raw materials, manufacturing, construction, distribution, trade, provision.

 

 

Discussion

Explaining

 

 

 

 

 

 

Teacher/learner discussions

Visit to relevant business ventures in the immediate environment

Answering relevant questions

Group work on relevant tasks

 

 

 

 

 

 

 

Discussion

Explaining

 

Diagrams

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

 

Inventor KLB book 1 pages 5-7

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

 

Diagrams

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

SELF EVALUATION:

TEACHER’S NAME……………………………………………………..TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

CLASS: 1           

SUBJECT: BUSINESS                                                                TOPIC BUSINESS AND its ENVIRONMENT

SUB TOPIC: MEANING AND PURPOSE OF A BUSINESS

WEEK: 4                                                                                        LESSON NO: 3                                                      

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to explain the meaning and purpose of a business

LESSON PRESENTATION

 

   TIME CONTENT LEARNING ACTIVITIES RESOURCE MATERIALS
 

5 Minutes

 

 

 

 

 

 

 

30 Minutes

 

 

 

 

 

 

 

 

 

 

 

5 Minutes

Introduction

Recap of previous lesson content on meaning of business studies and major key words i.e. goods, services, production, distribution, consumption , economic  and commerce

 

 

 

 

Content

Defining business and its environment, discussing the purpose of business. Discussing the types of business activities i.e. extraction, processing of raw materials, manufacturing, construction, distribution, trade, provision.

Discussing the business environment and their effects on the business

 

 

 

 

Conclusion

Summary of the lesson by giving a brief summary on business and its environment, the purpose of business. The types of business activities i.e. extraction, processing of raw materials, manufacturing, construction, distribution, trade, provision.

 

 

Discussion

Explaining

 

 

 

 

 

 

 

Teacher/learner discussions

Visit to relevant business ventures in the immediate environment

Answering relevant questions

Group work on relevant tasks

 

 

 

 

Discussion

Explaining

 

Diagrams

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

 

 

Inventor KLB book 1 pages 5-7

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

 

 

 

 

 

 

Diagrams

Charts

Resource persons

Chalkboard and pieces of chalk

 

 

 

FOR COMPLETE COPY WHATSAPP ELIBRARY 0700584968

See more lesson plans below.

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Kisumu Girls’ High School; KCSE Performance, Location, Contacts and Admissions

Located at the heart of Kisumu City, Kisumu Girls is among the best and top performing schools in Kenya. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see 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;

SCHOOL’S PHYSICAL LOCATION

Kisumu Girls’ High School is situated in Kisumu City, Kisumu County of the Nyanza Region in Kenya. The school is located along the Kisumu-Kakamega Highway; opposite the main Kisumu Bus Park/ Stage.

SCHOOL’S INFO AT A GLANCE

  • SCHOOL’S NAME: Kisumu Girls’ High School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: National
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: situated in Kisumu City, Kisumu County of the Nyanza Region in Kenya.
  • SCHOOL’S KNEC CODE:
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT: +254 716-520-288, +254 736-278-558
  • SCHOOL’S POSTAL ADDRESS: Kisumu girls High School, P.O Box 811 – 40100, Kisumu
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE: https://www.kisumugirlshigh.com/

SCHOOL’S BRIEF HISTORY

Kisumu Girls’ High School was built in 1962 as an off-shoot of Kisumu Boys High School. Originally it was a three streamed day school until 1977 when we started two harambee streams that were later taken over by the Ministry of Education. It is a public D.E.B. Girls’ high school.

Since its inception in 1962, the school has consistently performed well in National Examinations. Due to this stellar performance, the school was upgraded to National Status in 2012. Due to increase in demand for form one places, the school was re-registered as a six streamed institution in 2014. The sixth stream has reached form three and by 2017, the whole school will be six streamed. The school has a population of 1300 students.

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

Here are links to the most important news portals:

SCHOOL’S VISION

SCHOOL’S MISSION

SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

  • Postal Address: Kisumu girls High School, P.O Box 811 – 40100, Kisumu
  • Phone: +254 716-520-288, +254 736-278-558

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.

SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2018 Kenya Certificate of Secondary Education, KCSE, exams the school registered a total of 257 candidates who managed to score a mean of a B+(plus) with a performance index of 66.903. In 2019, the school had a total candidature of 341 students.

Also read;

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

SCHOOL’S PHOTO GALLERY

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

Student’s life and times at Kisumu Girls’ High School/ Photo view.

Also read:

Imenti KMTC Location, Admission, Courses, Fees Structure, Contact Details

Imenti KMTC Location, Admission, Courses, Fees Structure, Contact Details

The following are the updated details concerning the intakes, admissions process, courses, programs, fee structure, student population, and working contact details for Imenti Campus KMTC College.

Imenti Campus KMTC Location

The Imenti Campus Kenya Medical Training College (KMTC) is one of the 71 KMTC Colleges in Kenya. The college is located at  in MeruCounty. It is headed by Principal -.

This college became operational from September 2019.

Imenti Campus KMTC Details at a Glance.

CAMPUS OFFICIAL NAME IMENTI
KMTC CAMOUS POSTAL ADDRESS P. O. BOX 111 – 60206, IMENTI
KMTC CAMOUS EMAIL ADDRESS imenti@kmtc.ac.ke
KMTC CAMOUS OFFICIAL PHONE
CONTACTS
0794673189

 

Imenti Campus KMTC Intake and Admissions Details

In order to join the Kenya Medical Training College, you have to apply online through the KMTC website: https://www.kmtc.ac.ke.

There are two intakes during an academic year, the March intake and the September intake.

Upon successful application, the candidate will join the college either in March or September.

How to Apply for KMTC March/September Intake with Applications Fee Details

All applications for either March or September intake are done online through the Kenya Medical Training College (KMTC) website: https://www.kmtc.ac.ke.

The application process is accompanied by an application fee of Kshs. 2022. Pay the amount using Safaricom MPESA pay bill No. 964150.

Call and Email Contacts for Inquiries on KMTC Admissions and Application

For any query or inquiry relating to the KMTC application process, use the following details:

  • 0736993813
  • 0736212060
  • 0723000429
  • 0723004516

Email:  admissions@kmtc.ac.ke.

Alternatively, walk into Imenti Campus KMTC or any nearest KMTC Campus in Kenya for help with the application process.

Imenti Campus KMTC Student Population

This campus hosts a student population of over 100. However, the number is expected to increase with future intakes.

Imenti Campus KMTC Courses, Programmes, and Duration

Course duration for KMTC Certificate Courses is 2 years with the exception of nursing which takes 2 ½ years. 3 years for the Diploma Courses except Community Health Nursing which lasts 3 ½ years.

KMTC Imenti Campus offers both Certificate and Diploma Courses.

Here are the courses offered at Imenti Campus

  • Certificate in Community Health Assistant
  • Diploma in Community Health Nursing
  • Diploma in Clinical Medicine and Surgery
  • Diploma in Pharmacy
  • Diploma in Community Oral Health

More Courses to be offered in the campus in future includes:

Imenti Campus KMTC Minimum Entry Requirements for Certificate, Diploma, and Higher Diploma Courses

The minimum entry requirement for admissions to pursue a KMTC Certificate Course is a minimum aggregate of C- in KCSE. In addition, specific qualifications in cluster subjects will be looked into.

For Diploma Courses: a minimum mean grade of C plain (or its equivalent) in KCSE is mandatory, in addition, a combination of other subjects such as English, Kiswahili, Biology, Biological Sciences, Mathematics, Chemistry, Physics, and Physical Sciences, matters a lot.

Higher Diploma Courses require a minimum of a basic Diploma in relevant fields, and at least a minimum of two years working experience.

Imenti Campus KMTC Fees Structure and Payment Details

The KMTC fee structure is categorized into two based on the student admissions criteria, i.e, government-sponsored (Regular)or Self Sponsored students (Private).

Imenti KMTC Campus Fees Structure for Government Sponsored Students (Regular Students)

ITEM         AMOUNT (KSHS.)

  1. Registration Fee             2,000
  2. Tuition Fee                         30,000
  3. Examination Fee             10,000
  4. Activity Fee                         7,000
  5. Research and Development Fee 10,000
  6. Maintenance Levy             9,000
  7. Library and ICT services 3,000
  8. Transport Levy             9,000
  9. Student Identity Card             700

TOTAL Fees for KMTC Regular Students KSHS. 80,700.

Kindly note that the above fee structure does not include the student accommodation fees. Accommodation fees shall be paid after successful admission on campus.

Kenya Medical Training College Imenti KMTC Campus Fees Structure for Self-Sponsored Students (Private Students)

ITEM   AMOUNT (KSHS.)

  1. Registration Fee             2,000
  2. Tuition Fee                         70,000
  3. Examination Fee             10,000
  4. Activity Fee                         7,000
  5. Research and Development Fee 10,000
  6. Maintenance Levy             9,000
  7. Library and ICT services 3,000
  8. Transport Levy             9,000
  9. Student Identity Card            700

TOTAL Fees for KMTC Private Students KSHS. 120,700.

Kindly note that the above fee structure does not include the student accommodation fees. Accommodation fees shall be paid after successful admission on campus.

KMTC – Imenti Campus Principal Details

The campus is managed by who is the Principal. The Principal’s office can be reached through phone number(s): 020-2416914 , or email address imenti@kmtc.ac.ke.

Imenti Campus KMTC Phone and Other Contact Details

Use the following official details to contact KMTC Imenti Campus:

  • Official Postal Address: The Principal, KMTC Imenti Campus, O. Box 111 – 60206.
  • Working Phone Contacts: 020-2416914.
  • Official Email Address: imenti@kmtc.ac.ke.

Imenti Campus KMTC Clinical Training Stations/Sites

Other than using the Kanyakine District Hospital next to the Campus, students also use Rural Health facilities within and outside Meru County for their clinical experience. These clinical areas include:

  • Kanyakine District Hospital,
  • Githongo District Hospital,
  • Nkubu Consolata Mission Hospital.

In order for our students to gain a hands-on experience and specialized placement, the various County Teaching and Referral Hospitals are also used.

Available Facilities at Imenti Campus KMTC

Imenti Campus has the following facilities for use by both staff and students:

  • Administration block
  • Classrooms
  • Hostels
  • Well-equipped library
  • Well-equipped computer laboratory
  • Well-equipped skills laboratory.

Imenti Campus KMTC Clubs and Activities

Students on the campus get involved in Sports, Societies, and Clubs, of their choice. There are numerous activities that a student can indulge in.

  • Sports
  • Clubs
  • Societies

 

KCSE CRE Paper 2 Best Revision Booklet (Mostly Set 1000 Questions and Answers)

PIVOT POINT REVISION MAGIC BULLETS

 

REVISION

C.R.E.

 PAPER 2 (313/2)

 

SAMPLE  1

313/2

CHRISTIAN RELIGIOUS EDUCATION PAPER 2

 

  1. (a) With reference to St. Luke’s Gospel state the mission of John the Baptist as prophesied by his

father in the Benedictus                                                                                 4mks)

(b) Give the teachings of John the Baptist about the Messiah                            (8mks)

(c) How do Christians today play the role of John the Baptist?                         (8mks)

  1. (a) Describe the reasons why Jesus taught in parables (6mks)

(b) Explain the qualities of God from the parable of the prodigal son               (8mks)

(c) Identify ways in which the disciples of Jesus reacted to his parables          (6mks)

  1. (a) Explain the role of the Holy Spirit as taught by Jesus Christ (8mks)

(b) Relate the message of Peter on the day of Pentecost                                                 (7mks)

(c) How are the gifts of the Holy Spirit manifested in the church today?         (5mks)

  1. (a) State the factors that lead to sexual immorality among the youth today (8mks)

(b) Give guidelines that can help boys and girls to lead responsible sexual lives (6mks)

(c) Describe the social and the moral effects of HIV/AIDS on the family        (6mks)

  1. (a) Give the qualities a Christian would look for in a prospective marriage partner (7mks)

(b) Give the characteristics of responsible parenthood                                       (8mks)

(c) Family life today is faced with innumerable problems. List some of them   (5mks)

  1. (a) Give reasons why people work   (6mks)

(b) Explain some of the factors that bring about unemployment in Kenya today (8mks)

(c) What are the negative results brought about by a strike action in a school situation?

(6mks)

 

 

 

MARKING SCHEME

SAMPLE  1

313/2

 

  1. a) With reference to St. Luke’s Gospel state the Mission of John the Baptist as prophesied by his

father in the Benedictus (4mks)

  1. i) He would be the prophet of the most high
  2. ii) He would go before the Lord to prepare the road for him/ he would be the forerunner of the Messiah
  • His duty would involve imparting the knowledge of salvation to the people
  1. He would call people to repentance and forgiveness in order to restore the right relationship with God
  2. He would give ‘light’ to those living in darkness and guide them into path of peace

Any 4×1=4 mks

  1. b) Give the teachings of John the Baptist about the Messiah                            (8mks)
  2. i) He was going to be famous and greater than John the Baptist
  3. ii) He would baptise with the Holy Spirit and fire
  • He would bring God’s salvation/ saviour/ save humanity
  1. He will proclaim judgement
  2. He will punish the sinners and reward the righteous/ give eternal life
  3. Jesus is the Messiah/ Christ is the anointed one
  • Jesus as the lamb who takes away the sins of the world/ Christ would die for the sins of humanity
  • Jesus will be a Lord and a judge
  1. Jesus will lead the new community of believers
  2. Christ was sent by God/ He is from God                         Any 8×1=8 mks
  3. c) How do Christians today play the role of John the Baptist?                         (8mks)
  4. i) John baptised the believers; Christians today baptise those who believe
  5. ii) John preached and called people to repentance; Christians today preach and call people to repentance
  • Like John Christians should announce the consequences of not believing in Christ’s salvation
  1. Like John Christians should be bold enough to condemn evil in society
  2. Like John advised the tax collectors to be honest, Christians should advice people to be honest and not practice corruption
  3. John proclaimed Christ as the lamb of God who takes away the sins of the world, Christians should do the same today
  • John taught against accusing people falsely, Christians should preach and practice justice
  • John taught on sharing, therefore Christians should not only preach but also practice it
  1. Christians should realise that Christianity alone without sincerity cannot justify their entry into the kingdom of God             Any 8×1=8 mks
  2. a) Describe the reasons why Jesus taught in parables                                                   (6mks)
  3. i) To distinguish the serious seekers of the kingdom from those who were just eager to

listen to the story

  1. To explain unknown issues in a language people could easily understand
  • To make people think critically about issues concerning the Kingdom
  1. They were used by Jesus to teach about God’s Kingdom
  2. To teach about God’s mercy to sinners i.e. parable of the debtors/ parable of lost coin
  3. To conceal his true identity as the Messiah
  • To teach about the requirement of God’s Kingdom
  • Parables were avenues of passing important teachings to the people, how to relate to one another, how to use wealth and even how to pray
  1. It was a method of teaching which was common those days
  2. To teach his disciples that they should be persistent and never be discouraged (Lk18:1-8)
  3. He wanted to make an indirect attack on his opponents like the Pharisees, the scribes and the Sadducees                                                 Any 6×1=6 mks
  4. b) Explain the qualities of God from the parable of the prodigal son             (8mks)
  5. i) God is a God of freedom who has given man freedom to choose as the father granted the

wishes of the younger son

  1. God responds to people’s prayer and request as the father listened to the wishes of his younger son
  • God is always concerned about sinners as the father was looking forward to the return of his son
  1. God is merciful and compassionate and ready to receive those who repent as the father welcomed his son
  2. God is a loving father as he loves us unlimitedly the way the father loved his younger son
  3. God is happy and rejoices when the repentant sinner go back to him i.e. when the lost one is found as the father rejoiced when the son came back
  • God is forgiving as the father forgave his son
  • God does not discriminate against some people. All people are his children just like the father did not discriminate against his son
  1. God is generous as shown by the father who gave his younger son part of his property and told the older one that all my wealth is yours
  2. God is mysterious i.e. the older son could not understand what the father was doing
  3. God provides as he is the provider and giver; this is seen in the father giving his younger son a ring and clothing
  • God knows and understands each individual needs as the father knew the needs of his sons                         Any 8×1=8 mks
  1. c) Identify ways in which the disciples of Jesus reacted to his parables             (6mks)
  2. i) They were surprised at the meaning and reasons for the use of parables
  3. ii) They failed to understand the message of some of the parables
  • They asked Jesus to explain the parables
  1. They felt privileged
  2. They understood some parables clearly
  3. They marvelled at Jesus ability to teach using parables
  • They enjoyed listening to Jesus parables
  • They felt challenged by Jesus parables

 

  1. a) Explain the role of the Holy Spirit as taught by Jesus Christ                                               (8mks)
  2. i) He would be a counsellor/ advocate/ a comforter / aiding believers / helpers
  3. ii) He would convict people about sins, righteousness and the coming judgement
  • He would remind the believers everything that Jesus had taught them
  1. He would reveal the truth concerning God the father and Jesus the son
  2. He would pass judgement to the sinners
  3. He would declare things to come through the believers
  • He will glorify Jesus by declaring what belongs to Jesus Christ from the father
  • He would teach the believers of all things and reveal the sins of the world
  1. He would give authority to the believers to forgive sin
  2. He would give the believers power to become witnesses of Jesus Christ
  3. He would enable the believers to discern and expose the secret heart of sinful people
  • He would affirm the right of Jesus as the son of God             Any 8×1=8 mks
  1. b) Relate the message of peter on the day of Pentecost                         (7mks)
  2. i) What was happening was the fulfillment of Joel’s prophecy about the outpouring of

God’s spirit

  1. The outpouring of the Holy Spirit was a positive proof that the Messianic age had arrived through Jesus Christ
  • Jesus was from Nazareth through whom God worked miracles
  1. Jesus suffered and was crucified by sinful people in accordance with God’s plan
  2. God raised Jesus up to fulfill the prophecy of King David
  3. The apostles are living witnesses to the resurrection of Jesus
  • God has exalted Jesus and made him both God and saviour
  • Jesus is a descendant of David
  1. Peter told the people to repent so that they could be forgiven and receive the gift of the Holy Spirit                         Any 8×1=8 mks
  2. c) How are the gifts of the Holy Spirit manifested in the Church today?                     (5mks)
  3. i) People speaking in tongues
  4. ii) People healing the sick
  • Performing miracles e.g. casting out demons
  1. Proper understanding and interpretation of God’s message
  2. Proper/ wise decision making and right believing
  3. Giving of prophetic messages to the church
  • Ability to withstand challenges of life/ persecution
  • Helps believers to repent and seek forgiveness for their sins
  1. The believers loving one another
  2. Charity work done by believers             Any 5×1=5 mks
  3. a) State the factors that lead to sexual immorality among the youth today
  4. i) Human weakness
  5. ii) Sexual curiosity
  • Testing fertility
  1. Fear of being jilted by boy/ girl friend
  2. Poverty
  3. Availability of contraceptives
  • Negative peer pressure and bad company
  • Influence from print and electronic media
  1. Frustrations
  2. Unemployment
  3. Drug and alcohol abuse
  • Proving manhood Any 8×1=8 mks
  1. b) Give guidelines that can help boys and girl to lead responsible sexual lives                        (6mks)
  2. i) Avoid physical contact like kissing and hugging
  3. ii) Avoid conversations on topics that are sexually suggestive
  • Dwell on positive thoughts about your special friend as a way of controlling your desires
  1. Avoid meeting in lonely and isolated places
  2. Avoid social functions such as discos and parties that may create room for sexual abuse
  3. Avoid visiting each other frequently
  • Avoid pornographic literature, films and music
  • Seek guidance from Christian leaders and counselors on your relationship
  1. Study the Bible teachings on sex
  2. Pray for God’s guidance Any 6×1=6 mks
  3. c) Describe the Social and Moral effects of HIV/AIDS on the family
  4. i) Economic contribution of the AIDS patient is drastically reduced
  5. ii) It increases the medical expenses as the person is often sick
  • The AIDS patient eventually dies and this brings sorrow to the family
  1. Emergence of children- headed households
  2. Dropping out of school by the children
  3. Discrimination against people living with AIDS in work place, and may not be hired for jobs
  • Stigmatisation of AIDS sufferers
  • Feeling of loneliness, isolation and helplessness
  1. Grandparents are burdened with taking care of orphans
  2. Work load for women in the family set-up increases because they have to provide for the family                                                 Any 6×1=6 mks
  3. a) Give the qualities a Christian would look for in a prospective marriage partner (7mks)
  4. i) Commitment to ones faith
  5. ii) Moral uprightness
  • Common interest
  1. Ability to provide for the family
  2. Socio- economic status
  3. Level of education
  • Common faith
  • Good management of family finances
  1. Health status             Any 7×1=7 mks
  2. b) Give the characteristics of responsible parenthood                                                  (8mks)
  3. i) Understanding parental roles and responsibilities
  4. ii) Educating children in all aspects of life
  • Teaching and training children in religious matters
  1. Helping their children to grow physically, socially, psychologically and emotionally
  2. Helping children to develop intellectually by providing opportunities for them to learn
  3. Teaching morals and right behaviour to their children
  • Teaching children on how to relate with another as brothers and sisters, among other relatives and kinsmen and among their peers
  • Teaching them social and civic responsibilities
  1. Being hardworking so that they are able to provide for the needs of their families
  2. Parents should remember not to discriminate against any of their children
  3. Showing understanding and tolerance to their children             Any 8×1=8 mks
  4. c) Family life today is faced with innumerable problems. List some of them              (5mks)
  5. i) Child abuse and domestic violence
  6. ii) Diseases and sicknesses
  • Unfaithfulness
  1. Separation and divorce
  2. Childlessness
  3. Single- parent families
  • Jealousy
  • Misuse of family resources
  1. Leadership style             Any 5×1=5 mks
  2. a) Give reasons why people work                                                                      ( 6mks)
  3. i) For self satisfaction and fulfillment
  4. ii) For personal development
  • To acquire basic essentials of life e.g. food, clothing and shelter
  1. To give life direction, meaning and dignity
  2. To provide services for the community and fellow human beings and to develop and care for the environment
  3. To acquire wealth and status in society
  • To socialize and grow as a member of a community e.g. people participate in communal work and projects such as building schools, bridges, churches e.t.c.
  • To attain independence. Young people look forward to the time when they will not depend on their parents and guardians for the necessity of life Any 6×1=6 mks
  1. b) Explain some of the factors that bring about unemployment in Kenya today
  2. i) The available job opportunities are too limited to absorb the great number of school

leavers and college graduates

  1. Most young school leavers despise “blue collar” jobs (The manual jobs) and opt for “

White collar jobs”

  • Bribery and corruption. This denies job those who are more qualified in preference for the unqualified who might have given bribes
  1. Lack of skills and capital to start self-employment
  2. Bad governance and poor economic policies by the government
  3. Increase in poverty since 1990’s due to Structural Adjustment Programmes (SAPs) imposed by the world bank and IMF on developing countries like Kenya
  • International policies of globalisation that have affected the agricultural sector which has been the greatest employer in Kenya.
  • Retrenchment of workers in the civil service and private sectors
  1. Increase in crime that has aggravated insecurity in the country. This has discouraged local and international investors                                     Any 8×1=8 mks
  2. c) What are the negative results brought about by a strike action in a school situation?
  3. i) May lead to the inciters and culprits being expelled
  4. ii) It may be very expensive to parents as they pay for damages
  • May lead to injuries among students in case of riots
  1. It leads to loss of study time due to suspension
  2. May lead to poor academic results
  3. May lead to mistrust between the teachers and students
  • Injuries and death may occur when police confronts the strikers
  • Loss of employment if teachers are involved
  1. Victimisation of some individuals especially the ring leader may occur

Any 6×1=6 mks

 

 

SAMPLE  2

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CHRISTIAN RELIGIOUS EDUCATION PAPER 2

  1. a) What is the concept of the Messiah in the New Testament.                                9mks
  2. b) State the expectations of the Jews about the Messiah.                                        6mks
  3. c) Explain the Christian understanding of the concept of the Messiah to day.            5mks
  4. a)  Identify the three Temptations of Jesus in the wilderness and how Jesus responded to each one of them.                                                                                                                     9mks
  5. b) Explain the relevance of Jesus Temptations to Christians today.                                   6mks
  6. c) State some of the Temptations that you face today as young people.                 5mks
  7. a) Why did Jesus find it necessary to pray during his public ministry.                   8mks
  8. b) Explain the ways in which God’s divine power is demonstrated in the healing miracles.             6mks
  9. c) Give ways in which the church in the New Testament demonstrated unity.            6mks
  10. a) Briefly describe ways in which an employer can motivate his employees.            7mks
  11. b) State ways in which alcoholism can deter one’s career.                                      8mks
  12. c) Which criteria can Christians use to evaluate the use of leisure?                                   5mks
  13. a) Describe the social and moral effects of HIV/AIDS on the family.                    10mks
  14. b) How do you identify an individual infected with HIV/AIDS?                             5mks
  15. c) Explain the way the church in Kenya is handling the challenge posed by HIV/AIDS.                         5mks
  16. a) Explain the factors that cause disaster in society.                                                           6mks
  17. b) Why are Christians opposed to capital punishment?                                           6mks
  18. c) How do Christian contribute to the maintenance of law and order in Kenya            8mks

 

 

 

 

MARKING SCHEME

SAMPLE  2

313/2

  1. a) – He was born of a virgin Mary

–           He was a descendant of David (Joseph his foster father was a descendant of David)

–           He was born in Bethlehem the city of David

–           The Tittles given by prophet Isaiah were reported by the angel Gabriel to Mary e.g. “the son of the most high”

–           Jesus himself at the beginning of his ministry affirms that, he is the Messiah, when he repeats that Isaiah said, “The spirit of the lord is upon me” Isaiah 61:1-3

–           His life, death and resurrection fulfills what the Old Testament prophets said about him

–           His shameful death on the cross fulfills what Deutro –Isaiah 53 said about the suffering servant of God

–           His resurrection fulfills what the Old Testament said that God will restore his life after his suffering                                                                                                      1×8=8 mks

  1. – The Messiah was to come out of the house of David

–     The messiah was to liberate the Jews from the rule of the Romans

–     The messiah was to restore the kingdom of God

–     The Messiah was to do great things for Israel

–     The Messiah was to be a perfect King

–     The Messiah was to establish ultimate peace and joy

–     The Messiah was to lead them into a time of great National power and prosperity

1×7=7 mks

  1. – Christians accept Jesus as the Messiah that was foretold by Old Testament prophets

–     Christians believe that Jesus is the final revelation of God’s saving works

–     Jesus the Messiah established a spiritual kingdom which is received by faith by those who believe in him

–     The Messianic Kingdom is universal offered to all mankind and not just restricted to the Jews

–     Through his death and resurrection, he established God’s kingdom on earth

1×5=5 mks

  1. a) – Jesus was led to the wilderness by the holy spirit after his baptism to be tempted by satan. While

in the wilderness, Jesus entered into prayer and fasting for 40 days. At the end of 40 days, satan came to him and tempted him in three ways

  1. i) Turn stones into bread

satan wanted Jesus to use his divine power to turn stones into bread. Jesus told satan that man does not live on bread but by the word that procedeth from his mouth

  1. ii) satan took Him to high ground and showed him all the earthly wealth and told Jesus that all will be given to him, if he paid homage to satan. Jesus told him that he should not tempt God. Homage is only given to God
  • satan took Jesus to the highest part of the temple (pinnacle) and told Jesus that if he jumped down, God will provide angels to protect him from being hurt. Jesus rebuked satan. He departed from Jesus at opportune

NB                   Introduction before temptation                                                                  3 mks

First temptation                                                                                              1 mk

Response                                                                                                         1 mk

2nd temptation                                                                                                 1 mk

Response                                                                                                         1 mk

3rd temptation                                                                                                 1 mk

Response                                                                                                         1 mk

Total                                                                                       9 mks

 

  1. – Being tempted is not a sin unless you give in to the temptations

–     Temptations will always come to those who follow Jesus

–     Since Jesus was tempted; he understands our problems/ our weakness

–     When Christians turn to Christ in prayer, he answers and assists us

–     Temptations can be overcome through the word of God as Jesus did       2×3=6 mks

  1. – Drug abuse (cocaine, heroin)

–     Lack of finance leads to commercial sex/ prostitution

–     Pre-marital sex/ fornication

–     Early pregnancies

–     Abortion

–     Drunkard-ness/ smoking

–     Gossiping

–     Stealing/ theft

–     Robbery                                                                      Any other relevant points1×5=5 mks

  1. a) –      To get assurance from his father/ God

–      To ensure that he was within the will of God

–      To get in touch with the father

–      To renew his strength in order to face temptations

–      To give thanks to God

–      To set examples to his disciples

–      To teach his disciples how to pray

–      To intercede for others

–      To honor God

–      To seek for guidance from God.                                                                    1×8=8 mks

  1. b) –      The spoken word of Jesus during the healing of the paralytic, “your sins are forgiven” shows that

Jesus was interested in curing people of their spiritual illnesses

–     Restoring the sick people back to health by liberating them from physical and psychological suffering

–     The casting out of demons shows that evils and the powers of satan are overcome

–     Those who witnessed the healing miracles of Jesus realised the presence of God’s power in Jesus

–     The healing of non-Jews states that God’s saving power/ grace is for all communities/ universal

–       The healing miracles liberated the sick from despair and restored them to holiness

–       The healing was a demonstration of God’s love for the oppressed

–       The healing miracles shows that Jesus had come to liberate human kind from suffering and death

1×6=6 mks

c)-       They met for prayers/ prayed together in fellowship

–        They prayed for one another.

–        They shared meals

–        They shared their belongings / property with one another.

–        They sold their property and distributed the money among themselves according to each individuals needs

–        They celebrated the Holy Communion together/ broke the bread together

–        They showed concern/ to help the less privileged

–       They welcomed each other to their homes/ offered hospitality to others

–        They solved problems affecting the church

–        Winning converts/ accepting members of the church without discrimination on gender, race or social class

–         Preached the same Gospel of Jesus Christ

–         Churches in different places kept in touch with each other through visits/ missionary work

–         The unity of the church was demonstrated through the work of the Holy Spirit among Christians

1×6=6 mks

 

 

  1. a) – By incorporating them as partners in business by allowing them to buy shares

–           Sharing profit with them

–           Appreciating their work

–           By paying terminal benefits

–           By allowing them time for entertainment/ leisure/ worship

–           By allowing employees leave/ rest

–           By practicing charity and good will

–           By treating them humanely

–           By setting good example i.e. being respectful, hard working and punctual

–           By taking care of workers welfare                                                                 1×7=7 mks

  1. – Alcoholism affects one’s efficiency at work. It reduces the productivity

–           It can lead to one to embezzle public funds

–           It can cause accidents especially drivers if they are under the influence of alcohol

–           A lot of money meant for basic things is spent on drinking sprees hence causing poverty

–           It causes misunderstanding among the family members/ workmates and the employer

–           It affects one’s health rendering him in effective at work

–           It may lead to break up of one’s family which will affect his performance

–           It may make one to be absent from work                                                      1×8=8 mks

  1. c) – Christians should engage in leisure activities which promote their respect and dignity

–           Christians should avoid leisure activities that may be harmful to others

–           Christians should choose leisure activities that enrich their knowledge of God

–           Christians should follow Jesus’ example by engaging in those activities that promote service to others

–           Christians should not engage in leisure activities that are harmful to the individuals and put ones life at risk

–           Christians should avoid leisure activities that lead to addiction

–           Christians should avoid leisure activities that lead to sin

–           Christians should engage in leisure activities that please God                     1x 5=5 mks

  1. a) – Many adults die leaving behind many orphans, by 2005 we had 1.6 million orphans

–           Caring for the orphans is a burden

–           Grand parents or old children get the burden of running the homes where orphans are left

–           The sick person uses a lot of money medically

–           The sick person becomes unproductive economically

–           A lot of sorrow in families due to death

–           Women are easily infested and affected

–           The women are burdened with care of the home

–           Poverty increases in the homes

–           Children are forced to look for manual work to provide for the homes

–           Children are forced to drop out of school due to lack of money or look for employment

–           People with AIDS feel lonely, isolated and hopeless

–           Those living with AIDS feel guilty and as punishment

–           People with AIDS are discriminated at places of work and not hired for jobs

–           People living with AIDS may be denied their basic human rights e.g. to travel, to have children, employment and education                                                                        1×10=10 mks

b)-             Night sweats

–           Fever lasting several weeks

–           Diarrhoea which lasts two or more weeks

–           Loss of appetite and weight e.g. loosing 5 kilos in two months

–           Swelling of the glands in the neck, armpit and groin

–           A feeling of tiredness lasting for weeks without apparent cause

–           Skin diseases – a type of cancer known as “Kaposis Sarcoma”

–           The growth of fungus in the mouth

–           Prolonged cough and shortness of breath                                                      1×5=5 mks

  1. – Preach to those with AIDS and show love to them

–           Clergy should be trained in how to handle those with AIDS

–           Educational programmes should be held to give people dangers of HIV/ AIDS&STIs

–           Parents should be helped by the church to educate youths and adolescents on the importance of responsible sexual behavior

–           Counsel those with AIDS not to spread it

–           Give hope to full blown AIDS people to live with dignity and not blame themselves

–           Cultivate self worth, self image and self assertion to possible candidates of AIDS (promiscuous persons)

I cor 13                       Gal 5:19-21                Eph 5:3

–           Involve affected and infected in employment or income generating projects

–           Advocate for protection of human rights of people with AIDS                    1×5=5 mks

  1. a) – Unjust laws and unjust punishment

–           Inadequate distribution of wealth and resources

–           Racism/ tribalism/ Nepotism/ Secterialism/ Apartheid/ Prejudices

–           Poverty

–           Lack of tolerance by leaders

–           Arrogance and hypocrisy by leaders

–           Oppression/ suppression and repression of the citizens

–           Unemployment/ underemployment

–           Selfishness and greed for money and power

–           Corruption/ bribery/ rigging of elections                                                      1x 6=6 mks

  1. – Life is sacred/ Holy, only God should claim it

–           Capital punishment does not make the person reform but clears him

–           Death cannot be reversed incase a judge makes a mistake in his prosecution

–           It has no economic value/ benefit to a country

–           The methods used are inhuman and lowers a persons dignity

–           It is contrary to God’s statutes/ laws for example “Though shall not kill”

–           It undermines the Biblical teaching on forgiveness

–           It distabilises the family/ deprives a family of a resourceful/ loved member

–           It destroys the image of God in man                                                              1x 6=6 mks

  1. – Preaching/ teaching values pertaining to peace and justice

–           Appealing to people to obey lawful authority (the rule of law)

–           By practicing what they teach/ preach, setting good examples/ living exemplary lives

–           Condemning vices which lead to disorder in the society e.g. injustice, corruption

–           By playing reconciliatory roles/ mediators between warring parties or individuals

–           Educating people on their right and duties as citizens of the country

–           Caring/ helping the poor, needy, oppressed people in the community

–           Create employment and equip people with skills so that they can be employed elsewhere

–           They offer guidance and counseling services where people who have problems can get help

–           They provide education whose objective is good citizenship

–           Support individual/ groups who fight for justice and peace

–           They pray for peace and justice and good government                                 1×8=8 mks

 

 

 

 

 

SAMPLE  3

313/2

CHRISTIAN RELIGIOUS EDUCATION PAPER 2

Answer Any Fice Questions Below

  1. (a) Show how prophet Isaiah presented the servant of Yahweh                               8mks

(b)  Explain using examples from St. Luke’s Gospel how Jesus fulfilled Jeremiah’s teachings

about the new covenant.                                                                                      7mks

( c)  Why do Christians commemorate the lord’s supper                                         5mks

  1. (a) explain the message about God and John the Baptist as outlined in the Benedictus.

6mks

(b)  How do Christians mark the birth of Christ in their lives today.                                   8mks

( c)  What lessons can a Christian learn from the shepherds response to Angel’s message.

6mks

  1. (a) Narrate the parable of the wicked tenants Lk 19:9 -18.                                      9mks

(b)  Explain the meaning of the parable of the tenants.                                            6mks

(c )  Give reasons why some people find it difficult to accept the Gospel of Jesus Christ.

5mks

  1. (a) Explain the New Testament teaching on love, 1 Corinthians 13: 4-8.               8mks

( b)  State the criteria for discerning the spiritual gifts.                                           6mks

( c)  What religious duties do Christians perform as a Royal Priesthood to God.            6mks

  1. (a) Explain the social problems facing the society today.                                       8mks

(b)  How does the state punish those who break the law.                                          7mks

( c)  How can a young Christian use the life skills to cope up with challenges in life5mks

  1. (a) What is a justified wage.                                                                                     8mks

(b)  Explain the Christian view on industrial action                                                 7mks

( c)  Suggest the government solution to child labour                                              5mks

 

 

 

MARKING SCHEME

SAMPLE  3

313/2

 (a) How prophet Isaiah presented the servant of Yahweh.

(i)           The servant will succeed in his work and will be highly honoured.

(ii)          His success and Honour will surprise many who have witnessed his death.

(iii)        The servant is despised, rejected and ignored by those who are with him.

(iv)        He has nothing attractive, he is very ordinary and simple.

(v)         He is harshly treated, arrested and sentenced to death and killed.

(vi)       He accepts the suffering, which should have been received by other for their sins.

(vii)      His body is buried with the bodies of rich men.

(viii)     He endures all that is done to him in humble silence.

(ix)     Through his sufferings, human beings are reconciled to God.

(x)       It is the will of God that the servants suffer.

(xi)      His death is a sacrifice to bring forgiveness of sins.                             (8 x 1 = 8mks)

  1. b) How Jesus fulfilled Jeremiah’s teachings on the new covenant.
  2. i) Jesus inaugurated the new covenant during the Last Supper. He said, “This cup is

poured out for you in the new covenant in my blood”. (LK 22:20)

  1. ii) The death of Christ on the cross shows that God will not remember their sins anymore.

iii)       Jesus summarized the Mosaic Law into the double commandment of love of God and love of one’s neighbour LK10: 27. The law of love is eternal.

(iv)     Jesus established the kingdom of God, a new community of God’s

people based on faith and obedience is his teachings.

(v)      Jesus established an everlasting covenant through his death and resurrection.

 

(vi)      In Jesus, people have direct relationship with God

(vii)     Jeremiah gave hope about restoration which found fulfillment in Jesus who came from

the Davidic lineage to set up God’s rule on earth.

(vii)     Jesus established the new beginning in  the New Testament, which is

the  basis of his doctrine of the new covenant.

( Well explained point 7 x 1 = 7 mks)

  1. Why Christians commemorate the Lord’s supper

(i)        To renew their faith in God and bind themselves to it.

(ii)       It marks the day of deliverance for Christians from the bondage of sin.

(iii)      It is a way of continuing to proclaim Christ death until his Second Coming.

(iv)     It provides Christians an opportunity to confess and repent their sins.

(v)     Jesus presence becomes a reality through the sharing of the bread and the wine.

(vi)  To thank God for his Love.

(vii)  It is a time for re-dedication and self-renewal to Christ.

(viii)  It is an act of obedience in Christ command.                             (5×1 = 5 marks)

2 (a) Message about God and John the Baptist as outlined in the Benedictus.

  1. i) God is a redeemer

(ii)       God has bought salvation through Jesus

(in)      God fulfills his promises

(iv)      John the Baptist would be the prophet of the most high God

(v)       He would prepare the way for messiah

(vi)      John the Baptist will give the knowledge of salvation to his people

(vii)     John the Baptist would call people to repentance and forgiveness

(viii)    John would give light to those in darkness & shadow of death

(ix)      He would guide people into the part of peace

(6×1 = 6 marks) 3 points for each (God & John)

(b) How Christians mark the birth of Christ.

(i)        There is the decoration of the Christmas tree

(ii)       Decorations of church and homes

(iii)      The Santa Claus (Father Christmas)

(iv)      Special Christmas dinner/food/ cake

(v)       Exchange of gifts/ cards

(vi)      Christmas Carols

(vii)     Attending of church services/ church meeting/ Christmas vigil

(viii)    Helping the poor/ needy

(ix)      Visits/Visitations                                                                      (8×1=8 marks)

  1. Lessons Christians can learn from the shepherd’s response to the Angel’s message.

(i)      God demand obedience from us,

(ii)       We should respond positively to God’s message and be ready to serve him.

(iii)     Christians should share the good news of the kingdom with others Just like the Angel

shared the news with the shepherds.

(iv)     Christians should believe in God’s message and respond to it at once,

(v)       It is important to praise and glorify God,

(vi)     We should serve God with our wealth,

(vii)    God speaks to us despite our status in life,

(viii)   God reveals his message to man.

(ix)     All are called to serve God.                                                  (8 x 1 =(8 marks)

 3(a) Narrate the parable of the wicked tenants,

–    When Jesus was teaching and preaching in Temple during his Jerusalem ministry, the

Jewish religious leaders questioned his authority.

–    Jesus told them the parable of the wicked tenants to help interpret his role and that of

his opponents.

–    Jesus told them the parable of the man who planted vineyards and let it out to tenants &

went into another country for along time.

–    When the time of harvest came, he sent his servants to the tenants, that they

may give him some of the fruits of the vineyard. The tenants instead beat him up and    sent him empty-handed.

–  He sent another servant whom they beat & treated shamefully and sent him

empty handed.

–   He sent yet a third one whom they wounded and caste out.

–  The owner of the vineyard then sent his own son but he was beaten up and killed.

– Jesus posed a question “what then will the owner do to the vineyard?.

He will come destroy those tenants and give the vineyard to others.

–    Jesus concluded the parable that “the very stone the builders rejected  has become the corner stone “.                                                                                                               (9×1 = 9 marks)

  1. Meaning of the parable of the wicked tenants.

(i)         The parable is about the rejection of Jesus by the Jewish religious leaders, providing a preview of what will happen in Jerusalem,

(ii)      The owner of the vineyard is God, the vineyard is Israel while the tenants are

the Jewish.

(iii)     The servants that are beaten represent God’s prophet, messengers.

(iv)     Jesus is the son referred in the parable whom the people rejected and killed,

  • The death of the son anticipates Jesus death at the hands of Jewish leaders,
  • The quotation in Psalm shows that the stone the builders rejected is Jesus himself.

(6×1 = 6 marks)

  1. Reasons why people find it difficult is accept the Gospel of Jesus Christ.

(i)        Alternative religions.

(ii)       Too much wealth/riches.

(iii)      It is too demanding.

(iv)      Lack of faith.

(v)       Science technology seems to provide solutions to man’s problems.

(vi)      Lack of proper role models.

(vii)     Discouragement from church leaders.

(viii)    Permissiveness in the society.

(ix)      Drug abuse makes people not to think about God. / pleasures of the world

(5×1 = 5 marks)

4 (a). New Testament teachings on love &  1Cori. 13:4 — 8.

(i)      Love is patient and kind,

(ii)      Love is not jealous or boastful.

(iii)     Love is not arrogant or rude.

(iv)     Love does not insist on its own way.

(v)      Love is not irritable or resentful.

(vi)     Love does not rejoice at wrong but rejoice at the right.

(vii)   Love bears all things, believes all things, hopes all things, and endures

all things.

(viii)   Love never ends.

(b) Criteria for discerning spiritual gifts’.

(i)       Test of loyalty to Jesus or conformity to the faith.

(ii)       Test of love. The exercise of spiritual gift should result to love.

  • Test of spiritual One who is lead by the spirit of God  should bear the fruits

Of the Holy Spirit,

  • Doctrinal test. One who is inspired by the Holy Spirit can not contradict the scripture

/ doctrine

(3 x 2= 6 marks, 1 mk for mention, 1 mk for explanation Total (6 marks)

C . Religious duties that Christian performs as a Royal priesthood to God.

(i)      Praising God and praying to Him.

(ii)      Devoting their lives in obedience to God as a spiritual sacrifice.

(iii)     Calling others to repentance.

(iv)   Forgiving others.

(v)       Meeting the needs of other people by sharing/ helping needy.

(vi)      Creating unity/ peace/harmony among people.

(vii)     Preaching the Gospel.

(viii)    Leading by examples/ role models.

(6×1 = 6 marks)

 

 

5 (a). Social problems facing the society

(i)        Poverty

(ii)       Drug abuse

(iii)      Unemployment

(iv)      Child abuse / child labour

(v)       Sexual Immorality / rape / adultery / prostitution

(vi)      Discrimination/ Tribalism/ Racism

(vii)     Wars

(viii)    Epidemics/ (diseases e.g. HIV/AIDS)

(ix)      Calamities such as earthquake, floods Tsunami

(x)       Accidents

(ix)      Corruption / bribery

(iix)     Broken marriage / divorce / separation

( 1 x 8  = 8 mark) ( the points must be explained)

(b). How the state punish those who break the law.

(i)        Imprisonment

(ii)       Paying fines

(iii)      Corporal punishment

(iv)      Probation

(v)       House arrest

(vi)      Assigning community work

v

(vii)     Hard labour

(viii)    Capital punishment (soon it might be scrapped)

(ix)      Approved schools and juvenile remands homes

(7×1= 7 marks)

  1. How a young Christian can use life skills to cope up with various challenges

(i)       Using decision-making, by identifying the best alternative to overcome

a challenge encountered.

(ii)      Critical thinking, by examining and assessing a given situation impartially.

(iii)     Creative thinking by using ideas imaginatively to solve a problem.

  • Having high self-esteem, being confident, consistent, outgoing, social and

having  positive altitude, about ourselves

(v)     Being Assertive in making decisions/principles and hold on to item.

( 5 x 1 = 5mks)

6 (a). What is a justified wage.

(i)       Wage that is paid on  time.

(ii)      Equivalent to the work done.

(iii)     Paid according to labour contract.

(iv)     That enables the employee to meet his/ her basic needs.

(v)      Extra-work extra-pay.

(vi)      A wage that does not push the employer out of business.

  • Equal work equal pay/no discrimination.
  • Should not be withheld.

(ix)      Should take into consideration the period of framing/  practical experiences/ skills

responsibilities assigned/energy use / importance of the work to  the community.

(8×1=8 marks )

 

(b). Christian view on industrial action (strike)

(i)      A strike must have a serious and just cause

(ii)      The gain front the strike must out-weigh loss/damages.

(iii)     It should he peaceful.

(iv)     Must have a hope of success.

(v)       There should no strike among essential service workers.

(vi)     There should not be no picketing / intimidation / victimization.

(vii)    The strikers should not harass the non-union workers.

  • There should be peaceful negotiation between the employers and workers representatives or union.

(ix)     Should be the lust resort when other means have failed.

  • The employers and employee should fulfill their obligations towards one another

to avert strike.

(7×1 = 7 marks)

  1. Suggest the government solutions to child labour.

(i)       The government discourages child labour.

(ii)      The government has introduced laws that protect children.

(iii)    Introduction of free education.

(iv)      There are laws governing labour contract/ no employment of under age

  • The government sponsorship/ giving funds to children from poor families to

Continue with schooling.

(vi)      The government together with the N. G. Os sensitize the public about the child rights.

(5×1= 5 marks)

                                                            NB mark Any other relevant point raised by the student

 

 

 

SAMPLE  4

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CHRISTIAN RELIGIOUS EDUCATION PAPER 2

 

  1. a) What were the Jewish expectations of the Messiah?      (6 marks)
  2. b) Out-line what Simeon and Anna revealed about the life of Jesus when his

parents  presented him to the Temple for dedication.                                        (8 marks)

  1. c) Give ways in which church leaders are preparing people for the second

coming of Christ.                                                                                           (6 marks)

 

  1. a) Give the account of the sinful woman in Luke 7:36-50                                (7 marks)
  2. b) Highlight the main teachings of Jesus on the sermon on the plain               (8 marks)
  3. c) State ways in which the church in Kenya is continuing with the healing

ministry of Jesus                                                                                            (5 marks)

 

  1. a) Outline the testimony of the holy women regarding the resurrected Jesus

Christ. (Lk. 24:1-10)                                                                                      (7 marks)

  1. b) Why did Jesus disciples respond to the news of his resurrection with fear

and disbelief?                                                                                                 (6 marks)

  1. c) Why is violence against women rampant in Kenya today?                          (7 marks)

 

  1. a) Identify the symbols used to describe the unity of believer in the New

Testament.                                                                                                      (5 marks)

  1. b) In what ways was unity of believers demonstrated in the early church?      (8 marks)
  2. c) State the factors which threaten unity in the church today.                          (7 marks)

 

  1. a) Identify the main sources of Christian Ethnics.                                            (5 marks)
  2. b) What is the significance of leisure in traditional African communities?     (7 marks)
  3. c) Give reasons why employees should be given rest.                                      (8 marks)

 

6   a)         Explain Christian teachings on human sexuality.                                         (8 marks)

  1. b) How has science and technology helped to improve human life?                (7 marks)
  2. c) Identify ways in which Christians can help to control desertification.        (5 marks)

 

 

 

 

 

MARKING SCHEME

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1a) The Jewish expectation of the messiah. (6marks)

  1. They expected apolitical /military leader who would overthrow their colonial rules the Roman.
  2. They expected a messiah who would rule the whole world from Jerusalem and receive tribute/ homage from all the nations of the world.
  • Messiah would be a descendant of David.
  1. The messiah comes after the return of Elijah.
  2. He would not associate with the poor sinners, and Gentiles.
  3. He would perform wonders and miracles.
  • The establishment of his kingdom would be preached with cosmic powers.
  • The messianic kingdom would be established through God’s judgment on his enemies.
  1. The messiah would come from a rich /noble family.             (1×6=6)

 

  1. b) What Simeon and Ann revealed about the life of Jesus when his parents presented him to the Temple for dedication.
  2. Jesus was the messiah.
  3. Jesus would bring salvation to Israel.
  • Jesus mission is universal.
  1. Jesus would be light to the revelation of the Gentile.
  2. Jesus was going to suffer for the sake of humankind.
  3. He would deliver the Israelites from oppression.
  • His mission was to reveal God to humankind.
  • The coming of Jesus would cause division among people in Israel.
  1. He would be source of joy to many people.
  2. He would restore Jerusalem back to its glory. (Any 4×2=8)

 

  1. c) Ways in which church leaders prepare people for the second coming of Christ. (6marks)
  2. By preaching the good news.
  3. Living exemplary lives/ being role models.
  • Helping the needy/ doing charitable work.
  1. Condemning evils in society.
  2. Providing family life education.
  3. Sharing in the Lords supper.
  • Encouraging people to repent / getting saved
  • Providing guidance and canceling people eg prisoners.
  1. Organizing seminars / workshops/ crusades to encourage people to holy lives. (1×6=6)

 

2a) How John the Baptist prepared the way for the messiah.

  1. John preached repentance of sin and warned of the coming judgment.
  2. He invited people to be baptized and be forgiven of their sins.
  • Baptized the people who repented.
  1. Encourage the rich to share with the poor.
  2. Advised people not to bear false witness against fellow human beings.
  3. He told tax collectors not to take more than what was required.
  • He introduced Jesus to the crowd as the messiah (lamb of God)
  • He rebuked Herod for marrying Herodians.
  1. He baptized Jesus in River Jordan.                                                            (Any 7×1=7)

 

  1. b) Why Jesus submitted to John’s Baptism and yet he was not a sinner.
  2. He wanted to confirm and encourage listeners of John to accept his baptism.
  3. He wanted to identify himself with those with sin and he come to save them from sins.
  • He wanted to symbolically take upon himself man’s sins.
  1. He saw it as away of fulfilling the Old Testament prophecies about the messiah.
  2. He saw it as a last act of preparing those who were ready to receive the messiah in person.
  3. He considered it as God’s plan of saving mankind.
  • Baptism provided an opportunity for the manifestation of the Holy Trinity.
  • Through Baptism Jesus was to get an assurance and confirmation that he was God’s son.
  1. Through baptism he was to receive the anointing and power of the Holy Spirit to guide him for the messianic mission.
  2. To prepare him for his earthly ministry. Jesus was about to start his public ministry.

(Any 8×1=8)

  1. c) Ways in which the church in Kenya is continuing with the healing ministry of Jesus.
  2. Establishing hospitals.
  3. Establishing medical college.
  • Visiting and praying for the sick.
  1. Encouraging and supporting medical research both morally and financially.
  2. Teaching the public on preventive measures against STIs and AIDs/HV.        (Any 5×1=5)

 

  1. a) Testimony of the holy women regarding the resurrected Jesus Christ. (LK24:1-10)
  2. The holy women notably Mary Magdalene, Joanna and Mary the mother of James went to the tomb in the morning of Sunday carrying spices to prepare Jesus’ body.
  3. They found the stone rolled away from the entrance to the tomb.
  • They went in but they did not find the body of the Lord Jesus.
  1. They stood there puzzled about this.
  2. Suddenly two angles appeared to them.
  3. Full of fear, the woman bowed down to the ground.
  • The angles asked them why they were looking for the living among he dead.
  • They were told Jesus was there but had risen as he had told them he would do on the third day upon his crucifixion death and burial while in Galilee.
  1. The women went and told all these things to the eleven disciples of Jesus.             (Any 7×1=7)

 

  1. b) Why did Jesus disciples respond to the news of his resurrection with fear and disbelief?
  2. The news was first brought by women who were despised / regarded lowly.
  3. The disciples had witnessed the death// burial of Jesus.
  • They lacked faith / had little faith.
  1. They had expected a glorious / implants political messiah/ not one that would die/ did not expect a spiritual messiah.
  2. There was conflicting message about resurrection.
  3. The tomb was heavily guarded by the Roman soldiers/ abide rock was placed at the entrance.
  • Influence from their historical background/ resurrect ions was impossible/ had not happened before/ was a strange new things.                       (Any 6×1= 6)

 

 

  1. c) Why violence against women rampant in Kenya today.
  2. Male chauvinism /superiority.
  • Women are vulnerable
  1. Ignorance of the law/women don’t report cases of violence.
  2. Attitude towards women.
  3. Cultural beliefs/ norms.
  • Lack of laws /legislation guarding women against violence.
  • Lenient punishment by the law court /laws against offenders/ corrupt legal procedures.
  1. Drug abuse/ alcohol.
  2. Male dominated society in leadership. (Any 7×1=7)

 

  1. a) Symbols used to describe the unity of believers in the New Testament.
  2. i) The body of Christ 1cor. 12:12 – 27 Eph 4:1-12.
  3. ii) The vine and the branches Jn 15:1-10.
  • The church Eph 5:21-32.
  1. The bride Rev. 21:1-12, 2cor 11:2.
  2. The people of God 1 Peter 2:9-10                                (5×1=5)

 

  1. b) Ways in which unity of believers demonstrated in the church.
  2. They prayed together for one another.
  3. They shared their meals together in their homes.
  • They shared their property.
  1. They helped the less privileged.
  2. They celebrate the Holy Communion together.
  3. They met together for apostolic teaching and instructions.
  • They preached the same Gospel of Jesus Christ. (7×1=7)

 

  1. c) Factors which threaten unity in the church today.
  2. Minister interpretation of the scriptures.
  3. Struggle for leadership.
  1. Traditional and cultural difference.
  2. The church’s stand on certain issues eg abortion and gay marriages.
  3. Insecurity in the country.
  • Political interference.
  • Doctrinal differences.         (8×1=8mark)

 

  1. a) Main sources of Christian ethics.
  2. Holy scriptures (Bible)
  3. Teaching of Christian community eg church
  • Authoritative leaders eg church ministers.
  1. Natural law
  2. State law.
  3. Human reason and experience/ conscience.
  • African cultural law.                                                              (5×1=5)

 

  1. b) The significance of leisure in traditional African communities.
  2. Leisure is activity used to thank God for the achievement in life.
  3. It provides an opportunity to educate the youth in the community.
  • It in for the celebration of the good men of life.
  1. It is an opportunity  to socialize among friends and relatives.
  2. It is used to develop talents.
  3. It is used to establish and renew relationship with ancestors.
  • Community elders used leisure to solve community matters.
  • It is used to identify future community leaders.
  1. It is through leisure activities that marriage partners are identified.
  2. It is an opportunity for one to regain lost energy during work.           (7×1=7)

 

  1. c) Why employees should be given rest.
  2. To regain lost energy.
  3. To be able to attend to their families.
  • To be motivated to work better.
  1. It is a requirement from labour organization world wide.
  2. So that they do not cause destruction due to accumulated stress.
  3. It helps them to develop good relationship with their with their employer.
  • It enables them to worship God.               (8×1=8)

 

  1. a) Christian teaching on human sexuality.
  2. God created both male and female/ should marry.
  3. Male and female complement each other ie share duties/ companionship.
  • Male and female have distinctive role in creation.
  1. Both shares in the image of God.
  2. The union of male and female is consummated in marriage / virginity is highly valued.
  3. Male and female should live in harmony.
  • Procreate/ fulfill God’s command to multiply.
  • Sexual deviation s condemned (homosexuality, lesbianism, bestiality etc.
  1. Male and female should respect each other, should regard each other as equal.
  2. Sex is sacred/ a gift from God.                                                                   (7×1=7)

 

  1. b) How science and technology has helped to improve human life.
  2. Means of transport and communication have improved social interaction and faster movement.
  3. It has improved efficiency at work where machines are used.
  • Has led to improved agricultural development hence increasing food production.
  1. It has enhanced human beings understanding of the environment leading to its better use such as through irrigation and weather forecasting.
  2. It has brought better health care through modern medical technology.
  3. Human beings are now better placed in security matters by use of radar, alarms and electrical fencing.
  • It has led to creation of job opportunities through industrial development.
  • Trade has been promoted through the use of computers and the internet.                (4×1=4)

 

  1. c) Ways in which Christians can help to control desertification.
  2. Practicing afforest ration and reforestation programmes.
  3. Practicing agro-forestry.
  • Using alternative energy sources as opposed to the public on how to preserve the environment.
  1. Participating in environmental conservation programmes.
  2. Providing education to the public on how to preserve the environment.
  3. Giving financial assistance to bodies that control desertification.
  • Protecting all water catchments areas
  • Carrying out betters methods of farming
  1. Reporting cases of forest destruction to relevant authority.                                                                                                                                        (5×1=5)

 

 

 

 

 

SAMPLE  5

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CHRISTIAN RELIGIOUS EDUCATION PAPER 2

  1.  (a) Narrate the parable of the unfruitful fig tree (Luke 13: 6 – 9)                                     (8mks)

(b) Explain the reasons why Christians are baptized.                                                         (5mks)

(c) What are the lessons that a Christian can learn about Jesus in his temptations in the                               wilderness.                                                                                                                    (7mks)

  1. (a) Identify the relevance of Jesus’ Baptism to Christians today.                                      (8mks)

(b) Explain ways in which the disciples of Jesus showed their support to his ministry.    (7mks)

(c) Explain the challenges faced by Christian leaders as they do their work.                    (5mks)

 

  1. (a) Discuss how Jesus triumphant entry into Jerusalem failed to portray him as an earthly

Messiah.                                                                                                                        (6mks)

(b) Why was it difficult for Jesus disciples to believe that Jesus had resurrected?            (8mks)

(c) In what ways do Christian live according to Jesus’ will as they wait for his second coming.

(6mks)

  1. (a) Identify the lessons that a Christian can learn from the out pouring of Holy Spirit on the

day of Pentecost.                                                                                                             (5mks)

(b) Describe how the unity of believers is expressed in the symbol of Body of Christ.    (7mks)

(c) Describe how churches discipline those who cause disunity in the church today.       (8mks)

 

  1. (a) Outline the ways in which an individual acquires life skills.                                        (5mks)

(b) State ways in which the youth can be encouraged to practice chastity.                        (5mks)

(c) Explain the features of traditional African family.                                                       (7mks)

 

  1. (a)       Explain how the birth stories of Jesus fulfil the prophecies of Isaiah.                   (6mks)

(b)       Identify the activities that took place following the birth of John the Baptist.       (7mks)

(c)       How should a Christian couple respond to the problem of childlessness?             (7mks)

(8mks)

 

 

 

MARKING SCHEME

SAMPLE  5

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  1. (a) Outline the parable of the unfruitful fig tree as outlined in Luke 13: 6-9.
  • A man had a fig tree growing in his vineyard
  • He went looking for figs on it.
  • But found none.
  • He said to his gardener, “Look, for three years I have been coming here looking for fig on this tree.
  • I haven’t found any.
  • Cut it down.
  • Why? Answered the gardener, leave it alone sir.
  • Just this year, I will dig a trench around it and fill it with fertilizer.
  • If the tree does bear fruit next year so much the better.
  • If it does not bear you have to cut it down.

8 x 1 = 8mks.

   (b) Explain the reasons for Christian Baptism.

  • To follow Jesus example and identify with him.
  • To receive the Holy Spirit who teaches, guides in their lives.
  • To prepare one to enter Kingdom of God.
  • Unites Christians under one body of Christ.
  • It effects complete forgiveness of sins.
  • It is an act of being born again.
  • It is a symbol of death and resurrection.
  • Through Baptism one is considered a child of God. 5 x 1 = 5mks.

    (c) State lessons that Christians Learn about Jesus in his temptations in the wilderness.

  • Jesus was a human i.e. he felt hungry.
  • Jesus was Divine / Son of God/ messiah.
  • Jesus had power over Satan/ temptations
  • He was obedient to his father
  • Jesus was ready for his mission.
  • Jesus was well versed with scriptures.
  • He knew temptation comes from the devil as he told the devil to leave him.

1 x 7 = 7mks

  1. (a) Identify the areas of conflict between Jesus and Jewish religious leaders. (8mks)
  • Sabbath observance Jesus healed on Sabbath while Jewish leaders taught no work should be done on Sabbath day.
  • Jesus mixed freely with sinners e.g. tax collectors gentile and unclean people.
  • He exposed hypocrisy of Jewish religious leaders openly.
  • Jesus disciples were not fasting like those of John the Baptist.
  • His divine authority, Pharisee felt it blasphemous of Jesus claim to forgive sins.
  • His claim to be messiah.
  • His claim that he can destroy the temple and build it in three days.
  • His teachings that the first will be the last and last will be the first in the Kingdom of God.                                                                                                           7 x 1 = 7mks.

   (b) Ways disciples of Jesus showed their support to his ministry.

  • They left their families and followed him.
  • They accepted his teaching / obeyed him.
  • They invited him to their homes e.g. Levi and Peter.
  • Accompanied him in his work.
  • Addressed him as rabbi / teacher
  • Took care of his mother.
  • Peter cried when he remembered he had denied Jesus.
  • They were present when he was crucified on the cross.
  • They were happy when he resurrected.
  • Helped him to spread good news e.g. mission of 12 and 72.              7 x 1 = 7mks

    (c) The obstacles faced by Christian leaders as they do their work.

  • Political interference with church work.
  • Corruption in the society.
  • Immorality among the church members.
  • Factionalism within church members.
  • Death / sickness/ family problems among the members.
  • Struggle for leadership among the members.
  • Hypocrisy of some of the members.
  • Increasing numbers of atheist.
  • Modern styles of living.

Any 6 x1 = 6mrks

  1. (a) How Jesus’ triumphant entry into Jerusalem failed to portray him as an earthly messiah
  • Triumphant means successful or victorious.
  • He rode on a colt which is a sign of humility / poverty. He should have rode on a horse.
  • He wept on seeing Jerusalem since he already knew destruction awaiting the magnificent city.
  • He was angered by what he saw in the temple such that he chased away the business men violently.
  • He experienced loneliness at Mt Olives on the night he was betrayed because his disciples slept while he prayed.
  • The entry was not victorious because Judas Iscariot betrayed him.
  • He suffered physical and spiritual torture in the hands of the solders.
  • A criminal Barnabas was preferred for release while Jesus who innocent was chosen for crucifixion.
  • His closest disciple Peter denied him three times.

6 x 1 = 6mks.

     (b) Reasons why it was difficult for the disciples to believe that Jesus had resurrected.

  • Disciples of Jesus had witnessed his death and burial hence they knew he had gone forever.
  • The report about the resurrection of Jesus was first reported by women who were highly despised in Israel.
  • The disciples expected a glorious triumphant political messiah and not one that would die.
  • The disciples lacked faith in the teachings and sharing that Jesus had with them
  • There was conflicting message and information about the resurrection of Jesus. He appeared to the disciples differently hence different reports.
  • The tomb was heavily guarded by the Roman soldiers and a big rock was placed in the tomb. Jesus could not pass all these without being noticed.
  • The influence from their historical back ground about resurrection where Sadducees did not believe in resurrection of the dead.
  • The disciples were ignorant of the divine nature of Jesus.

8 x 1 = 8mks

    (c) Ways Christians live according to Jesus will as they await the second coming.

  • Avoiding Sins
  • Living under the guidance of the Holy spirit
  • Repenting their Sins / confessing their Sins.
  • Leading prayerful lives
  • Doing charitable works
  • Encouraging false prophets who keep on cheating them.
  • Patiently looking for signs of end of time.
  • Giving hope to others by preaching the good news to them.

6 x 1 = 6mks

 

 

 

  1. (a) Lessons Christians learn from the out pouring of the Holy Spirit on the day of Pentecost
  • It is important for Christians to meet together in fellowship as the Holy Spirit was poured on the disciples as they worshipped together.
  • Jesus keeps his promises, he had promised before he ascended to heaven the Holy Spirit and it came.
  • The Holy Spirit empowers believers to be in the forefront in preaching God’s word.
  • Baptism of the Holy Spirit is important in salvation.
  • Christianity is a universal religion this is shown by the disciples proclaiming good news in different languages.
  • Shows the importance of vernacular languages as the best means of spreading the good news/ Shows the importance of bible translations into vernacular languages so that everyone reads and understands.
  • As Peter did, Christian leaders should boldly explain to the world God’s continued work of salvation to mankind.                                                               1 x 5 = 5mks.

   (b) How the unity of believers is expressed in the symbol of the Body of Christ.

  • Church like a human body has many parts that functions for the good of the whole body.
  • As the body of Christ, the church has many members from different back grounds but all have been baptized in one spirit.
  • Every member of the church has a role to play for her development.
  • Different members have different spiritual gifts that are used for the development of the church.
  • All members of the body of Christ are equal because they serve the same God.
  • All spiritual gifts have been given by God hence none is inferior to the other.
  • Christians strive to remain in Christ and also invite others to become members of the body of Christ.
  • Unity is achieved through the practice of virtues such as humility gentleness and patience.
  • The spirit is the unifying power that brings Christians together as one body of Christ.
  • Jesus is the head of the Church.
  • Christians share one faith in Christ.
  • Christ has given Christians gifts for the purpose of building the body of Christ.

7 x 1 = 7mks

   (c) How Churches discipline those who cause disunity in the church today.

  • They are denied leadership positions
  • They are denied some services of the church such as wedding rites, burial rites etc
  • They are given a warning
  • They are charged a fine
  • Those who cause disunity are reprimanded and asked to apologise.
  • Workers who cause disunity can lose their jobs.
  • Leaders who cause disunity are asked to resign.
  • Some church excommunicate members who blaspheme.
  • Some times they may be suspended from church duties and church service. 8 x1 = 8mks
  1. (a) Outline the ways in which an individual acquires life skills.
  • Through education- basic education gives facts concerning skills such as decision making, creative thinking and interpersonal skills.
  • Religious instruction- this inculcates skills that contribute to spiritual and moral well being.
  • Observation- by observing behaviors or practical life experience of others an individual acquires desirable skills.
  • By practice- by deliberately putting into practice initiating desirable skills/ doing what is learnt and imernalisiny the skills.
  • Mass media- by reading news papers, watching educative Tv programs listening to radio, one can acquire life skills
  • Personal experience- the economic social and political experiences a person goes through will consciously or unconsciously influence them to develop desirable skills.

5 x 1 = 5mks

   (b) Ways in which the youth can be encouraged to practice chastity.

  • Openly discussing issues associated with unchastely.
  • Seminars and work shops to give one another skills.
  • Rewarding the sexually responsible youth who are prime
  • Guidance and counseling on reproductive health.
  • Setting good examples.
  • Advising them on the mode of dressing.
  • Advising them to pray and follow God’s commandment.
  • Teach them that sex is only good for married people.
  • The bible teaches against adultery, fornication rape etc.

7 x 1 = 7mks

  (c) Features of a Traditional African family.

  • Procreation
  • Polygamy
  • Women were surbonate to their husbands
  • Divorce was rare
  • Relationships between in-laws were maintained well.
  • Marriage promoted one’s status.
  • Marriage was a covenant relationship and was not to be broken unless there were extreme problems.

7 x 1 = 7mks

  1. (a) How the birth of Jesus fulfils the prophecies of Isaiah
  • Jesus mother Mary was a virgin as foretold by Isaiah
  • He was to inherit the throne of his father David
  • He was born of the Holy Spirit to fulfill the prophecy that the messiah will be filled by the Holy Spirit.
  • Jesus birth is in a humble and poor setting to justify the prophecy that he humble & simple.
  • Jesus was a descendent of King David
  • Jesus’ rule was to last for ever from the message of the Angle to Mary.
  • In the magnificat, the humble were to be uplifted to show that he was to be a just ruler.
  • He was to be named Immanuel to fulfill Isaiah’s’ prophesy.

6 x 1 = 6mks

  (b) Identify the Activities that took place following the birth of John the Baptist

  • Relatives and friends gathered at Elizabeth’s home
  • They celebrated birth of a baby boy.
  • There was giving of gift and presents.
  • On the eight day the child was circumcised.
  • There was an argument over the name of the baby/ The mother gave the name John.
  • Zechariah wrote down the name
  • Zechariah regained his speech
  • He praised God for what He had done
  • The baby was given the name John.
  • Zachariah song the Benedicts in praise f God.                                                                              7×1=7 marks

(c) How a Christian couple should respond to the problems of childlessness

  • They should accept their state
  • They should consult medical experts for advice
  • They should pray for God to open their ways
  • They may think of adopting children.
  • They can visit children’s Homes to offer their services
  • Attend guidance and counseling sessions on family life Education
  • Read literature on childlessness as a way of getting the solution.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 6

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CHRISTIAN RELIGIOUS EDUCATION PAPER 2

  1. a) Identify incidences in the life of Jesus that fulfilled Old Testament prophecies about the messiah.                                                                                                                      (7 mks)
  2. b) What were the Jewish expectations of the Messiah? (6 mks)
  3. c) Give ways in which John the Baptist was an outstanding prophet. (7 mks)

 

  1. a) Relate the healing of the paralytic in Luke 5:18 – 26. (7 mks)
  2. b) Identify ways in which the disciples of Jesus supported Him. (7 mks)
  3. c) Jesus encountered many problems as a result of performing miracles. Identify those problems.

(6 mks)

 

  1. a) Describe the triumphant entry of Jesus into Jerusalem according to Luke 19:28 – 40.(7 mks)
  2. b) Identify the signs of the end of times as taught by Jesus. (7 mks)
  3. c) How should Christians prepare themselves for the second coming of Jesus Christ?(6 mks)

 

  1. a) Relate what Peter said about Jesus on the day of Pentecost. (7 mks)
  2. b) Identify the fruits of the Holy Spirit as taught by St. Paul. (6 mks)
  3. c) What are some of the ways in which Christians in Kenya fulfil Paul’s teaching on believers as “The body of Christ”  ?                                                                                              (7 mks)

 

  1. a) Explain the effects of incest. (7 mks)
  2. b) Explain why violence against women is rampant in Kenya. (6 mks)
  3. c) Identify some of the strategies put in place by the government to ensure justice and fairness for                                                                                                                                (7 mks)

 

  1. a) Outline ways in which you can make the work of your employees enjoyable. (7 mks)
  2. b) Give factors that may lead to misuse of leisure in modern society. (7 mks)
  3. c) What are the advantages of genetic engineering to mankind? (6 mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 6

313/2

 

1 a)      Incidences in Jesus life that fulfilled O.T prophecies about the messiah

  • Prophecies that he would be born in linage of David fulfilled when the Angel was sent to Mary who was engaged to Joseph who come from David’s lineage
  • Nathan prophecy that the messiah would establish an everlasting dynasty is fulfilled when Angel Gabriel told Mary that the child to be born would reign over the house of Jacob forever
  • Isaiah prophecy of a virgin conception is fulfilled  in Angel Gabriel’s message to mary that she was going to conceive by the power of the Holy spirit
  • Isaiah prophecy that he will be called Immanuel is fulfilled in Angel’s message to Joseph that Mary’s son would be called Emanuel
  • Jesus was born in Bethlehem also the birth place of king David a fulfillment of prophet Micah’s prophecy about a rule of Israel whom God will raise  up from the town of Bethlehem
  • Jesus was hailed as the messiah , descendent from David by the blind beggar of Jericho-fulfillment of Nathan’s and Jeremiah’s prophecy that the Messiah would come from the family of David
  • Jesus quoted from Isaiah 61: 11 that the messiah would set the captives free e.t.c an affirmation that He was the messiah that Isaiah had talked about.
  • Isaiah’s prophecy about a messiah who would work miracles was fulfilled when Jesus turned water into wine in Cana, raised the dead , cast out evil spirits etc
  • Messiah would be betrayed by a close friend is fulfilled  when Judas, one of this disciple betrayed Jesus
  • Isaiah prophecy about a suffering servant is fulfilled through the passion and death of Jesus Christ

Any 7×1= 7 mks

 

1 b)      Jewish expectations of the messiah

  • Jews expect any one who had a specific mission to fulfill  from God eg priests, prophets or kings
  • Expected one who would be a universal messiah from the lineage of David
  • Expected a political / military messiah / liberator/ conqueror who would drive out the Romans
  • One who would establish an everlasting kingdom for them
  • Messiah who would bring God’s blessings and complete peace and joy to Israel
  • One who would lead Israel into a time of great national power and prosperity
  • One who would come in future with more power/ authority than David / Moses etc 6×1= 6 mks

 

  1. c) Ways in which John the Baptist was an outstanding prophet
  • He was filled with the Holy spirit since birth
  • His birth was foretold by an angel
  • Had a prophetic ministry
  • Invited people to baptism/ repentance
  • He was in the spirit/ power of Elijah
  • Led an austere life
  • Denounced the Pharisees for their self sufficiency castigates Herod for  incest
  • Announced the coming of the kingdom of God 7×1 = mks

 

2 a)      Relate the healing of the paralytic man Lk 5: 18- 26

  • One day when Jesus was teaching is a house among his audience were scribes and Pharisees
  • Some people brought to him a man who was paralysed , but finding no way to bring him in because of the crowd , they went up on the roof and let him down with his bed thought the tiles , into the midst before Jesus
  • When Jesus saw the great faith of those who brought him, told the paralytic “ your sins are forgiven my friend”
  • The Pharisees who heard him grumbled, saying. it was only God who could forgive sins
  • To prove to the Pharisees and scribes that he had divine power to forgive sins, he challenged them, `is it easier to say your sins are forgiven you or to say get up and walk?’
  • Jesus then ordered the paralytic to rise up, pick up his bed and go home.
  • Immediately the paralytic rose up and departed to his house glorifying God
  • The people were amazed and they glorified God and were filled with fear.             7×1= 7 mks

 

2 b)      How Jesus’ disciples supported him

  • Joined him in prayer
  • They left their jobs , families to follow him
  • Invited him to their homes
  • Served him e.g. prepared the Passover meal
  • Kept him company
  • Helped him spread the gospel
  • Accepted the miracles of Jesus and those performed in his name
  • They put their faith in him
  • Gave him physical protection e.g. peter
  • Peter was prepared to die with Jesus
  • Sought advice from him
  • Some financed his ministry e.g. Joan
  • They performed miracles in his name 7×1= 7 mks

 

2 c)

  • Was accused of using the power of the devil to perform miracles
  • Accused of violating the Sabbath
  • Crowd followed him some hoping to receive a miracle from him eg after feeding the five thousand
  • Jewish religious leaders plotted to have him killed as he was very popular
  • Jesus was accused of blasphemy (claiming to be the messiah)
  • Jesus was mocked / ridiculed
  • He came under great scrutiny from Pharisees
  • He was rejected in some places where his miracle brought loss e.g. casting out demons from pigs
  • At times, he/ his disciple were forced to take refuge to escape from the crowd.
  • He became exhausted. 6×1 = mks

 

3 a)      Jesus triumphant entry into Jerusalem

  • When Jesus came near Beth phage , Bethany he sent two of his disciples
  • They were to get him a colt on which nobody had ridden
  • They were to unite it and take it to Jesus
  • If the owner asked, they were to say that the master needed it
  • When they got the colt, they threw their garments on it and helped Jesus to sit on it
  • As Jesus rode along they spread their garments on the road
  • The crowds following him rejoiced and praised God for all the wonderful works Jesus had done ie healing & feeding the hungry
  • The Pharisees objected to the crowds singing and asked Jesus to silence them
  • Jesus responded that if his followers were silent the stones would cry out 7×1= 7 mks

 

3 b)      Signs of the end times as taught by Jesus

  • People would come claiming to be Jesus, the messiah , the son of god
  • Wars between nations would arise
  • Natural calamities like earthquakes , famine and plagues would occur
  • Strange and celestial beings would fall from the sky
  • Jesus’ disciples would be arrested , persecuted and imprisoned
  • The disciples would also be betrayed to the authorities by close relatives and even put them to death
  • Disciples would be hated on Jesus account
  • There will be disruption in the sky and in the sea
  • People will faint from fear as they witness theses signs 7×1 = 7 mks

 

  1. c) How Christians should prepare for the second coming
  • Not losing hope in the face of trials and tribulations because the kingdom of God with its promise of a new life will definitely come.
  • Leading a righteous life, they are to avoid too much feasting & drunkenness
  • Avoiding being pre- occupied with worries and cares of this world
  • Being watchful by praying so that God will give them courage & strength to stand firm in their faith
  • Preaching the word of God to those who have not heard it
  • Being obedient to God’s commandments
  • Through helping the needy
  • Reading the bible
  • Fellowship 6×1= 6 mks

 

4a)       What peter said about Jesus on the day of Pentecost

  • Jesus was accredited by God to do miracles, wonders and signs for Gods purpose
  • He was put to death by the evil plans of the Jews
  • God raised him from the dead & disciples were witnesses
  • God raised Jesus to life and he is exalted at the right hand was what the people had witnessed
  • That God had made Jesus both lord and Christ
  • That David foresaw the resurrection of Jesus
  • That David recognized the divinity of Jesus as lord
  • God through Jesus had poured the Holy Spirit and that was what the people had witnessed.

7×1 = 7 mks

4 b)      Identify the fruits of the Holy Spirit as taught by St Paul

 

  • Love
  • Peace
  • Patience
  • Kindness
  • Goodness
  • Faithfulness
  • Gentleness
  • Self control
  • Generosity

6×1= 6 mks

4 c)      Ways in which Christians in Kenya fulfill Paul’s teaching on believers as “the body of Christ “

(7 mks)

  • Believers belong to the universal church(the body of Christ)
  • Christians are one in Christ since all have been baptized into one body by the spirit , whether Jews, Greeks, slaves or free etc
  • There are many Christians in the church but every member plays a vital role for the common good of the church i.e. preachers, teachers, miracles, worker , healers, ushers, counselors, administrators, pastors etc
  • Christians are honoured by God who distributes  spiritual  gifts to  them as each requires
  • Christians are members of the same body since they share the same rights and privileges in Christ
  • Christians work harmoniously for the benefits of the  church just like all body parts must be in harmony  for the human body to function properly
  • Christians should be responsible for one another for if one part of the body suffers the whole body suffers too
  • Christians practice cooperation in all fields, social economical and political, for the benefits of the society.

7×1 = 7 mks

5)         Effects of incest

  • Brings shame & guilt among parties involved / psychological problems
  • Destroys the relationship within the family and leads to divorce
  • Destroys dignity, self respect & self esteem of victims
  • Leads to pregnancy/ unwanted children
  • May lead to abortion which may be a health hazard
  • Victims may contract sexually transmitted diseases
  • Undermines the healthy relationship between members of the family
  • Destabilizes the kinship system
  • Brings Gods judgment
  • Chances of abnormality in children is high
  • Boys or girls who are abused may never establish a health relationship with members of the opposite sex                                                                                    7×1 = 7 mks
  1. b) Why violence against women is rampant in Kenya
  • Male chauvinism / superiority
  • Poverty
  • Women are vulnerable
  • Ignorance of laws/ women do not report cases of violence
  • Attitudes towards women
  • Cultural beliefs/ norms
  • Lack of laws/ legislation guarding women against violence
  • Lanient punishment by the court of law against offenders/ corruption legal procedures
  • Drug abuse/ alcohol
  • Male dominated society in leadership 6×1= 6 mks 

 

  1. c) Strategies for ensuring justice and fairness for all
  • Enacting relevant laws/ legislatives to safeguard from injustice
  • Equal distribution of resources to all parts of the country/ citizens
  • Educating the citizens about their rights
  • Guiding and counseling
  • Through rehabilitation
  • Stamping out corruption in our community /nation condemning corrupt practice
  • Upright/ moral , law enforcement officers
  • Establishment of code of conduct for all those serving in various offices
  • Punishing wrong doers/ offenders
  • Creation of employment /balanced opportunities
  • The support of government for human rights activities and implementation of international conventions on human rights 7x 1= 7 mks

 

6 a)      Outline ways in which you can make the walk of your employees enjoyable

  • When you pay them on time/ a just wage/ equivalent wage for work done
  • When you pay them according to the labour contract
  • Extra work , extra pay
  • Enable them to rest/ have leisure time
  • Equal work, equal pay / no discrimination
  • Provide favourable and safe working conditions
  • When you enable them to undergo personal development and training which can give them an opportunity for promotion
  • When you allow them , join or form associations or trade unions
  • Treat them with respect and dignity / avoid  mistreatment of employees/ avoid over taxation
  • Be considerate to the employees’ grievance
  • Give them mobiration to the employees e.g. salary incremets and promotions 7×1= 7 mk s

 

6 b)      Give factors that may lead to misuse of leisure in the modern society

  • Ignorance on proper use of leisure
  • Expensive and inappropriate forms of leisure activities
  • Failure to provide facilities
  • Bad company
  • Lack of variety of the leisure activities
  • Failure to collect and balance the types (passive and active)
  • Misunderstanding in the family
  • Poor planning may lead to over indulging
  • Poverty / too much wealth
  • Feelings of insecurity
  • Social oppression / injustice may interference with people’s freedom to involve in leisure
  • Influence of mass media 7×1 = 7 mks

 

6 c)      Advantages of genetic engineering to mankind                                            (6 mks)

  • It increases the rate of growth and maturity of livestock – beneficial to human beings in livestock products
  • It has aided research in the manufacture  of human growth harmone
  • It increases disease resistance in crops
  • To originate generic finger printing for forensic work
  • To produce genetically engineered bacteria
  • Helps to identify / determine the biological parents of a child
  • Increase plant & animal yields for the benefits of an ever increasing human population

(6 x 1 = 6mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 7

313/2

CHRISTIAN RELIGIOUS EDUCATION PAPER 2

  1. a) Narrate the message of the Angel of the Lord to Zachariah in the annunciation of John’s birth.                                                                                                                            (8mks)
  2. b) Examine the evidence in the Luke’s Gospel that  Jesus was a messiah sent to the poor.                                                                                                                                        (7mks)
  3. c) What do Christians learn from Simeon’s prophecy when baby Jesus was presented in the Temple?                                                                                                                   (5mks)

 

 

  1. a) Describe Jesus healing of the Centurion’s servant.                                             (8mks)
  2. b) Outline the parable of the Great Feast.                                                                (6mks)
  3. c) Highlight the role of Christians in a burial Ceremony.                                       (6mks)

 

 

  1. a) Highlight on  the injustices that characterized the trials of Jesus.                                  (8mks)
  2. b) Show how Joseph of Arimathea acknowledged the Lordship of Jesus.              (7mks)
  3. c) What is the relevance of Jesus teachings on the cost of discipleship to Christians?                                                                                                                                          (5mks)

 

  1. a) Outline the events that took place on the day of Pentecost.                                (8mks)
  2. b) How did Paul address the abuse of the Lord’s supper at Corinth?                 (7mks)
  3. c) Identify the manifestation of the Holy Spirit in our churches today.                  (5mks)

 

 

  1. a) Compare the Christian and Traditional African understanding of human sexuality.                                                                                                                                            (8mks)
  2. b) Why should a Christian prefer to live a celibate life as an alternative to marriage?                                                                                                                                            (6mks)
  3. c) Outline the social effects of HIV/AIDS in the modern family.                           (6mks)

 

 

  1. a) Show ways in which Jesus upheld the dignity of work during His life and ministry.                                                                                                                                             (8mks)
  2. b) Identify the Christian criteria for spending leisure time.                                                (7mks)
  3. c) How has over involvement in alcohol affected the growth of our country?            (5mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 7

313/2

 

  1. a)        Message of Angel to Zachariah
  2. i) Told him not to be afraid
  3. ii) That God  had answered his prayers
  • His wife would bear him a child / son
  1. The child was to be called John
  2. Many would rejoice with Johns birth
  3. The child would be great before Lords eyes
  • The child will not take wine nor strong
  • John will be filled with holy spirit from birth.
  1. John will bring many back to God.
  2. He will go before the Lord strong like Elijah.
  3. He will bring the fathers and children together.
  • He would get the Lords people ready for Him.             ( 1 x 8 mks)
  1. Evidences form St. Luke that Jesus came for the poor.
    1. The Parents of Jesus were from poor background
    2. He lived in Nazareth, a town of the poor people
  • He was born in a cattleshed/ laid in a manger.
  1. His birth was revealed by the shepherds
  2. At dedication, a pair of doves / pegions were offered
  3. During ministry he associated more with the poor /suffers
  • Some of His Apostles were from poor background.
  • He taught that God’s Kingdom was for the poor
  1. He told John’s Apostles that Good News was being preached to the poor.
  2. He challenged the rich to share their wealth with the poor             ( 7 x 1 mks)
  1. Lessons learnt from Simon’s prophecy
    1. God keeps His promises
    2. Jesus is the salvation that people were waiting for.
  • He said that Jesus’ salvation is universal
  1. All Christians are witnesses to the salvation of Christ
  2. By faith in Christ, we escape God’s Judgment
  3. Should be ready for ridicule and persecution in the name of Christ
  • Christians learn to receive Christ with glory / Christ has brought glory to Christians.                                     ( 5 x1 mks)
  1. a) Jesus healing of the centurions servant in universal.
  2. i) Roman centurions servant was sick / about to die
  3. ii) He requested  Jewish leaders to go and tell Jesus to heal his servant.
  • Jewish leaders went and told Jesus how the centurion had built them a synagogue
  1. They said that the centurion needs to be helped and Jesus went with them.
  2. Centurion sent messenger to meet them.
  3. He said that he was not worthy to receive Christ
  • He requested Jesus just to order and His servant would be healed.
  • Jesus was surprised to hear this.
  1. He/ Jesus told the crowd that He had not found such faith in Israel.
  2. The messenger went back and found the servant well / healed.

( 1 x 8 mks)

  1. Outline the Parable of the Great Feast.
  2. i) A man gave a feast and invited many guests.
  3. ii) When it was time, he sent his servants for quests.
    • The invited gave excuses and did not come.
  1. One said he had bought a field & must attend to it.
  2. Another said he bought oxen and had to try them out in the field.
  3. One had just married and could not leave his new bride.
  • The servants reported these to their master.
  • The master sent them to the streets to bring the poor/ lame / blind / cripples to the feast.
  1. The master said that non of the invited guests would taste his dinner.

( 1 x 6 mks)

  1. c) Role of Christians in Burial ceremony
  2. i) Read scriptures / from the Bible
  3. ii) Officiate the burial ceremony
  • Sing Gospel songs / relevant Hymns
  1. Preaching about death and God’s Kingdom.
  2. Provide counsel / hope to bereaved members
  3. Give company to the bereaved family
  • Participate in the reception / serving visitors
  • Offer prayers / intercede for the bereaved and the deceased.
  1. Provide burial necessities casket, food, attire.

 

  1. a) Injustices that characteristics Jesus Trials.
  2. i) Jesus was not  told the cause of His arrest.
  3. ii) He was mocked & beaten even before trial
  • False accusations were brought against Him
  1. The Sanhedrin insisted on His death after Pilate found Him innocent.
  2. The crowd intimidated Pilate to put Him to death
  3. Though innocent, Pilate was to have Him whipped
  • A criminal /Barnabbas was released to have way for His death.
  • Herod treated Him with contempt / ridicule at the trial.
  1. Peter who followed Him was treated with threats / intimidations on night before trials                                                 ( 1 x 8 mks)

 

  1. How Joseph of Arimathea acknowledged Jesus’s Lordship
    1. He believed in the Kingdom of God.
    2. Disagreed with the Sanhedrin about crucify Jesus.
  • He went to pilate and asked for Jesus body.
  1. He removed the body of Jesus from the cross
  2. He wrapped Jesus body with expensive linen
  3. He buried Jesus in a personal tomb
  • He buried Jesus the very day / Friday in order for him to attend and obey Sabbath day/ Saturday.
  • He recognized the righteousness of Jesus at cross.

( 1 x 7 mks)

  1. Relevance of Jesus teachings on cost of discipleship today.
    1. Motivates Christians to sacrifice comfort in order to spread the Gospel.
    2. Reminds Christians to have strong faith.
  • Discourages Christians from desiring any aspect of their past sinful lives.
  1. Guides Christians to forsake anything that is an obstacle to salvation.
  2. Teaches Christians to give priority to Jesus over all other things.
  3. Hardens the Christians to accept suffering and rejection for Jesus sake.
  • Gives Christians the spirit of spreading the Gospel.
  • Makes Christians to be ready to serve the poor.
  1. Enables Christians to convert persecution into glory for Christ.

( 1 x 5 mks)

 

 

  1. a) Outline of events of Day of Pentecost
  2. i) All the Apostles gathered in one place.
  3. ii) Suddenly a noise like strong wind filled the house.
  • Tongues of fire landed on each of their head
  1. Disciples talked in tongues understood by the crowd
  2. The crowd wondered in amazement and confusion at the preaching about Jesus.
  3. Part of the crowd accused disciples for being drunk
  • Peter stood up and explained the meaning of the event / quoted from the book of Joel about Holy Spirit.
  • Peter preached to the crowd about the Gospel of Jesus ministry, death and resurrection
  1. They asked Peter what they should do to save themselves
  2. Many accepted to be baptized and about 3,000 people repented.
  3. The crowd dispersed and each went away / home talking about Jesus and the promised Holy Spirit.

( 1 x 8 mks)

  1. How Paul address abused of Lords supper at Corinth
    1. Told them that it was for spiritual not physical satisfaction
    2. Told them to wait for one another in the celebration
  • Advised them to eat and drink in their homes before partaking Lords supper.
  1. Told them that they were to perform all the events that took place at last supper.
  2. Reminded them that the bread and wine were the body and blood of Jesus Christ.
  3. Reminded them to re- examine self before partaking Lords supper.
  • Talked of God’s judgment upon those who are not worthy to receive Lords Supper.

( 1 x 6 mks)

 

  1. Manifestations of the Gifts of Holy Spirit Today.
    1. Translations of tongues are common
    2. Christians tell the future events through prophesy
  • Church leaders are elected based on their wisdoms.
  1. Faith healing is evident in Churches today.
  2. Preaching has been enhance by gift of knowledge
  3. Christians have felt wonders in life by the gift of miracles e.g.  found innocent in courts of law.
  • Christians have condemned others found to leading others astray by gift of discerning
  • Gift of love is expressed by Christians helping the needy in the society

( 1 x 6 mks)

  1. a)         Compare Human sexuality in Christian and African Contexts
  2. i) Sexuality is sacred / gift from God. / initiated by God.
  3. ii) Virginity is up help and only broken in marriage
  • Procreation is allowed at marriage only
  1. Marriage is enhanced by unity, co-operation among the couple.
  2. In both set ups, there are laid down rules and regulations that controlled sexual feelings.
  3. Have similar sexual offenses such as incest, adultery, unfaithfulness, fornication.
  • Marital / sexual offences are punishable by murder, fines etc.
  • In both, male – female relationships are controlled especially among the youths by either instilling moral values or supervision.
  1. Sex education is taught to the children and youth to equip themselves with knowledge and life skills in sexual issues.
  2. The sexually up right act as good role models and are rewarded for their good morals e.g. by words of praise                                                 ( 1 x 8mks)

 

  1. b) Reasons for celibate life in Christians
  2. i) It is a gift and blessing from God
  3. ii) Promotes total commitment and service to God
  • One of the vocations that strengthens self control toward sexual feelings
  1. Creates ample time to serve God and His creations
  2. Ensures that the Body, mind and soul of the Christians concentrated on heavenly ideal
  3. Helps to Christians to avoid worldly problems i.e. becoming a slave of another person
  • It enables one to be a good role model for other Christians to emulate benefits in God’s Kingdom than marriage.
  • Celibacy reduces ones vulnerability to commit sins             ( 1 x 6 mks)

 

  1. c) Social effects of HIV  and AIDS on modern family .
  2. i) Increases frequent visits to medical facilities
  3. ii) Death of the infected creates a gap never to be filled in the family

hence inspiration

  • Leads to creation of other social groupsg. orphans, widow, widower in the family
  1. Changes the social roles in family e.g. childheaded family when parents are dead.
  2. Social amenities g. schools experience high drop out rates due to orphaned learners or as caretakers of sick parents.
  3. Discrimination in social places in family meetings.
  • Stigmatization  by family members or the general society to the infected and affected family.
  • The infected members tend to withdraw, isolate themselves from other family members hence fail to make decisions on family matters. ( 1x 6 mks)
  1. a) Ways in which Jesus upheld dignity of work
  2. i) He was a worker / was a carpenter.
  3. ii) Established God’s Kingdom on earth by doing the work of preaching, forgiving, miracles etc.
  • He called different workers to be His disciples e.g. fishermen, tax collectors e.t.c
  1. Used work to make His teachings clearer e.g. parables of the sower, vineyard etc.
  2. He solved situations that reduced work / healed Simon mother in-law for him to be effective at work.
  3. Gave advice that promoted work e.g. “Pay to Caesar (taxes) what belongs to him.
  • He promoted division of labour by commissioning the twelve disciples to different parts and perform various works of God.
  • He discouraged overworking / He rested and worshipped on a Sabbath day.
  1. Jesus called adults to be His disciples to ridiculed idea of child labour.
  2. He found fulfillment in His work / Expressed His work with compassion and never complained at work.                         ( 1x 8 mks)
  3. Christians guidelines to spend leisure time.
    1. To serve God for it was ordained by Him
    2. To have fellowship with other people.
  • Should come after the daily routine works.
  1. Be used to do good /show love to others.
  2. Be used for worship and praise to God.
  3. Be used to break monotony from the routine work / make work interesting.
  • It does not mean laziness /lazing around.
  • Leisure activities be in accordance to God’s laws and wills.
  1. Should be done with moderation for relaxation of body, mind and soul.

( 1 x 7 mks)

  1. Effects of alcoholism among civil servants
    1. Frequent absentism reducing quantity of production
    2. May kill the morale to work among fellow workers due to quarrels, abuses, fights e.t.c
  • Lateness and hangovers reduces efficiency at work
  1. Working while drunk may lead to mishandling of machinery, breakdowns and accidents
  2. Ill health of the worker may lead to high cost of treatment and low productivity
  3. Poverty due to misuse of salary hence none to invest in the national sectors for growth.
  • Retrenchment / dismissed from work leads to incontinous production due to difficulty in getting suitable replacement.
  • Death of the worker that lead to loss of qualified and experienced servant, hence reduces the efficiency and effectiveness of production.

( 1 x 5 mks)

 

 

 

 

 

SAMPLE PAPER 8

313/2

CHRISTIAN RELIGIOUS EDUCATION PAPER 2

  1. a) With reference to St. Luke’s Gospel, state the mission of John the Baptist as prophecised by his father in the Benedictus.                                                                         (8mks)
  2. b) What did Angel Gabriel reveal to Mary concerning Jesus in the annunciation story?                                                                                                                                      (5mks)
  3. c) Give reasons why children should be introduced to the worship of God at an early age.                                                                                                                                            (7mks)

 

  1. a) With reference to the story of the woman caught in adultery, explain the teachings of Jesus on forgiveness.                                                                                                     (8mks)
  2. b) What is the New testament teaching on the Jewish attitude towards sin?                      (7mks)
  3. c) State the actions the church members would take in handling cases of dishonesty.                                                                                                                                                (5mks)

 

  1. a) Describe the arrest of Jesus as narrated in (Luke 22:47-53)                                (9mks)
  2. b) Why were Jesus’ disciples reluctant to listen to the Holy Women’s testimony concerning the resurrection of Jesus.                                                                                    (6mks)
  3. c) Give reasons why modern Christians should accept to suffer in Christ’s name.            (5mks)

 

  1. a) Explain the role of the Holy Spirit as taught by Jesus.                                        (8mks)
  2. b) Relate the message of Peter on the day of Pentecost.                                          (7mks)
  3. c) How do Christians misuse Spiritual gifts in the church today?                           (5mks)

 

  1. a) identify irresponsible  sexual behaviour condemned by Christians.                   (6mks)
  2. b) Give reasons why domestic violence is widespread in Kenya.                           (7mks)
  3. c) Explain the role of the church in controlling abortion in the society today.            (7mks)

 

  1. a) Identify the life skills that are useful to personal development.                         (5mks)
  2. b) Give reasons why Christians are against Euthanasia                                           (7mks)
  3. c) Explain how modern media technology has enhanced evangelization.               (8mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 8

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  1. a) With reference to St. Luke’s gospel state the mission of John the Baptist as prophecied

by his father in the Benedictus.(7mks)

  • He would be the prophet of the most high God.
  • He would go before the Lord to prepare the way for him.
  • His duty would involve imparting knowledge of salvation to the people
  • He would call people to repentance and forgiveness in order to restore the right relationship with God.
  • He would give right to those people living in darkness and guide them into the path of peace.
  • He would tell of God’s mercy and care on human beings
  • He would preach God’s love and justice on earth.

1 x 7 = 7mks

  1. b)   What did the Angel reveal to Mary concerning Jesus in the annunciation story (6mks)

                        –           Jesus was going to be great

–           He would be called the son of the most high God.

–           He would be given the throne of his father David.

–           He would rule forever.

–           Jesus was going to be an everlasting King and his Kingdom would have no end.

–           He was to bring salvation to mankind.

–           His conception was to be affected by the power of the Holy Spirit.

1 x 6 = 6mks

  1. c) Give reasons why children should be introduced to the worship of God at an early age(7mks)

            –           To create in them an awareness of God / creation of the universal man.

            –           To learn the true teachings of their church.

            –           To familiarize themselves with the religious practices of their church / sacramental

life of the church.

–           To learn to trust / obey God/ Give themselves to God.

–           To learn the prayers / songs of worship.

–           To enable them become members of the church.

–           To initiate the example of Christ

–           To give them sense of belongings to the Christian community.           1 x 7 = 7mks

  1. a) With reference to the story of the woman caught in adultery, explain the teachings of

Jesus on forgiveness (8mks).

  • God is merciful towards sinners / he gives a chance to repent / come back to him.
  • God forgives all types of sin / according to the Jews such a sin is too big to be forgiven.
  • We should not judge others / all are sinners and no one has a right to judge others.
  • Jesus does not condemn sinners / Jesus loves sinners but hates sin.
  • We should avoid sinning after being forgiven / those whose sins are forgiven, should live according to the law of God/ live righteously.
  • We are all sinners no one is righteous everyone needs forgiveness.
  • We should not kill sinners / life is sacred and only God can take it away.
  • We should be tolerant – sinners / we should love sinners / pray for them / help there to change and take them to God.       8 x 1 = 8mks

 

 

  1. What is the New Testament teaching on the Jewish attitude towards sin?(7mks)
    • Sinners are outcasts, they are not to be mixed with.
    • Sinners are stoned killed executed
    • Sinners are despised / rebuked
    • Sinners are hated.
    • Sinners are grouped / classified
    • Sin is inherited
    • Sin causes ill health /sickness / suffering God punish sin.
    • Only God can forgive sin/ no human being can forgive sin. 1 x 7 = 7mks

 

  1. State the actions the church members would take in handling cases of dishonesty (5mks)
    • Find out what problems that members have/ reasons for dishonesty.
    • Help the people to meet their basic needs
    • Offering guidance and counseling
    • Forgive them.
    • Encourage tem to pray.
    • Report the matter to the authorities / discipline them.
    • Help the people to set up income generating projects
    • Fellowship with them
    • Preach to them
    • Setting good example for them to emulate
    • Delegating duties responsible persons.
    • Teaching them to live responsibly
    • Encourage them to avoid situations which could lead them to dishonesty.
    • Pray for them (5 x 1=5mks)

 

  1. a) Describe the arrest of Jesus as narrated in Lk 22: 47- 53 (9mks)
    • Jesus was arrested at olives at evening while with his disciples
    • He was arrested by a team led by Judas Iscariot.
    • The team included the Chief priest, temple officials , Romans soldiers.
    • Judas moved forward and kissed Jesus.
    • Jesus asked Judas are you betraying the son of man with a kiss.
    • The team was heavily armed.
    • One of the discples struck of the ear of the chief priest’ servant.
    • Jesus quickly ordered for peace stopped resistance.
    • He touched the ear of the servant of the Chief priest and it got healed
    • He asked why they had came to arrest him while he had been in the temple with them daily
    • They arrested Jesus and took him to the house of the Chief priest. ( 9 x 1 = 9mks)
  2. Why were Jesus disciples reluctant to listen to the Holy women’s testimony concerning the resurrection of Jesus ? ( 6mks)
    • The women were looked down upon/ despised in the Jewish community / seen as gossip
    • The disciples had witnessed Jesus’ death and burial.
    • Jesus had not appeared to them therefore they though it was a lie.
    • It had never happened before / it was an extraordinary event.
    • They had little faith / weak faith in Jesus as the messiah.
    • They were still in a state of shock having lost their master / state of fear.
    • There were confliting information about the resurrection.
    • They knew the tomb was heavily guarded.
    • They had forgotten Jesus teachings about destroying the temple and rebuilding after three days.He had hinted about his coming suffering and death in Jerusalem. 6 x 1 = 6mks
    • They were influenced by their historical background on resurrection .(Lk 20: 27 – 40)
  3. Give reasons why modern Christians should accept to suffer in Christ’s name(5mks)
    • To imitate Christ / because Christ suffered to bring salvation.
    • Suffering strengthens Christian faith
    • To have the experience/ feeling of the suffering
    • To protect the unfortunate / defend the rights of the weak.
    • To save and to support the needy with basic needs
    • To act as a role model to the young Christians
    • To harden their bodies against temptations of the flesh.
    • Jesus came for the poor and the suffering
    • To demonstrate the glory of Christ over evil forces. ( 5 x 1 = mks)
  4. a) Explain the role of the Holy Spirit as taught by Jesus ( 8mks)
    • He would be a counselor / advocate/ a comforter i.e. aiding believers / helper.
    • He would convict people about sins, righteousness and the coming judgment
    • He would remind the believers everything that Jesus had taught them.
    • He would reveal the truth concerning God the father and Jesus the son.
    • He would pass judgment to the sinners
    • He would declare things to come through the believers
    • He will glorify Jesus by declaring what belongs to Jesus Christ from the father.
    • He would teach the believers of all things and reveal the sins of the world.
    • He would give authority to the believers to forgive sin.
    • He would give the believers power to become witness of Jesus Christ.
    • He would enable the believers to discern and expose the secret heart of sinful people.
    • He would affirm the right of Jesus as the son of God. ( 8 x 1= 8mks)
  5. Relate the message of Peter on the day of Pentecost (7mks)
    • What was happening was the fulfillment of Joel’s prophecy about the outpouring

Of God’s spirit/ disciples were not drunk

  • The outpouring of the Holy spirit was a positive proof that the messianic age had arrived through Jesus Christ.
  • Jesus was from Nazareth through who God worked miracles.
  • Jesus suffered and was crucified by sinful people in accordance with God’s plan.
  • God raised Jesus up to fulfill the prophesy if King David.
  • The apostles are living witnesses to the resurrection of Jesus.
  • God had exalted Jesus and made him both Lord and Saviour
  • Jesus is a descendant of David.
  • Peter told the people to repent so that they could be forgiven and receive the gift of

the Holy Spirit.                                                                             ( 7 x 1 = 7mks)

 

  1. How do Christians misuse spiritual gifts in the church today? ( 5mks)
    • Rivalry about superiority because of spiritual gifts e.g. those who speak in tongues belief that God is closer to them. Thus brings division
    • Some preachers /Christians give false prophecy in order to gain favour e.g They prophecy peace when there is no peace.
    • The are never interpretted, hence they do not benefit or edify the listeners
    • Some Churches completely ignore spiritual gifts, they claim that the gifts ended with the apostolic church.
    • Preachers without the gift of wisdom preach wayward messages to please the audience.
    • Pretence of possession of gifts e.g. claim to have gifts of healing / miracle performance
    • Commercialisation of the gift of healing / miracle performance e.g. planting the seed.

( 5 x 1 = 5mks)

  1. a) Irresponsible sexual behaviours condemned by Christians  (5mks)
    • Homosexuality / Lesbianism
    • Prostitution
    • Incest
    • Fornication
    • Adultery
    • Beastiality (6 x 1=5mks)
  1. b) Reasons why Domestic violence is widespread in Kenya                  (7mks)

                        –           Low moral standards

–           High cost of living

–           Negative attitude towards women.

–           The struggle for equality between men  and women.

–           lack of laws protecting women and children from domestic violence.

–           Irresponsible sexual behaviours

–           Unemployment

–           Poverty

–           Drugs and alcohol abuse.

–           Lack of guidance and counseling.                                                        7 x 1 = 7mks

 

  1. c) The role of the church in controlling abortion in society today(7mks)

                        –           Christians showed be role models and guide the youth on the issue of chastity as

well as upholding Christian principles.

  • Should organize massive campaign against attempts to legalize abortion.
  • Abortion is murder and is condemned in the Bible Christians should strongly condemn the practice.
  • Should preach against pre-marital and extra marital sex.
  • Should sensitise the society on the need to respect human life as it is special gift from God.
  • Doctors who carry out abortion showed be punished heavily.
  • Christians should apply the principles of critical thinking, decision making, wisdom in dealing with abortion.
  • Pray God to help.
  • Emphasise moral teachings in Churches. ( 7 x 1 = 7mks
  1. a) The life skills that are useful for personal development                                     (5mks)
    • Critical thinking
    • Creative thinking
    • Decision making
    • Self-esteem
    • Assertiveness 5 x 1 = 5mks

 

  1. b) Reasons why Christians are against  euthanasia                                                      (7mks)

            –           Life is sacred and holy God has the right to take it away.

–           Euthanasia is against the ethnics and ethos of medical profession.

–           Euthanasia infringe on other people’s rights Christians have bear suffering and

not end their lives or that of others which is the cost of discipleship.

  • Accepting Euthanasia weakened the societies respect to life.
  • Some patients have recovered after years of deep coma, thus switching off life- supporting machines is morally wrong.
  • Euthanasia is contrary to the teachings and works of Jesus Christ in the restoration of human life.
  • Accepting euthanasia discourages medical research on vaccines that may cure various diseases
  • Those who practice euthanasia render life meaningless by distorting its sanctify
  • Euthanasia is equivalent to modes or suicide which is strongly condemned in the Bible.
  • Every human being is created in the image of God. 7 x 1 = 7mks
  1. c) How modern media technology has enhance evangelization (8mks)

–           use of electronic media such a television and radio to teach the God News has

enabled preachers to read large  number of people.

  • Use of public address systems during crusader has allowed clearer delivery of messages.
  • Use of modern means of communication has shorten the distances of evangelists
  • Gospel music is recorded in cassettes and distributed globally.
  • Modern technology such as DVDs VCDs and Cassettes are used to record preaching and Gospel music which can be listened for a long time after the actual events.
  • The mass media has allowed people to listen to preaching from wherever they are be it at home, in office or while traveling.
  • Print media has allowed the message to be printed and distributed. 8 x 1= 8mks

 

 

 

                                                                                                                                   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 9

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CHRISTIAN RELIGIOUS EDUCATION PAPER 2

 

  1. (a) Identify the roles of the Messiah according to prophet Isaiah. (6mks)

(b) Explain the Jewish expectations of the Messiah.                                                   (7mks)

(c) State five ways in which Christians are preparing for the second coming of Christ.                                                                                                                                                    (7mks)

 

  1. (a) Identify five occasions in St Luke’s gospel when Jesus was tempted. (7mks)

(b) Outline the functions of the temple of Jerusalem at the time of Jesus.                   (7mks)

  • What do Christians learn about Jesus from his temptations? (6mks)

 

  1. (a) Relate the parable of the widow and the unjust judge. (Luke 18: 1-8) (6mks)

(b) State the occasions when Jesus prayed.                                                               (8mks)

(c) Why do Christians find it difficult to pray?                                                          (6mks)

 

  1. (a) Describe Peter’s message on the day of Pentecost.          (9mks)

(b) In what ways was unity demonstrated by Christians in the early church?             (6mks)

(c) How do Christians reflect the example of being the “new people of God”             (5mks)

 

  1. (a) Describe ways in which science and technology challenge the Christian

understanding of human dignity.                                                                            (7mks)

(b) Give reasons that make Christians oppose the use of artificial contraceptives.      (6mks)

(c) How does Christians use the print media to promote the spread of Christianity?  (7mks)

 

  1. (a) Under what circumstances is strike action justified.                (5mks)

(b) What are the obstacles to maintenance of law and order in modern society?        (8mks)

(c) Suggest factors that can hinder Christians from taking part in leisure.                  (7mks)

MARKING SCHEME

SAMPLE PAPER 9

313/2

  1.  (a)      Identify the roles of the Messiah according to prophet Isaiah.     (6mks)(Isaiah 61: 1 – 3)
  • To bring / teach good news to the poor.
  • To heal the broken hearted.
  • To announce release / liberate the captives and offer freedom to those in prison.
  • To proclaim the accepted year of the lord.
  • To save his people and defeat their enemies.
  • To bring joy and gladness instead of grief /mourning.
  • He would restore sight to the blind. (any 6 points x 1 = 6mks)

 

(b) Explain the Jewish expectations of the Messiah.(7mks)

  • He would conquer the enemies of Israel as a military ruler.
  • He would rule from the throne of David.
  • He would avenge the enemies of Israel.
  • He would be born from a royal family.
  • He would lead Israel into political and economic prosperity.
  • One who would appear in Jerusalem full of glory
  • He would come after the return of Elijah.
  • Perform miracles and mighty deeds.
  • Not to associate himself with the poor sinners and gentiles. (any 7 points x1=7mks)

 

(c) State ways in which Christians are preparing for the Parousia.                         

  • Be watchful/ vigilant in prayer’s
  • Forgiving others
  • Repenting sin/ living righteous lives
  • Baptism
  • Preaching the gospel/ good news/ evangelise/ witnessing.
  • Attending church / fellowships
  • Studying / reading the bible / bible study.
  • Obeying God’s commandments
  • Live in unity as one body of Christ.
  • Enduring sufferings/ tribulations/ temptations. (any 7 points x 1 = 7mks)

 

  1. (a) Identify the occasions in St Luke’s gospel when Jesus was tempted.
  • On the cross by the unrepentant thief.
  • In the wilderness after His baptism
  • The Pharisees tempted Jesus on the issue of tax payment to caeser.
  • In Nazareth when He was told to perform a miracle that he had performed in Capernaum.
  • In the garden of Gethsemane when he asked God to” remove the cup” from Him.
  • By the soldiers during the trials when they asked Him to prophesy who had hit Him.
  • During the transfiguration when Peter requested the construction of the three tents/ thus trying to stop Jesus mission to save man.
  • From the two sons of Zebeddee when they asked Him to destroy by divine fire the inhospitable Samaritan village.
  • When he predicted his coming suffering and death and Peter objected. (Any 7 points x 1 = 7mks)

 

  • Outline the functions of the temple of Jerusalem at the time of Jesus.
  • it was a house / of place of prayer/ worship.
  • All first born male children were dedicated in the temple.
  • The priests offered sacrifices / burnt incense in the temple.
  • The teaching of the law was conducted in the temple.
  • Religious festivals were held here
  • Circumcision/ Naming took place here.
  • The animal and birds for sacrifices were sold/ exchanged here.
  • The priests were dedicated / in the temple.
  • It was a major religious centre for the Jews/ unifying factor for the Jews.
  • The Ark of the Covenant was kept in the temple/ sign of God’s presence among his people.
  • It was a dwelling place for the priests.
  • It was the seat for the Sanhedrin / acted as a court.
  • It was a place of pilgrimage for Jews of Diaspora.(any 7 points x 1= 7mks)

 

(c) What do Christians learn about Jesus from his temptations?                             

  • Jesus is human
  • Jesus has power over Satan / devil / evil
  • Jesus had complete faith in his father.
  • Jesus was well versed / knowledgeable in Jewish scriptures.
  • Jesus mission to destroy/ overcome Satan’s kingdom/ save mankind.
  • Jesus was ready for his mission
  • Jesus was a humble messiah
  • Jesus is divine /son of God
  • Jesus was obedient to his father. (any 6 points x 1 =6mks)

 

  1. (a) Relate the parable of the widow and the unjust judge. (Luke 18: 1 -8)        
  • Jesus told the disciples the parable to teach them that they should always pray.
  • In a certain town there was a judge who neither feared God nor respected man.
  • In the same town there was also a widow who kept coming to him pleading for justice/ her rights against her opponents.
  • For a long time the judge refused to act.
  • Finally the judge said to himself though he did not fear God or respected man because of the widow’s persistence he would see that she got justice.
  • Jesus said if the unjust judge finally gives justice how much more will God be willing to give them help. (Any 6 points x 1=6mks)

 

(b) State the occasions when Jesus prayed.

  • During his baptism
  • During his temptations in the wilderness.
  • Before choosing of the 12 disciples.
  • At the feeding of the five thousand men.
  • When his disciples asked him to teach them to pray.
  • Before his arrest in the Mount of Olives.
  • During the transfiguration
  • During the last supper.
  • After the return of the seventy two from their mission.
  • When he was on the cross.
  • After Peter confessed his true identity as the Christ.
  • At the table in Emmaus after resurrection.
  • After the healing of the leper at Capernaum. Any 8 points x 1 = 8mks

 

(c) Why do Christians find it difficult to pray?                                                              (6mks)

  • Lack of faith
  • Laziness
  • Frustrations at personal/ family level
  • Permissiveness
  • Discouragement from peers
  • Lack of role models
  • Too bussy in their work
  • Trust in wealth/ education/ materialism other than in God.
  • Lack of scriptural knowledge
  • Lack of training from an early age.
  • Devil’s attacks/ humiliation.

 

  1. (a) Describe Peter’s message on the day of Pentecost.                                        (9mks)
  • He defended the disciples that they were not drank.
  • He told the crowd that what they had seen is fulfillment of Joel’s prophecy.
  • Jesus had been sent by God to save mankind but was rejected by the Jews.
  • Jesus was raised from the dead as a fulfilment of old testament prophecies (Joel 2 : 28 – 32)
  • Jesus was innocent and they killed him.
  • Jesus would forgive them if they repent their sins.
  • Jesus had conquered death / had victory over death.
  • He told them that God had raised Jesus from death.
  • God had made Jesus both lord and messiah.
  • He was attested by God to work miracles.
  • Jesus death and crucifixion was according to God’s plan.
  • Peter told the people to repent so they would be forgiven and receive the gift of the Holy Spirit.
  • David had prophesied about the resurrection of Jesus. (Any 9 points x1=9mks)

 

(b) In what ways was unity demonstrated by Christians in the early church.           (6mks)

  • They met for prayers/ fellowship
  • They prayed for each other
  • They shared meals together
  • They shared belongings/ property together
  • They showed concern for the less privileged.
  • They welcomed each other in their homes
  • Celebrated Holy Communion together/ breaking of bread/ agape meal.
  • They removed devisive traditions from the church e.g circumcision of the gentiles.
  • Helped in winning new convents / preached the same gospel (of salvation through the risen Christ)
  • They met together for apostolic teachings/ instruction.
  • Helped in solving problems in the church.
  • They sold their property and distributed their money among themselves.

(Any 6 points x 1 = 6mks)

 

(c) How do Christians reflect the example of being the “new people of God?         (5mks)

  • Praying and praising God
  • Devoting their lives to obedience to God.
  • Forgiving each other.
  • Meeting the needs of each other by sharing.
  • Repenting their sins
  • Teaching the gospel/ good news
  • Living exemplary lives. (Any 5 point x 1 = 5mks)

 

  1. (a) Describe ways in which science and technology challenge the Christian understanding of human dignity.                                                                       (7mks)
  • Evolution theory reduces the dignity of a person according to Christian teachings which asserts that man was created by God.
  • Science and technology has sometimes been used to destroy God’s creation (e.g. through experiments of animals and human beings)
  • Science and technology have been used to create things in thus taking the place of God.
  • Some nations use their scientific and technological advances to humiliate others yet all human being are equal.
  • Science and technology have created divisions in the society making some people richer than others (economical imbalance)
  • Science and technology has been used to deny people employment e.g. tea picking machines and computers.
  • Science and technology has been used to make items that interfere with the normal functions e.g. contraceptives drugs and alcohol etc.
  • Science and technology has led to environmental degradation e.g. pollution that threaten human existence.
  • Science and technology have made devise that expose man to danger through accidents.

(Any 7 points x 1 = 7mks)

(b) Give reasons that make Christians to oppose the use of contraceptives.            (6mks)

  • Too much use of contraceptives has led to widespread extra-marital sex.
  • Contraceptives used have made couples become suspicious of each other leading to quarrel/ divorce.
  • Contraceptives have increased prostitution.
  • At times sexually transmitted infections become prevalent among those on contraceptives.
  • God has made life sacred hence there should be no man’s interference.
  • Some contraceptives can cause actual abortion.
  • Use of contraceptives by unmarried
  • People are condemned as sinful.
  • God has endowed man with ability to exercise self- control.
  • The virtue of chastity is highly esteemed in the bible. (any 6 points x 1= 6mks)

 

(c) How do Christians use the print media to promote the spread of Christianity? (7mks)

  • Using posters/ pictures.
  • Printed Christian messages teachings.
  • Christian publications / magazines.
  • Pamphlets where write religious and family life issues are written.
  • Printing cards which carry Christian messages / verses.
  • Use of newspapers to educate people on the work of the church/ how they should behave in certain situations.
  • Rising funds through advertisements for charity.
  • Use of the bible dictionary / encyclopedia to explain Christian messages.
  • Use of bible Atlas/ charts to illustrate geographical spread of the gospel.
  • Selling books / magazines with Christian messages. (any 7points x 1=7mks)

 

  1. (a) Under what circumstances is strike action justified.                                      
  • As a last resort
  • The good to be achieved is greater than the negatives/ evil effect of the strike.
  • To be just a strike must have a very serious cause.
  • If it does not lead to mass sackings/ victimization.
  • If it is peaceful action
  • If it is well supported by all the workers.
  • Means used in carrying out the strike must be lawful.
  • There must be reasonable hope of success. (any 5 points x 1 = 5mks)

 

(b) What are the obstacles to maintenance of law and order in modern society? (8mks)

  • Poverty
  • Increasing rate of crime especially in urban areas.
  • Political instability.
  • Totalitarians / dictatorial governments
  • Greed for power and position
  • High level of unemployment.
  • Corruption/ bribery
  • Due to people’s ignorance on the law
  • Tribalism / clanism / nepotism / sexism.
  • Inequal distribution of resources / wealth.
  • Permissiveness in the society.
  • Hypocrisy– where leaders mislead the society through propaganda ( siasa ya pesa nane)

(Any 8 points x 1 = 8mks)

(c) Suggest the factors that can hinder Christians from taking part in leisure

      activities  (7mks)

  • Excessive poverty
  • Ignorance on leisure activities.
  • Leisure is expensive
  • Lack of social amenities
  • Work pressure
  • Greed for wealth
  • Sicknesses
  • Physical disability
  • Insecurity/ fear of attacks by mobs / Roundy youths.
  • Some churches discourage certain leisure activities e.g. gambling. (any7 points x 1 =7mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 10

313/2

CHRISTIAN RELIGIOUS EDUCATION PAPER 2

 

  1. a) Describe  Zachariah’s vision in the temple Luke1:5-80.                                     (5mks)
  2. b) Explain the message contained in the Benedictus                                                           (8mks)
  3. c) State how the infancy narratives of Jesus show that he was the son of God.            (6mks)

 

 

  1. a) Give an account of the sinful woman Luke 7: 36 – 50.                                        (8mks)
  2. b) Explain why Jesus criticized the Jewish religious leaders.                                 (8mks)
  3. c) Give reasons why Jesus healed the sick.                                                              (4mks)

 

 

  1. a)Who were the Sadducees?             (8mks)
  2. b) What was Jesus’ response to the Sadducees question on resurrection?              (6mks)
  3. c) State the dangers of wife inheritance.                                                                  (6mks)

 

 

  1. a) Explain how the symbolic expression of the vine and the branches is used to express the unity of believers in the New Testament.                                                                       (8mks)
  2. b) What are the characteristics of the New people of God according to the New Testament?                                                                                                                             (7mks)
  3. c) State the reasons why Christians in Kenya should work in unity.                                   (5mks)

 

 

  1. a) Explain the basis of Christian ethics.                                                                   (10mks)
  2. b) Outline the Christian teachings on fornication.                                                   (5mks)
  3. c) What are the reasons why young people are seeking church weddings?             (5mks)

 

 

  1. a) Explain the Christian understanding of the use of Science and Technology.            (8mks)
  2. b) What are the disadvantages of plastic surgery?                                                   (6mks)
  3. c) Show how modern family planning methods have affected Kenyan families.            (6mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 10

313/2

            1          a)         -Zachariah’s vision in the Temple.

(i)        Zachariah was a priest in the temple belonging to the division of Abijah.

(ii)       One day Zachariah was offering incense in the temple.

  • Angel, Gabriel appeared to him and announced that his wife Elizabeth would

give birth to a son whom he was to name John.

  • The angel went a head to describe the qualities of the son to be born.
  • Zachariah was afraid but the angel re assured him that he had come with Good news.
  • Zachariah expressed doubt regarding the angel’s message and insisted & be given a proof because he and his wife were old.
  • Zachariah was punished for disbelieving the angel’s message.
  • The angel told him that he would be dureb until the day of John’s birth.

(5×1=5mks)

  1. b) –           Message contained in the Benedictines.

(i)        Describes God as redeemer because He saved His people from sins.

(ii)       God has brought salvation through Jesus from the house of David as He promised

through His prophets.

  • God fulfils the promises that He made to Abraham and through the prophets in

the old testament.

  • Zachariah outlines the mission of John as the prophet of the most high.
  • John would go before the lord to prepare the way for him. He was the forerunner of the messiah.
  • John’s duty would involve imparting the knowledge of salvation & the people.
  • He would call people to repentance and forgiveness in order to restore the right relationship with God.
  • He would give light to those living in darkness and guide them into the path of peace.                                                 (4×2=8mks)

 

  1. c) –How the infancy narratives about the birth of Jesus show that he was the son of

God.  

  • His birth had been foretold long before by the old testament – prophets.
  • It was a virgin birth.
  • He was conceived through the power of the Holy spirit.
  • His name Jesus (saviour) was given by the angel.
  • The angel announced & the shepherds about His birth.
  • A bright star shown from the East.
  • A host of angels sang praises “ a long to God in the highest and on earth peace among men.”
  • During his presentation is the temple, simeon recognized Him as the messiah.                                     (7×1=7mks)

 

2          a)         –           Account of the sinful woman.            Lk.7:36:8:3,

(i)        On one occasion, Jesus was invited by Simon the Pharisee to his house to

eat with him.

  • A woman who was known & be sinner came to Jesus weeping on His feet’s and

wiping Him with her hair.

  • This action drew a negative response from Simon the host. Simon wondered how

Jesus could allow a sinner to touch Him.  He was a prophet. He would have

known that she was a prostitute.

  • She kissed his feet and anointed them with an expensive ointment.
  • Jesus perceived Simon’s thoughts and told him the parable of the debtors. One owned five hundred denarii and the other fifty. When they could not pay, he forgave them. Then Jesus asked Simon a question, now which of them will love more? Simon answered,” the one he forgave more”.
  • Jesus told Simon that the woman loved more by her actions which Simon had not done i.e. she wet his feet with tears and wiped them with her hair.
  • He forgave her sins though many since she loved more. Those present wondered who Jesus was “… who even forgave sins?” Jesus told the woman, “Your faith has saved you, go in peace”.             (5×1=5mks)

 

  1. b) – Why Jesus criticized the religious leaders.

(i)        They were jealous about. His popularity Lk.20;1-8.

(ii)       They were hypocrites.

  • They neglected justice and love of God.
  • They offered long prayers.
  • They lacked faith. Lk.17:20.
  • They were boastful e.g. parable of pherises & tax collector.
  • They never accepted him as the messiah (parable of the tenant and great feast)
  • They took advantage of weak i.e widows Lk.20.
  • They loved greetings at market places.
  • They were dishonest i.e attached to money matters.
  • They were a bad influence to the people e.g. wheat and tares.
  • They loved to seat in front seats so as to be recognized.             (7×1=7mks)

 

  1. c) –           Why Jesus healed the sick.

(i)        To demonstrate God’s love for human beings.

(i)        To take a way their pain / suffering.

(iii)      People believed in his healing power / people had faith in Him.

  • To show that physical healing sometimes symbolized spiritual hearing.
  • As a way of destroying the work of Satan.
  • To glorify God / show God’s power.
  • To fulfill Old Testament prophecies.
  • To demonstrate that God’s kingdom had come.
  • To show that he was the son of God / Messiah.
  • To show that his mission was universal.
  • To show that he had power over nature.
  • To support / strengthen his teachings.
  • To show that works of mercy must go on even on the Sabbath / He was loved for the Sabbath.                                                 (8×1=8mks)

 

3          a)         –           Characteristics of the Sadducees.

(i)        They were a consenstive  group / sect who accepted the Mosaic law (Torah)

(ii)       They rejected their own traditions of elders.

  • Most of them were priests from wealthy families.
  • They did not believe in angels, demons etc.
  • They did not believe in resurrection of the body.
  • They did not believe in judgment.
  • They did not believe in the messiah.
  • They supported the Roman rule.
  • Some of them were members of the Sanhedrin.             (8×1=8mks)

 

 

 

 

  1. b) – Jesus response to the Sadducees question on resurrection. Lk. 20;27-40.

(i)        They entered an argument with Jesus based on the Mosaic teaching. Deut:25:5-6.

The law made provision for levivate marriage.

  • A woman married to seven brothers who died yet left no children. Then who shall be the woman’s husband.
  • Jesus responded:

There was no marriage after resurrection / no husband-wife relationship.

  • A resurrected body would have an angelic form/ heavenly form.
  • There was no death after resurrected. The righteous will live eternally.
  • God is for those who are alive and not for those who are dead. He is the God of Abraham, Isaac and Jacob who are a live. (6×1=6mks.)

 

  1. c) – Dangers of wife inheritance.

(i)        The spread of HIV/AIDS resulting to orphans suffering.

(ii)       Jealousy from other wives – conflicts.

  • Children suffer from fear / insecurity.
  • Fear of losing family property.
  • May lead to poverty.
  • Rivaling among wives.
  • Psychological problems.
  • Rejection of the woman defies the cultural stand on being inherited. (6×1=6mks)

 

4          a)         –           Explain how the symbolic expression of the vine and the branches is used to

                                    express the unity of believers in the new Testament.                     (8marks)

  • The vine refers to Jesus Christ, the son of God.
  • The branches are Christian believers who are united through the vine tree.
  • The branches are attached to the vine, just like Christians are attached to Jesus Christ.
  • The gardener / vine dresser / or care taker of the vine is God creator.
  • The fruits are acceptable Christian behaviours such as love for one another .
  • The vine (Jesus) therefore links all the branches (Christians) to the vine dresser (God) so, all branches are the same vine tree and have a single caretaker.
  • The fruitless branches refer to those unfaithful Christians who do not live up to the Christian standards. Those who will be destroyed God.
  • The branches that bear fruits represent faithful Christian.
  • Christians must therefore abide by Jesus teachings and love others to be fruitful.
  • Christians must also remain united in Christ.
  • Jesus used vine to show the close relationship between Him and His followers.                         (8×1=8mks).

 

  1. What are the characteristics of the New people of God according to the New testament?
    1. God’s own people choosen by Him to worship Him 1 peter 2:9
    2. They are baptized born again
  • The proclaim the wonderful deeds of Christ.
  1. They share in the resurrection of Christ
  2. They are determined to inherit the Kingdom of God.
  3. They abandon the peace and prosperity of this world.
  • They are set aside by their moral uprightness. They posses the values of love kindness, humility generosity and caring.
  • They have a common destiny that is the Kingdom of God.
  1. They are guided by the Holy Spirit
  2. They are under the umbrella of Jesus Christ Titus 2:14.
  3. They are a royal priest hood.
  • They are a holy nation.
  • They are a people called out of darkness.             Any 7 x 1 = 7mks

 

  1. State reasons why Christians in Kenya should work in unity (5mks).
  2. i) In order to promote oneness in Christ
  3. ii) To promote the teaching of Jesus Christ
    • To share the scarce resources e.g. minimize expenses
  1. In order to achieve effective evangelism or ministry
  2. In order to adopt a common attitude to the integration of African culture in worship of achieve ecumenism.
  3. To prevent the formation of splinter groups and cults
  • To reduce internal wrangling             Any 5 x 1 = 5mks
  1. a)         Explain the basis of Christian ethnic.                                               (10mks)

                                    –           The Bible which is universally accepted as the word of God.

–           Conscience / the individual sense of good and bad in thought and action.

–           Faith in God which makes Christians to trust in God and make an effort to

live according to the teachings of Jesus Christ.

  • The teachings of Jesus Christ especially on how to behave towards those in problems and enemies.
  • The church community which guides Christians on moral behaviour.
  • Rituals like marriage where partners vow to remain faithful to one another.
  • The authoritative Christian literature like those written by theological / papal or pastoral/ directives.
  • The secular law/ constitution of the nation which guides the behaviour of Christians.
  • God’s revelation, through people like prophets, sermons the Bible, dreams visions which guide people on how to approach certain issues. 5 x 2 = 10mks
  1. b) Outline the Christian teaching on fornication .

                                    –           It is immoral and condemned in the Bible

–           It is against the divine purpose of sex because sex is exclusively for

married couples.

  • It defiles the body which is the temple of the Holy Spirit
  • It can lead to pregnancy which can cause complications and schools drop- out.
  • It can lead to transmission of HIV/ AIDS and STIs
  • It is a misuse of God’s gift of sex / parties are only out to satisfy their sexual desires without a sense of responsibility.
  • It creates guilt feelings as those involved already know that they are sinning before God.
  • If perfected it can lead to unfaithfulness in marriage in later life.
  • It is against the church teachings such as abstinence and chastity. 5 x 1 = 5mks

 

  1. c) What are the reasons why young people are seeking church weddings? (5mks)

                                    –           Marriage is God ordained.

–           So that people can learn and accept teachings of the church marriage

–           It is a respectable way to publicize marriage.

–           The two will be obliged to honour the vows taken in the church.

–           They discourage young people from entering into unchristian marriages

–           The wedding gives the couples the opportunity to celebrate their marriage

with others.

  • Christian marriage is legal it legalizes marriage.
  • It helps the new couple to realize that they are members of the wider community.
  • Helps in strengthening of the faith of the couples.
  • To stress the salvation of the couple through becoming one body in Christ .
  • The church provides guidance and counseling to the couple. Any 5 x 1 = 5mks

 

 

  1. a)         Explain the Christian understanding of the use of science and technology      8mks

                                    –           Science should not replace man in jobs e.g. use of computers.

–           It should not destroy human life.

–           It should not destroy values about the dignity of man and sanctity of life.

–           It should not be used to destroy the environment

–           It should help man to appreciate the splendour of God / The beauty of

God’s creation.

  • It should be made to serve the needs of man for material and spiritual happiness .
  • It should help man in solving problems
  • It should be used to glorify God the creator rather the selfish ends. 8 x 1 = 8mks
  1. b) What are the disadvantages of plastic surgery?                                                     6mks

                                    –           It may lead to a lot of suffering to the patient incase the tissues as “foreign”

and amounts an immune response against it, which gradually destroys it.

  • May lead to death or permanent damage on the patient incase of failure of the operation.
  • Some of the operations are very expensive and many people may not afford them therefore remain with their defects for life.
  • Although cosmetic surgery may make someone look young for sometime. This will not stop the ageing
  • There is a danger of people not appreciating what God has created
  • There is danger of transmitting certain diseases especially in case where tissues are detached from a “donor’
  • It may lead people to idolize beauty.             6 x 1 = 6mks

 

  1. c) Show how modern family planning methods have affected Kenyan families (6mks)

–           Have led to misunderstanding in the family due to disagreements on what methods to use.

–           Have led to sterility

–           Have led to unfaithfulness in marriage

–           Led to health problems e.g. breast cancer.

–           Have led to miscarriages and premature births

–           Have enabled people to have the size of family they can manage

hence improvement of the living standards.

  • Some of the methods are very expensive
  • Incase of failure of the methods used, the mother and child tend to be rejected / frustrated.
  • Some methods are irreversible e.g. Tubal ligation may lead to psychological and emotional effect on those who may decide to have children later.

END

KMTC Certificate in Public Health: Requirements, Fees, Intakes and Campuses

KMTC Certificate in Public Health: Requirements, Fees, Intakes and Campuses

CERTIFICATE IN PUBLIC HEALTH
HEALTH SCIENCES & RELATED

 
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CERTIFICATE IN PUBLIC HEALTH


MINIMUM ENTRY REQUIREMENTS

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

MINIMUM SUBJECT REQUIREMENTS

SUBJECT 1 ENG / KIS C-
SUBJECT 2 BIO / BSC C-
SUBJECT 3 MAT A D
SUBJECT 4 PHY / CHE / HSC / AGR / WW / BC / ECT / DRD D

AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2022 CUT-OFF 2021 CUT-OFF 2020 CUT-OFF
KENYA MEDICAL TRAINING COLLEGE – EMBU CAMPUS 4760K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – KABARNET CAMPUS 4800K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – KAKAMEGA CAMPUS 4805K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – KARURI CAMPUS 4835K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – KITUI CAMPUS 4860K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – KURIA CAMPUS 4870K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – KWALE CAMPUS 4875K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – LAKE VICTORIA CAMPUS 4880K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – LUGARI CAMPUS 4900K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – MANZA CAMPUS 4930K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – NAKURU CAMPUS 5005K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – NYERI CAMPUS 5040K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – OTHAYA CAMPUS 5045K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – TAVETA CAMPUS 5090K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
KENYA MEDICAL TRAINING COLLEGE – TRANS MARA CAMPUS 5105K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200

Mwalimu Sacco Dividends, Rebates 2022

NATIONAL DELEGATES’ MEETING

The Mwalimu National Sacco National Delegates Meeting will be held on 0/02/2022.

In this regard;

2022 Dividends looming at the rates that will be determined during ADM.

Things to note:

1.Terms used

Rebates

Benefits accrued from one’s monthly deposits or savings.

Dividends

Benefits accrued from share capital.

Sacco business period

Starts_ 1st Jan of every year
Ends _ 31st Dec of the same year

How to arrive at the total amount expected in one’s account.

For purposes of calculations, see the illustration below;

1.Total deposit as at 31st Dec ,2021 = ksh 100,000

2. Monthly deposit= ksh 5000

3.Capital share = ksh 20,000

4.Rates

Rebates=12%
Dividends =13%

Mathematics

a) 12% × 100,000 ( deposits as at 31st Dec ,2021= 12000

b) 13% × 20000(share capital) = 2600

C) Monthly deposit

Jan
12% × 5000 × 12/12= 600

Feb
12% × 5000 ×11/12= 550

March

12% × 5000× 10/12= 500

April
12% × 5000 ×9/12= 450

May

12% × 5000 ×8/12= 400

June
12% ×5000×7/12=350

July
12% × 5000× 6/12= 300

Aug

12% ×5000 ×5/12 = 250

Sept

12% × 5000 × 4/12 = 200

Oct

12% × 5000 ×3/12 =150

Nov

12% × 5000× 2/12 = 100

Dec

12% × 5000× 1/12 = 50

Total = 12000 + 3900+ 2600= 18500

Amount expected in the account

18500× 5% (withholding tax)= 17575

This 17575 is still subjected to

1.exercise duty

2.Processing fee

The formula above was arrived at in a bid to encourage members to start saving as early as January.

Members who make deposits close to the end of the year wont reap big as per their expectations.

ELEMENTARY PROGRAMMING PRINCIPLES COMPUTER NOTES

ELEMENTARY PROGRAMMING PRINCIPLES

Definition of terms

Computer Program:

A computer program is a set of coded instructions given to the computer, and represents a logical solution to a problem.  It directs a computer in performing various operations/tasks on the data supplied to it.

Computer programs may be written by the hardware manufacturers, Software houses, or a programmer to solve user problems on the computer.

Programming:

Programming is the process of designing a set of instructions (computer programs) which can be used to perform a particular task or solve a specific problem.

 

It involves use of special characters, signs and symbols found in a particular programming language to create computer instructions.

 

The programming process is quite extensive.  It includes analyzing of an application, designing of a solution, coding for the processor, testing to produce an operating program, and development of other procedures to make the system function.

 

The program created must specify in detail the logical steps to be taken & the method of processing the data input into the computer in order to carry out the specified task.

 

A computer program performs the following:

 

  1. Accepts data from outside the computer as its input.
  2. Carries out a set of processes on the data within the computer memory.
  3. Presents the results of this processing as its output, and
  4. Stores the data for future use.

 

Programming Languages:

 

A programming language is a set of symbols (a language) which a computer programmer uses to solve a given problem using a computer.

 

The computer must be able to translate these instructions into machine-readable form when arranged in a particular sequence or order.

 

TERMS USED IN COMPUTER PROGRAMMING

 

Source program (source code)

 

The term Source program refers to program statements that the programmer enters in the program editor window, and which have not yet been translated into machine-readable form.

 

Source code is the code understood by the programmer, and is usually written in high-level language or Assembly language.

 

Object code (object program).

 

The term Object code refers to the program code that is in machine-readable (binary) form.

 

This is the code/language the computer can understand, and is produced by a Compiler or Assembler after translating the Source program into a form that can be readily loaded into the computer.

 

 

 

 

 

 

LANGUAGE TRANSLATORS

 

A computer uses & stores information in binary form, and therefore, it cannot understand programs written in either high-level or low-level languages.  This means that, any program code written in Assembly language or high-level language must be translated into Machine language, before the computer can recognize & run these programs.

A Translator is special system software used to convert the Source codes (program statements written in any of the computer programming languages) to their Object codes (computer language equivalents).

 

The Translators reside in the main memory of the computer, and use the program code of the high-level or Assembly language as input data, changes the codes, and gives the output program in machine-readable code.

In addition, translators check for & identify some types of errors (e.g., Syntax/grammatical errors) that may be present in the program being translated.  They will produce error messages if there is a mistake in the code.

 

Each language needs its own translator.  Generally, there are 3 types of language translators:

 

 

Note. Interpreters & Compilers translate source programs written in high-level languages to their machine language equivalents.

 

Assembler

 

An assembler translates programs written in Assembly language into machine language that the computer can understand and execute.

 

Functions of an Assembler.

 

  • It checks whether the instructions written are valid, and identifies any errors in the program.

 

The Assembler will display these errors as well as the complete source and object programs.  If the program has no errors, the job control will let it run immediately, or save the object program so that it may run it later without translating it again.

 

  • It assigns memory locations to the names the programmer uses.

 

E.g., the Assembler keeps a table of these names so that if an instruction refers to it, the Assembler can easily tell the location to which it was assigned.

 

  • It generates the machine code equivalent of the Assembly instructions.

 

Usually, the Assembler generates a machine code only when no errors are detected.  Some of the errors include;

 

  • Typing mistakes.
  • Using the wrong format for an instruction.
  • Specifying a memory location outside the range 0 – 2047.

 

Note.  The Assembler cannot detect Logic errors.  The programmer knows of these errors only when the program is run & the results produced are incorrect (not what the programmer expected).  The programmer must therefore, go through the program & try to discover why an incorrect result was being produced.

 

Interpreter

 

An interpreter translates a source program word by word or line by line.  This allows the CPU to execute one line at a time.

 

The Interpreter takes one line of the source program, translates it into a machine instruction, and then it is immediately executed by the CPU.  It then takes the next instruction, translates it into a machine instruction, and then the CPU executes it, and so on.

 

The translated line is not stored in the computer memory.  Therefore, every time the program is needed for execution, it has to be translated.

 

Compiler

 

A compiler translates the entire/whole source program into object code at once, and then executes it in machine language code.  These machine code instructions can then be run on the computer to perform the particular task as specified in the high-level program.

 

The process of translating a program written in a high-level source language into machine language using a compiler is called Compilation.

 

For a given machine, each language requires its own Compiler.  E.g., for a computer to be able translate a program written in FORTRAN into machine language; the program must pass through the FORTRAN compiler (which must ‘know’ FORTRAN as well as the Machine language of the computer).

 

The object code file can be made into a fully executable program by carrying out a Linking process, which joins the object code to all the other files that are needed for the execution of the program.  After the linking process, an executable file with an .EXE extension is generated.  This file is stored on a storage media.

 

Points to note.

 

  • The job of a Compiler is much more difficult than that of an Assembler in that, a single statement in a high-level language is equivalent to many machine instructions.

 

  • The format of an Assembly instruction is fairly fixed, while high-level languages give a lot of freedom in the way the programmer writes statements.

 

Functions of a compiler.

 

A Compiler performs the following tasks during the compilation process:

 

  • It identifies the proper order of processing, so as to execute the process as fast as possible & minimize the storage space required in memory.

 

  • It allocates space in memory for the storage locations defined in the program to be executed.

 

  • It reads each line of the source program & converts it into machine language.

 

  • It checks for Syntax errors in a program (i.e., statements which do not conform to the grammatical rules of the language). If there are no syntax errors, it generates machine code equivalent to the given program.

 

  • It combines the program (machine) code generated with the appropriate subroutines from the library.
  • It produces a listing of the program, indicating errors, if any.

 

Differences between Compilers and Interpreters

 

Interpreter Compiler
1. Translates & executes each statement of the source code one at a time.

 

The source code instruction is translated & immediately obeyed by the computer hardware before the next instruction can be translated.

(Translation & execution go together).

 

 

 

 

 

 

 

 

2. Translates the program each time it is needed for execution; hence, it is slower than compiling.

 

3. Interpreted object codes take less memory compared to compiled programs.

 

4. For an Interpreter, the syntax (grammatical) errors are reported & corrected before the execution can continue.

 

5. An Interpreter can relate error messages to the source program, which is always available to the Interpreter.  This makes debugging of a program easier when using an Interpreter than a Compiler.

1. Translates all the source code statements at once as a unit into their corresponding object codes, before the computer can execute them.

 

A Compiler translates the entire source program first to machine code, and then the code is executed by the CPU.

(Translation & execution are separate phases)

 

 

 

 

 

2. Compiled programs (object codes) can be saved on a storage media and run when required; hence executes faster than interpreted programs.

 

3. Compiled programs require more memory as their object files are larger.

 

4. For a Compiler, the syntax errors are reported & corrected after the source code has been translated to its object code equivalent.

 

5. Once the source program has been translated, it is no longer available to the Compiler, so the error messages are usually less meaningful.

 

Linkers & Loaders

 

Computer programs are usually developed in Modules or Subroutines (i.e., program segments meant to carry out the specific relevant tasks).  During program translation, these modules are translated separately into their object (machine) code equivalents.

 

The Linker is a utility software that accepts the separately translated program modules as its input, and logically combines them into one logical module, known as the Load Module that has got all the required bits and pieces for the translated program to be obeyed by the computer hardware.

 

The Loader is a utility program that transfers the load module (i.e. the linker output) into the computer memory, ready for it to be executed by the computer hardware.

 

Syntax

 

Each programming language has a special sequence or order of writing characters.

 

The term Syntax refers to the grammatical rules, which govern how words, symbols, expressions and statements may be formed & combined.

 

Semantics

 

These are rules, which govern the meaning of syntax.  They dictate what happens (takes place) when a program is run or executed.

 

Review Questions.                                                                     

 

  1. Define the following terms:
  • Computer program.
  • Programming language.
  1. With reference to programming, distinguish between Source program and Object code.
  2. What is the function(s) of: Assemblers, Interpreters and Compilers in a computer system?
  3. (a). What are the main functions of a Compiler?

(b). Differentiate between a Compiler and an Interpreter.

 

 

 

 

 

LEVELS OF PROGRAMMING LANGUAGES

 

There are many programming languages.  The languages are classified into 2 major categories:

 

  • Low-level programming languages.

 

  • High-level programming languages.

 

Each programming language has its own grammatical (syntax) rules, which must be obeyed in order to write valid programs, just as a natural language has its own rules for forming sentences.

 

LOW-LEVEL LANGUAGES

 

These are the basic programming languages, which can easily be understood by the computer directly, or which require little effort to be translated into computer understandable form.

 

They include:

 

  1. Machine languages.
  2. Assembly languages.

 

Features of low-level languages

 

  • They are machine hardware-oriented.
  • They are not portable, i.e., a program written for one computer cannot be installed and used on another computer of a different family.
  • They use Mnemonic codes.
  • They frequently use symbolic addresses.

 

Machine languages (1st Generation languages)

 

 

Machine language is written using machine codes (binary digits) that consist of 0’s & 1’s.

 

The computer can readily understand Machine code (language) instructions without any translation.

 

A programmer is required to write his program in strings of 0’s & 1’s, calculate & allocate the core memory locations for his data and/or instructions.

 

Different CPU’s have different machine codes, e.g., codes written for the Intel Pentium processors may differ from those written for Motorola or Cyrix processors.  Therefore, before interpreting the meaning of a particular code, a programmer must know for which CPU the program was written.

 

A machine code instruction is made up of 2 main parts;

 

  • An Address (operand):

 

It specifies the location (address) of the computer memory where the data to be worked upon can be found.

 

  • A Function (operation) code:

 

 

It states to the Control Unit of the CPU what operation should be performed on the data/item held in the address, e.g., Addition, Subtraction, Division, Multiplication, etc.

 

Note.  The computer can only execute instructions which are written in machine language.  This is because; it is the only language which the computer can understand.  Therefore, any program written in any other programming language must first be translated into machine language (binary digits) before the computer can understand.

 

 

 

 

 

 

 

 

 

 

Assembly language (2nd Generation Languages).

 

Assembly languages were developed in order to speed up programming (i.e., to overcome the difficulties of understanding and using machine languages).

 

The vocabulary of Assembly languages is close to that of machine language, and their instructions are symbolic representations of the machine language instructions.

 

  • Assembly language programs are easier to understand, use & modify compared to Machine language programs.

 

  • Assembly language programs have less error chances.

 

To write program statements in Assembly language, the programmer uses a set of symbolic operation codes called Mnemonic codes.

 

The code could be a 2 or 3 shortened letter word that will cause the computer to perform specific operation.  E.g., MOV – move, ADD – addition, SUB – subtraction, RD – read.

 

Example;

 

RD       PAT,                15        (read the value 15 stored in the processor register named PAT)

SUB    PAT,                10        (subtract 10 from the value in register PAT)

 

A program written in an Assembly language cannot be executed/obeyed by the computer hardware directly.  To enable the CPU understand Assembly language instructions, an Assembler (which is stored in a ROM) is used to convert them into Machine language.

The Assembler accepts the source codes written in an Assembly language as its input, and translates them into their corresponding computer language (machine code/ object code) equivalent.

 

Comments are incorporated into the program statements to make them easier to be understood by the human programmers.

 

Assembly languages are machine-dependent.  Therefore, a program written in the Assembly language for a particular computer cannot run on another make of computer.

 

Advantages of Low-level languages

 

  1. The CPU can easily understand machine language without translation.
  2. The program instructions can be executed by the hardware (processor) much faster. This is because; complex instructions are already broken down into smaller simpler ones.
  3. Low-level languages have a closer control over the hardware, are highly efficient & allow direct control of each operation.

 

They are therefore suitable for writing Operating system software & Game programs, which require fast & efficient use of the CPU time.

 

  1. They require less memory space.
  2. Low-level languages are stable, i.e., they do not crash once written.

 

Disadvantages of Low-level languages

 

Very few computer programs are actually written in machine or Assembly language because of the following reasons;

 

  1. Low-level languages are difficult to learn, understand, and write programs in them.
  2. Low-level language programs are difficult to debug (remove errors from).
  3. Low-level languages have a collection of very detailed & complex instructions that control the internal circuiting of the computer. Therefore, it requires one to understand how the computer codes internally.

 

  1. Relating the program & the problem structures is difficult, and therefore cumbersome to work with.
  2. The programs are very long; hence, writing a program in a low-level language is usually tedious & time consuming.
  3. The programs are difficult to develop, maintain, and are also prone to errors (i.e., it requires highly trained experts to develop and maintain the programs).

 

  1. Low level languages are machine-dependent (specific), hence non-portable.

 

This implies that, they are designed for a specific machine & specific processor, and therefore, cannot be transferred between machines with different hardware or software specifications.

 

  1. It is not easy to revise the program, because this will mean re-writing the program again.

 

HIGH-LEVEL PROGRAMMING LANGUAGES

 

High-level languages were developed to solve (overcome) the problems encountered in low-level programming languages.

 

The grammar of High-level languages is very close to the vocabulary of the natural languages used by human beings.  Hence; they can be read and understood easily even by people who are not experts in programming.

 

Most high-level languages are general-purpose & problem-oriented.  They allow the programmer to concentrate on the functional details of a program rather than the details of the hardware on which the program will run.

 

High-level language programs are machine-independent, (i.e., they do not depend on a particular machine, and are able to run in any family of computers provided the relevant translator software is installed).

 

Programs written in a high-level language cannot be obeyed by the computer hardware directly.  Therefore, the source codes must be translated into their corresponding machine language equivalent. The translation process is carried out by a high-level language software translator such as a Compiler or an Interpreter.

 

Features of high-level programming languages.

 

  • They contain statements that have an extensive vocabulary of words, symbols, sentences & mathematical expressions, which are very similar to the normal English language.

 

Example;

Read (TaxablePay);

IF TaxablePay<1000 THEN

Tax: =0;

ELSE

Tax: =TaxRate * TaxablePay;

Write (Tax: 6:2);

  • Allow modularization (sub-routines).
  • They are ‘user-friendly’ and problem-oriented rather than machine-based. This implies that, during a programming session, the programmer concentrates on problem-solving rather than how a machine operates.
  • They require one to be obey a set of rules when writing the program.
  • Programs written in high-level languages are shorter than their low-level language equivalents, since one statement translates into several machine code instructions.
  • The programs are portable between different computers.

 

Purpose of High-level languages.

 

  1. To improve the productivity of a programmer. This is because; the source programs of high-level languages are shorter than the source programs of low-level languages, since one statement translates into several machine code instructions.

 

  1. To ease the training of new programmers, since there is no need to learn the detailed layout of a procession/sequence.

 

  1. To speed up testing & error correction.

 

  1. To make programs easy to understand & follow.

 

Advantages of High-level languages.

 

  1. They are easily portable, i.e., they can be transferred between computers of different families and run with little or no modification.

 

  1. High-level language programs are short, and take shorter time to be translated.

 

  1. They are easy to lean, understand and use.

 

  1. They are easy to debug (correct/remove errors), & maintain.

 

  1. High level language programs are easy to modify, and also to incorporate additional features thus enhancing its functional capabilities.

 

  1. They are ‘user-friendly’ & problem-oriented; hence, can be used to solve problems arising from the real world.

 

  1. They enable programmers to adapt easily to new hardware. This is because; they don’t have to worry about the hardware design of the computer.

 

  1. High-level language programs are self-documenting, i.e., the program statements displays the transparency of purpose making the verification of the program easy.

 

  1. High level languages are more flexible; hence, they enhance the creativity of the programmer and increase his/her productivity in the workplace.

 

Disadvantages of using High-level languages

 

  1. High-level languages are not machine-oriented; hence, they do not use of the CPU and hardware facilities efficiently.

 

  1. The languages are machine-independent, and cannot be used in programming the hardware directly.

 

  1. Each high-level language statement converts into several machine code instructions. This means that, they use more storage space, and it also takes more time to run the program.

 

  1. Their program statements are too general; hence, they execute slowly than their machine code program equivalents.

 

  1. They have to be interpreted or compiled to machine-readable form before the computer can execute them.

 

  1. The languages cannot be used on very small computers.

 

The source program written in a high-level language needs a Compiler, which is loaded into the main memory of the computer, and thus occupies much of memory space.  This greatly reduces the memory available for a source program.

 

TYPES OF HIGH-LEVEL LANGUAGES.

 

High-level languages are classified into five different groups:

 

  1. Third generation languages (Structured / Procedural languages).
  2. Fourth generation languages (4GLs).
  3. Fifth generation languages (5GLs)
  4. Object-oriented programming languages (OOPs).
  5. Web scripting languages.

 

The various types of high-level languages differ in:

 

  • The data structures they handle.
  • The control structures they support.
  • The assignment instructions they use.
  • Application areas, e.g., educational, business, scientific, etc.

 

STRUCTURED LANGUAGES

 

A structured (procedural) language allows a large program to be broken into smaller sub-programs called modules, each performing a particular (single) task.  This technique of program design is referred to as structured programming.

 

Structured programming also makes use of a few simple control structures in problem solving.  The 3 basic control structures are:

  • Sequence
  • Iteration (looping).

 

Advantages of structured programming.

 

  1. It is flexible.
  2. Structured programs are easier to read.
  3. Programs are easy to modify because; a programmer can change the details of a section without affecting the rest of the program.
  4. It is easier to document specific tasks.
  5. Use of modules that contain standard procedures throughout the program saves development time.
  6. Modules can be named in such a way that, they are consistent and easy to find in documentation.
  7. Debugging is easier because; each module can be designed, coded & tested independently.

 

Examples of Third generation programming languages include:

 

  • BASIC (Beginners All-purpose Symbolic Instructional Code).

 

BASIC is a simple general-purpose high-level language used in most computer processing tasks such as developing business and educational applications.

 

It is easy to learn & use; hence, suitable for students who wish to easily learn programming.

 

Translation in most versions of BASIC is carried out by an Interpreter.

 

Disadvantages of BASIC.

 

  • BASIC is available in so many versions with different dialects/languages & therefore, it has no standard.
  • Some dialects are limited to data & control structures they support.
  • Some versions of BASIC offer limited facilities in terms of structured programming & meaningful variable names.

 

  • PASCAL

 

PASCAL is a general-purpose, high-level programming language, which was named after a French mathematician called Blaise Pascal.

 

It was developed as an academic tool to help in the teaching and learning of structured programming.

 

PASCAL supports structured programming, i.e., it uses procedures & functions, which allow a ‘top-down’ approach to solving problems.

 

  • It is not easy to learn because; it has strict rules in its grammar on typing of variables (data names) & declarations.

 

  • It is poor (has limited ability) on handling of data files.

 

 

 

 

 

 

 

  • COBOL (COmmon Business Oriented Language)

 

COBOL is designed for developing programs that solve business problems, e.g., can be used to develop commercial data processing applications such as computer-based inventory control systems.

 

COBOL is mostly used where large amounts of data are to be handled, because it supports powerful data & control structures.

 

COBOL programs are semi-compiled, and the intermediate code is interpreted.

 

A program written in COBOL language consists of 4 divisions: –

 

  • Identification division: Where the programmer & the program details are specified, e.g., program ID, programmer name, etc.

 

  • Environment division: Where the equipments to be used by the source & the object programs are defined, e.g., the computer hardware.

 

  • Data division: Where the various files to be used by the program are described, e.g., a description of the input files.

 

  • Procedure division: Where all the procedures required to manipulate/interrelate the data into information are defined.

 

Advantages of COBOL.

 

  • It is easy to read.
  • It is portable, i.e., can be used on different types of computers. This is because; it has an American National Institute

 

American National Standards Institute (ANSI): – An international organization that devised/ invented the group of standardized symbols used in flowcharting.

 

  • It is widely used, and has a pool of skilled programmers.

 

Disadvantage of COBOL.

 

  • The structure of a COBOL program is too long even for simple programs.

 

E.g., consider the following assignment statement:

 

DIVIDE A into B giving C. 

 

This statement when used in BASIC language can much short ‘C=A/B’.  However, notice that the COBOL statement above is more self defining.

 

  • FORTRAN (FORmula TRANslator)

 

It was developed for mathematicians, scientists and engineers.  It provides an easier way of writing scientific & engineering applications.

 

FORTRAN statements are mostly in form of mathematical expressions; hence, it is useful in writing of programs that can process numeric data.

 

FORTRAN programs are compiled.

 

Advantages of FORTRAN.

 

  • It is portable, i.e. it can be used on different types of computers.

 

Disadvantage of FORTRAN.

 

  • It is not suited for business applications.

 

  • Ada

 

This language was named after the first lady programmer Ada Lovelace.

 

It is suitable for developing military, industrial and real-time systems.

 

 

  • C

 

C is mainly used for developing system software such as the operating system as well as developing the application packages.

 

It has powerful commands that permit the rapid development of programs, and allows direct control over the hardware.

 

Disadvantage of C

 

  • It is difficult to read & learn because of its strict dialect rules.

 

  • LOGO

 

LOGO was designed for educational use in which children can explore & develop concepts through programming the movement of a pen.

 

  • COROL

 

COROL is used in Real-time processing.

 

COROL programs are compiled.

 

  • RPG (Report Program Generator)

 

RPG is used in report generating applications, (i.e. it is designed to facilitate the output of reports of business data).

 

A Report generator is a software tool that extracts stored data to create customized reports that are not normally/usually produced by existing applications.

 

  • SNOBOL (String Oriented Symbolic Language).

 

It is a high-level language designed to manipulate strings of characters.  It is therefore used for non-numeric applications.

 

FOURTH GENERATION LANGUAGES (4GL’S).

 

4GLs make programming even easier than the 3GLs because; they present the programmer with more programming tools, such as command buttons, forms, textboxes etc.  The programmer simply selects graphical objects called controls on the screen, and then uses them to create designs on a form by dragging a mouse pointer.

 

The languages also use application generators (which in the background) to generate the necessary program codes; hence, the programmer is freed from the tedious work of writing the code.

 

4GLs are used to enquire & access the data stored in database systems; hence, they are described as the Query languages.

 

Purpose of fourth generation languages.

 

The 4GL’s were designed to meet the following objectives: –

 

  1. To speed up the application-building process, thereby increasing the productivity of a programmer.
  2. To enable quick & easy amendments and alteration of programs.
  3. To reduce development & maintenance costs.
  4. To make languages user-friendly. This is because, the 4GL’s are designed to be user-oriented, unlike the 3rd generation languages which are problem & programmer oriented.

 

  1. To allow non-professional end-users to develop their own solutions.

`To generate bug-free codes from high-level expressions of requirements.

 

 

 

 

 

Examples of 4GLs are:

 

  • visual Basic
  • Delphi Pascal
  • Visual COBOL (Object COBOL)
  • Access Basic

 

Advantages of fourth generation languages.

 

  1. They are user-based, and therefore, easy to learn & understand.

 

  1. The grammar of 4GL’s is very close to the natural English language. It uses menus & prompts to guide a non-specialist to retrieve data with ease.

 

  1. Very little training is required in order to develop & use 4GL programs.

 

  1. They provide features for formatting of input, processing, & instant reporting.

 

FIFTH GENERATION LANGUAGES (5GL’S).

 

The 5GL’s are designed to make a computer solve a problem by portraying human-like intelligence.

 

The languages are able to make a computer solve a problem for the programmer; hence, he/she does not spend a lot of time in coming up with the solution.  The programmer only thinks about what problem needs to be solved and what conditions need to be met without worrying about how to implement an algorithm to solve the problem.

 

5GLs are mostly used in artificial intelligence.

 

Examples of 5GLs are:

 

  • PROLOG
  • LISP
  • Mercury

 

  • LISP (LISt Processing)

 

In LISP, both programs & data are arranged (structured) as lists.

 

It is used in artificial intelligence.  However, it is not suitable for commercial data processing applications.

 

  • PROLOG (PROgramming in LOGic)

 

PROLOG was developed from LISP by the Japanese.

 

It is designed for use with Expert systems & Artificial Intelligence.  It is mostly used for solving problems, which involve objects and relationships between objects.

 

Like LISP, it is not suitable for commercial data processing applications.

 

OBJECT-ORIENTED PROGRAMMING LANGUAGES (OOPs)

 

Object-Oriented Programming is a new approach to software development in which data & procedures that operate on data are combined into one object.

 

OOPs use objects.  An Object is a representation of a software entity such as a user-defined window or variable.  Each object has specific data values that are unique to it (called state) and a set of the things it can accomplish called (functions or behaviour).

 

Several objects can be linked together to form a complete program.  Programs send messages to an object to perform a procedure that is already embedded in it.  This process of having data and functions that operate on the data within an object is called encapsulation.

 

The data structure & behaviour of an object is specified/described by a template (called a class).  Classes are hierarchical, and it is possible to pass the data & behaviour of an object in one class down the hierarchy.

 

Object-Oriented programming enables rapid program development.  Every object has properties such as colour, size, data source, etc, which can be set easily without much effort.  In addition, every object has events associated with it that can be used to trigger certain actions, e.g. remove the window from the screen on clicking the ‘Close’ button.

 

OOP has contributed greatly to the development of graphical user interface operating systems and application programs.

 

Examples of Object-oriented programming languages are: –

 

  • Simula
  • C++
  • SmallTalk
  • Java

Java is sometimes associated with development of websites, but it can be used to create whole application programs that do not need a web browser to run.

 

 

JAVA

 

Java is an OOP language that resembles Object C (a simplified form of C++).

 

The code of Java displays graphics, accesses the network, and interfaces with users via a set of capabilities known as classes.  Classes define similar states & common methods for the behavior of an object.

 

JAVA programs are not compiled into machine code; instead, they are converted into a collection of bytes that represent the code for an abstract Java Virtual machine (VM).  A Java interpreter running on a physical machine is then used to translate those bytes into local actions, such as printing a string or drawing a button.

 

WEB SCRIPTING LANGUAGES.

 

Web scripting languages are mostly used to create or add functionalities on web pages.

 

Web pages are used for creating Web sites on the Internet where all sorts of advertising can be done.

 

Web pages are hypertext (plain-text) documents written using a language called HyperText Markup Language (HTML).  HTML documents have a file extension of .Html or .Htm.

 

Note.  HTML doesn’t have the declaration part and control structures, and has many limitations.  Therefore, to develop functional websites, it must be used together with other web scripting languages like JavaScript, VBScript and Hypertext Preprocessor.

 

Comparison of Programming languages.

 

Machine language Assembly language High-level languages
1. Instruction set is made up of binary digits (0’s & 1’s).

 

2. Instruction is made of 2 parts: operation code & operand.

 

3. No translation is needed.  (This is the computer language; hence, the computer understands it directly).

4. Executed by the hardware directly & is faster.

 

 

5. Difficult to learn, develop & maintain.

 

 

6. Programs are lengthy & tedious.

 

 

7. It is time-consuming to develop machine code programs.

 

 

 

8. Used in applications where efficient use of the CPU time is necessary, e.g., developing Operating systems & other Control programs that coordinate the working of peripherals.

1. Instruction set is made up of Mnemonics & labels.

 

2. Instruction is made up of 2 parts: operation code & operand, but comments can be added.

3. Uses an Assembler to convert the assembly language source codes to their object code equivalents

 

4. Executed faster than High-level, but slower than the machine code programs.

 

5. It’s easier to learn, develop & maintain as compared to machine code programs.

 

6. Like machine code language, the programs are lengthy & tedious.

 

7. They take a shorter time to develop as compared to machine code programs, but take longer than High-level language programs.

 

8. Like machine language, Assembly language programs are used in applications where efficient use of the CPU time is necessary.

1. Instruction set is similar to English language statements & mathematical operators.

2. The instruction varies depending on the particular language.

 

3. Uses compiler or interpreter

Compiler translates all the source code at once into object code; Interpreter translates line by line.

4. Translation & execution is very slow.

 

 

5. Easy to learn, develop, maintain and use.

 

 

6. Programs are shorter & simpler than Machine & assembly lang. programs.

 

7. Developing High-level language programs takes very short time.

 

 

 

8. Most High-level languages are general-purpose, & can be used to do almost all computer-processing tasks.

 

Factors to consider when choosing a Programming language.

 

The following factors should be considered when choosing a Programming language to use in solving a problem:

 

  • The availability of the relevant translator
  • Whether the programmer is familiar with the language
  • Ease of learning and use
  • Purpose of the program, i.e., application areas such as education, business, scientific, etc.
  • Execution time

 

Applications that require quick response are best programmed in machine code or assembly language.  High-level languages are not suitable for such application because, they take long to be translated & executed.

 

  • Development time

 

Development time is the time a programmer takes to write and run a program.

 

High-level languages are easy to read, understand and develop; hence, they require less development time.  Machine code & Assembly languages are relatively difficult to read, understand and develop; hence, they are time-consuming.

 

  • Popularity

 

The language selected should be suitable and/or successful in the market with respect to the problems to be solved.

 

  • Documentation

 

It should have accompanying documentation (descriptions) on how to use the language or maintain the programs written in the language.

 

 

 

 

 

 

  • Maintenance

 

Programs are developed to solve specific problems, and the problems keep on changing; hence, the programs are also changed to perform the new functions.

 

Program maintenance is the activity of incorporating more routines onto the program, modifying the existing routines or removing the obsolete routines to make the program adapt to a functionally enhanced environment.

 

The maintenance is made easier if the language used is easy to read and understand.

 

  • Availability of skilled programmers

 

The language selected should have a pool of readily available programmers to ease the programming activity, and reduce development time.

 

Review Questions

 

  1. (a). What is a Programming language?

(b). Explain the two levels of programming languages.

  1. (a). What is meant by ‘Machine language’?

(b). Explain why machine language programming is so error-prone.

(c). Show the difference between Machine language and Assembly language.

(d). Give two advantages & three disadvantages of Machine language programming.

  1. (a). What are High-level languages?

(b). Give the features/characteristics of high-level programming languages.

(c). Describe briefly how a program written in high-level programming language becomes a machine code program ready for operational use.

(d). Explain the advantages and disadvantages of using a High-level programming language for writing a program.

(e). List four examples of high-level programming languages.  Indicate the application of each language in computing.

  1. (a). What is meant by program portability?

(b). Why are low-level languages not considered to be portable?

  1. List 8 factors that need to be considered when selecting a programming language.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PROGRAM DEVELOPMENT.

 

Stages involved in the program development cycle.

 

The process of program development can be broken down into the following stages:

 

  1. Problem recognition (Identification of the problem).
  2. Problem definition.
  3. Program design.
  4. Program coding.
  5. Program testing & debugging.
  6. Program Implementation and maintenance.
  7. Program documentation.

 

Problem recognition.

 

Problem recognition refers to the understanding and interpretation of a particular problem.

 

The programmer must know what problem he/she is trying to solve. He/she must also understand clearly the nature of the problem & the function of the program.

 

In order to understand a problem, look for the keywords such as compute, evaluate, compare, etc.

 

Usually, a programmer identifies problems in the environment and tries to solve them by writing a computer program.

 

There are 3 situations that cause the programmer to identify a problem that is worth solving:

 

  1. Problems or undesirable situations that prevent an individual or organizations from achieving their purpose.

 

  1. Opportunity to improve the current program.

 

  1. A new directive given by the management requiring a change in the current system.

 

Sample problem: Develop a program that can be used to calculate/find the area of a circle.  Use the equation A = π * r2.

 

Problem definition (Problem Analysis).

 

In Problem definition, the programmer tries to define (determine) the:

 

  • Output expected from the program.
  • Inputs needed to generate the output information.
  • Processing activities (requirements), and
  • Kind of files which may be needed.

 

  • The programmer should write a narrative on what the program will do, and how it is meant to achieve the intended purpose. Within this narrative, he/she is required to determine what data is to be input & what information is to be output.

 

For example:

 

In calculating the area of any circle, the parameters needed to determine the area of any circle are:

 

  1. Input: (a) Pie (π) which is a constant.

(b) The radius of the circle.

  1. Process: The formula for calculating area of a circle, which is π * radius * radius.
  2. Output: The area of the circle (A).

At the end of the problem definition, the programmer is required to write a requirements report/document for the new program.  This document will enable the programmer to come up with a program design that meets the needs at hand.

 

 

Note.  Problem definition should be done thoroughly to ensure user satisfaction, and to facilitate the subsequent stages in the program development cycle.  A failure at this stage usually results in a system that will not work as intended, or that may not work at all.

 

Program design

 

Program design is the actual development of the program’s process or problem solving logic called the Algorithm.

 

It involves identifying the processing tasks required to be carried out in order to solve the problem.

 

 

The design stage enables the programmer to come up with a model of the expected program (or a general framework (outline) of how to solve the problem, and where possible, break it into a sequence of small & simple steps.

The models show the flow of events throughout the entire program from the time data is input to the time the program gives out the expected information.

 

  • The processing tasks must be in order & systematic. Therefore, the programmer identifies the processing tasks required, and the exact order in which they are to be carried out.

 

  • The design process does not take account of the programming language to be used in the final product, since it only defines program logic.

 

  • Program design provides for easy maintenance.

 

Note.  It is important to design programs before entering them into the computer.  The programmer should only attempt to covert a design into a program code after ensuring that it is logically correct.  If possible, check the logical order on the desk.

 

Some programmers produce rough & ready solutions at a Keyboard, and continue to amend the programs until eventually the program appears to do what was expected.  This is not recommended in programming because of the following reasons:

 

  1. The final code may not be easy to follow, since it was just cobbled together.

 

  1. Variable names & specific items of code may not be documented.

 

  1. Programs produced by continuous amendments & changing of codes mostly lead to unforeseen side effects.

E.g., there may not have been plan for testing the program or procedures, hence, the program may easily fail.

 

  1. A programmer may be asked to modify the code at a later date. Without sufficient documentation, the programmer will be forced to trace through the program in order to gain an insight into how the program functions.

 

Modular programming

Many programs are non-monolithic (i.e., they are not usually made up of one large block of code).  Instead, they are made up of several units called modules, that work together to form the whole program with each module performing a specific task.

This approach makes a program flexible, easier to read, and carry out error correction.

 

Program coding

 

Program coding is the actual process of converting a design model into its equivalent program.

 

Coding requires the programmer to convert the design specification (algorithm) into actual computer instructions using a particular programming language.

 

For example;

 

The programmer may be required to write the program code either in Pascal, C++, Visual Basic or Java, and develop (invent) suitable identifiers, variable names, & their data types.  However, remember that, at this stage the coding is still a Pencil & paper exercise.

 

The end result of this stage is a source program that can be translated into machine readable form for the computer to execute and solve the target problem.

 

Rules followed in coding a program.

  1. Use the standard identifiers or reserved words.
  2. Make the program more readable by using meaningful identifiers.
  3. Don’t use similar variables.
  4. Keep spellings as normal as possible.
  5. Use comments to explain variables & procedures. This makes the program readable.
  6. Avoid tricks – write the program using straightforward codes that people can readily understand.
  7. Modularize your program.

Sample programs written in Pascal language.

 

Example 1:

 

Develop a program code that would be used to solve the equation of a straight line given by the expression: Y = mx + c

 

Program StraighLine (input, output);

VAR

y, m, x, c: INTEGER;

BEGIN

Writeln (‘Input the value of M’);

Readln (M);

Writeln (‘Input the value of X’);

Readln (X);

Writeln (‘Input the value of C’);

Readln (C);

Y: = (m * x) +c;

Writeln (‘The value of y is:’, Y);

END.

 

Pascal code Explanation
Program StraightLine (input, output); This is the program Header.

 

The word “Program” indicates the beginning of the program whose name is StraightLine.

The (input, output) statements shows that the program expects some input from the Keyboard and display the output on the Screen.

VAR VAR is short form for Variable.  A variable is a location for data in the computer memory.

 

This statement tells the computer that variables are about to be declared.  When a variable is declared, the computer sets aside some memory space to store a value in the variable.

y, m, x, c: INTEGER; Four variables of type Integer have been declared.  This means that, the memory spaces that will be set aside can only hold values that are whole numbers.
BEGIN The Begin statement marks the start of the program body.  Statements in this section are executed by the computer.  E.g., execution starts by asking the user to input the value of m.
Writeln (‘Input the value of M’); The Writeln statement displays whatever is between the inverted commas in the brackets.  The statements will be sent to the screen exactly the way they appear in the brackets.  This is because; the inverted commas are meant to make the output readable on the screen.

To display the value held in a variable on the screen, remove the inverted commas and write the name of the variable in the brackets, e.g., Writeln (y) will display the value held in the variable y.

Readln (M); The Read or Readln statement reads a value and stores it in a variable.

When the program is running, a Read/Readln statement in the code will displays blinking cursor that indicates to the user where to type the input.

Y: = (m * x) +c; Calculates the value of y.  in Pascal, the symbol ‘: =’ is called the Assignment statement.

The values on the right are calculated then the answer stored in the variable y which is on the left of the assignment symbol.

Writeln (‘The value of y is:’, Y); The Writeln displays the value held in the variable y on the screen.

Note.  Y is not within the inverted commas.

END. The ‘END.’ statement shows the end of a program.

 

Example 2:

 

Program AreaCircle (input, output);

CONST

Pi = 3.142;

VAR

Radius, Area: REAL;

BEGIN

Writeln (‘Enter the radius’);

Readln (Radius);

Area: = Pi * Radius * Radius;

Writeln (‘The Area is’, Area);

END.

 

Pascal code Explanation
Program AreaCircle (input, output); The Header of the program.

 

The statements in ( ) shows that the user inputs data via Keyboard and the program display information on the Screen.

CONST

Pi = 3.142;

A constant has been declared with a name Pi and value 3.142.
VAR

Radius, Area: REAL;

Variables with fractional parts have been declared.
BEGIN Marks the beginning of the program body.
Writeln (‘Enter the radius’); Displays on the screen the string between the inverted commas.
Readln (Radius); Displays a blinking cursor that tells the user that an input is needed before the program can continue.
Area: = Pi * Radius * Radius; Calculates the Area.  An assignment statement (: =) has been used.
Writeln (‘The Area is’, Area); Displays the value stored in the variable Area.
END. Marks the end of the program.

 

Revision Questions.

 

  1. State the rules followed in coding a program.

 

Program Testing and Debugging

 

After designing & coding, the program has to be tested to verify that it is correct, and any errors detected removed (debugged).

 

TESTING:

 

Testing is the process of running computer software to detect/find any errors (or bugs) in the program that might have gone unnoticed.

 

During program testing, the following details should be checked;

 

  • The reports generated by the system.
  • The files maintained in connection to the system’s information requirements.
  • The input to the system.
  • The processing tasks.
  • The controls incorporated within the system.

 

Note.  The testing process is a continuous process, and it ends only when the Programmer & the other personnel involved are satisfied that when operational, the program will meet the objectives and the growing demands of the organization.

 

Types of program errors

 

There are 5 main types of errors that can be encountered when testing a program.  These are:

 

  1. Syntax errors.
  2. Run-time (Execution) errors.
  3. Logical (arithmetic) errors.
  4. Semantic errors.
  5. Lexicon errors.

 

Syntax errors

 

Every programming language has a well-defined set of rules concerning formal spellings, punctuations, naming of variables, etc.  The instructions are accepted only in a specified form & and must be obeyed by the programmer.

 

Syntax errors are therefore, programming errors/mistakes that occur if the grammatical rules of a particular language are not used correctly.

 

Examples:

 

  • Punctuation mistakes, i.e., if the programmer does not use the right punctuations & spaces needed by the translator program, e.g., omitting a comma or a semicolon.
  • Improper naming of variables.
  • Wrong spellings of user defined and reserved words.

Reserved words are those words that have a special meaning to the programming language, and should not be used by the programmer for anything else.

 

Syntax errors are committed by the programmer when developing, or transcribing the program, and can be detected by the language translators, such as the Compiler as it attempts to translate a program.  Such errors must be corrected by the programmer before the program runs.

 

Logical (arithmetic) errors.

 

These are errors in the program logic.

 

Logical errors relate to the logic of processing followed in the program to get the desired results.  E.g., they may occur as a result of misuse of logical operators.

 

Logical errors cannot be detected by the translator.  The programmer will detect them when the program results are produced.

 

The program will run, but give the wrong output or stop during execution.

 

Run-time (Execution) errors.

 

These errors occur during program execution.

 

Run-time (execution) errors occur when the programmer introduces new features in the program, which are not part of the translator’s standards.

 

For example; they may occur if:

 

  • The computer is asked to divide a number by zero.
  • The number generated as a result of an instruction is too large to fit in a memory location.
  • When you raise a number to a very big power that cannot be accommodated in the Register’s structure of the computer.
  • In case of a closed loop in the program, leading to a set of instructions being executed repetitively for a long time.

 

Execution errors are not detected by the translator programs, but are detected by the computer during execution.  Sometimes, execution errors may lead to premature end of a program.

 

To detect and eliminate Execution errors, a test run should be performed on the program after it has been translated.

 

Semantic errors.

 

These are meaning errors.  They occur when the programmer develops statements, which are not projecting towards the desired goal.  Such statements will create deviations from the desired objectives.

 

Semantic errors are not detected by the computer.  The programmer detects them when the program results are produced.

 

Example;

 

  • IF GP>=1500 OR 2200 THEN

TAX: = GP – (GP * 13%)

 

  • IF GP>=1500 AND GP<= 2200 THEN

TAX: = GP – (GP * 13%)

 

In the 1st statement, if the selection is between 1500 & 2200, the computer will pick only 1500 & 2200, and the other values will not be touched.

 

In the 2nd statement, the computer will be able to pick all the values between 1500 & 2200 because of the ‘AND’ operator.

 

Lexicon errors.

 

These are the errors, which occur as a result of misusing Reserved words (words reserved for a particular language).

 

 

Revision Questions.

 

  1. State the three types of errors that can be experienced in program testing, and how each can be detected.
  2. Syntax errors can be detected by the help of translators while logical errors are detected differently. Explain FIVE methods which can be used to detect Logical errors.

 

DEBUGGING:

 

The term Bug is used to refer to an error in a computer program.

 

Most programming errors often remain undetected until an attempt is made to translate a program.

 

The most common errors include:-

  • Improperly declared Constants and Variables.
  • A reference to undeclared variable.
  • Incorrect punctuation.

 

Debugging is therefore, the process of detecting, locating & correcting (removing, eliminating) all errors (mistakes or bugs) that may exist in a computer program.

 

TYPES OF TESTING (Methods of error detection)

 

For the program to be assumed as correct, several testing needs to be conducted by the programmer to ascertain/establish their validity.

 

There are several methods of testing a program for errors.  These include:

 

  1. Dry running (Desk checking).
  2. Translator system checking.
  3. Functional testing.
  4. Use of Test data.
  5. Use of debugging utilities.
  6. Diagnostic procedures.
  7. System test with actual data.

 

Dry Running (Desk checking):

 

Dry running is a method of checking a program for errors by making the corrections on a paper before entering it in the program editor.

 

It involves going through the program while still on paper verifying & validating its possible results.  If the final results agree with the original test data used, the programmer can then type the program into the computer and translate it.

 

  • Dry running helps the programmer to identify the program instructions, detect the most obvious syntax and logical errors, & the possible output.

 

  • Dry running is much faster. This is because; it involves the use of human brain as the processor, which has got a well inbuilt common sense.

 

Translator system checking:

 

This is a type of testing, which involves the computer & the translator programs.

 

After entering the program, it is checked using a translator to detect any syntax errors.  The translator can be a Compiler or an Interpreter, which goes through the set of instructions & produces a list of errors, or a program/statement listing which is free from errors.

 

Functional testing (White-box testing):

 

This type of testing is based upon examining the internal structure of a program & selecting test data, which give rise to the alternative cases of control flow.

 

Use of Test data.

 

The accuracy of a program can be tested by inputting a set of values referred to as Test data.  The test data is designed to produce predictable output.

 

There are 2 types of test data;

 

  • Real data (live data): – test data obtained from the real problem environment (practical applications).

 

  • Dummy data: – assumed test data.

 

The programmer invents simple test data, which he/she uses to carry out trial runs of the new program.  At each run, the programmer enters various data variations including data with errors to test how the system will behave.  For example, if the input required is of numeric type, the programmer may enter alphabetic characters.  The programmer will then compare the output produced with the predicted (actual) output.

 

Notes.

 

  • Where possible, the program should be tested using the same test data that was used for desk checking. More strict/rigid tests should be applied on the program in order to test the program to its limits.

 

  • Only Logical errors & Semantic errors can be corrected by the programmer using test data.

 

  • A good program should not crash due to incorrect data entry but should inform the user about the irregularity and request for the correct data to be entered.

 

Use of debugging utilities.

 

After the program has been entered in the program editor, debugging utilities which are built in the computer can be run during translation to detect any syntax errors in the program.

The errors are corrected and the debugging process is repeated again to find out more errors, before the program is executed.

 

Diagnostic procedures.

 

For complex programs, diagnostic procedures, such as Trace routines, may be used to find logical errors.

A Trace prints out the results at each processing step to enable errors to be detected quickly.

 

System Test with actual data.

 

This is whereby the new program is run in parallel with the existing system for a short time so that results can be compared and adjustments made.  In such cases, the system test is made using actual data.

 

Review Questions.

 

  1. Differentiate between Testing and Debugging.
  2. What is Dry running?

 

 

 

 

 

 

 

 

 

 

 

Implementation and Maintenance.

 

IMPLEMENTATION

Implementation refers to the actual delivery, installation and putting of the new program into use.

 

The program is put into use after it is fully tested, well documented, and after training the staff who will be involved in the running of the new program.

 

Structured Walk Through:

 

It is an organized style of evaluating/reviewing a program by a team of other programmers, which then reports to the programming team.

 

REVIEW AND MAINTENANCE.

 

Once the program becomes operational, it should be maintained throughout its life, i.e., new routines should be added, obsolete routines removed, & the existing routines adjusted so that the program may adapt to enhanced functional environments.

 

The main objective of maintenance is to keep the system functioning at an acceptable level.

Program maintenance mainly involves: –

 

  • Correcting errors that may be encountered after the program has been implemented or exposed to extensive use.
  • Changing procedures.
  • Hardware and software maintenance.
  • Changing parameters and algorithms used to develop the original programs.
  • Making any adjustments as new technology comes.

 

Note.  Program maintenance runs parallel to the maintenance of the program documentation, i.e., any time maintenance is carried out on the program, the documentation should also be updated to convey the right image of the system.

 

Program documentation.

 

After writing, testing, and debugging a program, it must be documented.  In other words, the programmer should describe all what he was doing during the program development stages.

 

Program documentation is the writing of supportive materials explaining how the program can be used by users, installed by operators, or modified by other programmers.

 

Note.  All the program development activities (i.e., from the initial stage up to the complete program) should be documented/recorded in order to assist in the development of the program, future modification of the program, general maintenance, machine & software conversion at a later date, and program changeover.

 

Documentation can either be; Internal or External.

 

Internal documentation is the writing of non-executable lines (comments) in the source program that help other programmers to understand the code statements.

 

External documentation refers to reference materials such as user manuals printed as booklets.

 

Types of program documentation.

 

There are 3 target groups for any type of documentation:

 

  1. User-oriented documentation.

 

This enables the user to learn how to use the program as quickly as possible, and with little help from the program developer.

 

  1. Operator-oriented documentation:

This is meant for computer operators such as the technical staff.  It is used to help them install & maintain the program.

 

  1. Programmer-oriented documentation:

This is a detailed documentation written for skilled programmers.  It provides the necessary technical information to help in future modification of the program.

 

Some documents used in program documentation.

 

  • User guide/ manual.

 

This is a manual provided for an end-user to enable him/her use or operate the program with minimal or no guidance.

 

A User guide is used in user-oriented documentation.

 

  • Reference guide.

 

It is used by someone who already knows how to use the program but needs to be reminded about a particular point or obtain more detailed information about a particular feature.

 

  • Quick Reference guide.

 

This could be a single sheet or card small enough to fit into a pocket.  It is used by the user to get help for the common tasks carried out within the program.

 

  • Technical manuals.

 

They are intended for System analysts & Programmers.  They assist in maintaining & modifying the program design and code.

 

Contents in a program document.

 

Documentation includes:

 

  1. Title of the program.
  2. Function of the program.
  3. Language used.
  4. Hardware & Software required to support the processing of the system.
  5. File specifications (details of the data structures used, & details of how data files are to be organized, accessed, and kept secure).
  6. Limitations of the program.
  7. Format of the input & the output expected.
  8. Design of the program using the design tools (i.e., detailed algorithms & procedures used).
  9. A listing of the Source program and the program flowcharts.
  10. A carefully devised set of Test data, and a table of expected results.
  11. Detailed instructions on how to run the program.

 

Review Questions.

 

  1. What is program designing?
  2. (a). Define program documentation.

(b). What does a program documentation contain?

  1. Briefly explain how each of the following documents are useful in programming?
    • User manual / guide.
    • Reference guide.
    • Quick reference guide.
  2. Program documentation is different from Implementation. Explain.
  3. Outline and briefly explain the stages involved in program development.

 

DEVELOPING OF ALGORITHMS

 

After carefully analyzing the requirements specification, the programmer usually comes up with the algorithm.

 

Definition of an Algorithm:

  • An Algorithm is a limited number of logical steps that a program follows in order to solve a problem.

 

  • A step-by-step (a set of) instructions which when followed will produce a solution to a given problem.

 

  • Algorithms take little or no account of the programming language.

 

  • They must be precise/ accurate, unambiguous/clear and should guarantee a solution.

 

Program design Tools.

 

Algorithms can be illustrated using the following tools:

 

  • Decision Tables.
  • Decision Trees.

 

Note.  For any given problem, the programmer must choose which algorithm (method) is best suited to solve it.

 

PSEUDOCODES.

 

  • A pseudocode is a method of documenting a program logic in which English-like statements are used to describe the processing steps.

 

  • These are structured English-like phrases that indicate the program steps to be followed to solve a given problem.

 

 

  • The term “Code” usually refers to a computer program. This implies that, some of the words used in a pseudocode may be drawn from a certain programming language and then mixed with English to form structured statements that are easily understood by non-programmers, and also make a lot of sense to programmers.

However, pseudocodes are not executable by a computer.

 

Guidelines for designing a good pseudocode.

  1. The statements must be short, clear and readable.
  2. The statements must not have more than one meaning (i.e., should not be ambiguous).
  3. The pseudocode lines should be clearly outlined and indented.
  4. A pseudocode must have a Begin and an end.

i.e., a pseudocode should show clearly the start and stop of executable statements and the control structures.

  1. The input, output and processing statements should be clearly stated using keywords such as PRINT, READ, INPUT, etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

Example 1:

Write a pseudocode that can be used to prompt the user to enter two numbers, calculate the sum and average of the two numbers and then display the output on the screen.

 

START

PRINT “Enter two numbers”

INPUT X, Y

Sum = X + Y

Average = Sum/2

PRINT Sum

PRINT Average

STOP

Example 2:

Write a structured algorithm that would prompt the user to enter the Length and Width of a rectangle, calculate the Area and Perimeter, then display the result.

 

Solution

 

Step 1: Draw the rectangle of Length (L) and Width (W).

Step 2: Write down the Pseudocode.

START

PRINT “Enter Length and Width”

READ L, W

Area = L * W

Perimeter = 2 (L + W)

PRINT Area

PRINT Perimeter

STOP

Example 3:

Write a pseudocode that can be used to calculate the Diameter, Circumference and Area of a circle and then display the output on the screen.

 

START

Set π to 3.14

Prompt the user for the Radius (R)

Store the radius in a variable (R)

Set Diameter to 2 * Radius

Set Circumference to π * 2 * Radius

Set Area to π * Sqr (Radius)

PRINT Diameter

PRINT Circumference

PRINT Area

STOP

 

 

 

 

Example 4:

Write a pseudocode for a program  that would be used to solve equation: E = MC2.

 

START

Enter values from M to C

E = M * C * C

Display E

STOP

  • It is important to use program control structures when writing Pseudocodes. The most common constructs are:

 

  • Looping (Repetition / Iteration) – used where instructions are to be repeated under certain conditions.
  • Selection – used when choosing a specified group of instructions for execution. The group chosen depends on certain conditions being satisfied.

 

Example 5:

Write a pseudocode for a program that can be used to classify people according to age.  If a person is more than 20 years; output “Adult” else output “Young person”.

 

START

PRINT “Enter the Age”

INPUT Age

IF Age > 20 THEN

PRINT “Adult”

ELSE

PRINT “Young person”

STOP

 

Note.  Pseudocodes make an algorithm easier to understand.  This is because; the algorithm can be read from top to bottom without the need for jumping backwards or forwards to follow the logic of the algorithm as in flowcharts.

 

FLOWCHARTS.

 

  • A Flowchart is a diagrammatic or pictorial representation of a program’s algorithm.

 

  • It is a chart that demonstrates the logical sequence of events that must be performed to solve a problem.

 

Types of Flowcharts.

 

There are 2 common types of Flowcharts:

 

  • System flowchart.

 

A System flowchart is a graphical model that illustrates each basic step of a data processing system.

 

It illustrates (in summary) the sequence of events in a system, showing the department or function responsible for each event.

 

  • Program flowchart.

 

This is a diagram that describes, in sequence, all the operations required to process data in a computer program.

 

A program flowchart graphically represents the types of instructions contained in a computer program as well as their sequence & logic.

PROGRAM FLOWCHARTS.

 

A Flowchart is constructed using a set of special shapes (or symbols) that have specific meaning.  Symbols are used to represent operations, or data flow on a flowchart.

 

Each symbol contains information (short text) that describes what must be done at that point.

 

The symbols are joined by arrows to obtain a complete Flowchart.  The arrows show the order in which the instruction must be executed.

 

SYMBOLS USED IN PROGRAM FLOWCHARTS.

 

Below is a standard set of symbols used to draw program flowcharts as created by American National Standard Institute (ANSI).

 

  1. Terminal symbol.

 

                       Ellipse (Oval in shape)

 

It is used to indicate the point at which a flowchart, a process or an algorithm begins & ends.

 

  • All Flowcharts must have a START & STOP symbol. The START/BEGIN symbol is the first symbol of a flowchart, & identifies the point at which the analysis of the flowchart should begin.  The STOP/END symbol is the last symbol of a flowchart, & indicates the end of the flowchart.

 

  • The words Begin & End (or Start & Stop) should be inserted in the Terminal symbol.

 

  1. Input or Output symbol.

 

                                            (Parallelogram)

 

– It is used to identify/specify an input operation or output operation.

 

For example;

 

 

 

 

                          Input operation                                                  Output operation

 

Note.  The words mostly associated with I/O operations are READ & PRINT.  READ describes the entry of computer data, while PRINT relates to the printed output of information.

 

  1. Process symbol.

 

(Rectangle)

 

Process symbol is used to indicate that a processing or data transformation is taking place.

 

The information placed within the process symbol may be an algebraic formula or a sentence to describe processing.

 

SUM = A + B
Commission is computed at 20% of Total Sales

 

 

 

Processing defined as a Formula           Processing defined as a Sentence

 

  1. Decision symbol.

 

 

         NO         (Rhombus)

 

 

                      YES

 

– It is used to indicate/ specify a condition or to show the decision to be made.

There are 2 main components of a Decision symbol:

 

  • A question asked within the Decision symbol, that indicates the comparison / logical operation.
  • The results of the comparison (which are given in terms of YES or NO).

The arrows labeled YES or NO lead to the required action corresponding to the answer to the question.

 

  1. Flow lines.

 

 

 

     Flow lines with arrowheads are used to indicate the direction of processing of the program logic, i.e., they show the order in which the instructions are to be executed.

 

The normal flow of a flowchart is from Top to Bottom, and Left to Right.

 

Note.  Flow lines should never cross each other.

 

  1. Connector symbol.

 

 

 

 

 

 

 

 

Sometimes, a flowchart becomes too long to fit in a single page, such that the flow lines start crisscrossing at many places causing confusion & also making the flowchart difficult to understand.

 

The Connector symbol is used as a connecting point for arrows coming from different directions.

 

A Connector symbol is represented by a Circle, and a letter or digit is placed within the circle to indicate the link.

 

Note.  Connectors do not represent any operation.  They are used to connect two parts of a flowchart, indicating that the flow of data is not broken.

 

General guidelines for drawing a program flowchart.

 

  1. A flowchart should have only one entry/starting point and one exit point (i.e., ensure that the flowchart has a logical start and finish).
  2. The flowchart should be clear, neat and easy to follow.
  3. Use the correct symbol at each stage in the flowchart.
  4. The flowchart should not be open to more than one interpretation.
  5. Avoid overlapping the lines used to show the flow of logic as this can create confusion in the flowchart.
  6. Make comparison instructions simple, i.e., capable of YES/NO answers.
  7. The logical flow should be clearly shown using arrows.

Note.  A flowchart should flow from the Top to Bottom of a page, and from the Left to the Right.

  1. Where necessary, use Connectors to reduce the number of flow lines.

 

Connectors are helpful when a flowchart is several pages long, and where several loops are needed in the logic of the flowchart.

 

  1. Check to ensure that the flowchart is logically correct & complete.

 

 

 

 

Example 1:

Draw a flowchart for a program that can be used to prompt the user to enter two numbers, find the sum and average of the two numbers and then display the output on the screen.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example 2:

Draw a flowchart for a program that would prompt the user to enter the Length and Width of a rectangle, calculate the Area and Perimeter, then display the result.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example 3:

Draw a flowchart for a program that can be used to calculate the Diameter, Circumference and Area of a circle and then display the output on the screen.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example 4:

Design a flowchart for a program that can be used to classify people according to age.  If a person is more than 20 years; output “Adult” else output “Young person”.

 

 

 

 

 

                                                                                   

                                                                              No

 

                                                           Yes

 

 

 

 

 

 

 

 

 

Example 5:

Draw a flowchart for a program that would be used to classify animals according to sex.  If a letter M is input, the program should display ‘Male’ otherwise it should display “Female”.

 

 

 

 

 

 

 

 

                                                                               Yes          

 

                                                           No

 

 

 

 

Example 6:

Write a program using a flowchart to convert temperature from 0C to 0F.

Fahrenheit =32 + (9o x C/5).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Notes.

  • A flowchart must have a Start and an end.

 

  • A flowchart is useful when the algorithm is short & the flowchart can fit conveniently on a single page. If the flowchart is too large, it is recommended to use Pseudocodes for long & complicated programs.

 

 

 

 

 

 

Advantages of using Flowcharts.

 

The following are the benefits of Flowcharts:

  • Quicker understanding of relationships.

 

They assist programmers to understand procedures more quickly.

A programmer can represent a lengthy procedure more easily with the help of a flowchart than describing it by means of written notes.

 

  • Effective synthesis.

 

Flowcharts may be used as working models in the design of new programs and systems.

 

  • Proper program documentation.

 

Program flowcharts serve as good program documentation, which is needed for the following reasons:

 

  • If programs are modified in future, the flowcharts will direct the programmer on what was originally done.
  • When staff changes occur, the flowcharts may help new employees understand the existing programs.
  • Flowcharts assist in program conversion when new hardware/software are acquired.

 

  • Effective coding.

 

Program flowcharts act as a guide during the program preparation stage.  Instructions coded in a programming language may be checked against the flowchart to ensure that no steps are omitted.

 

  • Orderly debugging and testing of programs.

 

Flowcharts help in detecting, locating and removing mistakes.

The programmer can refer to the flowchart as he/she re-checks the coding steps, & the logic of the written instructions.

 

  • Efficient program maintenance.

 

Flowcharts facilitate the maintenance of operating programs.  They help the programmer to concentrate on the part of the information flow which is to be modified.

 

Limitations of using Flowcharts.

 

  • Flowcharts are complex, clumsy & become unclear, especially when the program logic is complex.

 

  • If changes are to be made, the flowchart may require complete re-drawing.

 

  • Reproduction of flowcharts is usually a problem, since the flowchart symbols cannot be typed.

 

  • No uniform practice is followed for drawing flowcharts as it is used as an aid to the program.

 

  • Sometimes, it becomes difficult to establish the link between various conditions, and the actions to be taken upon a particular condition.

 

Revision Exercise.

 

  1. Define the following:
  2. (a). State the various types of flowcharts.

(b). Discuss the advantages and disadvantages of flowcharts.

 

PROBLEM SOLVING

 

  1. Problem Identification (problem recognition).

Write a program which:

 

  • Requests the user to enter a temperature in o
  • Calculates the corresponding temperature in o
  • Outputs the given temperature and the converted value.

 

  1. Problem definition & Problem Analysis.
    • Determine the general requirements, i.e., the main inputs to the program, the main outputs from the program, & also the kind of files which may be needed.

 

Find out how to convert the given temperature.  If the given temperature is in oC, then convert it to oF.

F = 32 + (9 oC/5)

  • The Keyboard will be used to enter the Centigrade temperature, and display the output on the Screen.

 

  1. Design the program.

Develop an Algorithm (a method) for solving the problem.

An Algorithm is a set of instructions which when followed will produce a solution to a given problem.

 

  • Write the instructions in such a way that they can be easily converted into a form which the computer can follow.

 

Computer instructions fall into 3 main categories:

 

  • Input instructions – used for supplying data to a program inside the computer. The data supplied is stored in the memory of the computer.

 

  • Processing instructions – used for manipulating data inside the computer.

 

These instructions allow us to Add, Subtract, Multiply, & Divide.  They also allow us to compare two values, and act according to the result of the comparison.

 

  • Output instructions – used to get information out of the computer.

 

Note.  The programmer must choose which algorithm (method) is the best suited to solve it.  This may involve drawing a Flowchart or writing Pseudocode.

 

Algorithm.

STEP 1:    [Prompt the user to enter temperature in oC ]

STEP 2:    [Store the value in memory]

STEP 3:    [Calculate the corresponding temperature in oF]

STEP 4:    [Store the result in memory location]

STEP 5:    [Output the values in oC & oF]

STEP 6:    [Stop]

 

After the algorithm is developed, it must be checked by use of appropriate data values to make sure it is doing its job correctly.  This process is called Dry running or Desk checking the algorithm, & is used to pin-point any errors in logic before the program is actually written.

 

Note.  You should never start writing programming codes unless you are absolutely sure that the algorithm is correct.

 

  • Algorithms do not depend on any particular language.

Flowchart.

Flowcharts are useful for specifying small algorithms.

 

A flowchart consists of a set of ‘flowchart symbols’ connected by arrows.  Each symbol contains information about what must be done at that point & the arrows show the order in which the instructions must be executed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Write a computer program corresponding to the algorithm.

 

  • Choose a suitable language & write the computer program using the algorithm.

Use the appropriate language statements & control structures which are found in that programming language.

 

  1. Test the program to find out whether it is doing its intended job.

 

  • Testing involves supplying data values (Test data) to the program for which the answer is known. Some values we can use are 0, 10, 100.

If the program does not give us the correct answers, then we know the program contains some errors.

 

  1. Debug the program.

 

I.e., find & correct any errors in the program.

 

  1. Document the program.

 

Write out an explanation of how the program works, and how to use it.  This includes:

 

  • The statement of the problem.
  • The Algorithm for solving the problem.
  • The program listing.
  • Test data, and the results produced by the program.

 

Note.  Documentation should be done at the same time as all the other activities.  Each activity produces its own items of documentation which will be part of the final program documentation.

  • User documentation (User guide)

 

It enables a non-technical person to use the program without the need to know about the internal workings of the program.

 

User guides are intended to help the user to use the program (to operate it) with minimal or no guidance.

 

Example 1:

Assume that the program is called TEMPCONV, and resides on a disk named CONVERT.

Program Name: TempConv

Machine:

This program is designed for use on IBM Microcomputers.

Purpose:

This program simulates the conversion of temperature in oC to the corresponding temp. in oF. (Attach a description of how the game is played).

The strategy used is for the program to request the user to enter a temperature in oC.  The user specifies this temperature, and the program calculates the corresponding temperature in oF, printing the given temperature and the converted value.

 

Location:

On the disk named CONVERT

How to Use:

Start PASCAL in drive C:

Insert the disk CONVERT into the disk drive.

Press ALT + ‘F’ to open the File menu, then choose Open.

Type A:TEMPCONV, then press ENTER

Input:

The program requests the user to enter a temp. in oC.  When the message “ENTER TEMP. IN DEGREES CENTIGRADE” appears on the screen, you must type the value of the temperature you want converted.

Only digits 0 to 9, a possible sign, and a possible decimal point must be typed.  E.g., 25, -20, or 30.5.  Typing 25C, for instance, is invalid and will result in an error.

 

Output:

The program will print a heading followed by the two temperatures.  For example, if 40 is entered as the Centigrade temp., the output will be;

 

Centigrade                                    Fahrenheit

40                                                    104

 

Example 2:

Program Name: OneZero

Machine:

This program is designed for use on an IBM Microcomputer.

Purpose:

This program simulates the playing of the One zero game.  (A description of how the game is played should be attached).

The strategy used is to limit a turn to a maximum number of throws.  The user specifies this maximum (as well as the number of turns to play), and the program simulates a game, printing the score obtained.

The program can be used to enable the user to select the maximum number of throws to make on each turn, in order to increase the chances of winning an actual game.

 

Location:

On the disk named GAMES

How to Use:

Start PASCAL in your computer.

Insert the disk GAMES into the disk drive.

Choose Open from the File menu.

Type A:OneZero, then press ENTER

Press ALT + ‘R’

When the prompt: ‘ENTER NUMBER OF TURNS PER GAME’ appears, type the number of turns for which you want a game to last.  Thus, if you want the game to consist of 20 turns, type 20.

 

When the prompt: ‘ENTER MAXIMUM THROWS PER TURN’ appears, type a number, say, 5.

The program will simulate one game of 20 turns; each turn will consist of a maximum of 5 throws.  When it is finished, it will print the results as in the following sample:

 

The game consisted of 20 turns

Each turn consisted of a maximum of 5 throws

The score obtained for the game was 156

 

It will then display the prompt: ENTER MAXIMUM THROWS PER TURN.

Again, you can enter another number (or the same one, if you wish), and the computer will simulate another game of 20 turns, using the new maximum that you have given.  If you don’t wish to continue, you can enter 0 at this stage and the program will end.

 

Restrictions:

If you wish to vary the number of turns in a game, the program has to be rerun.  You can type: ALT + ‘R’, and enter the required number when the prompt: ‘ENTER NUMBER OF TURNS PER GAME’ appears.

 

 

 

 

 

 

 

 

 

 

 

  • Technical documentation (Technical manuals)

 

Technical manuals are intended for the systems analysts or programmers.

 

This documentation is useful to a programmer & can help them in maintenance & modification of the program design and code at a later stage.

 

Example

Program Name: DiceGame

Purpose:

This program simulates the playing of a dice game.  (Attach a description of how the game is played).

The strategy used is to limit a turn to a maximum number of throws.  The user specifies this maximum (as well as the number of turns to play), and the program simulates a game, printing the score obtained.

 

Program Structure:

The program consists of three modules;

Main

SimulateOneGame

SimulateOneTurn

The following diagram shows the relationship between these modules:

 

 

 

 

 

 

 

 

 

 

(Note.  Here give the documentation for each individual module.  The documentation given is only for the module SimulateOneTurn.  Therefore, develop the documentation for the other modules along similar lines).

 

Module Name:                SimulateOneTurn

Parameters:                    MaxThrowsPerTurn, ScoreThisTurn

Purpose:

Given MaxThrowsPerTurn, this module simulates one turn and returns (in ScoreThisTurn), the score obtained for that turn.

 

Variables used:

MaxThrowsPerTurn                   – a parameter representing the maximum number of throws per turn.  This value is supplied to the module.

 

ScoreThisTurn                 – a parameter used to return the score for the turn to the calling module.

 

NumberOfThrows                       – used to count the number of throws made.  If the count reaches the maximum, the turn ends.

Modules Called:

Only the standard module RANDOM is called to simulate the throwing of the dice.  RANDOM (1, 6) produces a random number in the range 1 to 6, inclusive.

 

The Algorithm:

MODULE SimulateOneTurn (MaxThrowsPerTurn, ScoreThisTurn)

Set ScoreThisTurn to 0

Set NumberOfThrows to 0

WHILE NumberOfThrows < MaxThrowsPerTurn DO

Set ThrowValue to RANDOM (1, 6)

Add 1 to NumberOfThrows

IF ThrowValue = 1 THEN

Set ScoreThisValue to 0

Set NumberOfThrows to MaxThrowsPerTurn            {force loop exit}

ELSE

Add ThrowValue to ScoreThisTurn

ENDIF

ENDWHILE

ENDMODULE

 

Explanation Notes:

If a 1 is thrown, the turn ends.  In this case, a forced exit of the WHILE loop is made.  This is done by setting NumberOfThrows to MaxThrowsPerTurn.

 

Note.  If the module was tested individually; a program listing, the test data used, and the results obtained should be included in the documentation of the module.

After each module has been documented, sample runs of the entire program should be added.  This should include:

  • The complete program listing.
  • Test data used.
  • Results obtained.

 

Review Exercise

 

  1. Why is documentation an essential part of the program development process?
  2. Name four items which the user documentation of a program must contain.
  3. What items make up the technical documentation of a program?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PROGRAM CONTROL STRUCTURES

 

Control structures are blocks of statements that determine how program statements are to be executed.

 

Control statements deal with situations where processes are to be repeated several number of times or where decisions have to be made.

 

There are 3 control structures used in most of the structured programming languages:

 

  • Iteration (looping).

 

SEQUENCE CONTROL STRUCTURES

 

In Sequence control, the computer reads instructions from a program file line-by-line starting from the first line sequentially towards the end of the file.  This is called Sequential program execution.

 

 

Start                                                                                           …                                      End

 

Note.  Sequential program execution enables the computer to perform tasks that are arranged consecutively one after another in the code.

 

SELECTION (DECISION) CONTROL STRUCTURES

 

Selection involves choosing a specified group of instructions/statements for execution.

 

In Selection control, one or more statements are usually selected for execution depending on whether the condition given is True or False.

 

The condition must be a Boolean (logical) expression, e.g., X >= 20

In this case, the condition is true if x is equal to or greater than 20.  Any value that is less than 20, will make the condition false.

 

Generally, there are 4 types of selection control structures used in most high-level programming languages:

 

  • IF – THEN
  • IF – THEN – ELSE
  • Nested IF
  • CASE – OF

 

Note.  These control structures are used in a program based on a sequence of instructions, which require that a choice (decision) be made between two or more alternatives.

In such a situation, the computer must be programmed to compare data, and take action depending on the outcome of the comparison.

 

IF – THEN

 

IF – THEN structure is used if only one option is available, i.e., it is used to perform a certain action if the condition is true, but does nothing if the condition is false.

 

The general format of the IF-THEN structure is:

 

IF < Condition > THEN

Program statement to be executed if condition is true;

ENDIF

 

If the condition is TRUE, the program executes the part following the keyword ‘THEN’.  If the condition is FALSE, the statement part of the structure is ignored, and the program continues with the statements below the ENDIF.

 

The diagrammatic expression of the IF-THEN structure is:

 

 

 

FALSE

 

 

TRUE

 

 

 

 

 

 

Continuation of program

 

Example 1;

 

In a school, the administration may decide to reward only those students who attain a mean mark of 80% and above.

    Flowchart

Pseudocode                                                                           

 

IF Mark > 80 THEN

Print “ Give reward”                                                                  Yes

ENDIF

 

No

 

 

 

 

Example 2;

 

A user is asked to enter a set of positive numbers, one at a time.  She enters a 0 (zero) to indicate that she has no more numbers to enter.

Develop an algorithm to print the largest number entered.

 

Pseudocode

 

START

Prompt the user for a number, Largest

Prompt the user for another number, NewNumber

 

IF NewNumber > Largest THEN

Set Largest to NewNumber

ENDIF

 

Prompt the user for a number, NewNumber

Output (‘The largest number entered is’, Largest)

STOP

 

As each number is entered, the algorithm checks if the number entered is larger than the previous ones.  If it is larger, it is saved as the largest.  If it is smaller, it is ignored, and holds onto the largest number so far.

 

Example 3;

 

PROGRAM AgeTalk (Input, Output);

VAR Age: INTEGER;

BEGIN {program}

Writeln (‘How old are you?’);  Readln (Age);

IF Age >= 18 THEN

Writeln (‘You are old enough to join the army.’);

END. {program}

Note.  Compound statements can also be used with the IF – THEN structure.

 

Example 4;

 

PROGRAM Service;              {*This program displays a message depending on the number of years you have worked for a company*}

VAR Years: INTEGER;

BEGIN

CLRSCR

Writeln (‘How long have you been with the company?’); Readln (Years);

IF Years > 20 THEN

Writeln (‘Get a Gold watch’);

IF (Years > 10) AND (Years <= 20) THEN

Writeln (‘Get a Paper weight’);

IF Years <= 10 THEN

Writeln (‘Get a pat on the back ’);

END.

 

IF – THEN -ELSE

 

The IF-THEN-ELSE structure is suitable when there are 2 available options to select from.

 

The general format of the IF-THEN-ELSE structure is:

 

IF < Condition > THEN

Statement 1;                (called the THEN part)

ELSE

Statement 2;                (called the ELSE part)

ENDIF                                     (indicates the end of the control structure)

 

 

 

 

 

 

 

 

 

The diagrammatic expression of the IF-THEN-ELSE structure is:

 

 

 

TRUE                                          FALSE

 

 

 

 

 

 

 

 

 

 

 

Continuation of program

When the IF-THEN-ELSE structure is encountered:

  • The Condition is tested.

 

  • If the Condition is TRUE, the statements between THEN & ELSE (i.e., the THEN part) are executed.

 

The ELSE part is skipped, and execution continues with the statement following ENDIF.

 

  • If the Condition is FALSE, the THEN part is skipped. The statements between ELSE & ENDIF (i.e., the ELSE part of the structure) are executed, and execution continues with the statement following ENDIF.

 

After either group of statements has been executed, the program will then continue executing the program statements after the last ENDIF.

 

Note. Using IF-THEN-ELSE, for any given test of the condition, only one set of statements is selected for execution (not both statements).

 

Example 1;

 

In a football match, if a player makes a mistake which is considered serious by the rules of the game, he/she is given a Red card.  Otherwise, he/she is given a Yellow card.

 

                        Flowchart

Pseudocode                                                                           

 

IF Fault = Serious THEN

Print “ Give red card”                                         No                                                Yes

ELSE

Print “ Give Yellow card”

ENDIF

 

 

 

 

Example 2;

 

Write an algorithm which asks a user for two numbers; A and B, and calculates the value of A divided by B.  However, if B is 0, a message is printed which says that division by 0 is not allowed.

 

 

Pseudocode

 

START

Prompt the user for the two numbers, A and B

 

IF B = 0 THEN

Writeln (‘Division by 0 is not allowed’) ELSE

 

Set C to A/B

ENDIF

Output A, B, and C

STOP

Explanation.

 

  • Suppose the user enters 1 for A and 0 for B in response to the prompt.

 

The algorithm will test if B=0.  Since B is 0, the condition is True.  Therefore, the THEN part is executed printing the message: ‘Division by 0 is not allowed’.

 

  • Suppose the user enters 20 for A and 5 for B in response to the prompt.

 

The algorithm will test if B=0.  Since B is not 0, the condition is False.  Therefore, the statements between ELSE & ENDIF are executed (i.e., A is divided by B, and the result is stored in C).

 

NESTED IF

 

Nested IF structure is used where 2 or more options have to be considered to make a selection.

 

The general format of the Nested IF structure is:

 

IF < Condition 1 > THEN

Statement 1

ELSE

IF < Condition 2 > THEN

Statement 2

ELSE

IF < Condition 3 > THEN

Statement 3

ELSE

Statement 4;

ENDIF

ENDIF

ENDIF

 

Example;

 

In an Olympics track event, medals are awarded only to the first three athletes as follows:

  • Position 1: Gold medal
  • Position 2: Silver medal
  • Position 3: Bronze medal

 

The pseudocode and flowchart below can be used to show the structure of the Nested IF selection.

 

 

 

 

 

Pseudocode

 

IF Position = 1 THEN

Medal = “Gold”

ELSE                                                                   

IF Position = 2 THEN

Medal = “Silver”

ELSE       

IF Position = 3 THEN

Medal = “Bronze”

ELSE 

Medal = “nil”

ENDIF

ENDIF

ENDIF

 

Flowchart

                                                                                   

 

 

No                                      No                                                     No

 

 

Yes                                     Yes                                     Yes

 

 

 

 

 

 

 

 

 

 

When IF statements are embedded within one another, they are said to be Nested.

 

Note. Each IF-THEN or IF-THEN-ELSE is terminated with the comment {ENDIF}.  The number of {End If’s} must be equal to the number of ELSE’s.

 

The CASE structure

 

CASE-OF allows a particular group of statements to be chosen from several available groups.

 

It is therefore used where the response to a question involves more than two choices/alternatives.

 

The general format of the CASE structure is:

 

CASE Expression OF

Label 1: statement 1

Label 2: statement 2

Label 3: statement 3

            .

            .

            .

Label n: statement n

ELSE

            Statement m

ENDCASE

 

  • The Boolean expression for the CASE structure can only be expressed using Integers or alphabetic characters Hence;

 

CASE Integer OF             or CASE Char OF

 

  • A statement is executed only if one of its corresponding labels matches the current value of the expression. This implies that, the current value of the expression determines which of the statements will be executed.

 

Example 1;

 

Write a pseudocode of a program that requests the user to type a number from 1 to 7.  The program then prints the corresponding day of the week.

 

Pseudocode

 

START

Prompt the user for a number from 1 to 7, Day

 

CASE Day OF

1: Writeln (‘Sunday’);

2: Writeln (‘Monday’);

3: Writeln (‘Tuesday’);

4: Writeln (‘Wednesday’);

5: Writeln (‘Thursday’);

6: Writeln (‘Friday’);

7: Writeln (‘Saturday’);

ENDCASE

STOP

 

The CASE structure consists of:

 

  • The word CASE.
  • A Control variable (e.g., Day).
  • The word OF.
  • A group of one or more statements, each group labeled by one or more possible values of the control variable.
  • The word ENDCASE, indicating the end of the construct.

 

When a CASE statement is encountered, the value of the control variable is used to determine which group of statements is executed, e.g., if the value of Day is 5, then the group of statements labeled 5 is selected for execution, and the statement; ‘Thursday’ is printed.

 

After executing this group of statements, execution continues at the statement following ENDCASE.

 

 

 

NOTES:

 

  • The programmer should ensure that the value of the control variable appears as a label. g., suppose the value entered for Day was 9.  Since 9 does not label any statement within the CASE construct, an error will result.

 

  • A given label can be used on only one group of statements. g., 5 can’t be used to label two groups of statements.  If this is done, the computer will not know which group to select & unpredictable results can occur.

 

Example 2;

 

Write a pseudocode of a program that requests the user to type a number from 1 to 7.  Depending on the number entered, print the message, ‘It is a School day’ or ‘It is on a Weekend’.

 

Pseudocode

 

Prompt the user for a number from 1 to 7, Day

      IF (Day < 1) OR (Day >7) THEN

Print (‘Invalid number entered —’, Day)

ELSE

 

CASE Day OF

2, 3, 4, 5, 6: Writeln (‘It is a School day’);

1, 7: Writeln (‘It is on a Weekend’);

ENDCASE

ENDIF

STOP

 

In this pseudocode, the IF statement has been used to validate the value of Day.  This ensures that, only valid data gets processed by the CASE statement.

Otherwise, if the ELSE part is executed, we are sure that the value of Day will lie between 1 and 7 inclusive.

 

Example 3;

 

Pseudocode

 

CASE Average OF

80 .. 100: Grade = ‘A’

70 .. 79: Grade = ‘B’

60 .. 69: Grade = ‘C’

50 .. 59: Grade = ‘D’

40 .. 49: Grade = ‘E’

ELSE

Grade = ‘F’

ENDCASE

 

 

 

 

 

 

 

 

Flowchart

 

 

 

 

 

No                              No                               No                              No

 

 

Yes                               Yes                               Yes                            Yes

 

 

 

 

 

 

 

 

 

Example 4;

 

PROGRAM CaseSample (Input, Output);

VAR Grade:CHAR;

BEGIN           {Program}

Writeln (‘What grade did you get?’); Readln (Grade);

CASE Grade OF

‘A’, ‘B’         : Writeln (‘Very Good’);

‘C’        : Writeln (‘Pass’);

‘D’, ‘F’         : Writeln (‘Wake up’);

End;          {Case}

Readln;

End.                 {Program}

 

ITERATION (LOOPING / REPETITION) CONTROL STRUCTURES

 

Looping refers to the repeated execution of the same sequence of statements to process individual data.  This is normally created by an unconditional branch back to a previous/earlier operation.

 

The loop is designed to execute the same group of statements repeatedly until a certain condition is satisfied.

 

Note. Iteration is important in situations where the same operation has to be carried out on a set of data many times.

 

The loop structure consists of 2 parts:

 

  • Loop body, which represents the statements to be repeated.
  • Loop control, which specifies the number of times the loop body is to be repeated.

 

Types of loops:

 

  • Conditional loop: – This is where the required number of repetitions is not known in advance.

 

 

Pseudocode

 

STEP 1:             [Prompt the user for temperature in oC]

 

STEP 2:             [Store the value in memory]

STEP 3:             IF C = 0 THEN Stop

STEP 4:             [Calculate temperature in oF]

F: = 32 + (oC * 9/5)

STEP 5:             [Output temperature in oC & oF]

STEP 6:             [GOTO Step 1]

Flowchart

 

 

 

 

 

 

 

 

 

 

 

 

 

    YES

 

 

NO

 

 

 

 

 

 

 

 

 

This algorithm illustrates Conditional execution.  Conditional execution is a situation that requires that a logical test be carried out, and then a particular action be taken depending on the outcome of that test.

 

In this case, going to Step 4 will depend on whether the condition is True or False.  E.g., If C = 10 then the condition ‘C = 0’ is False, and the program goes to Step 4.  But if C = 0, then the condition is True, and the program stops.

 

  • Unconditional loop: – This is where the execution of the instructions is repeated some specified number of times.

 

  • Continuous (infinite/unending) loop: – This is where the computer repeats a process again and again, without ending.

 

Example:

 

STEP 1:             [Prompt the user for temperature in oC]

 

STEP 2:             [Store the value in memory]

STEP 3:             [Calculate temperature in oF]

F: = 32 + (oC * 9/5)

STEP 4:             [Output temperature in oC & oF]

STEP 5:             [GOTO Step 1]

As long as a number is entered for oC, the algorithm does not stop when it reaches STEP 5 but rather transfers control to STEP 1, causing the algorithm/process to be repeated.

However, a zero (0) can be used to stop the program because; the program cannot give the Fahrenheit equivalent to 0 oC.

 

Requirements for loops:

 

  1. Control variable (Counter): – it tells/instructs the program to execute a set of statements a number of times.
  2. Initialization: – allocating memory space, which will be occupied by the output.
  3. Incrementing: – increasing the control variable by a certain number before the next loop.

 

Generally, there are 3 main looping controls:

 

  1. The WHILE loop
  2. The REPEAT…UNTIL loop.
  3. The FOR loop.

 

The FOR loop

 

The FOR loop is used in situations where execution of the chosen statements has to be repeated a predetermined number of times.

 

The general format of the FOR loop is:

 

FOR loop variable = Lower limit TO Upper limit DO

            Statements;

END FOR

The flowchart extract for a FOR loop that counts upwards is:

 

 

 

 

 

 

 

 

 

 

NO

 

 

YES

 

 

Example;

Consider a program that can be used to calculate the sum of ten numbers provided by the user.  The ‘FOR’ loop can be used to prompt the user to enter the ten numbers at most 10 times.  Once the numbers have been entered, the program calculates and displays the accumulated sum.

 

 

 

 

Pseudocode                                                                            Flowchart

 

FOR count = 1 TO 10 DO

PRINT “Enter a number (N)”

Sum = Sum + N

END FOR

Display SUM

 

 

 

 

YES

 

 

NO

 

 

 

Explanation

  1. The loop variable (Count) is first initialized/set to the Lower limit whose value is 1.

 

  1. The lower limit is then tested against the Upper limit whose value is set at 10.
  2. If the lower limit is less than or equal to 10, the program will prompt the user to enter a number N, otherwise the computer will exit the loop.

 

  1. After the last statement in the loop has been executed, the loop variable (count) is incremented by a 1 and stored in the lower limit, i.e., Lower limit = Count + 1.

 

  1. The lower limit is again tested, and if it is less than or equal to 10, the loop is repeated until the time the lower limit will equal the upper limit.

 

NOTE:

The FOR loop can also be used to count downwards from the upper limit to the lower limit.

 

E.g., FOR count = 10 DOWN TO 1DO

In this case, the upper limit 10 is tested against the lower limit 1.

 

Pseudocode for a ‘FOR’ loop that counts from upper limit down to the lower limit:

FOR loop variable = Upper limit DOWN TO Lower limit DO

            Statements;

END FOR

The flowchart extract for a FOR loop that counts downwards is:

 

 

 

 

 

 

 

 

NO

 

 

YES

The WHILE loop

 

The ‘WHILE’ loop is used if a condition has to be met before the statements within the loop are executed.

E.g., to withdrawal money using an ATM, a customer must have a balance in his/her account.

 

Therefore, it allows the statements to be executed zero or many times.

 

Pseudocode                                                                            Flowchart

 

WHILE Balance > 0 DO

Withdraw cash

 

Update account

ENDWHILE

YES

 

 

NO

 

Exit loop

 

Explanation

  1. The condition balance > 0 is first tested.
  2. If it is TRUE, the account holder is allowed to withdraw cash.
  3. The program exits the loop once the balance falls to zero.

 

The general representation of the WHILE loop is:

 

Pseudocode segment                                                             Flowchart extract

 

WHILE Condition DO

Statements;

ENDWHILE

 

TRUE

 

 

FALSE

 

Exit loop

 

The REPEAT…UNTIL loop

 

In REPEAT…UNTIL, the condition is tested at the end of the loop.  Therefore, it allows statements within it to be executed at least once.

 

E.g., if REPEAT…UNTIL is used in case of the ATM cash withdrawal, the customer will be able to withdraw the cash at least once since availability of balance is tested at the end of the loop.

 

 

 

 

 

 

Pseudocode                                                                            Flowchart

 

REPEAT

Withdraw cash

 

Update account

UNTIL balance <= 0;

 

Yes

 

 

No

 

Exit loop

 

The general format of the REPEAT…UNTIL loop is:

 

Pseudocode segment                                                             Flowchart extract

 

REPEAT

Statements;

UNTIL Condition;

 

 

                                                                                                             

True

 

                                                                                         

False

Exit loop

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DEVELOPING COMPLEX ALGORITHMS

 

Example 1:

 

With aid of a pseudocode and a flowchart, design an algorithm that:

  • Prompt the user to enter two numbers X and Y.
  • Divide X by Y. However, if the value of Y is 0, the program should display an error message “Error: Division by zero”.

 

Pseudocode

 

START

PRINT “Enter two numbers X and Y”

INPUT X, Y

      IF Y = 0 THEN

PRINT “Error: Division by zero”

ELSE

 

Quotient = X/Y

PRINT X, Y, Quotient

ENDIF

STOP

 

Flowchart

 

 

 

 

 

 

 

 

 

                                           Yes          

 

                        No

 

 

 

 

 

 

 

 

 

 

Example 2:

 

In an athletics competition, an athlete is rewarded as follows:

1st position: Gold

2nd position: Silver

3rd position: Bronze

Draw a pseudocode and a flowchart for a program that would be used to determine the type of medal to be rewarded to each athlete.

Pseudocode

 

START

PRINT “Enter athlete Name and Position”

INPUT Name, Position

IF Position = 1 THEN

Medal = “Gold”

ELSE                                                             

IF Position = 2 THEN

Medal = “Silver”

ELSE 

IF Position = 3 THEN

Medal = “Bronze”

ELSE 

Medal = “None”

ENDIF

ENDIF

ENDIF

 

Flowchart

 

 

 

 

 

 

 

 

 

 

No                                      No                                        No

 

 

Yes                                    Yes                                      Yes

 

 

 

 

 

 

 

 

No

 

 

Yes

 

 

 

 

Example 3:

 

The class teacher of Form 3S in a secondary school requested a programmer to design for her a simple program that would help her do the following:

 

  • Enter the names of students and marks obtained in 8 subjects – Mathematics, English, Kiswahili, Biology, Chemistry, Business studies, Computer studies, and History.

 

  • After entering the mark for each subject, the program should calculate the total and average marks for each student.

 

  • Depending on the Average mark obtained, the program should assign grade as follows:
    • Between 80 and 100 – A
    • Between 70 and 79 – B
    • Between 60 and 69 – C
    • Between 50 and 59 – D
    • Below 50 – E
  • The program should then display each student’s Name, Total marks and the Average grade.

Using a pseudocode and a flowchart, write an algorithm that shows the design of the program.

 

Pseudocode

 

START

REPEAT

PRINT “Enter student Name and subject marks”

INPUT Student name, Maths, Eng, Kisw, Bio, Chem, Business, Computer, History

SUM = Maths + Eng + Kisw + Bio + Chem + Business + Computer + History

AVG = SUM/8

IF (AVG => 80) AND (AVG <= 100) THEN

Grade = “A”

ELSE                                                             

IF (AVG => 70) AND (AVG <= 79) THEN

Grade = “B”

ELSE 

IF (AVG => 60) AND (AVG <= 69) THEN

Grade = “C”

ELSE       

IF (AVG => 50) AND (AVG <= 59) THEN

Grade = “D”

ELSE 

Grade = “E”

ENDIF

ENDIF

ENDIF

ENDIF

 

PRINT Student name, Sum, AVG, Grade

UNTIL Count = Number of students

STOP

Flowchart

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

No                             No                               No                              No

 

 

Yes                               Yes                               Yes                             Yes

 

 

 

 

 

 

 

 

No

 

 

Yes

 

 

Example 4:

 

The gross salary of employees in ZAG BOOKS ENTERPRISE is based on basic salary and additional benefits as follows:

 

  • Employees who have worked for the company for more than 10 years receive an additional pay of 10% to their basic salary.

 

  • Monthly salary bonus based on monthly sales of books as follows:
Monthly sales Bonus Rate (%)
Above 500,000 15
Between 250,000 and 500,000 10
Below 250,000 5

 

Draw a flowchart for a program that would be used to calculate the gross salary then output each employee’s basic salary, gross salary and all benefits.

 

 

 

 

 

 

 

 

 

 

 

 

 

Yes

 

 

 

 

 

Yes

 

 

 

No

 

 

Yes                                    No

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example 5:

 

A lady deposits 2,000 shillings in a Microfinance company at an interest rate of 20% per annum.  At the end of each year, the interest earned is added to the deposit and the new amount becomes the deposit for that year.

Write a pseudocode for a program that would track the growth of the deposits over a period of seven years.

 

 

 

 

 

 

 

START

INPUT Initial Deposit

INPUT Interest Rate

SET Deposit to Initial deposit (i.e., 2000)

SET Year to 0

WHILE Year <= 7 DO

Interest = Deposit x Interest rate

Total = Deposit + Interest

Deposit = Total                            {the new deposit}

Year = Year + 1

ENDWHILE

PRINT Deposit, Year

STOP

 

Example 6:

 

Draw a flowchart for a program that is to prompt for N numbers, accumulate the sum and then find the average.  The output is the accumulated totals and the average.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NO

 

 

YES

 

 

 

 

 

Example 7:

 

Mutuku took a loan of Ksh. 400,000 from a local bank at an interest rate of 10% payable in four years.  Assuming you wish to develop a computer program that will keep track of monthly repayments:

 

  • Identify the input, processing and output requirements for such a program.
  • Design the algorithm for the program using a simple flowchart and pseudocode.

 

  • Requirements:

Input                   – Initial amount borrowed

– Interest rate

– Number of years

Processing          – equation to calculate Yearly repayments and Monthly repayments.

Output                – Monthly repayments calculated by the process

 

  • Pseudocode:

START

INPUT Initial amount borrowed

INPUT Interest rate

INPUT Number of years

Calculate Yearly repayments

Monthly repayments = (Yearly repayments / 12)

OUTPUT Monthly repayments

STOP

 

Flowchart:

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

Kirigara Girls Secondary School is a Girls’ only boarding Secondary School, located in Abothuguchi Central near Meru Town, Central Imenti Constituency in Meru County; within the Eastern 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;

KIRIGARA 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.

KIRIGARA 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.

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KIRIGARA 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: Kirigara Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 15318104
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT: 0721-626440
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 2536 – 60200 Meru, Kenya
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
KIRIGARA 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:

KIRIGARA GIRLS SECONDARY SCHOOL’S VISION
KIRIGARA GIRLS SECONDARY SCHOOL’S MISSION
KIRIGARA GIRLS SECONDARY SCHOOL’S MOTTO
KIRIGARA 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;

KIRIGARA GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

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

KIRIGARA GIRLS SECONDARY
KIRIGARA GIRLS SECONDARY
KIRIGARA GIRLS SECONDARY
KIRIGARA GIRLS SECONDARY
KIRIGARA GIRLS SECONDARY

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Also read:

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:

Thiba Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission, Photos {Full Details}

Welcome to Thiba Mixed Secondary School

A public Mixed secondary school categorized as C4 under the new Competency-Based Education (CBE) curriculum. We are dedicated to empowering our students through quality education, discipline, and integrity, while providing a safe and supportive environment where every child can discover their potential and thrive.

Browse through our website to learn more about us, from our academic programs and vibrant student life to our achievements and community engagement. Get to know more about the school’s physical location and academic programmes.

Thiba Mixed Secondary School| Physical Location 

Thiba Mixed Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School. The Senior School (Secondary School) is physically located at Mwea West Subcounty in Kirinyaga County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on:  (+254)742940698

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.

Key Details about Thiba Mixed Secondary School

Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey. Here is a quick run through the school’s key details:

  • Country where found: Kenya.
  • Region: Central.
  • County: Kirinyaga County.
  • Subcounty: Mwea West Subcounty.
  • School Type/ Ownership: A Public School.
  • Nature os School/ CBE Level: Senior School (SS).
  • Category: Regular School
  • School’s Official Name: Thiba Mixed Secondary School
  • Sex: Mixed, (Boys’ and Girls’)  School.
  • School Cluster/ Level: Sub-County School whose Classification is C4.
  • Accomodation Type: Day  School.
  • Knec Code:  9239107
  • School’s Official Phone Number:   (+254)742940698
  • Official Email Address for the School: ThibaSecondarySchool@gmail.com.
  • Postal Address: P.O. Box 3 – 10303 Wanguru, Kenya.
  • Total Number of Subjects Combinations Offered at the School: 10  Subjects’ Combinations in various Pathways.

Important Links with Schools’ details:

Fees paid at Thiba Mixed Secondary School

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Thiba Mixed Secondary School Profile & Information

Complete overview of academic programs and school details

THIBA MIXED SEC

LocationKIRINYAGA
SexMIXED
CategoryREGULAR
ClusterC4

5

STEM

5

Social Sciences

10

Total Combinations

Subject Combinations Offered at Thiba Mixed Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

5
HUMANITIES & BUSINESS STUDIESCode: SS2056
Core Mathematics,Business Studies,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2035
Christian Religious Education,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2034
Christian Religious Education,Computer Studies,Geography
3 SubjectsSOCIAL SCIENCES

STEM

5
APPLIED SCIENCESCode: ST2024
Chemistry,Computer Studies,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1010
Core Mathematics,Agriculture,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2044
Agriculture,Biology,Business Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Core Mathematics,Chemistry,Physics
3 SubjectsSTEM

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

Continue reading:

How to Check Grade 10 Selection Choices

The Grade 10 School and Career Pathway Selection System is a national digital platform developed to assist Grade 9 learners in making informed decisions as they transition to Senior School. The platform enables students to select their preferred Pathways, Subject Combinations & Senior Schools in line with Kenya’s Competency-Based Education (CBE) framework.
Tghe goal is to empower learners to take control of their educational journey by aligning their selections with their individual talents, interests, and aspirations.

The platform is used to place learners who have completed Grade 9 into appropriate senior secondary schools based on their performance, interests, and chosen career pathways under the Competency-Based Education Curriculum (CBC/ CBE) in Kenya.

Career Pathways Available:

  • STEM (Science, Technology, Engineering, Mathematics)
  • Arts and Sports
  • Social Sciences

Grade 10 Selection Factors:

  • Academic performance or assessment results
  • Student interests and strengths
  • Available spaces in schools or institutions
  • Regional balance and accessibility

This system is tailored for the CBC/ CBE framework and focuses on talent, interest, and ability – helping students transition smoothly into senior school (Grades 10 to 12).

Learner Selection Verification

Enter your Assessment Number to view your selections

School’s Quick Overview

Welcome to our senior school; where education goes beyond academics to shape character, inspire leadership, and nurture purpose. Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey.

The School’s Legacy

The school represents a story of vision, dedication, and growth. This page brings together the moments that shaped our identity: from early founding ideals to landmark achievements and community collaborations. Scroll through an interactive timeline, view curated photo galleries, and read first‑hand reflections that connect our heritage to today’s vibrant learning community.

The School’s Teaching Staff

Our school is made up of a vibrant teaching staff that is recruited by the Teachers Service Commission, TSC. As a school, we believe that teaching is more than delivering content—it’s about inspiring minds and shaping futures. This page highlights the educators who bring our mission to life: from veteran teachers with decades of experience to innovative newcomers integrating technology and project‑based learning. Learn about their credentials, classroom innovations, and the personal stories that drive their passion for education.

Senior Schools in Kenya | School Profile

Senior Schools’ complete details.

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

About the Grade 10 Selection System

The Grade 10 School and Career Pathway Selection System is a national digital platform developed to assist Grade 9 learners in making informed decisions as they transition to Senior School. The platform enables students to select their preferred Pathways, Subject Combinations & Senior Schools in line with Kenya’s Competency-Based Education (CBE) framework.
The  goal is to empower learners to take control of their educational journey by aligning their selections with their individual talents, interests, and aspirations.

How to Contact Selection Support Team

For any queries on Grade 10 selection/ choices, contact: selection.basic@education.go.ke

POSSIBLE CBE CAREERS EXPLORER

Here are the Career opportunities under the Competency Based Education (CBE) curriculum:
  • • Professional Musician (Instrumentalist, Vocalist)
  • • Professional Dancer
  • • Composer/Arranger
  • • Music Teacher/Instructor
  • • Dance Instructor
  • • Choreographer
  • • Performing Artist (opera, dance troupes, etc.)
  • • Music Therapist
  • • Dance Therapist
  • • Sound Engineer
  • • Music Journalist/Critic
  • • Dance Critic

Fine Arts Career Opportunities

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

Senior Schools’ Subjects Combinations Guide

Pathway

Track

Subject Combination

Code

ARTS & SPORTS SCIENCE SPORTS Biology,Geography,Sports & Recreation AS2009
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Computer Studies,French SS1006
STEM TECHNICAL STUDIES General Science,Marine & Fisheries,Media Technology ST3050
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Computer Studies,Geography,Islamic Religious Education SS2033
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Geography,Mandarine Chinese SS2050
STEM APPLIED SCIENCES Business Studies,Computer Studies,Physics ST2007
STEM APPLIED SCIENCES Agriculture,Building & Construction,Business Studies ST2045
SOCIAL SCIENCES LANGUAGES & LITERATURE Computer Studies,Fasihi ya Kiswahili,Indigenous Language SS1040
SOCIAL SCIENCES LANGUAGES & LITERATURE General Science,Indigenous Language,Literature in English SS1060
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Geography,History & Citizenship SS2019
ARTS & SPORTS SCIENCE ARTS Computer Studies,Fine Arts,Music & Dance AS1021
STEM APPLIED SCIENCES Agriculture,Aviation,Geography ST2070
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Christian Religious Education,Kenya Sign Language SS1059
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,French SS2112
ARTS & SPORTS SCIENCE
SPORTS Biology,Islamic Religious Education,Sports & Recreation AS2006
ARTS & SPORTS SCIENCE SPORTS Biology,History & Citizenship,Sports & Recreation AS2011
STEM TECHNICAL STUDIES Aviation,Geography,Physics ST3121
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Geography,Hindu Religious Education SS2055
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,General Science,Kenya Sign Language SS1037
STEM TECHNICAL STUDIES Computer Studies,General Science,Media Technology ST3074
STEM APPLIED SCIENCES Agriculture,Computer Studies,Physics ST2067
STEM PURE SCIENCES Biology,Building & Construction,Chemistry ST1044

Pathway

Track

Subject Combination

Code

STEM APPLIED SCIENCES Advanced Mathematics,Agriculture,Home Science ST2091
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,German,History & Citizenship SS2099
STEM APPLIED SCIENCES Agriculture,Geography,Physics ST2075
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Geography,Literature in English SS2061
STEM
APPLIED SCIENCES Computer Studies,Home Science,Wood Work ST2019
ARTS & SPORTS SCIENCE ARTS Literature in English,Music & Dance,Theatre & Film AS1049
STEM APPLIED SCIENCES Agriculture,Business Studies,Electricity ST2048
ARTS & SPORTS SCIENCE ARTS Fine Arts,General Science,Music & Dance AS1027
STEM TECHNICAL STUDIES Biology,Business Studies,Metal Work ST3084
SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,French,Mandarine Chinese SS1084
STEM PURE SCIENCES Agriculture,Biology,Chemistry ST1042
STEM TECHNICAL STUDIES Geography,Metal Work,Physics ST3105
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Geography,Kenya Sign Language SS2118
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,German,Hindu Religious Education SS2002
SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,Fasihi ya Kiswahili,Kenya Sign Language SS1044
ARTS & SPORTS SCIENCE ARTS Business Studies,Music & Dance,Theatre & Film AS1038
ARTS & SPORTS SCIENCE SPORTS General Science,Literature in English,Sports & Recreation AS2027
SOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIES General Science,Geography,Hindu Religious Education SS2041
STEM TECHNICAL STUDIES Biology,Geography,Power Mechanics ST3013
STEM APPLIED SCIENCES Agriculture,Business Studies,General Science ST2049
ARTS & SPORTS SCIENCE ARTS Fine Arts,Hindu Religious Education,Theatre & Film AS1007
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Computer Studies,Geography,History & Citizenship SS2024
STEM TECHNICAL STUDIES Electricity,General Science,Home Science ST3008
ARTS & SPORTS SCIENCE ARTS Hindu Religious Education,Music & Dance,Theatre & Film AS1042
STEM APPLIED SCIENCES Agriculture,Building & Construction,Computer Studies ST2058
SOCIAL HUMANITIES & Geography,History & Citizenship,Mandarine Chinese SS2092
Pathway Track Subject Combination Code
SCIENCES BUSINESS STUDIES
STEM APPLIED SCIENCES Biology,Business Studies,Computer Studies ST2097
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,French,General Science SS1014
ARTS & SPORTS SCIENCE SPORTS General Science,History & Citizenship,Sports & Recreation AS2026
STEM TECHNICAL STUDIES General Science,Marine & Fisheries,Power Mechanics ST3118
SOCIAL

SCIENCES

HUMANITIES & BUSINESS STUDIES Arabic,Christian Religious Education,History & Citizenship SS2057
SOCIAL SCIENCES LANGUAGES & LITERATURE German,Indigenous Language,Literature in English SS1065
STEM APPLIED SCIENCES Advanced Mathematics,Business Studies,Computer Studies ST2077
STEM TECHNICAL STUDIES Advanced Mathematics,General Science,Marine & Fisheries ST3047
STEM TECHNICAL STUDIES Chemistry,Geography,Power Mechanics ST3015
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,History & Citizenship,Literature in English SS2004
STEM PURE SCIENCES Advanced Mathematics,Business Studies,General Science ST1026
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Geography,Indigenous Language SS2065
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Business Studies,Geography SS2056
ARTS & SPORTS SCIENCE ARTS Biology,Fine Arts,Theatre & Film AS1002
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,German,Islamic Religious Education SS2003
STEM PURE SCIENCES Advanced Mathematics,Electricity,Physics ST1035
STEM TECHNICAL STUDIES Business Studies,Geography,Media Technology ST3068
STEM PURE SCIENCES Advanced Mathematics,Biology,Building & Construction ST1005
ARTS & SPORTS SCIENCE ARTS Arabic,Music & Dance,Theatre & Film AS1036
SOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIES Business Studies,History & Citizenship,Literature in English SS2100
STEM TECHNICAL STUDIES Biology,Business Studies,Media Technology ST3065
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Hindu Religious Education,History & Citizenship SS2091
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES General Science,Geography,Islamic Religious Education SS2042
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Fasihi ya Kiswahili,Islamic Religious Education SS2110
ARTS & SPORTS SCIENCE ARTS Christian Religious Education,Fine Arts,Theatre & Film AS1005
ARTS & SPORTS SCIENCE ARTS History & Citizenship,Music & Dance,Theatre & Film AS1048
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,General Science SS2115
STEM TECHNICAL STUDIES Business Studies,Marine & Fisheries,Metal Work ST3089
STEM APPLIED SCIENCES Advanced Mathematics,Biology,Geography ST2040
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,History & Citizenship,Mandarine Chinese SS2101
ARTS & SPORTS SCIENCE ARTS Arabic,Fine Arts,Theatre & Film AS1001
ARTS & SPORTS SCIENCE
ARTS Fine Arts,German,Theatre & Film AS1012
STEM PURE SCIENCES Advanced Mathematics,Metal Work,Physics ST1039
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Fasihi ya Kiswahili,Hindu Religious Education,History & Citizenship SS2071
STEM TECHNICAL STUDIES Aviation,Geography,Media Technology ST3120
STEM APPLIED SCIENCES Agriculture,Aviation,Computer Studies ST2056
ARTS & SPORTS SCIENCE ARTS Fasihi ya Kiswahili,Music & Dance,Theatre & Film AS1043
SOCIAL SCIENCES LANGUAGES & LITERATURE French,Indigenous Language,Literature in English SS1001
STEM TECHNICAL STUDIES Business Studies,Media Technology,Metal Work ST3091
ARTS & SPORTS SCIENCE SPORTS Biology,Mandarine Chinese,Sports & Recreation AS2013
STEM APPLIED SCIENCES Aviation,Business Studies,Computer Studies ST2096
STEM APPLIED SCIENCES Agriculture,Chemistry,Computer Studies ST2059
ARTS & SPORTS SCIENCE ARTS Fine Arts,Mandarine Chinese,Music & Dance AS1032
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Geography ST1016
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES General Science,Geography,History & Citizenship SS2013
ARTS & SPORTS SCIENCE ARTS French,Music & Dance,Theatre & Film AS1044
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Indigenous Language,Literature in English SS1002
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,German,Hindu Religious Education SS2044

Pathway

Track

Subject Combination

Code

STEM TECHNICAL STUDIES General Science,Media Technology,Power Mechanics ST3011
STEM TECHNICAL STUDIES Computer Studies,General Science,Marine & ST3044
Fisheries
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES French,Geography,Islamic Religious Education SS2039
STEM APPLIED SCIENCES Aviation,Computer Studies,Home Science ST2020
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship SS2069
ARTS & SPORTS SCIENCE SPORTS Advanced Mathematics,General Science,Sports & Recreation AS2029
ARTS & SPORTS SCIENCE ARTS Fine Arts,German,Music & Dance AS1029
STEM PURE SCIENCES Aviation,Biology,Chemistry ST1043
STEM TECHNICAL STUDIES Advanced Mathematics,Electricity,Geography ST3024
STEM TECHNICAL STUDIES Chemistry,Geography,Marine & Fisheries ST3054
STEM APPLIED SCIENCES Agriculture,Home Science,Metal Work ST2092
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Computer Studies,Kenya Sign Language SS1058
STEM APPLIED SCIENCES Computer Studies,Geography,Metal Work ST2017
STEM TECHNICAL STUDIES Electricity,Geography,Marine & Fisheries ST3022
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Wood Work ST1022
SOCIAL

SCIENCES

LANGUAGES & LITERATURE Arabic,Fasihi ya Kiswahili,Indigenous Language SS1043
STEM APPLIED SCIENCES Agriculture,Building & Construction,Home Science ST2083
STEM TECHNICAL STUDIES General Science,Media Technology,Wood Work ST3053
STEM APPLIED SCIENCES Agriculture,Home Science,Marine & Fisheries ST2090
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Computer Studies,History & Citizenship SS2064
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Hindu Religious Education,History & Citizenship,Mandarine Chinese SS2086
STEM TECHNICAL STUDIES Computer Studies,Electricity,Geography ST3006
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,French,Hindu Religious Education SS1011
STEM APPLIED SCIENCES Chemistry,Computer Studies,Home Science ST2024
STEM TECHNICAL STUDIES Geography,Media Technology,Physics ST3082
STEM TECHNICAL STUDIES Business Studies,Physics,Wood Work ST3038
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Indigenous Language,Kenya Sign Language SS1018
STEM TECHNICAL STUDIES Business Studies,Chemistry,Power Mechanics ST3107

Pathway

Track

Subject Combination

Code

SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,Arabic,French SS1019
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,General Science,Indigenous Language SS1029
STEM PURE SCIENCES Advanced Mathematics,Biology,Power Mechanics ST1008
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Fasihi ya Kiswahili,Geography,History & Citizenship SS2018
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Marine & Fisheries ST1018
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,Fasihi ya Kiswahili SS2109
STEM APPLIED SCIENCES Agriculture,Home Science,Wood Work ST2095
SOCIAL SCIENCES LANGUAGES & LITERATURE French,German,Islamic Religious Education SS1050
STEM
TECHNICAL STUDIES Advanced Mathematics,Geography,Media Technology ST3081
STEM APPLIED SCIENCES Agriculture,Computer Studies,Electricity ST2060
STEM TECHNICAL STUDIES Business Studies,Chemistry,Metal Work ST3085
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,French,Kenya Sign Language SS1064
ARTS & SPORTS SCIENCE ARTS Fine Arts,French,Theatre & Film AS1009
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Business Studies,Christian Religious Education SS2103
STEM TECHNICAL STUDIES Geography,Home Science,Power Mechanics ST3018
STEM APPLIED SCIENCES Business Studies,Computer Studies,Wood Work ST2009
STEM APPLIED SCIENCES Agriculture,Business Studies,Computer Studies ST2047
ARTS & SPORTS SCIENCE ARTS Christian Religious Education,Fine Arts,Music & Dance AS1022
STEM APPLIED SCIENCES Building & Construction,Business Studies,Computer Studies ST2098
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES General Science,History & Citizenship,Islamic Religious Education SS2077
STEM APPLIED SCIENCES Agriculture,Aviation,Business Studies ST2043
STEM TECHNICAL STUDIES Business Studies,Home Science,Wood Work ST3034
SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,Arabic,Kenya Sign Language SS1074
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Electricity ST1015
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES German,History & Citizenship,Islamic Religious Education SS2080
SOCIAL LANGUAGES & Fasihi ya Kiswahili,Hindu Religious Education,Kenya SS1033

Pathway

Track

Subject Combination

Code

SCIENCES LITERATURE Sign Language
STEM PURE SCIENCES Advanced Mathematics,Biology,Physics ST1007
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Fasihi ya Kiswahili,Geography SS2035
ARTS & SPORTS SCIENCE SPORTS Biology,Computer Studies,Sports & Recreation AS2003
ARTS & SPORTS SCIENCE ARTS Biology,Fine Arts,Music & Dance AS1019
ARTS & SPORTS SCIENCE SPORTS General Science,Hindu Religious Education,Sports & Recreation AS2021
STEM APPLIED SCIENCES Computer Studies,Home Science,Marine & Fisheries ST2028
STEM PURE SCIENCES Advanced Mathematics,Aviation,General Science ST1024
STEM PURE SCIENCES Advanced Mathematics,Computer Studies,Physics ST1034
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Business Studies,History & Citizenship SS2094
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,German,Indigenous Language SS1025
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Geography,History & Citizenship SS2026
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES History & Citizenship,Islamic Religious Education,Mandarine Chinese SS2087
SOCIAL

SCIENCES

LANGUAGES & LITERATURE Fasihi ya Kiswahili,Hindu Religious Education,Indigenous Language SS1036
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,French,History & Citizenship SS2097
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Business Studies,Hindu Religious Education SS2027
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES History & Citizenship,Islamic Religious Education,Literature in English SS2083
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,General Science,Islamic Religious Education SS2116
STEM TECHNICAL STUDIES Advanced Mathematics,Geography,Metal Work ST3103
STEM TECHNICAL STUDIES Computer Studies,Geography,Media Technology ST3079
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Indigenous Language,Mandarine Chinese SS1022
STEM TECHNICAL STUDIES Chemistry,Geography,Metal Work ST3099
STEM
TECHNICAL STUDIES Chemistry,Electricity,Geography ST3017
STEM APPLIED SCIENCES Agriculture,Geography,Wood Work ST2078
STEM TECHNICAL STUDIES Geography,Home Science,Wood Work ST3060
SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,Fasihi ya Kiswahili,Indigenous Language SS1020
STEM TECHNICAL STUDIES Biology,Electricity,Geography ST3014
STEM TECHNICAL STUDIES Business Studies,General Science,Metal Work ST3086
SOCIAL SCIENCES LANGUAGES & LITERATURE French,Geography,Mandarine Chinese SS1055
STEM TECHNICAL STUDIES Computer Studies,Geography,Power Mechanics ST3016
SOCIAL SCIENCES LANGUAGES & LITERATURE Indigenous Language,Islamic Religious Education,Literature in English SS1007
STEM PURE SCIENCES Advanced Mathematics,Agriculture,General Science ST1023
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Kenya Sign Language,Mandarine Chinese SS1026
SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,Indigenous Language,Literature in English SS1069
STEM APPLIED SCIENCES Aviation,Computer Studies,Geography ST2010
STEM TECHNICAL STUDIES Aviation,Business Studies,Metal Work ST3083
ARTS & SPORTS SCIENCE SPORTS Arabic,Biology,Sports & Recreation AS2001
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Islamic Religious Education,Kenya Sign Language SS1031
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Computer Studies,Hindu Religious Education,History & Citizenship SS2062
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,German SS2005
ARTS & SPORTS SCIENCE
ARTS Fine Arts,Geography,Theatre & Film AS1011
ARTS & SPORTS SCIENCE ARTS Fine Arts,History & Citizenship,Music & Dance AS1030
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Hindu Religious Education,Literature in English SS2012
STEM TECHNICAL STUDIES General Science,Geography,Wood Work ST3046
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,General Science,Hindu Religious Education SS2117
ARTS & SPORTS SCIENCE ARTS Computer Studies,Music & Dance,Theatre & Film AS1039
STEM TECHNICAL STUDIES General Science,Media Technology,Metal Work ST3097
STEM APPLIED SCIENCES Agriculture,Business Studies,Wood Work ST2055
STEM APPLIED SCIENCES Business Studies,Computer Studies,Electricity ST2001
STEM APPLIED SCIENCES Computer Studies,Electricity,Home Science ST2025
SOCIAL SCIENCES LANGUAGES & LITERATURE Christian Religious Education,French,Mandarine Chinese SS1077
STEM PURE SCIENCES Advanced Mathematics,Business Studies,Physics ST1033
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Business Studies,Kenya Sign Language SS1057
STEM APPLIED SCIENCES Agriculture,Home Science,Physics ST2093
ARTS & SPORTS SCIENCE ARTS Arabic,Fine Arts,Music & Dance AS1018
ARTS & SPORTS SCIENCE ARTS Fine Arts,Islamic Religious Education,Music & Dance AS1023
STEM TECHNICAL STUDIES Business Studies,Geography,Wood Work ST3032
STEM TECHNICAL STUDIES Geography,Marine & Fisheries,Media Technology ST3061
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,Hindu Religious Education,Mandarine Chinese SS2052
STEM TECHNICAL STUDIES Geography,Media Technology,Metal Work ST3104
STEM
TECHNICAL STUDIES Biology,Business Studies,Wood Work ST3027
SOCIAL SCIENCES LANGUAGES & LITERATURE Advanced Mathematics,French,German SS1046
SOCIAL SCIENCES LANGUAGES & LITERATURE Business Studies,Fasihi ya Kiswahili,Kenya Sign Language SS1023
ARTS & SPORTS SCIENCE SPORTS General Science,Media Technology,Sports & Recreation AS2030
SOCIAL SCIENCES LANGUAGES & LITERATURE Business Studies,Fasihi ya Kiswahili,Literature in English SS1080
STEM TECHNICAL STUDIES Advanced Mathematics,General Science,Wood Work ST3051
STEM TECHNICAL STUDIES Business Studies,Marine & Fisheries,Wood Work ST3035
STEM TECHNICAL STUDIES Advanced Mathematics,Business Studies,Metal Work ST3090
STEM PURE SCIENCES Advanced Mathematics,Agriculture,Chemistry ST1010
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Indigenous Language,Islamic Religious Education SS1038
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,General Science,History & Citizenship SS2098
SOCIAL SCIENCES LANGUAGES & LITERATURE French,Geography,German SS1051
SOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIES Geography,German,History & Citizenship SS2010
ARTS & SPORTS SCIENCE SPORTS Biology,Hindu Religious Education,Sports & Recreation AS2005
STEM TECHNICAL STUDIES Advanced Mathematics,Business Studies,Marine & Fisheries ST3040
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES French,History & Citizenship,Islamic Religious Education SS2074
STEM TECHNICAL STUDIES Geography,Physics,Wood Work ST3071
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Christian Religious Education,Geography SS2029
STEM TECHNICAL STUDIES Advanced Mathematics,Geography,Marine & ST3059
Fisheries
STEM APPLIED SCIENCES Agriculture,Computer Studies,Wood Work ST2069
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Geography,Literature in English SS2047
ARTS & SPORTS SCIENCE ARTS Biology,Music & Dance,Theatre & Film AS1037
ARTS & SPORTS SCIENCE ARTS German,Music & Dance,Theatre & Film AS1047
ARTS & SPORTS SCIENCE ARTS Christian Religious Education,Music & Dance,Theatre & Film AS1040
STEM APPLIED SCIENCES Agriculture,Geography,Power Mechanics ST2076
STEM TECHNICAL STUDIES Business Studies,Media Technology,Physics ST3073
SOCIAL SCIENCES LANGUAGES & LITERATURE Christian Religious Education,Fasihi ya Kiswahili,Kenya Sign Language SS1030
STEM
TECHNICAL STUDIES Business Studies,General Science,Wood Work ST3031
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Geography,History & Citizenship SS2025
STEM PURE SCIENCES Advanced Mathematics,Biology,Metal Work ST1006
ARTS & SPORTS SCIENCE ARTS Fine Arts,Hindu Religious Education,Music & Dance AS1024
ARTS & SPORTS SCIENCE ARTS Mandarine Chinese,Music & Dance,Theatre & Film AS1050
STEM PURE SCIENCES Advanced Mathematics,Aviation,Chemistry ST1011
ARTS & SPORTS SCIENCE ARTS Fine Arts,Mandarine Chinese,Theatre & Film AS1015
ARTS & SPORTS SCIENCE ARTS Fine Arts,French,Music & Dance AS1026
STEM TECHNICAL STUDIES Business Studies,Chemistry,Wood Work ST3029
STEM PURE SCIENCES Advanced Mathematics,Biology,Chemistry ST1004
STEM TECHNICAL STUDIES Geography,Marine & Fisheries,Physics ST3062
SOCIAL SCIENCES LANGUAGES & LITERATURE Indigenous Language,Literature in English,Mandarine Chinese SS1068
STEM PURE SCIENCES Advanced Mathematics,Marine & Fisheries,Physics ST1038
ARTS & SPORTS SCIENCE SPORTS General Science,Islamic Religious Education,Sports & Recreation AS2020
STEM TECHNICAL STUDIES Advanced Mathematics,Business Studies,Power Mechanics ST3113
SOCIAL
LANGUAGES & Arabic,Geography,Kenya Sign Language SS1070
Pathway Track Subject Combination Code
SCIENCES LITERATURE
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,History & Citizenship,Kenya Sign Language SS1041
STEM TECHNICAL STUDIES General Science,Marine & Fisheries,Metal Work ST3095
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Business Studies,Hindu Religious Education SS2105
STEM APPLIED SCIENCES Agriculture,Business Studies,Physics ST2053
STEM APPLIED SCIENCES Agriculture,Computer Studies,Home Science ST2063
STEM TECHNICAL STUDIES Business Studies,Chemistry,Media Technology ST3066
ARTS & SPORTS SCIENCE SPORTS Advanced Mathematics,Biology,Sports & Recreation AS2014
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Geography,Hindu Religious Education SS2031
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Geography,Kenya Sign Language SS1039
STEM PURE SCIENCES Advanced Mathematics,Physics,Wood Work ST1041
SOCIAL SCIENCES LANGUAGES & LITERATURE French,Hindu Religious Education,Mandarine Chinese SS1079
STEM APPLIED SCIENCES Business Studies,Computer Studies,Marine & Fisheries ST2004
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Hindu Religious Education,History & Citizenship SS2006
STEM
TECHNICAL STUDIES Advanced Mathematics,General Science,Metal Work ST3096
SOCIAL SCIENCES LANGUAGES & LITERATURE French,German,History & Citizenship SS1049
SOCIAL SCIENCES LANGUAGES & LITERATURE Computer Studies,French,German SS1047
ARTS & SPORTS SCIENCE ARTS General Science,Music & Dance,Theatre & Film AS1045
STEM APPLIED SCIENCES Agriculture,Business Studies,Home Science ST2085
STEM PURE SCIENCES Advanced Mathematics,Aviation,Physics ST1031
STEM TECHNICAL STUDIES Computer Studies,General Science,Wood Work ST3043
STEM APPLIED SCIENCES Computer Studies,Home Science,Metal Work ST2030
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,Mandarine Chinese SS2017
STEM TECHNICAL STUDIES Geography,Physics,Power Mechanics ST3023
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,General Science,History & Citizenship SS2076
STEM TECHNICAL STUDIES Chemistry,Geography,Media Technology ST3078
STEM
TECHNICAL STUDIES Biology,Geography,Wood Work ST3055
STEM APPLIED SCIENCES Agriculture,Business Studies,Chemistry ST2046
STEM PURE SCIENCES Advanced Mathematics,Biology,Marine & Fisheries ST1047
STEM
SOCIAL SCIENCES
TECHNICAL STUDIES
LANGUAGES & LITERATURE
General Science,Home Science,Metal Work
History & Citizenship,Indigenous Language,Literature in English
ST3094 SS1067
ARTS & SPORTS SCIENCE ARTS Business Studies,Fine Arts,Theatre & Film AS1003
STEM TECHNICAL STUDIES Business Studies,Computer Studies,Media Technology ST3067
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,French,Islamic Religious Education SS1009
ARTS & SPORTS SCIENCE ARTS Advanced Mathematics,Fine Arts,Theatre & Film AS1016
STEM APPLIED SCIENCES Agriculture,Business Studies,Marine & Fisheries ST2051
STEM APPLIED SCIENCES Agriculture,Electricity,Home Science ST2087
STEM APPLIED SCIENCES Computer Studies,Geography,Marine & Fisheries ST2015
STEM TECHNICAL STUDIES Advanced Mathematics,Geography,Power Mechanics ST3020
ARTS & SPORTS SCIENCE SPORTS Business Studies,General Science,Sports & Recreation AS2017
STEM PURE SCIENCES Advanced Mathematics,Biology,Wood Work ST1009
SOCIAL SCIENCES LANGUAGES & LITERATURE French,Islamic Religious Education,Mandarine Chinese SS1078
STEM APPLIED SCIENCES Agriculture,Biology,Home Science ST2081
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Hindu Religious Education,History & Citizenship,Literature in English SS2085
STEM
TECHNICAL STUDIES Business Studies,Marine & Fisheries,Physics ST3042
STEM APPLIED SCIENCES Agriculture,Computer Studies,Metal Work ST2066
SOCIAL SCIENCES LANGUAGES & LITERATURE Christian Religious Education,Fasihi ya Kiswahili,Indigenous Language SS1034
STEM APPLIED SCIENCES Computer Studies,General Science,Geography ST2014
STEM PURE SCIENCES Advanced Mathematics,General Science,Geography ST1028
STEM TECHNICAL STUDIES Business Studies,Physics,Power Mechanics ST3115
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Fasihi ya Kiswahili,History & Citizenship,Islamic Religious Education SS2070
SOCIAL SCIENCES LANGUAGES & LITERATURE Indigenous Language,Kenya Sign Language,Literature in English SS1071
STEM TECHNICAL STUDIES General Science,Home Science,Power Mechanics ST3117
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,German,History & Citizenship SS2079
Pathway Track Subject Combination Code
STEM TECHNICAL STUDIES Business Studies,Media Technology,Power Mechanics ST3114
STEM PURE SCIENCES Advanced Mathematics,Agriculture,Physics ST1030
ARTS & SPORTS SCIENCE SPORTS Biology,Business Studies,Sports & Recreation AS2002
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,French,Mandarine Chinese SS1017
STEM TECHNICAL STUDIES Business Studies,Geography,Power Mechanics ST3110
ARTS & SPORTS SCIENCE
SPORTS General Science,Geography,Sports & Recreation AS2024
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Computer Studies,Geography,Hindu Religious Education SS2032
STEM APPLIED SCIENCES Biology,Computer Studies,Geography ST2011
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Christian Religious Education,History & Citizenship SS2089
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Computer Studies,History & Citizenship,Islamic Religious Education SS2063
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Geography,History & Citizenship SS2093
SOCIAL SCIENCES LANGUAGES & LITERATURE Business Studies,French,Mandarine Chinese SS1075
ARTS & SPORTS SCIENCE SPORTS Computer Studies,General Science,Sports & Recreation AS2018
STEM TECHNICAL STUDIES Geography,Marine & Fisheries,Wood Work ST3063
ARTS & SPORTS SCIENCE ARTS Fine Arts,Sports & Recreation,Theatre & Film AS1017
ARTS & SPORTS SCIENCE SPORTS General Science,Mandarine Chinese,Sports & Recreation AS2028
SOCIAL SCIENCES LANGUAGES & LITERATURE French,German,Hindu Religious Education SS1052
SOCIAL

SCIENCES

LANGUAGES & LITERATURE Arabic,French,History & Citizenship SS1016
STEM TECHNICAL STUDIES Business Studies,General Science,Marine & Fisheries ST3033
STEM APPLIED SCIENCES Agriculture,Business Studies,Metal Work ST2052
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,History & Citizenship SS2008
STEM TECHNICAL STUDIES Advanced Mathematics,Electricity,General Science ST3010
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES French,Geography,Hindu Religious Education SS2038
STEM TECHNICAL STUDIES Electricity,Geography,Physics ST3026
STEM PURE SCIENCES Biology,Business Studies,Chemistry ST1045
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,Literature in English SS2009
STEM TECHNICAL STUDIES Business Studies,General Science,Power Mechanics ST3109
ARTS & SPORTS SCIENCE ARTS Fine Arts,General Science,Theatre & Film AS1010
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Computer Studies,History & Citizenship SS2095
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,Computer Studies SS2106
STEM APPLIED SCIENCES Agriculture,Chemistry,Home Science ST2086
ARTS & SPORTS SCIENCE ARTS Geography,Music & Dance,Theatre & Film AS1046
SOCIAL

SCIENCES

HUMANITIES & BUSINESS STUDIES Christian Religious Education,Geography,German SS2046
STEM PURE SCIENCES Advanced Mathematics,Building & Construction,Chemistry ST1012
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,History & Citizenship,Islamic Religious Education SS2090
ARTS & SPORTS SCIENCE ARTS Fine Arts,Geography,Music & Dance AS1028
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,Islamic Religious Education,Mandarine Chinese SS2051
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,French,Indigenous Language SS1032
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Computer Studies ST1014
SOCIAL SCIENCES LANGUAGES & LITERATURE Hindu Religious Education,Indigenous Language,Literature in English SS1005
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,Islamic Religious Education,Literature in English SS2048
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Literature in English,Mandarine Chinese SS1082
STEM TECHNICAL STUDIES General Science,Home Science,Marine & Fisheries ST3045
ARTS & SPORTS SCIENCE
SPORTS Biology,Fasihi ya Kiswahili,Sports & Recreation AS2007
STEM APPLIED SCIENCES Agriculture,Geography,Home Science ST2089
STEM TECHNICAL STUDIES General Science,Home Science,Media Technology ST3075
STEM APPLIED SCIENCES Advanced Mathematics,Agriculture,Computer Studies ST2065
STEM PURE SCIENCES Advanced Mathematics,Aviation,Biology ST1002
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Islamic Religious Education,Kenya Sign Language SS1062
ARTS & SPORTS ARTS Advanced Mathematics,Music & Dance,Theatre & AS1051
Pathway Track Subject Combination Code
SCIENCE Film
ARTS & SPORTS SCIENCE ARTS Music & Dance,Sports & Recreation,Theatre & Film AS1052
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Geography,Islamic Religious Education SS2054
STEM APPLIED SCIENCES Advanced Mathematics,Biology,Computer Studies ST2038
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,Computer Studies,Geography SS2034
STEM
TECHNICAL STUDIES Biology,Business Studies,Power Mechanics ST3106
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Business Studies,Christian Religious Education SS2021
STEM TECHNICAL STUDIES Geography,Home Science,Metal Work ST3101
STEM TECHNICAL STUDIES Electricity,Geography,Home Science ST3007
STEM TECHNICAL STUDIES Chemistry,Geography,Wood Work ST3056
STEM PURE SCIENCES Advanced Mathematics,Agriculture,Biology ST1001
STEM TECHNICAL STUDIES Electricity,General Science,Marine & Fisheries ST3009
ARTS & SPORTS SCIENCE SPORTS Biology,Literature in English,Sports & Recreation AS2012
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Power Mechanics ST1021
ARTS & SPORTS SCIENCE ARTS Fasihi ya Kiswahili,Fine Arts,Theatre & Film AS1008
STEM APPLIED SCIENCES Computer Studies,Geography,Physics ST2018
SOCIAL SCIENCES LANGUAGES & LITERATURE Computer Studies,French,Mandarine Chinese SS1076
STEM APPLIED SCIENCES Agriculture,Computer Studies,Marine & Fisheries ST2064
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,General Science,Kenya Sign Language SS1066
STEM APPLIED SCIENCES Agriculture,Biology,Geography ST2071
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,History & Citizenship,Mandarine Chinese SS2088
STEM
APPLIED SCIENCES Building & Construction,Computer Studies,Geography ST2012
STEM APPLIED SCIENCES Agriculture,Computer Studies,Geography ST2062
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Kenya Sign Language,Literature in English SS1083
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Business Studies,Islamic Religious Education SS2023
STEM APPLIED SCIENCES Agriculture,Electricity,Geography ST2080
SOCIAL SCIENCES LANGUAGES & LITERATURE Business Studies,French,German SS1045
Pathway Track Subject Combination Code
STEM APPLIED SCIENCES Advanced Mathematics,Biology,Electricity ST2039
ARTS & SPORTS SCIENCE SPORTS General Science,German,Sports & Recreation AS2025
STEM PURE SCIENCES Biology,Chemistry,Computer Studies ST1046
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Computer Studies,Hindu Religious Education SS2108
STEM TECHNICAL STUDIES Geography,Home Science,Media Technology ST3080
ARTS & SPORTS SCIENCE SPORTS Biology,German,Sports & Recreation AS2010
STEM APPLIED SCIENCES Business Studies,Computer Studies,Home Science ST2023
STEM TECHNICAL STUDIES Computer Studies,Geography,Wood Work ST3057
STEM
TECHNICAL STUDIES Business Studies,Marine & Fisheries,Power Mechanics ST3112
STEM APPLIED SCIENCES Business Studies,Computer Studies,Metal Work ST2006
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,History & Citizenship,Islamic Religious Education SS2058
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Metal Work ST1019
ARTS & SPORTS SCIENCE SPORTS Biology,French,Sports & Recreation AS2008
STEM APPLIED SCIENCES Agriculture,Home Science,Power Mechanics ST2094
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,Hindu Religious Education,Literature in English SS2049
STEM TECHNICAL STUDIES Geography,Media Technology,Power Mechanics ST3021
STEM APPLIED SCIENCES Advanced Mathematics,Computer Studies,Geography ST2016
SOCIAL SCIENCES LANGUAGES & LITERATURE Business Studies,Fasihi ya Kiswahili,Indigenous Language SS1042
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,History & Citizenship,Literature in English SS2082
SOCIAL SCIENCES LANGUAGES & LITERATURE Computer Studies,Fasihi ya Kiswahili,Kenya Sign Language SS1028
STEM TECHNICAL STUDIES Geography,Home Science,Marine & Fisheries ST3058
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,French,Islamic Religious Education SS2113
STEM TECHNICAL STUDIES Business Studies,Computer Studies,Power Mechanics ST3108
SOCIAL

SCIENCES

HUMANITIES & BUSINESS STUDIES Business Studies,French,Geography SS2068
ARTS & SPORTS SCIENCE SPORTS Biology,Media Technology,Sports & Recreation AS2015
STEM PURE SCIENCES Advanced Mathematics,Physics,Power Mechanics ST1040
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,History & Citizenship,Indigenous Language SS1024
STEM APPLIED SCIENCES Computer Studies,Home Science,Physics ST2031
STEM TECHNICAL STUDIES General Science,Home Science,Wood Work ST3048
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES German,Hindu Religious Education,History & Citizenship SS2081
STEM APPLIED SCIENCES Chemistry,Computer Studies,Geography ST2013
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,History & Citizenship,Literature in English SS1081
STEM TECHNICAL STUDIES Advanced Mathematics,Geography,Wood Work ST3064
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Hindu Religious Education,History & Citizenship SS2059
STEM TECHNICAL STUDIES Geography,Marine & Fisheries,Power Mechanics ST3019
SOCIAL

SCIENCES

HUMANITIES & BUSINESS STUDIES Business Studies,Hindu Religious Education,Mandarine Chinese SS2014
STEM APPLIED SCIENCES Agriculture,Geography,Marine & Fisheries ST2084
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Fasihi ya Kiswahili,Geography,Hindu Religious Education SS2037
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,Hindu Religious Education,History & Citizenship SS2020
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Business Studies,Islamic Religious Education SS2104
STEM TECHNICAL STUDIES Biology,Geography,Metal Work ST3098
STEM PURE SCIENCES Advanced Mathematics,Building & Construction,Physics ST1032
STEM TECHNICAL STUDIES General Science,Marine & Fisheries,Wood Work ST3049
STEM APPLIED SCIENCES Agriculture,General Science,Home Science ST2088
STEM TECHNICAL STUDIES Business Studies,Metal Work,Physics ST3092
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Geography,Islamic Religious Education SS2030
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Geography,German SS2066
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Islamic Religious Education,Mandarine Chinese SS2015
STEM APPLIED SCIENCES Business Studies,Computer Studies,General Science ST2002
STEM PURE SCIENCES Advanced Mathematics,Business Studies,Chemistry ST1013
ARTS & SPORTS SCIENCE ARTS Business Studies,Fine Arts,Music & Dance AS1020
SOCIAL SCIENCES
LANGUAGES & LITERATURE French,History & Citizenship,Mandarine Chinese SS1056
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Arabic,Business Studies,Geography SS2084
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,History & Citizenship,Kenya Sign Language SS1072
ARTS & SPORTS SCIENCE SPORTS Christian Religious Education,General Science,Sports & Recreation AS2019
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Islamic Religious Education,Literature in English SS2011
STEM APPLIED SCIENCES Computer Studies,Home Science,Power Mechanics ST2032
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Business Studies,French SS1004
STEM APPLIED SCIENCES Agriculture,Business Studies,Power Mechanics ST2054
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,History & Citizenship,Islamic Religious Education SS2022
ARTS & SPORTS SCIENCE ARTS Computer Studies,Fine Arts,Theatre & Film AS1004
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,French,Geography SS2040
SOCIAL SCIENCES LANGUAGES & LITERATURE Geography,Indigenous Language,Literature in English SS1061
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,General Science,Geography SS2067
STEM
TECHNICAL STUDIES Electricity,Geography,Media Technology ST3025
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES French,Geography,History & Citizenship SS2016
STEM TECHNICAL STUDIES Business Studies,Geography,Metal Work ST3087
STEM APPLIED SCIENCES Agriculture,Aviation,Home Science ST2079
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Fasihi ya Kiswahili,Hindu Religious Education SS2111
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Fasihi ya Kiswahili,Geography SS2073
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,French,Geography SS1015
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,French,Hindu Religious Education SS2114
STEM PURE SCIENCES Advanced Mathematics,Geography,Physics ST1036
SOCIAL SCIENCES LANGUAGES & LITERATURE French,General Science,Mandarine Chinese SS1054
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Business Studies,History & Citizenship SS2102
ARTS & SPORTS SCIENCE ARTS Fine Arts,Literature in English,Theatre & Film AS1014
STEM APPLIED SCIENCES Agriculture,Biology,Business Studies ST2044
ARTS & SPORTS SCIENCE SPORTS Biology,Christian Religious Education,Sports & Recreation AS2004
ARTS & SPORTS SCIENCE
ARTS Islamic Religious Education,Music & Dance,Theatre & Film AS1041
ARTS & SPORTS SCIENCE ARTS Fine Arts,History & Citizenship,Theatre & Film AS1013
SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,French,Kenya Sign Language SS1035
STEM TECHNICAL STUDIES Business Studies,Home Science,Metal Work ST3088
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Home Science ST1017
STEM APPLIED SCIENCES Business Studies,Computer Studies,Geography ST2003
STEM APPLIED SCIENCES Advanced Mathematics,Biology,Home Science ST2041
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Fasihi ya Kiswahili,Kenya Sign Language SS1021
STEM APPLIED SCIENCES Agriculture,Biology,Computer Studies ST2057
STEM PURE SCIENCES Advanced Mathematics,Home Science,Physics ST1037
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES General Science,Hindu Religious Education,History & Citizenship SS2078
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,History & Citizenship,Islamic Religious Education SS2007
SOCIAL SCIENCES
LANGUAGES & LITERATURE Business Studies,Indigenous Language,Literature in English SS1012
ARTS & SPORTS SCIENCE SPORTS Fasihi ya Kiswahili,General Science,Sports & Recreation AS2022
STEM APPLIED SCIENCES Agriculture,General Science,Geography ST2082
STEM PURE SCIENCES Advanced Mathematics,General Science,Home Science ST1029
STEM TECHNICAL STUDIES Business Studies,Marine & Fisheries,Media Technology ST3041
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Computer Studies,Islamic Religious Education SS2107
STEM TECHNICAL STUDIES Geography,Marine & Fisheries,Metal Work ST3102
STEM APPLIED SCIENCES Agriculture,Computer Studies,Power Mechanics ST2068
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,General Science,Geography SS2043
ARTS & SPORTS SCIENCE ARTS Fine Arts,Music & Dance,Sports & Recreation AS1034
ARTS & SPORTS SCIENCE SPORTS French,General Science,Sports & Recreation AS2023
STEM TECHNICAL STUDIES Advanced Mathematics,Business Studies,Media ST3072

Pathway                     Track                                     Subject Combination                                                    Code

Technology

ARTS & SPORTS SCIENCE ARTS Fine Arts,Music & Dance,Theatre & Film AS1035
ARTS & SPORTS SCIENCE ARTS Fine Arts,Islamic Religious Education,Theatre & Film AS1006
ARTS & SPORTS SCIENCE ARTS Fasihi ya Kiswahili,Fine Arts,Music & Dance AS1025
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Fasihi ya Kiswahili,History & Citizenship SS2096
ARTS & SPORTS SCIENCE ARTS Fine Arts,Literature in English,Music & Dance AS1031
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Hindu Religious Education,Kenya Sign Language SS1063
STEM PURE SCIENCES Advanced Mathematics,Computer Studies,General Science ST1027
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Advanced Mathematics,Christian Religious Education,Geography SS2053
STEM TECHNICAL STUDIES General Science,Geography,Metal Work ST3100
STEM APPLIED SCIENCES Agriculture,Building & Construction,Geography ST2074
SOCIAL SCIENCES LANGUAGES & LITERATURE French,General Science,German SS1053
STEM APPLIED SCIENCES Agriculture,Geography,Metal Work ST2073
STEM
TECHNICAL STUDIES Business Studies,Geography,Marine & Fisheries ST3037
ARTS & SPORTS SCIENCE SPORTS Arabic,General Science,Sports & Recreation AS2016
STEM APPLIED SCIENCES Agriculture,Business Studies,Geography ST2050
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Geography,Mandarine Chinese SS2060
STEM APPLIED SCIENCES Agriculture,Computer Studies,General Science ST2061
STEM TECHNICAL STUDIES Business Studies,Chemistry,Marine & Fisheries ST3030
STEM APPLIED SCIENCES Computer Studies,Geography,Home Science ST2027
STEM APPLIED SCIENCES Building & Construction,Computer Studies,Home Science ST2022
SOCIAL SCIENCES LANGUAGES & LITERATURE Computer Studies,Indigenous Language,Literature in English SS1010
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Business Studies,Christian Religious Education,Geography SS2001
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Geography,German,Islamic Religious Education SS2045
SOCIAL SCIENCES LANGUAGES & LITERATURE Christian Religious Education,French,German SS1048

Pathway

Track

Subject Combination

Code

SOCIAL SCIENCES LANGUAGES & LITERATURE Fasihi ya Kiswahili,Geography,Indigenous Language SS1027
STEM TECHNICAL STUDIES Advanced Mathematics,General Science,Media Technology ST3076
STEM TECHNICAL STUDIES Biology,Geography,Media Technology ST3077
SOCIAL SCIENCES LANGUAGES & LITERATURE Christian Religious Education,Indigenous Language,Literature in English SS1003
STEM PURE SCIENCES Advanced Mathematics,Building & Construction,General Science ST1025
STEM TECHNICAL STUDIES Advanced Mathematics,Business Studies,Wood Work ST3036
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES French,Hindu Religious Education,History & Citizenship SS2072
STEM APPLIED SCIENCES Advanced Mathematics,Agriculture,Geography ST2072
STEM TECHNICAL STUDIES Business Studies,Home Science,Marine & Fisheries ST3039
STEM TECHNICAL STUDIES Advanced Mathematics,General Science,Power Mechanics ST3119
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Kenya Sign Language,Mandarine Chinese SS1073
STEM TECHNICAL STUDIES Business Studies,Home Science,Power Mechanics ST3111
ARTS & SPORTS SCIENCE ARTS Advanced Mathematics,Fine Arts,Music & Dance AS1033
STEM TECHNICAL STUDIES Geography,Media Technology,Wood Work ST3069
SOCIAL SCIENCES LANGUAGES & LITERATURE Arabic,Indigenous Language,Literature in English SS1013
STEM TECHNICAL STUDIES Computer Studies,General Science,Power Mechanics ST3116
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Fasihi ya Kiswahili,Geography,Islamic Religious Education SS2036
STEM APPLIED SCIENCES Business Studies,Chemistry,Computer Studies ST2099
STEM PURE SCIENCES Advanced Mathematics,Chemistry,Physics ST1020
STEM PURE SCIENCES Advanced Mathematics,Biology,Business Studies ST1003
STEM TECHNICAL STUDIES Electricity,General Science,Media Technology ST3012
SOCIAL SCIENCES
LANGUAGES & LITERATURE Arabic,Christian Religious Education,French SS1008
STEM TECHNICAL STUDIES Business Studies,Home Science,Media Technology ST3070
STEM TECHNICAL STUDIES Computer Studies,General Science,Metal Work ST3093
STEM APPLIED SCIENCES Computer Studies,General Science,Home Science ST2026
SOCIAL SCIENCES HUMANITIES & BUSINESS STUDIES Christian Religious Education,French,History & Citizenship SS2075
STEM TECHNICAL STUDIES Biology,Business Studies,Marine & Fisheries ST3028
STEM TECHNICAL STUDIES Biology,Geography,Marine & Fisheries ST3052
Ministry of Education – Subject Combinations

ALL NATIONAL SCHOOLS IN KENYA

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects

Nkubu High School: National School’s Full Details

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New list of all National Schools in Central Region {CBE Senior Schools}

Kaaga Girls High School : National School’s Full Details

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New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

Moi Girls’ Secondary School-Mandera: National School’s Full Details

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Mandera Secondary School : National School’s Full Details

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New List of All National Schools Per Region {For all 8 Regions}

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Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster

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New List of all Boys’ National Schools under CBC, CBE Curriculum

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Chewoyet National School; full details, KCSE  Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

New List of all Girls’ National Schools under CBC, CBE Curriculum

New List of all National Schools under CBC, CBE Curriculum

List of all National Schools in Kenya; Location, Knec Code and Type

New List of all Mixed National Schools under CBC, CBE Curriculum

ALL EXTRA COUNTY SCHOOLS IN KENYA

List of best performing, top, extra county schools in Nakuru County

Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category

Extra County Secondary Schools in Narok County; School KNEC Code, Type, Cluster, and Category

List of all Best Extra County High Schools in Kenya- Knec Code, Category, Cluster

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Best, top, Extra County Schools in Kirinyaga County

List of best performing Extra County schools in Machakos County

Nyeri County Best National, Extra County Secondary Schools

List of best Extra County secondary schools in Elgeyo Marakwet County

How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ngatho Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kyaume Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Iembeni Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Muti Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Thungururu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gititu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ngelelya Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Swani Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ithanga High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mwanawikio Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Matunda Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kanderendu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karega Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Wamahiga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mutunguru Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Marumi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mugumoini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mununga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mathareini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kinyona Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mairi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Makomboki Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Muthithi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Matu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mwarano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mariira Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ikumbi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gikigie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Thamara Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ndugamano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Njora Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Nguku Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ack Kahumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kamukabi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Turuturu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Njiiri Boys Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiugu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karinga Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Githima Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiaguthu Boys School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kianderi Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mukumu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mukangu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karingu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gathinja Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kamaguta Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gitare Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Dr. Gitau Matharite Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mirichu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiumba Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gitie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Theri Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Koimbi Boys High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatara Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gitura Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Murarandia Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kianderi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kahuhia Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kahuro Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kahatia Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Yamugwe Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kirogo Boy’s High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kaganda High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Nyakach TVC Courses, Contacts, Fees, Location and How To Apply

Nyakach Technical and Vocational College (TVC) is located in Nyakach Sub-County, Kisumu County, KenyaIt was established in 2019. The college is situated next to the Upper Nyakach Divisional Headquarters (Ogoro). 
Specifically, it’s located next to the Upper Nyakach DO’s office and the police post, making it easily accessible for those coming from Sondu or surrounding areas. 

The institution is registered with the Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website. It is a government TVET institution under the Ministry of Education, State Department for Technical, Vocational Education and Training.

Nyakach Technical and Vocational College Contacts

o contact Nyakach Technical and Vocational College (TVC), you can use the following contact information: 

  • Phone: 0797 142166,
  • Email: nyakachtechnical@gmail.com, or
  • Postal Address: P.O. Box 159-40109, Sondu, Kisumu County, Kenya
  • Physical Location: The college is physically located in Kabienge Village, Kadiangá West Sub-location, next to Ogoro Police Station in Nyakach Sub-County, Kisumu County

Nyakach TVC Approved Diploma and Certificate Programs

Apply directly to the College for consideration in a number of Diploma and Certificate Courses offered at the TVC..

Nyakach Technical and Vocational College (Nyakach TVC) offers a variety of courses at Artisan, Craft Certificate, and Diploma levels. These include fields like Business Management, ICT, Building Construction, Electrical & Electronics, Supply Chain Management, Motor Vehicle Technology, Welding and Fabrication, and Mechanical Technology. Additionally, they offer courses in Agriculture, Fashion Design, and Hairdressing and Beauty Therapy. The institution also incorporates Entrepreneurship Training, ICT, and industrial attachment/mentorship to prepare students for both formal and self-employment. 
Here’s a more detailed breakdown:
  • Engineering: Mechanical Engineering, Electrical Engineering, Civil Engineering, Welding and Fabrication, Motor Vehicle Technology. 
  • Business and Management: Business Management, Supply Chain Management, Human Resource Management. 
  • ICT: Information Communication Technology. 
  • Construction: Building Construction Technology. 
  • Other: Agriculture, Fashion Design and Garment Making, Food Processing Technology, Hairdressing and Beauty Therapy, Plumbing, Refrigeration, Social Work. 
The courses are designed to provide practical skills and knowledge, with some incorporating entrepreneurship training and industrial attachment. Nyakach TVC is a government institution under the Ministry of Education, State Department of Technical and Vocational Education Training (TVET). Examining bodies include KNEC, NITA, CDACC, and they are working towards ICDL certification. They are also members of the Kenya Association of Technical Training Institutions (KATTI). 

Nyakach Technical and Vocational College Kuccps Approved Courses

The TVC offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):

  1. Social Work And Community Development Level 6
  2. Diploma In Electrical & Electronics Engineering
  3. Diploma In Automotive Technology
  4. Building Technician Level 6
  5. Electrical Engineering (Power Option) Level 6
  6. Diploma In Supply Chain Management
  7. Diploma In Information Communication Technology (Ict)
  8. Mechanical Production Technician Level 5
  9. Certificate In Building Technology
  10. Certificate In Information Communication Technology
  11. Diploma In Mechanical Engineering (Production)
  12. Certificate In Electrical Engineering
  13. Automotive Engineering Level 6
  14. Electrical Operation (Power Option) Level 5
  15. Ict Technician Level 6
  16. Information Communication Technology (Ict) Level 6
  17. Certificate In Food And Beverage Production And Service
  18. Cfood And Beverage Production (Culinary Arts) Level 5
  19. Supply Chain Management Level 6
  20. Diploma In Building Technology
  21. Diploma In Social Work And Community Development
  22. Certificate In Mechanical Engineering
  23. Certificate In Social Work And Community Development
  24. Certificate In Supply Chain Management
  25. Building Artisan (Masonry) Level 4
  26. Trade Test Arc Welding
  27. Artisan Electrical Installation
  28. Electrical Installation – Level 4 (Cbet)
  29. Artisan In Masonry
  30. Artisan Certificate In Food & Beverage Production, Service And Sales
  31. Artisan In Plumbing
  32. Trade Test Grade Iii In Plumber Pipe Fitter
  33. Trade Test In Gas Welding
  34. Artisan In Welding And Fabrication
  35. Craft Certificate In Automotive Engineering
  36. Diploma In Mechanical Engineering (Air Conditioning & Refrigeration Option)
  37. Food And Beverage Service Level 4
  38. Automotive Technician Level 5
  39. Building Technology Level 6
  40. Ict Technician Level 5
  41. Social Work & Community Development Level 5

Nyakach Technical and Vocational College (TVC) Fees Structure

The fees covers the following Vote heads:

  • Tuition (Government New funding model): KShs.39,719
  • Personal emoluments: 10,500
  • Electricity, Water, and Conservancy(W.C): KShs.3,970
  • Local Transport and Travel.(T.T): KShs.4,200
  • Resource Management and Infrastructure (M.I): KShs.4,000
  • Activity: 4,800

Total: KShs.67,189

Other Applicable charges

  • Registration(Charged once on admission): 2,000
  • Student ID (Charged once on admission): 500
  • Student welfare(Annually): 900
  • Caution money(Charged once on admission): 1,000
  • Tveta fees(Charged once on admission): 500

Total: KShs.4,900

Grand Total: KShs.72,089.

Nyakach TVC Courses Duration.

TVC (Technical and Vocational College) courses vary in duration, depending on the specific course. Generally, Craft Certificates take 1-2 years, while Diplomas can range from 2-3 yearsSome short courses, like welding or baking, may be completed in a few weeks or months.

Examples of course durations:
  • Craft Certificate:
    • Building Technology: 1 year 6 months (Module I & II)
    • Carpentry & Joinery: 2 years
    • Plumbing: 3 months
    • Welding & Fabrication: 8 weeks
  • Diploma:
    • Building Construction Technology: 3 years
    • Human Resource Management: 3 years
    • General Agriculture: 3 years
    • Automotive Engineering: 3 years
  • Short Courses:
    • Welding/Fabrication: 12 weeks
    • MIG Welding: 8 weeks
    • TIG Welding: 8 weeks
    • Cake Baking and Decoration: 2 months

Factors affecting course duration:

  • Level of the course:Certificates are typically shorter than Diplomas.
  • Specific trade or field:Different trades may have varying durations.
  • College or institution:Some institutions may have slightly different program structures.
  • Intake schedule:Some courses have specific intake periods (e.g., January, May, September).

Check the specific Course fees details here:

Nyakach TVC online application

Applications and placement to the TVC are done through the Kenya Universities and Colleges Central Placement Service (KUCCPS) Portal. To apply for placement through KUCCPS, you need to access the student’s portal on the KUCCPS website and log in using your KCSE index number, year of examination, and passwordOnce logged in, you can explore available programs and institutions, and then submit your preferred choices. Start your application by clicking on this Kuccps Student Portal Link.
You can also apply directly to the institution for admission.
 
The Minimum requirements are: C- for diplomas, D+ for craft certificates and E for artisan courses. But, different Courses may have more specific requirements.

Nyakach Technical and Vocational College Admission Letter.

You can get the admission letter to the TTI by visiting the Kuccps Student Portal, Instituion’s Website and by paying a physical visit to the Tertiary institution. But, the best, quickest and most convenient application method is via the Kuccps portal.

All Technical Training Institute Diploma, Certificate and Artisan Courses Fees 

Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:

Career Opportunities for TVC Graduates

TVC graduates in Kenya have a wide range of career opportunities, primarily in technical and vocational fieldsThese include roles as trainers in TVET institutions, skilled workers in various industries like construction, manufacturing, and hospitality, and entrepreneurs who can leverage their skills to start their own businesses. 

The Career opportunities for Technical and Vocational Training Colleges’ Graduates include:

1. TVET Trainer/Lecturer:

  • Many TVET institutions are actively seeking qualified trainers to teach in various disciplines. 
  • Opportunities exist at both the certificate and diploma levels, requiring specific qualifications and often pedagogy training. 
  • Examples include positions at institutions like the Kenya School of TVET, The Eldoret National Polytechnic, and various other TVC institutions. 

2. Skilled Trades and Technical Roles:

  • Graduates can find employment in various industries that require technical skills, such as:
    • Construction: Building, plumbing, electrical installation, etc.
    • Manufacturing: Machine operation, fabrication, maintenance, etc.
    • Hospitality: Food and beverage service, catering, housekeeping, etc.
    • Agriculture: Agri-business, farm management, animal health, etc.
    • ICT: Hardware and software support, networking, web development, etc.
  • The demand for skilled workers in these sectors is constantly growing. 

3. Entrepreneurship:

  • TVC graduates can use their skills to start their own businesses. Examples include:
    • Fashion and design: Tailoring, dressmaking, fashion design.
    • Cosmetology: Hairdressing, beauty therapy, nail art.
    • Automotive: Mechanics, panel beating, auto electrical work.
    • Hospitality: Catering services, food vending, event planning.
  • The government encourages entrepreneurship through various initiatives and support programs. 

4. Other Job Opportunities:

  • Public Relations and Receptionist:

    TVETA, for example, has advertised for positions like Public Relations Assistant/Receptionist. 

  • Career Counseling and Guidance:

    Graduates with relevant experience can work in career guidance and counseling roles in institutions or with organizations like the Office of Career Services (OCS). 

  • Project Management:

    Some TVET institutions are also offering programs in project planning and management, which can lead to roles in project coordination and implementation. 

5. Specific Fields in Demand:

The following fields are highly on demand and are worthy considering:

  • Digital Skills:

    The rise of technology has increased demand for professionals in digital design, smart construction, and other related fields. 

  • Creative Industries:

    Skills in areas like journalism, interior design, fashion design, and media production are also in demand. 

  • Sustainable Practices:

    The growing focus on green and sustainable building practices opens up opportunities for professionals in these areas. 

6. Government Initiatives:

  • The Ministry of Education, State Department for TVET actively seeks to recruit qualified trainers and other staff. 
  • Various government agencies and institutions offer internship and training programs to support TVET graduates. 

TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE

The annual tuition fee for TVET courses at many Kenyan Technical and Vocational Colleges (TVCs) is Ksh 67,189This includes a government capitation of Ksh 30,000 per trainee, leaving a balance of Ksh 26,420 to be paid by the student, which can be paid in installments. Additionally, students may be eligible for a HELB loan of Ksh 40,000. Other potential costs include KUCCPS registration fees, industrial attachment fees, and examination fees. 

TVC Fees Structure Per Year.
TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE

GOVERNMENT SCHOLARSHIP AND LOAN FOR TVC STUDENTS.

Following your placement, you are eligible for a Government scholarship, Loan and Bursary to assist with your educational expenses. If you need Government financial support, you MUST make an application for consideration through the official website www.hef.co.ke. In the case Government scholarship, Loan and bursary do not cover the entire cost of your program, the deficit will be met by your parent/guardian.

REQUIREMENTS FOR APPLICATION FOR TVC FUNDING

1. A valid email address
2. Valid telephone number (must be registered in your name to apply for a loan)
3. KCPE and KCSE index numbers and year of examination
4. Passport size photo
5. Copy of your National ID (for loan application)
6. College/University admission letter
7. Your parents’ registered telephone number
8. Your parents’ national ID number
9. Death certificate if any of your parents is deceased.
10. Your birth certificate.
11. Two guarantors’ (Can be your parents) ID numbers and registered telephone

DETAILS ON ALL TTI/ TVC INSTITUTIONS.

Maasai Mara TVC Courses, Contacts, Fees, Location and How To Apply


Lunga Lunga TVC Courses, Contacts, Fees, Location and How To Apply


Loima TVC Courses, Contacts, Fees, Location and How To Apply


Lodwar TVC Courses, Contacts, Fees, Location and How To Apply


Limuru TVC Courses, Contacts, Fees, Location and How To Apply


Likoni TVC Courses, Contacts, Fees, Location and How To Apply


Lari TVC Courses, Contacts, Fees, Location and How To Apply


Lang’ata TVC Courses, Contacts, Fees, Location and How To Apply


Lamu East TVC Courses, Contacts, Fees, Location and How To Apply


Laisamis TVC Courses, Contacts, Fees, Location and How To Apply


Laikipia North TVC Courses, Contacts, Fees, Location and How To Apply


Kongoni TVC Courses, Contacts, Fees, Location and How To Apply


Kitutu Masaba TVC Courses, Contacts, Fees, Location and How To Apply


Laikipia East TVC Courses, Contacts, Fees, Location and How To Apply


Kitutu Chache TVC Courses, Contacts, Fees, Location and How To Apply


Kitui East TVC Courses, Contacts, Fees, Location and How To Apply


Kisiwa TVC Courses, Contacts, Fees, Location and How To Apply


Laikipia West TVC Courses, Contacts, Fees, Location and How To Apply


Kirinyaga Central TVC Courses, Contacts, Fees, Location and How To Apply


Kiptaragon TVC Courses, Contacts, Fees, Location and How To Apply


Kipsoen TVC Courses, Contacts, Fees, Location and How To Apply


Kipsinende TVC Courses, Contacts, Fees, Location and How To Apply


Kipkabus TVC Courses, Contacts, Fees, Location and How To Apply


Kipipiri TVC Courses, Contacts, Fees, Location and How To Apply


Kinangop TVC Courses, Contacts, Fees, Location and How To Apply


Kinango TVC Courses, Contacts, Fees, Location and How To Apply


Kiminini TVC Courses, Contacts, Fees, Location and How To Apply


Kimasian TVC Courses, Contacts, Fees, Location and How To Apply


Kilgoris TVC Courses, Contacts, Fees, Location and How To Apply


Kiharu TVC Courses, Contacts, Fees, Location and How To Apply


Kieni TVC Courses, Contacts, Fees, Location and How To Apply


Kibwezi TVC Courses, Contacts, Fees, Location and How To Apply


Kibra TVC Courses, Contacts, Fees, Location and How To Apply


Khwisero TVC Courses, Contacts, Fees, Location and How To Apply


Kerio Valley TVC Courses, Contacts, Fees, Location and How To Apply


Ziwa Technical Training Institute Courses, Contacts, Fees, Location


Wote Technical Training Institute Courses, Contacts, Fees, Location


Tseikuru Technical Training Institute Courses, Contacts, Fees, Location


Thika Technical Training Institute Courses, Contacts, Fees, Location


Sotik Technical Training Institute Courses, Contacts, Fees, Location


Sot Technical Training Institute Courses, Contacts, Fees, Location


VTC Sikri Technical Training Institute Courses, Contacts, Fees, Location


Siala Technical Training Institute Courses, Contacts, Fees, Location


Shamberere Technical Training Institute Courses, Contacts, Fees, Location


Riragia Technical Training Institute Courses, Contacts, Fees, Location


Rift Valley Technical Training Institute Courses, Contacts, Fees, Location


PC Kinyanjui Technical Training Institute Courses, Contacts, Fees, Location


Ol’lessos Technical Training Institute Courses, Contacts, Fees, Location


Nkabune Technical Training Institute Courses, Contacts, Fees, Location


Njoro Technical Training Institute Courses, Contacts, Fees, Location


Ngeria Technical Training Institute Courses, Contacts, Fees, Location


Narok West Technical Training Institute Courses, Contacts, Fees, Location


Nairobi Technical Training Institute Courses, Contacts, Fees, Location


Musakasa Technical Training Institute Courses, Contacts, Fees, Location


Murang’a Technical Training Institute Courses, Contacts, Fees, Location


Mukurweini Technical Training Institute Courses, Contacts, Fees, Location


Mukiria Technical Training Institute Courses, Contacts, Fees, Location


Mitunguu Technical Training Institute Courses, Contacts, Fees, Location


Merti Technical Training Institute Courses, Contacts, Fees, Location


Matili Technical Training Institute Courses, Contacts, Fees, Location


Mathenge Technical Training Institute Courses, Contacts, Fees, Location


Godoma TTI TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


Mathenge TTI Admissions: Download Kuccps Admission Letters


Karen TTI Kuccps Course List, Requirements, Fees, Duration and Job Opportunities


Emining TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


Gitwebe TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


kARUMO TTI Kuccps Course List, Requirements, Fees, Duration & Job Opportunities


Kaelo TTI Kuccps Courses, Fees, Duration, Requirements, Application Form & Job Opportunities


Bumbe TTI Latest Kuccps Course List, Requirements, Fees & Duration


Chepalungu TTI Latest Kuccps Course List, Requirements, Fees & Duration


Bushiangala TTI Latest Kuccps Course List, Requirements, Fees & Duration


Gitwebe TTI Latest Kuccps Course List, Requirements, Fees & Duration


Godoma TTI Latest Kuccps Course List, Requirements, Fees & Duration


Bureti TTI Latest Kuccps Course List, Requirements, Fees & Duration


Katine TTI Kuccps Course List, Requirements, Fees, Duration & Job Opportunities


Endebess TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Emurua Dikirr TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Ekerubo Gietai TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Kuccps Final Course List for Ahmed Shahame Mwidani TTI; Course Codes, Fees, Requirements, Cluster Cut Off Points


Masai Technical Training Institute Courses, Contacts, Fees, Location


Mandera Technical Training Institute Courses, Contacts, Fees, Location


Koshin Technical Training Institute Courses, Contacts, Fees, Location


Konoin Technical Training Institute Courses, Contacts, Fees, Location


Kitelakapel Technical Training Institute Courses, Contacts, Fees, Location


Kiirua Technical Training Institute Courses, Contacts, Fees, Location


Kigumo Technical Training Institute Courses, Contacts, Fees, Location


Keroka Technical Training Institute Courses, Contacts, Fees, Location


Karumo Technical Training Institute Courses, Contacts, Fees, Location


Karen Technical Training Institute Courses, Contacts, Fees, Location


Kapchepkor Technical Training Institute Courses, Contacts, Fees, Location


Kaelo Technical Training Institute Courses, Contacts, Fees, Location


Godoma Technical Training Institute Courses, Contacts, Fees, Location


Gitwebe Technical Training Institute Courses, Contacts, Fees, Location


Endebess Technical Training Institute Courses, Contacts, Fees, Location


Emurua Dikirr Technical Training Institute Courses, Contacts, Fees, Location


Emining Technical Training Institute Courses, Contacts, Fees, Location


Chepalungu Technical Training Institute Courses, Contacts, Fees, Location


Bushiangala Technical Training Institute Courses, Contacts, Fees, Location


Bureti Technical Training Institute Courses, Contacts, Fees, Location


Bumbe Technical Training Institute Courses, Contacts, Fees, Location


Bondo Technical Training Institute Courses, Contacts, Fees, Location


Aldai Technical Training Institute Courses, Contacts, Fees, Location


Ahmed Shahame Mwidani Technical Training Institute Courses, Contacts, Fees, Location


KMTC CAMPUSES.

Kitale KMTC Admission, Courses, Fees, Location, Contacts


Kisumu KMTC Admission, Courses, Fees, Location, Contacts


Kisii KMTC Location, Admission, Courses, Fees Structure, Contact Details


KMTC list of all Campuses: Location, Admission, Courses, Fees Structure, Contact Details


Kilifi KMTC Campus Admission, Courses, Fees, Location, Contacts


Karuri KMTC Campus Location, Admission, Courses, Fees Structure, Contact Details


Karen KMTC Location, Admission, Courses, Fees Structure, Contact Details


Kaptumo KMTC Admission, Courses, Fees, Location, Contacts


Kapenguria KMTC Location, Admission, Courses, Fees Structure, Contact Details


Kapkatet KMTC Admission, Courses, Fees, Location, Contacts


Kangundo KMTC Location, Admission, Courses, Fees Structure, Contact Details


Kakamega KMTC Admission, Courses, Fees, Location, Contacts


Kabarnet KMTC Admission, Courses, Fees, Location, Contacts


Iten KMTC Admission, Courses, Fees, Location, Contacts


Isiolo KMTC Location, Admission, Courses, Fees Structure, Contact Details


Imenti KMTC Location, Admission, Courses, Fees Structure, Contact Details


Homabay KMTC Location, Admission, Courses, Fees Structure, Contact Details


Gatundu KMTC Location, Admission, Courses, Fees Structure, and Contact Details


Garissa KMTC Location, Admission, Courses, Fees Structure, Contact Details


Embu KMTC Location, Admission, Courses, Fees Structure, Contact Details


Eldoret KMTC Location, Admission, Courses, Fees Structure, Contact Details


Chwele KMTC Location, Admission, Courses, Fees Structure, Contact Details


Chuka KMTC Location, Admission, Courses, Fees Structure, Contact Details


Chemolingot KMTC Location, Admission, Courses, Fees Structure, Contact Details


Busia KMTC Location, Admission, Courses, Fees Structure, Contact Details


Bungoma KMTC Admissions, Courses, Fees, Location, Contacts


Bondo KMTC Location, Admission, Courses, Fees Structure, Contact Details


Bomet KMTC Admissions, Courses, Fees, Location, Contacts


KMTC Nyeri Campus: Courses, Fees, Location, Contacts and Programs plus Requirements


KMTC Kapenguria Campus: Courses, Fees, Location, Contacts and Programs plus Requirements

 

A STUDY GUIDE TO A DOLL’S HOUSE BY HENRIK IBSEN LATEST

A STUDY GUIDE TO

 A DOLL’S HOUSE

 BY HENRIK IBSEN

ABOUT THE AUTHOR

Henrik Ibsen was born on March 20, 1828, in Skien, Norway. He was the second son in a wealthy family that included five other siblings. When he was about 8 years old, his family was thrown into poverty due to complications with his father’s business. It was after this when Ibsen started to invest his time reading, writing, painting, and doing magic tricks.

Ibsen wrote his first play, Catiline, in 1850 which generated little interest. His second play, The Burial Mound, however, was performed at the Christiania Theatre on September 26, 1850.

Later, he wrote a series of plays which included Lady Inger (1855), The Feast at Solhoug (1856), Olaf Liljekrans (1857), The Vikings at Helgeland (1858), The Pretenders (1863), Peter Gynt (1867), The League of Youth (1869), Emperor and Galilean (1873), Pillars of Society (1877), A Doll’s House (1879), Ghosts (1881), An Enemy of the People (1882), The Wild Duck (1884), Hedda Gabler (1890), The Master Builder (1892), Little Eyolf (1894), John Gabriel Borkman (1896) and When We Dead Awaken (1899). He also wrote a dramatic epic poem, “Brand” (1866).

He married Suzannah Thoresen in 1858 and their only child, Sigurd, was born the following year. In 1900, Ibsen suffered his first of several strokes and poor health ended his writing career. He died on May 23, 1906.

GENRE

A Doll’s House is a family drama for the obvious reason that it concerns a family. It is a “drama” because it is a play—a piece of literature that is never fully realized until it is put on stage in front of an audience.

It is also a modern tragedy because it focuses on the trials and tribulations that face women in a patriarchal society.  The play explores not only the status of women, but how they are victims of social forces to the extent that they are left with the role of a “doll-wife.” In this tragedy, we don’t get blood and death at the end; we get the death of a marriage and of the characters’ old selves. Ibsen shows Nora, and maybe all the other characters, trapped in a society defined by restrictive gender roles. In order to become more than a doll, Nora must shatter the cornerstone that her entire society is based on: marriage.

The play can also be categorized as a realist drama. In a realist drama, the characters talk in a close approximation of everyday speech. The speeches are straightforward, conversational and concerned with normal, everyday things; which makes the play really easy for a modern audience to associate with.

Example

MRS. LINDE: “You must not forget that I had a helpless mother and two little brothers. We couldn’t wait for you, Nils; your prospects seemed hopeless then.” (Pg 86)

The vast majority of modern plays, TV shows, and movies are written in a similar style.

ABOUT THE TITLE

Just before Nora leaves her husband and children at the end of the play, she has the following to say to her husband, Torvald: “Our home has been nothing but a playroom. I have been your doll-wife.”(Pg 111-112)

It is therefore not too hard to guess where the play’s title might have come from. Torvald has never treated Nora as anything more than a plaything. He admires her beauty. He gets her to dance for him. He even dresses her up in costumes. In effect, she is his doll. The home they live in seems perfect and picturesque, but in reality it is just like the Helmers’ marriage: all for show.

Nora adds, “at home I was papa’s doll-child.”(Pg 112) She has never been anything but a man’s plaything. Every house she’s ever lived in has been just as artificial; first her father’s house, and now her husband’s house.

No wonder the play is titled A Doll’s House!

TONE

In the beginning, the play seems to be biased toward Nora. We are definitely inclined to sympathize with her. It is very hard to be on Torvald’s side. From his reaction toward Nora for eating macaroons, we know that he is overbearing. His demeaning little pet names for Nora further confirm this.

Torvald, however, redeems himself in the end with the last line, “The most wonderful thing of all?”(Pg 120) The line seems to indicate that he is heading toward the same spiritual awakening as Nora.

This makes us move from seeing Nora as Torvald’s prisoner to seeing that all the characters, Torvald included, have been prisoners in some way.

In the end, the tone of the play becomes more objective. Sympathy can be found for all its characters. Hence the play can be said to end with a serious, intense and somber tone.

SETTING

Setting can be discussed from three dimensions: Geographical, historical and social setting.

Geographical setting

This refers to the place or location where the events in the play are taking place. In the play A Doll’s House, the events take place in The Helmers’ Living Room. The dwelling contains comfortable and stylish furniture and such items as a china cabinet, a bookcase with well-bound books, and a piano on carpeted floor—all of which demonstrate a stable financial situation. On a broader level, it is assumed that the events take place in Norway in Europe; however there are no references to anything specially Norwegian. This assumption is made because that is where Ibsen was born and raised.

Historical setting

This refers to the time in history when the events in the play took place. The events in A Doll’s House took place in The Victorian Era, presumably around the late 1870s. During this time, gender roles were very stiff and clearly outlined. Women were expected to be submissive to their husbands; husbands were expected to dominate. Women raised the children; men went out to work. Anyone who challenged these deeply entrenched values faced some serious consequences. This charged atmosphere of gender division was the reason that the play became such a phenomenon.

Social setting

Social setting refers to the kind of a society in which the events in the play are taking place. The play involves a middle-class society of family and friends who are reeling under the pressure of strict Victorian values which eventually result to conflicts.

STRUCTURE

Henrik Ibsen’s A Doll’s House is divided into three Acts. Ibsen followed the form of a well-made play. Features of a well-made play include increasing suspense by methodical plotting, introducing past events early on and unraveling a secret, which leads to the climax of the play.

The play circumvents through four major stages:

  1. Major conflict – This comes in the form of Nora’s struggle with Krogstad, who threatens to tell her husband about her past crime, incites Nora’s journey of self-discovery and provides much of the play’s dramatic suspense. Nora’s primary struggle, however, is against the selfish, stifling, and oppressive attitudes of her husband, Torvald, and of the society that he represents.
  2. Rising action – This comes in Nora’s first conversation with Mrs. Linde; Krogstad’s visit and blackmailing of Nora and Krogstad’s delivery of the letter that later exposes Nora.
  3. Climax – This is reached when Torvald reads Krogstad’s letter and erupts angrily.
  4. Falling action – This finally comes in Nora’s realization that Torvald is devoted not to her but to the idea of her as someone who depends on him and her decision to abandon him to find independence.

 

 

 

 

 

 

CHARACTER LIST

Nora Helmer

Nora is the play’s protagonist and the wife of Torvald Helmer. She is the central character, who is a “doll” for her husband to dress up, show off, and give direction to. She is childlike and romps easily with her three children. She has never lived alone, going immediately from the care of her father to that of her husband. Inexperienced in the ways of the world as a result of this sheltering, Nora is impulsive and materialistic. She takes a loan from Krogstad to make her husband’s holiday possible. Later, she emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

Torvald Helmer

Torvald Helmer is Nora’s husband of eight years. At the beginning of the play, he has been promoted to manager of the bank. He was once gravely ill and needed to go to a southern climate to improve his health. He has built his own legacy through his own work and not from family money. He lives his life according to society’s norms – both professionally and personally. He spends a great deal of his time at home in his study, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife. Torvald is particularly concerned with morality. He also can come across as stiff and unsympathetic. Still, the last Act of the play makes it very clear that he dearly loves his wife.

Dr. Rank

Dr Rank is a friend of the family of Torvald as well as his physician. He is sick from consumption of the spine (tuberculosis of the spine) as a result of a venereal disease contracted by his father. He confesses his desire for Nora in the second Act and dies in the third Act.

Mrs. Christine Linde

Mrs Linde is an old schoolmate of Nora’s. She is a widow. She comes back into Nora’s life after losing her husband and mother. She successfully asks Nora to help her secure a job at Torvald’s bank. Ultimately, she gets married to Krogstad.

Nils Krogstad

Nils Krogstad is a man from whom Nora borrows money to pay for her family’s trip to Italy. He is an acquaintance of Torvald’s and an employee at the bank which Torvald has just taken over. He is also a lawyer and moneylender. Krogstad was involved in a work scandal many years previously; as a result, his reputation is tainted because he once committed a forgery. When his job at the bank is threatened by Torvald, he blackmails Nora to ensure that he does not lose it. Dr. Rank calls Krogstad “morally diseased.”(Pg 25)

Ivar, Bob, and Emmy

These are Nora’s young children. They spend little time with their mother or father: they are mostly with their nurse, Anne. In the play, the children speak no individualized lines; they are “Three Children.” Ibsen facilitates their dialogue through Nora’s mouth.

Anne

Anne is the family nurse. She raised Nora too after she (Nora) lost her mother to death. She stayed on to raise Nora’s children. Nora is confident that she can leave her children in Anne’s care. She gave up her own daughter to “strangers.”

Helen

Helen is a housemaid employed by the Helmers.

 

 

Porter

The porter brings in the Christmas tree at the very beginning.

Nora’s father

Although he never makes a physical presence during the play, Nora’s father’s influence is felt throughout its course. Torvald repeatedly brings up his loose morals and past scandals to compare them to Nora.

 

 

 

 

 

 

 

 

 

 

 

 

 

SYNOPSIS

Nora Helmer once secretly borrowed a large sum of money so that her husband, Torvald Helmer, could recuperate from a serious illness in Italy. She never told him of this loan and has been secretly paying it back in small installments by saving from her household allowance. Her husband thinks her careless and childlike, and often calls her his doll.

When he is appointed bank director, his first act is to relieve a man who was once disgraced for having forged his signature on a document. This man, Nils Krogstad, is the person from whom Nora has borrowed her money! It is then revealed that she forged her father’s signature in order to get the money.

Krogstad threatens to reveal Nora’s crime and thus disgrace her and her husband unless Nora can convince her husband not to fire him. Nora tries to influence her husband, but he thinks of Nora as a simple child who cannot understand the value of money or business. Thus, when Torvald discovers that Nora has forged her father’s name, he is ready to disclaim his wife even though she had done it for him.

Later when all is solved, Nora sees that her husband is not worth her love and she leaves him.

PLOT SUMMARY AND ANALYSIS

ACT I

SUMMARY

The play opens on the day before Christmas. Nora returns home from shopping; although her husband is expecting a promotion and payrise, he still criticizes her excessive spending. In response, Nora plays around with her husband as a child might, and, indeed, Torvald addresses her as he might a child. He hands her more money but only after having criticized her spending. Their relationship compares with that of a daughter and father and, indeed, is exactly like the relationship Nora had with her father. Early in this act the audience is aware that the relationship between the Helmers is based on dishonesty when Nora denies that she has eaten macaroons, knowing that her husband has forbidden her to do so.

Nora is visited by an old friend, Christine Linde. Mrs. Linde tells Nora that she has had some difficult problems and is looking for employment. Nora confesses to Mrs. Linde that she, too, has been desperate and reveals that she had been forced to borrow money several years earlier when her husband was ill. The money was necessary to finance a trip that saved her husband’s life, but Nora forged her father’s signature to secure the loan and lied to Torvald that her father had given them the money. Thus, she has been deceiving her husband for years as she worked to repay the loan. She tells this story to Mrs. Linde to demonstrate that she is an adult who is capable of both caring for her family and conducting business. Unfortunately, Nora’s secret is known by Krogstad, an employee at Torvald’s bank. After a confrontation with Krogstad, Torvald decides to fire Krogstad and hire Mrs. Linde in his place.

Krogstad threatens Nora, telling her that if he loses his job he will expose her earlier dishonesty. For her part, Nora cannot believe that forging her father’s signature – an act that saved her husband’s life – could lead to a serious punishment. Still, she is concerned enough to plead with Torvald on behalf of Krogstad. Torvald refuses to reconsider firing Krogstad and forbids Nora to even mention his name.

ANALYSIS

The Helmers’ house is decorated tastefully, showing they are relatively well-off. Nora’s happiness as she returns with the Christmas shopping reveals that she enjoys both spending money and doing nice things for her husband and children. At the same time, it will soon become clear that eating the macaroons is an act of deceit and disobedience, as she has been forbidden by Torvald.

Torvald’s nicknames for Nora suggest that he thinks of her almost as a child or a pet. This impression is emphasized when Nora hides the macaroons, like a mischievous child afraid of getting caught. Torvald’s parent-like attitude is highlighted by the way he talks to Nora about money, implying that he thinks she’s not intelligent enough to be financially responsible.

Nora’s happiness shows she enjoys performing the role of a wife and mother. At the same time, her request for money to buy something for herself suggests she wants to be allowed to make decisions for herself. But Torvald clearly doesn’t trust Nora with the money.

Even though Torvald and Nora appear to be in love, Torvald does not trust her, and Nora on her part doesn’t hesitate to lie to him; she was eating macaroons earlier.

Money is central to Torvald and Nora’s happiness. Torvald’s emphasis on their new prosperity suggests how important money is to him as well.

Mrs. Linde has been visibly changed by her life experiences. Nora’s happiness in the last eight years has left her remaining girlishly innocent and naive, whereas Mrs. Linde seems much older. Mrs. Linde’s decision to travel alone was unusual for women at the time, and Nora’s admiration of her “courage” suggests a desire for independence. Mrs. Linde’s status as a widow adds to the impression that she is much older than Nora.

In this part of the play Nora is childishly impolite. Mrs. Linde is obviously in a bad situation following the death of her husband, yet instead of listening to her Nora begins to insensitively boast about her and Torvald’s good fortune. Her speech also shows that she believes money leads to freedom and happiness.

Mrs. Linde’s story shows how difficult it was for women to survive without the financial support of men. The need for money effectively forced her to marry her husband, and after his death her struggle to support her family highlights the obstacles women faced in earning a reasonable income.

Both Mrs. Linde and Nora have strange and suspicious reactions to Krogstad’s arrival. Thus when Krogstad claims he is here on “routine” business matters, we are tempted to believe there is more to the story.

Here, Krogstad reveals more about Nora’s deceitful nature; not only did she lie to Torvald (and everyone else) about where the money for the trip to Italy came from, but she also committed forgery, an illegal act. He threatens to reveal the secret unless she does him a particular favour. Nora is terrified to the point that she even seems to be going mad.

ACT II

SUMMARY

Mrs. Linde stops by to help Nora prepare for a costume ball. Nora explains to Mrs. Linde that Krogstad is blackmailing her about the earlier loan. After Nora again begs Torvald not to fire Krogstad, her husband sends Krogstad an immediate notice of his dismissal. Nora is desperate and decides to ask help from Dr. Rank, a family friend, for a loan, to clear Krogstad. Before she can ask him for his help, Dr. Rank makes it obvious that he is in love with her and Nora decides that because of this it would be unwise to ask his help. Krogstad visits Nora once again and this time leaves a letter for Torvald in which Nora’s dishonesty is revealed. To divert Torvald’s attention from the Krogstad’s letter in the mailbox, Nora engages him to help with her practice of the dance she is to perform, the tarantella. Finally, Nora asks Torvald to promise that he will not read the mail until after the party.

ANALYSIS

In the opening of the second act, the stripped Christmas tree not only shows that time has passed, but also symbolizes a negative shift from the  joy of Christmas to a sense of ruin and chaos. Nora’s obsession in checking to see if any person or letter has arrived and assurances that no one will come for two days gives a sense of time running out and impending disaster.

Nora cannot think of anything else but her secret and the possibility of someone finding out. She tries to occupy herself with the clothes but is unable to.

As the play progresses, it becomes more and more clear how possessive Torvald is. Nora’s pride at saying Dr. Rank is “her” friend suggests she doesn’t really have many friends now that she is married. Nora believes that the reason that Torvald is so controlling is because he is so in love with her.

Nora seems increasingly desperate and crazed. Her mutterings to herself when she is alone show the effect that concealing her secret in front of others is having on her. She lies easily to Dr. Rank, showing how natural lying has become to her.

Nora flirts with Dr. Rank in a very provocative manner. When she teases him with the stockings, this is a very explicit sexual gesture. Her promise to dance for him likewise betrays a disregard for the boundaries of her marriage and a delight in displaying her femininity and sexuality.

Nora is almost asking Dr. Rank to help with keeping the secret of the debt from Torvald, but she is stopped by his confession of love. The confession changes her view of Dr. Rank completely. Where before she perhaps thought flirtation was harmless, the fact that Dr. Rank seems to genuinely love her becomes too much to handle, and she retreats in a rather childlike way.

Krogstad is determined to keep his position at the bank, to the extent of lacking etiquette for Nora, which shows he is desperate. Meanwhile, Nora must cover her tracts in front of everyone—even the maid—hence increasing her isolation.

 

 

 

ACT III

SUMMARY

In this act, it is revealed that Krogstad had years earlier been in love with Mrs. Linde. At the beginning of this act they agree to marry, and Krogstad offers to retrieve his letter from Torvald. However, Mrs. Linde disagrees and thinks that it is time that Nora is forced to confront the dishonesty in her marriage. After the party, the Helmers return home and Torvald opens the letter from Krogstad. While Torvald reads it in his study, Nora pictures herself as dead, having committed suicide by drowning in the icy river. Torvald interrupts her fantasy by demanding that she explains her deception.

However, he refuses to listen and is only concerned with the damage to his own reputation. Torvald’s focus on his own life and his lack of appreciation for the suffering undergone by Nora serve to open her eyes to her husband’s selfishness. She had been expecting Torvald to rescue her and protect her, and instead he only condemns her and insists that she is not fit to be a mother to their children.

At that moment another letter arrives from Krogstad telling the Helmers that he will not take legal action against Nora. Torvald is immediately excited and is willing to forget the entire episode. But having seen her husband revealed as self-centered, egoistic and hypocritical, Nora tells him that she can no longer live as a doll and expresses her intention to leave the house immediately. Torvald begs her to stay, but the play ends with Nora leaving the house, her husband, and her children.

ANALYSIS

Here, Mrs. Linde radically disrupts the course of events in the play. While it would have been easier for her to ask Krogstad to get his letter back, thereby ensuring that life between the Helmers went on as normal, Mrs. Linde’s belief in honesty triumphs over her promise to Nora. This finally benefits Nora, as Torvald’s behaviour when he reads the letter allows her to see the reality of her situation and that she no longer wants to remain in her marriage.

In this act it is clear that Torvald is thinking of Nora far more as a possession that he can display in order to impress other people than a real person with her own thoughts and feelings. To him, Nora was at the party merely to perform for the enjoyment of him and others, not to have a good time herself.

Nora’s bitterness toward Mrs. Linde because she did not get Krogstad to retrieve the letter shows that she has cut herself off even from her close friends in her obsession with the secret of the debt. All the hope and innocence seems to have drained out of her, and she has become a much more serious, grave person.

In his speech we see that Torvald’s love and desire for Nora is revealed to be cosmetic, rather than an appreciation for whom she truly is as a person. He talks about his sexual desire for her with no consideration of whether she is feeling the same way at the moment; indeed, when she tells him that she doesn’t want to be with him that night, he dismisses her feelings by saying she must be playing a game. In reminding her that he is her husband, Torvald is suggesting that their marriage means Nora does not have the right to refuse sex with him, a commonly held belief at the time.

Nora is preparing to kill herself, perhaps the ultimate symbol of self-sacrifice. Her whispering murmurs on the stage suggest that she is becoming mad.

Throughout this whole section of the play Torvald only thinks of himself and doesn’t pause to consider the way Nora has been and will be affected by Krogstad’s threats, or that Nora did what she did purely out of love for him.

Nora has evidently undergone a transformation both visually and in the way she speaks to Torvald. For the first time, she is addressing him as an equal and demanding that he treats her with respect by listening and not interrupting.

Finally, Nora conducts what can be considered an unofficial divorce ceremony. Although Torvald doesn’t want her to go, the fact that he agrees to give her his ring and not to write or try to help her shows that he finally respects her wishes and ability to make decisions for herself.

 

 

 

 

 

 

 

 

 

 

CHARACTERS, CHARACTERIZATION AND

ROLE

NORA HELMER

Nora Helmer is the protagonist or the main character or the heroine in the play.  Still a young woman, she is married to Torvald Helmer and has three children. Nora is by far the most interesting character in the play. Her whole life is a construct of societal norms and the expectations of others.

CHARACTER TRAITS

  1. Impulsive and a spendthrift

-In her first moments onstage, we see her give the porter an overly generous tip.

-She comes in with tonnes of Christmas presents, and shrugs at the idea of incurring debt.

-Unbeknown to Torvald, Nora borrowed money so that they could afford a year-long trip to Italy.

  1. Loving

-Nora borrowed money so that they could afford a year-long trip to Italy. Doctors said that Torvald would die without it—but that he shouldn’t know how bad his condition was.

-Nora brings home lots of Christmas presents for everybody in her house.

-She plays hide-and-go-seek with her kids.

  1. Independent and farsighted

-In the past, Nora was always a passive child-like possession who followed Torvald’s orders, but towards the end of the play, she is an independent adult and is able to dominate Torvald.

  1. Wise and intelligent

-Nora uses wisdom and intelligence to confront an emergency. She forges her father’s signature in order to secure a loan from Krogstad so as to save her husband’s life.

-Nora realizes that her understanding of herself, her husband, her marriage, and even her society was all wrong. She decides that she can no longer be happy in her life and marriage, and resolves to leave Torvald and her home in order to find a sense of self and learn about the world, a newly empowered woman boldly escaping the oppressive clutches of her old life.

-Nora has been leading a double life. She has not been thoughtlessly spending their money. Rather, she has been saving to pay off a secret debt.

 

  1. Childlike, immature, ignorant and whimsical

-She happily accepts the pet names “little lark”, “little squirrel”, and “Little Miss Extravagant” that her husband calls her without any opposition. In fact she seems to enjoy and even play into it.

-The maturity level Nora exhibits demonstrates that the relationship between Torvald and Nora is more like father and daughter than husband and wife.

  1. Irresponsible and reckless

-Her first act on stage is paying the porter. Though his service only costs sixpence, she gives him a shilling. (Pg 1) The casual way in which she gives it to him is indicative of her irresponsibility. She hands him the shilling and before he can thank her, she decides in the middle of the transaction that she is not patient enough to wait for change.

-She forges loan documents to raise money for an expensive trip to Italy. Even if the documents were not forged, Nora did not have any means to repay the loan anyway.

-She has never spent serious time with her husband of nearly a decade, and is always dumping her children on the nurse rather than bonding with them herself.

 

  1. Dishonest and deceitful

-She falsely blames Mrs. Linde for smuggling forbidden macaroons into the house.

-She has been eating macaroons, something she has been forbidden by her husband, despite her promises of total obedience to him.

– At the beginning of her marriage, she secretly borrowed money from Nils Krogstad and forged her father’s signature in order to finance a trip to Italy that was necessary to save Torvald’s life.

  1. Unfeeling

– She blames Mrs. Linde for smuggling forbidden macaroons into the house. Though she is just trying to hide her indiscretions, she does not care whom she hurts in the process.

  1. Materialistic

-She is always trying to make herself happy by buying things: dresses, toys, candy etc., rather than doing anything meaningful with her life.

– She is infatuated with the acquisition of possessions.

  1. Decisive, resolute and independent-minded

– At the end of the play, it becomes clear to Nora that “[she] had been living all these years with a strange man, and [she] had born him three children.”(Pg 117-118) This realization forces her into the real world and she ceases to be a doll. At the end of the above statement, she adds “Oh, I cannot bear to think of it!”

-She tells her husband, “Our home has been nothing but a playroom. I have been your doll-wife, just as at home I was papa’s doll-child.”(Pg 118) In the end, Nora has a sort of spiritual awakening. She walks out into the night alone but, for perhaps the first time in her life, she’s on the path to becoming a fully realized, fully independent human being.

– She decides to desert her family to go on a quest of personal enlightenment.

-The act of concealing the ill-gotten loan signifies Nora’s independent streak. She is proud of the sacrifice she has made. Although she says nothing to Torvald, she brags about her actions with her old friend, Mrs. Linde.

– Nora is independent enough to negotiate the loan to make her family’s holiday possible, and over the course of the play, Nora emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

 

 

  1. Manipulative

-At the end of the play, Nora seats Torvald at the table and explains her situation to him. She does not let him speak until she has finished what she wants to say.

– Other examples of manipulation are having a nanny take care of her children, having Mrs. Linde repair her dress, behaving seductively around Dr. Rank, influencing Torvald to give her money, and most importantly convincing Krogstad to overlook the similarity between her penmanship and her “father’s.”

  1. Selfish

– She does not want to forgive Torvald. She would rather start another life than try to fix her existing one.

  1. A dreamer

– Until she comes to the realization that her life is a sham, she spends her whole life in a dream world in which she does not take anything seriously.

– In her dream world, Nora takes a back seat approach to life and becomes like an object, reacting to other’s expectations rather than advancing herself.

 

 

  1. Trusting and naïve

-She trusted that Krogstad would not blackmail her and it therefore comes as a rude shock when he does so.

-Until she comes to the realization that her life is a waste, she spends her whole life in a dream world of naivety. In this dream world, Nora does not take life seriously, an attitude that led to many of the plot’s complications.

-She believes that Torvald loves her enough to take all blame upon himself, but she is mistaken. When she realizes that he is more concerned with appearances and respectability than with her happiness, she decides to leave him and find her own way in life.

-She naively thought that Torvald would selflessly give up everything for her. When he fails to do this, she accepts the fact that their marriage has been an illusion. Their false devotion has been merely play acting. She has been his “child-wife” and his “doll.”

  1. Determined

-Whenever Nora would get money from Torvald, she would reserve half of it to repay the debt, determined to clear it all one fine day.

-She was so determined to save her husband that she committed fraud to do so.

  1. Hardworking

-She has been secretly working odd jobs to pay back the debt.

  1. Courageous, bold, daring and tenacious

-To save her husband from poor health, she committed fraud. She valued love over the law.

-She courageously confronts Torvald about the demeaning way he treats her at the end of the play.

-She slammed the door on her husband as she left.

-Although she has been forbidden from eating macaroons by her husband, she still does it anyway despite her promises of total obedience to him.

  1. Calculating

-She is blackmailed by Krogstad, so she begs Torvald to let Krogstad keep his job.

-She flirts with Dr. Rank in the hope of borrowing money from him.

– She gets Christine to go and talk to Krogstad on her behalf regarding the withdrawal of the letter.

-She dances the tarantella to distract Torvald from the mail.

  1. Principled and firm

-She decides against borrowing from Rank when he reveals that he is dying and is in love with her.

-She rejects Torvald’s drunken advances after the party.

  1. Secretive

-She has never told Torvald where the money for their trip to Italy came from, as his pride would suffer.

-She also hides her thoughts and actions from her husband even when there is no real benefit in doing so.

  1. Suicidal

-She contemplates committing suicide in order to eliminate the dishonour she has brought upon her family.

  1. Rebellious

-She eats macaroons even though she has been forbidden by her husband.

ROLE

  1. Advancement of the plot – Nora is the central character in the play around whom the play circulates. As a result of her borrowing money from Krogstad, the conflict in the play is born as Krogstad tries to blackmail her with that secret, in order to make Nora’s husband, Torvald, to allow him keep his former job at the bank. When Torvald refuses, Krogstad sends him a letter to inform him about Nora’s indebtedness. Torvald’s reaction to this letter not only betrays his true nature, but also leads to Nora leaving him and her children to seek independence and freedom.
  2. Development of themes – Nora helps in developing themes such as love and marriage, women and feminity, lies and deceit, money and materialism, the sacrificial role of women, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, growth and development and betrayal
  3. Revealing character traits of other characters – Nora helps in revealing the character traits of other characters. For example, she helps in revealing Torvald as selfish and egoistic, naïve, strict, loving, hypocritical and hardworking. Through her, we learn that Krogstad was on one hand, vicious and ruthless, but on the other hand, merciful and forgiving. Dr Rank’s friendly but immoral nature is revealed through Nora. Mrs Linde traitorous nature is also revealed through her.
  4. Enhancing style – Nora helps in enhancing the style of symbolism (through the symbols like the Christmas tree, tarantella, the dolls, macaroons), dramatic irony, foreshadow, etc.

TORVALD HELMER

Torvald Helmer is a lawyer who at the start of the play has recently been promoted to Bank Manager. He is married to Nora Helmer, with whom he has three children. He does not seem particularly fond of his children; even once saying that their presence makes the house “will only be bearable for a mother now!”(Pg 30) His best friend is Dr. Rank, who visits him every day.

  1. Loving and affectionate

-He loves and is very affectionate towards Nora. That is why he showers her with endearments like “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” and “Little Miss Extravagant.” With every term of endearment, the word “little” is always included to show affection.

– His despair as Nora exits at the very end of the play suggests that, despite his patronizing and unjust treatment of her, Torvald really does love Nora.

  1. Generous

-He treats Nora generously, giving her extra money when she asks for it.

  1. Proud

-Typical of many contemporary heads-of-the-family, he is a proud specimen of a middle-class husband.

  1. Morally upright

– He sees Krogstad as irredeemably morally tainted, and hence decides to give his job to Mrs Linde.

– He is keenly concerned with his place and status in society and wouldn’t allow anybody to threaten his reputation, including his own wife.

  1. Selfish

-He considers Nora merely as an ornamental sex object instead of an equal partner in their marriage and the mother of his children.

-He maintains amorous fantasies toward his wife: he dresses her as a Capri fisher girl and encourages her to dance in order to arouse his desires.

-At the end of the play, Nora imagines that Torvald will defend her honour and not allow Krogstad to blackmail the Helmers. Nora imagines that Torvald would sacrifice his own reputation and future to save her, but Torvald tells her that he would not make the sacrifice, shattering Nora’s dream world. At this point it becomes clear to her that she had been living all these years with a strange man, and she had born him three children.

-He planned to cope with the scandal resulting from blackmail by stripping Nora of her spousal and motherly duties, but would keep her in the house for appearance sake.

-He is overly concerned with his place and status in society, and he allows his emotions to be swayed heavily by the prospect of society’s respect and the fear of society’s scorn.

  1. Hardworking and diligent

-He spends a great deal of his time at home in his study working, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife.

  1. Dictatorial, authoritarian and patronizing

-He restrains Nora with rules, much as a father would have to inhibit a child, forbidding her from eating macaroons and other temporal pleasures.

  1. Manipulative

-He insists on Nora wearing the fish girl costume for the tarantella. The costume and dance are part of Torvald’s fantasy of gazing upon Nora from across the room at a party and pretending that she is something exotic. Torvald made Nora take on a foreign identity; he used her as a doll.

  1. Unforgiving

-When he finds out about the debt, he fails to forgive her until he is sure that his reputation is safe.

  1. Heartless and unfeeling

-At the end of the play, Torvald seems untroubled and even a little relieved at the thought of Dr. Rank’s death.

-When he finds out about Nora’s secret debt, he instantly turns on her until he confirms that his reputation is safe.

-His heartless and unfeeling nature makes Nora not to tell him the truth about her loan, and Dr Rank not to tell him about his imminent death.

  1. Conservative and traditional

-Torvald’s focus on status and being treated as superior by people like Nils Krogstad points at his obsession with reputation and appearances.

-He has straightforward and traditional beliefs about marriage and society.

-When Nora tells him she is leaving him, Torvald at first reacts by calling her mad and saying she is acting like a stupid child.

-He is unable to cope with the disagreeable truths of life.

However, he can be said to be flexible because when he realizes how resolute Nora is in her decision, he offers to change and desperately searches for a way to make her change her mind.

  1. Shallow and vain

-He is incapable of understanding his wife or of properly returning her love.

  1. Hypocritical and self-righteous

-Though he regards her as his wife, he never considers her an equal partner in the relationship.

-Many times throughout the play, Torvald criticizes the morality of other characters. He trashes the reputation of Krogstad, one of his lesser employees. He speculates that Krogstad’s corruption probably started in the home. Torvald believes that if the mother of a household is dishonest, then surely the children will become morally infected. He also complains about Nora’s late father. When Torvald learns that Nora has committed forgery, he blames her crime on her father’s weak morals.

-In the beginning of Act Three, after dancing and having a merry time at a holiday party, Torvald tells Nora how much he cares for her. He claims to be absolutely devoted to her. He even wishes that some calamity would befall them so that he could demonstrate his steadfast, heroic nature.

Of course, a moment later, such an opportunity arises. Torvald finds the letter revealing how Nora has brought scandal and blackmail into his household. Nora is in trouble, but Torvald fails to come to her rescue as he had promised.

  1. Naïve

-Throughout the play, Torvald is oblivious to his wife’s craftiness. When he discovers the truth at the end, he is outraged.

ROLE

  1. Advancement of the plot – Torvald is also a major character in the play who plays an instrumental role in the development of the plot. It is as a result of his illness and the subsequent one-year stay in Italy that caused Nora to get into a debt trap with Krogstad. When he refuses to reinstate Krogstad to his former job at the bank, he intensifies the conflict because this makes Krogstad to send him a letter exposing his wife’s secret. The fact that he at first refuses to forgive her leads to Nora’s sudden discovery that he was a selfish, egoistic man. She has no alternative but leave him and her children to seek independence and freedom.
  2. Development of themes – Torvald also helps in developing themes such as love and marriage, pride, honour, respect and reputation, money and materialism, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, and betrayal.
  3. Revealing character traits of other characters – Torvald helps in revealing the character traits of other characters. For example, he helps in revealing Nora as impulsive and a spendthrift, childlike and immature, irresponsible and reckless, dishonest and deceitful, manipulative, calculating and traitorous. Through him also, we learn that Krogstad was unscrupulous, vicious and ruthless but merciful and forgiving.
  4. Enhancing style – Torvald helps in enhancing the style of imagery through his pet names for Nora such as “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” He also enhances the style of symbolism like his insistence that Nora should wear the dancing costume, similes like when he says he will protect her “like a hunted dove,” dramatic irony, verbal irony, hyperbole, etc.

 

MRS CHRISTINE LINDE

Mrs. Linde is an old schoolfriend of Nora’s. She is a woman whose marriage was loveless, and based on a need for financial security, and who doesn’t have any children. She and Krogstad had been in love before, but he was too poor to support her family. She arrives in town in search of a job in order to earn money and survive independently.

CHARACTER TRAITS

  1. Honest and Truthful

-She tells Krogstad that Nora must eventually conclude, through her own sufferings, that the only way of life which can survive crises is one based on truthful relationships.

-She believes very deeply in honesty and stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret.

-She insists that, “Helmer must know everything. This unhappy secret must come out!”(Pg 90) Even though she has the power to change Krogstad’s mind, she uses her influence to make certain that Nora’s secret is discovered.

 

 

  1. Hardworking

-Towards the end of the play, she explains to Krogstad that she finds joy and meaning in work.

-She worked hard to support her helpless mother and two younger brothers since the death of her husband.

  1. Independent-minded

-She arrives in town in search of a job in order to earn money and survive independently. In this way, she is a fairly modern woman.

  1. Traitorous

-She stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret, which seems like betrayal to her friend Nora.

  1. Conservative and traditional

-She tells both Krogstad and Nora that she is miserable without other people to take care of, thereby fitting into the traditional role of women as caretakers and nurturers. It is this conviction that causes her to marry Krogstad towards the end of the play.

  1. Selfish and materialistic

-She ended up marrying another man in order to have enough money to support her dying mother and young brothers. Apparently, Krogstad was too poor at this time to marry her. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

  1. Resilient

-She has lived an independent life as a single working woman. She has struggled financially and now that she has no one to look after, she feels empty.

ROLE

  1. Plot development– she lets the audience know the inner thoughts of the protagonist. She has a major effect on events that happen in the play.
  2. Reveals character traits of Nora and Krogstad – Mrs. Linde functions as a convenient device for exposition. She enters Act One as an almost forgotten friend, a lonely widow seeking a job from Nora’s husband. However, Nora does not spend much time listening to Mrs. Linde’s troubles. Rather selfishly, Nora discusses how excited she is about Torvald Helmer’s recent success. Through Mrs Linde, Nora launches into a dramatic explanation of all her secret activities (obtaining a loan, saving Torvald’s life, paying off her debt). Mrs Linde therefore functions as the primary means by which the audience learns of Nora’s secret and her character traits. She is the first character to see that Nora is not a child.
  3. Develops themes– she introduces the theme of deception. Through Mrs. Linde, Nora reveals that she has lied to save Helmer’s life and therefore deceived him with her cleverness.
  4. Enhances style– she foreshadows how Nora will confront a bitter future after learning that her marriage is based on deception by recounting how she herself sacrificed her rights to love and self-determination by marrying for financial security.

DR RANK

Dr. Rank is a medical doctor who is best friends with Torvald and Nora, who he visits every day. He suffers from spinal tuberculosis; a condition he believes was caused by his father’s vices, which included having extramarital affairs and consuming too much luxurious food and drink. He is unmarried and lonely, and over the course of the play it is revealed that he is in love with Nora.

CHARACTER TRAITS

  1. Friendly and loyal

-Nora explains how she always feels at ease around Dr. Rank because he does not have any expectations or demands of her.

-He visits the Helmers every day.

  1. Immoral

– It is revealed that he is in love with Nora, his best friend’s wife.

  1. Courageous

-He is unconcerned with what others think of him.

-He has accepted his fate and his impending death.

  1. Cynical

-He rejoices when he finds out that his illness is terminal, and insists that neither Torvald nor Nora visits him in his dying days. As he predicted, he is not particularly missed by the other characters.

  1. Trusting

– He trusts Nora completely. He refrains from telling Torvald of his imminent death because it is too “ugly” an idea for him to tolerate, but he does tell Nora, an indication of the bond between them. He talks with her about his coming death in a code that excludes Torvald and protects him from the harsh reality.

  1. Hypocritical

-Dr Rank is not as straightforward as he appears. His real motive for visiting the Helmers is that he is in love with Nora.

 

  1. Realistic

– On the subject of the costume party, Dr. Rank suggested that Nora should go as herself and that Torvald should be invisible. Under the surface, Rank is suggesting that Nora should not be a doll. With an invisible chaperon, Nora would not be dominated by a figure placing an identity over her.

ROLE

-To provide amusement for Nora as a change from the tiresome rules of Torvald, just as she used to seek the conversation of the maids as a refreshing change from the strictness of her father.

– Dr. Rank adds to the somber mood of the play; he is not essentially useful to the conflict, climax, or resolution.

NILS KROGSTAD

Nils Krogstad Krogstad is an employee at the bank at which Torvald is made manager. He leant Nora the money to take Torvald to Italy to recuperate. He is, at least at the beginning, the main antagonist: Everything is going well for the Helmers until Krogstad enters the story. Known to the other characters as unscrupulous and dishonest, he blackmails Nora, who borrowed money from him with a forged signature, after learning that he is being fired from his job at the bank. In the past, he too committed the crime of forgery, an act that he did not go to prison for but that nonetheless ruined his reputation and made it extremely difficult to find a respectable job.

CHARACTER TRAITS

  1. Morally Corrupt

-In the past, he too committed the crime of forgery, an act that ruined his reputation, though he did not go to prison. But it made it extremely difficult for him to find a respectable job.

-He was once in love with Kristine Linde, who ended up marrying another man in order to have enough money to support her dying mother and young brothers. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

-Torvald, who sees Krogstad as irredeemably morally tainted, decides to give his job to Mrs Linde.

  1. Merciless, vicious and callous

-At first he treats Nora without mercy when demanding his money. He argues that no mercy has been shown to him in life.

 

 

 

  1. Unscrupulous and dishonest

-He blackmails Nora with the threat of exposing her indebtedness unless she talked her husband Torvald into giving him back his job at the bank.

-Unless Nora persuades Torvald to keep Krogstad in his job (he later extends this to a promotion), he will tell Torvald about her loan and her forgery of her father’s signature.

  1. Forgiving and remorseful

-At first he treats Nora without mercy on the basis that no mercy has been shown to him in life; however, after Mrs. Linde and he decide to marry, he becomes happier and rescinds his threats to Nora, saying he regrets his behaviour.

-He removes his threats to the Helmers and sends Nora’s bond back to her, relinquishing his power over her.

-After engaging in a conversation with his lost love, the widow Mrs. Linde, they reconcile, and once again their romance is reignited, Krogstad no longer wants to deal with blackmail and extortion. He is a changed man!

-Although Mrs. Linde suggests that he should leave the first letter in the mailbox so that Nora and Torvald can finally have an honest discussion about things, he later drops off a second letter explaining that their secret is safe and that the IOU is theirs to dispose of.

-He has been trying to remake his life after having made earlier mistakes.

– Although he has been labeled as corrupt and “morally sick,” Krogstad has been trying to lead a legitimate life. He complains, “For the last year and a half I have not had a hand in anything dishonourable, amid all that time I have been struggling in most restricted circumstances. I was content to work my way up, step by step.”(Pg 75) Then he angrily explains to Nora, “And be sure you remember that it is your husband himself who has forced me into such ways as this again. I will never forgive him for that.”(Pg 76)

– He is one of several examples in the play of a person being forced into morally questionable action as a result of the rigid and unmerciful forces of society.

  1. Loving and responsible

-As soon as Mrs Linde tells him that she has always loved him and asks him to resume their relationship, he reveals himself as a more loving, joyful and merciful character.

-In matters concerning his children, we find the true measure of the man. Nils Krogstad is a good father and is not afraid of doing whatever it takes to make sure his family is secure.

– Despite the financial strain that he found himself under as a single parent Nils Krogstad still brought up his two boys as best he could.

– Although at times Krogstad is vicious, his motivation is for his motherless children, thus casting a slightly sympathetic light on his otherwise cruel character.

  1. Hardworking and resilient

– Here is a man who is a single parent of two boys who is totally unsupported by the society he exists in. He has been dealt many blows by life, first by Mrs. Linde who rejected him on financial grounds many years ago, and then by the death of his wife. He has to work multiple jobs to support himself and his family; by day he is a lowly bank clerk and by night he is a moneylender and he even finds time to write for a paper.

  1. Frank and sincere

-When Mrs. Linde proposes they resume their old relationship, Krogstad remains truthful and makes sure she is aware of his past deeds as well as what people think of him. He even makes sure she knows about his current dealings with the Helmers.

ROLE

  1. He advances the plot – Krogstad initiates the conflict by attempting to blackmail Nora Helmer. He serves as a catalyst. Basically, he initiates the action of the play. He sparks the flames of conflict, and with each unpleasant visit to the Helmer residence, Nora’s troubles increase. In fact, she even contemplates suicide as a means of escaping his torments.
  2. Develops themes – Krogstad helps to develop the themes of love and marriage, pride, honour, respect and reputation, money and materialism, parental obligations and individual vs. society.
  3. Reveals character traits of other characters– Through him we are able to know that Nora is secretive and deceitful, and Mrs Linde is traitorous and materialistic for leaving him when he was poor.

NURSE

She is a nurse to both Nora and Nora’s children. Her name is Anne Marie. The nursemaid is an example of a woman in bad circumstances forced to do anything in order to survive.

 

CHARACTER TRAITS

  1. Kind

-She was forced to give up her own child, who it is suggested was born out of wedlock.

  1. Reliable and responsible

-When Nora first thinks of leaving, she considers the fact that her children will be raised by the nursemaid and, remembering what a good mother the nursemaid had been to her, decides that she would also raise Nora’s children well.

  1. Immoral

-She gave birth to a baby out of wedlock,

  1. Irresponsible

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers.

  1. Self-sacrificial

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers. Nora finally leaves her children in her care, believing that they will be better off than they would be with her.

 

 

ROLE

  1. Developing themes – She helps to develop the theme of the sacrificial role of women by giving away her child to strangers so that she could concentrate on her job.

IVAR, BOB, AND EMMY

These are Torvald and Nora’s young children. Raised primarily by Anne, the Nurse (and Nora’s old nurse), the children spend little time with their mother or father. The time they do spend with Nora consists of Nora playing with them as if she were just another playmate. The children speak no individualized lines in the play; they are “Three Children.” Their dialogue is facilitated through Nora’s mouth, and they are often cut entirely in performance.

CHARACTER TRAITS

  1. Playful

-They asked their mother to play child games with them and they played hide-and-seek.

  1. Insistent

When their mother showed reluctance to participate in the children’s game, they insisted until she gave in.

 

  1. Loving

-They loved their mother dearly and would have wanted to spend more time with her and to continue playing children’s games with them.

ROLE

  1. 1. To bring out the character of Nora as a loving mother. She showers them with Christmas gifts and even plays children games with them. When Nora later refuses to spend time with them because she fears she may morally corrupt them, she acts on her belief that the quality of parenting strongly influences a child’s development.

HELEN

She is a housemaid employed by the Helmers.

CHARACTER TRAITS

  1. Humble

-She answers Nora with a lot of humility.

  1. Hardworking

-She does her work diligently.

PORTER

This is the porter who brings the Christmas tree to the Helmers house at the very beginning of the play.

CHARACTER TRAITS

  1. Obedient

-He obediently delivers the Christmas tree to the Helmers house.

  1. Grateful

-He thanks Nora for the tip that she gives him. (Pg 1)

  1. Honest

-He honestly states his charges without exaggerating and was already giving her back the change when she told him to keep it. (Pg 1)

NORA’S FATHER

Though Nora’s father is dead before the action of the play begins, the characters refer to him throughout the play. Though she clearly loves and admires her father, Nora also comes to blame him for contributing to her subservient position in life.

CHARACTER TRAITS

  1. Manipulative

-He manipulated Nora to do according to his wishes and whims. She complains that her father and her husband both treated her like a doll.

 

 

  1. Immoral

-Torvald criticizes him as having been a morally crooked man who engaged in corrupt deals.

  1. Insensitive

-The way he treated Nora was too insensitive for a father to treat his daughter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THEMES

MARRIAGE AND LOVE

At the beginning of the play, Nora and Torvald appear to be very happily married, even to themselves. Nora talks joyfully about her love for Torvald, and Torvald refers to Nora using affectionate pet names. At first the Helmers seem happy, but over the course of the play, the imbalance between them becomes more and more apparent.

Their loving marriage stands in contrast with the lives of the other characters. For example, the marriage of Krogstad and Mrs. Linde was based on necessity rather than love, and were unhappy. Dr. Rank, on the other hand, was never married, and it is later revealed that he has silently loved Nora for years.

Yet although Nora and Torvald’s marriage is based on love (as opposed to necessity, as was the case with Krogstad and Mrs. Linde), it is still governed by the strict rules of society that dictated the roles of husband and wife. It is clear that Nora is expected to obey Torvald and allow him to make decisions for her.

At first it seems that Nora and Torvald both enjoy playing the roles of husband and wife in a way that is considered respectable by society. However, Nora soon reveals to Mrs. Linde that she secretly borrowed the money from Krogstad behind Torvald’s back, and therefore has already broken both the law and the rules of marriage at the time. This creates a dilemma: Nora broke the rules of marriage, yet did so in order to save her husband’s life – a true act of love.

By the end, the marriage breaks apart due to a complete lack of understanding. Nora Helmer, the “doll” wife, realizes after eight years of marriage that she has never been a partner in her marriage. At the play’s conclusion, she leaves her husband in order to establish an identity for herself that is separate from her identity as a wife and mother.

The main message of A Doll’s House seems to be that a true marriage is a joining of equals. The play centres on the dissolution of a marriage that doesn’t meet these standards.

There is a lot of talk about love in A Doll’s House. Throughout the play we hear of and see many different forms of love: familial, maternal, paternal, and fraternal. Romantic love even blossoms for two of the secondary characters, namely Krostad and Mrs Linde. However, for the main characters, the Helmers, true romantic love is elusive.  They finally discovered that true love never existed between them.

WOMEN AND FEMININITY

Nora has often been painted as one of modern feminist heroines. Over the course of the play, she breaks away from the domination of her dictatorial husband, Torvald. Also throughout this play, there is constant talk of women, their traditional roles, and the price they pay when they break with tradition.

When A Dollʼs House was written in 1879, a wife was not legally permitted to borrow money without her husbandʼs permission. On her wedding day, a woman transferred from living under the authority of her father to under that of her husband.

Poverty had already forced women into the workplace early in the nineteenth century, and the Norwegian government passed laws protecting and governing women’s employment. By the middle of the 19th century, Norwegian women were permitted inheritance rights and the right to an education. But many of the rights provided to women favoured the lower economic classes. Employment opportunities for women were limited to low paying domestic jobs, teaching, or clerical work. Middle class women, such as Nora, noticed few of these new advantages. It was the institution of marriage itself that restricted the freedom of middle class women. Universal women rights were eventually achieved in 1913, making Norway the first country in Europe to have equal voting rights for men and women.

PRIDE, HONOUR, RESPECT AND REPUTATION

The men characters in A Doll’s House are obsessed with their reputation. Some have good names in their communities and will do anything to protect it; others have lost their good names and will do anything to get them back.

Honour

Honour is extremely important to Torvald; it is what motivates his behaviour. Early in the play, his value for honour is the reason he gives for sacking Krogstad, claiming that because he once displayed a lack of honour, it means that Krogstad is forever dishonoured. When he learns of his wife’s mistake, Torvald’s first and foremost concern is for his honour. He cannot appreciate the sacrifice that Nora has made for him; he is only concerned with how society will react to his family’s shame. For Torvald, honour is more important than family and far more important than love; he simply cannot imagine anyone placing love before honour. This issue brings out the glaring difference between Nora and Torvald.

Pride

Like honour, pride is another quality that Torvald upholds. He is proud of Nora in the same way one is proud of an expensive or rare item or possession. When her scandal threatens to be exposed, Torvald is very fearful of losing his public pride. Instead of accepting Nora with her misperfections, Torvald instead rejects her when she is most in need of his support. His pride in himself and in his possessions blinds him to Nora’s worth and value. Nora is left with no choice but to leave him. Only when she has made the decision to leave Torvald does she begin to develop pride in herself.

LIES AND DECEIT

The tension that runs throughout A Doll’s House comes from Nora’s fear of her secret being discovered. Her great terror being exposed leads her to tell a lie after a lie. When her web of lies finally reaches a climax, her marriage proves too weak to bear the strain.

At the beginning of the play, Nora appears to be a dutifully obedient and honest wife, however it is quickly revealed that she is hiding a serious secret from her husband—the fact that she borrowed money from Krogstad to finance a trip to Italy that she claims saved Torvald’s life. This confirms that all her statements about never disobeying or hiding anything from him were nothing but deceitful. When she reveals her dishonesty to Mrs. Linde, Mrs. Linde insists that she ought to confess to Torvald immediately, insisting that a marriage cannot succeed when husband and wife are not completely honest with each other.

But Nora is not alone in telling lies and being deceitful. Krogstad is also revealed to have committed a forgery. The fruits of their acts of deception are devastating: Krogstad’s reputation is ruined, and Nora is forced to leave her husband and family at the end of the play.

It should however be noted that the motivation behind Nora’s dishonesty was love – she lied in order to save her husband’s life. Furthermore, she wouldn’t have been deceitful if it weren’t for societal law dictating that women were not allowed to handle financial matters independently. Therefore Nora’s deceit was not the result of a personal flaw, but rather an attempt to commit a noble act of saving her husband’s life that went awry.

Dr. Rank also comes out as deceitful and dishonest. He has been deceiving both Nora and Torvald for years about the depth of his feelings for Nora. Only when she attempts to seek his financial help does Nora finally see beneath the surface to the doctor’s real feelings. He has been lusting for his best friend’s wife all those years. Nora is so shocked to discover this that she automatically decides not to ask Dr. Rank for financial assistance.

Torvald, who has been deceived throughout most of the play, is finally revealed in the final act to be the one most guilty of deception. He has deceived Nora into believing that he loved and cherished her, while all the while he had regarded her as little more than his property.

MONEY AND MATERIALISM

Throughout the entire play everyone is talking about money, as if it was a god. As the entire issue starts over a debt, the play revolves around money and who has it as well as who does not have it. It is a prevailing theme due to that.

In the very first scene, Nora gives the porter one shilling, telling him to “keep the change”, thus indicating her relaxed attitude to money and spending. The next scene with Torvald almost entirely revolves around the subjects of money, spending and borrowing, with Nora portrayed as a spendthrift. Torvald has very strong views on borrowing and debt. He says to her, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3)

A need for money affects all the major characters in A Doll’s House. In the beginning of the play it is revealed that Torvald was recently promoted and will receive “a big salary.”(Pg2) However, he still criticizes Nora for overspending, arguing that they need to be cautious financially. Mrs. Linde is in desperate need of a job following the death of her husband. Krogstad’s replacement at the bank leaves him threatening to reveal Nora’s secret in order to get his job back because he fears he will lose his source of income. Indeed, the bank works as a symbol for the pervasive presence of money in the characters’ lives.

Throughout the play A Doll’s House, the characters spend a good deal of time talking about their finances. Some are said to be doing quite well financially, and some have the promise of their finances improving in the future. Others are struggling to make ends meet. Either way, each character’s financial status seems to be a defining feature.

In the play, money symbolizes the power that the characters have over one another. In the first Act, Torvald’s ability to dictate how much Nora spends on Christmas presents shows his power over her. On the other hand, the debt that Nora owes Krogstad allows him to have power over her and Torvald. Both Nora and Mrs. Linde cannot earn large incomes because they are women; their inability to access significant amounts of money shows the power that men have over the women in this society.

It is also clear that, while earning money leads to power, it can also be dangerous. For instance, even if money actualized Nora and her family’s trip to Italy, the debt she owed Krogstad soon became a source of terror, dread, and shame. The thrill of obtaining money soon became a nightmare for her.

Krogstad is a moneylender, and money (or lack of it) has had a major effect on his life. We learn that Mrs Linde ended her relationship with him many years ago because of his lack of financial security, choosing to marry a richer man instead. Throughout his life Krogstad has been poor, struggling to support his family, and it is this dependency on financial income that leads him to blackmail Nora in an attempt to keep his job at the bank. Mrs Lindeʼs life has also been directly affected by money, or lack of it. Her late husbandʼs business collapsed, leaving her with nothing to live on, and since then she has had to work hard to survive.

Dr Rank is the only main character who appears to be comfortable financially, having inherited money from his late father. However, although he is financially comfortable he is terminally ill, referring to his body as being “bankrupt.”

Torvald in particular focuses on money and material goods rather than people. His sense of manhood depends on his financial independence. He was an unsuccessful lawyer because he refused to take “unsavory cases.” As a result, he switched jobs to the bank, where he will primarily be dealing with money.

THE SACRIFICIAL ROLE OF WOMEN

In A Doll’s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classes in his society.

In order to support her mother and two brothers, Mrs. Linde found it necessary to abandon Krogstad, her true but poor lover, and marry a richer man.

The nanny had to abandon her own child to support herself by working as Nora’s and later as Nora’s children’s caretaker. As she tells Nora, the nanny considers herself lucky to have found the job, since she was “a poor girl who has got into trouble…” (Pg 50)

Though Nora is economically advantaged in comparison to the play’s other female characters, she nevertheless leads a difficult life because society dictates that Torvald be the marriage’s dominant partner. Torvald issues rules and looks down on Nora, and Nora must hide her debt from him because she knows Torvald would never accept the idea that his wife had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtain a loan without her husband’s permission.

Nora’s abandonment of her children can also be interpreted as an act of self-sacrifice. Despite Nora’s great love for her children, as seen in her interaction with them and her great fear of corrupting them, she chooses to leave them. Nora truly believes that the nanny will be a better mother and that leaving her children is in their best interest.

All the three women in the play have made some kind of personal sacrifice in their lives in order to fulfill the roles which society expects of them. Nora, besides risking her dignity by borrowing money on behalf of her family, she also has sacrificed all her own opinions, thoughts and ideas and adopted Torvaldʼs views as her own. Besides that, she has been saving every bit of money she had and working odd hours of the night to repay Krogstad. And at the end of the play she sacrifices her home, family and children for the sake of her own self-discovery.

Mrs Linde, after her husbandʼs death, continued to make personal sacrifices for the sake of her family, taking on any work she could to support them financially.

Anne-Marie, on the other hand, sacrificed motherhood for a respectable job, which was all too common for young unmarried mothers in the 19th century.

PARENTAL AND FILIAL OBLIGATIONS

There is a strong emphasis throughout the play on the importance of parental and filial responsibility, and of the effect that the actions of parents have upon their children.

Parental obligations

Nora, Torvald, and Dr. Rank believe that a parent is obligated to be honest and morally-upright, because a parent’s immorality is passed on to his or her children like a disease.

For instance, Dr. Rank has a disease that is the result of his father’s wickedness. Dr. Rank implies that his father’s immorality, which included affairs with many women, led him to contract a venereal disease that he passed on to his son, causing Dr. Rank to suffer for his father’s misdeeds. He talks about the unfairness of this, of the sins of the father being passed on to the son.

Torvald, on the other hand, talks about a parentʼs immorality being passed on to the children like a disease. He voices the idea that one’s parents determine one’s moral character when he tells Nora, “Almost everyone who has gone to the bad early has had a deceitful mother” (Pg 30) He speaks about Krogstad poisoning his own children with lies and immorality. He also refuses to allow Nora to interact with their children after he learns of her deceit; for fear that she will corrupt them.

Nora is referred to as being like her father, having inherited a lot of his qualities. It is also important to note that she never had a mother, with Anne-Marie fulfilling the maternal role in her life.

Anne-Marie was forced to give away her own child to take on the role of Noraʼs maid; in contrast Nora chooses to leave her own children at the end of the play.

Filial obligations

Filial means the duties, feelings or relationships which exist between a son or daughter and his or her parents.

The play suggests that children too have an obligation to protect their parents. Nora recognized this obligation, but she ignored it, choosing to be with, and sacrifice herself for, her sick husband instead of her sick father.

Mrs. Linde, on the other hand, abandoned her hopes of being with Krogstad and undertook years of labour in order to tend to her sick mother. Mrs Linde has fulfilled her filial responsibility by dedicating her life to care for her mother, at the expense of her own personal happiness. Her motherʼs illness has directly affected the life she has led and the personal decisions she has made.

Ibsen does not however pass judgment on either woman’s decision, but uses the idea of a child’s debt to her parent to demonstrate that familial obligation is not one way – it is reciprocal.

THE UNRELIABILITY OF APPEARANCES

Over the course of A Doll’s House, appearances prove to be quite misleading and hide the true reality of the play’s characters and situations. Our first impressions of Nora, Torvald, and Krogstad are all later proved quite wrong.

Nora, at first, seems a silly, childish woman, but as the play progresses, we see that she is intelligent, motivated, and, by the end of the play, a strong-willed, independent thinker.

Torvald, on the other hand, though he appears as the strong, benevolent husband, reveals himself to be cowardly, petty, and selfish when he fears that Krogstad may expose him to scandal.

Krogstad, who initially appears to be a vicious, ruthless blackmailer, later reveals himself to be a much more sympathetic and merciful character. He also turns out as an earnest lover. Indeed, the play’s climax is largely a matter of resolving identity confusion – we see Krogstad as a loving merciful man, Nora as an intelligent, brave woman, and Torvald as a helpless, sad man.

Situations too are misinterpreted both by the audience and by the characters. The seeming hatred between Mrs. Linde and Krogstad turns out to be love. Nora’s creditor turns out to be Krogstad and not Dr. Rank, as the audience and Mrs. Linde had thought. Dr. Rank confesses that he is not just a friend to Nora but instead he is in love with her, to Nora’s and the audience’s surprise. The seemingly ruthless Krogstad repents and returns Nora’s contract to her, while the seemingly kindhearted Mrs. Linde fails to help Nora, leading to Torvald’s discovery of Nora’s secret.

GENDER ROLES

A Doll’s House exposes the restricted roles of women during the time of its writing and the problems that arise from a drastic imbalance of power between men and women.

Throughout the play, Nora is treated like a child by the other characters. Torvald calls her his “pet” and his “property,” and suggests that she is not smart or responsible enough to be trusted with money. Neither Krogstad nor Dr. Rank take her seriously, and even Mrs. Linde calls her a “child.” Nora seems unperturbed by the views of others about her; even calling herself “little Nora” and promising that she would never dream of disobeying her husband.

However, there are clues that she is not entirely happy with the limited position she has as a woman. For example, when revealing the secret of how she borrowed money to finance the trip to Italy, she refers to it as her “pride” and says it was fun to be in control of money, explaining that it was “like being a man.” (Pg 21) Nora seems to wish to enjoy the privileges and power enjoyed by males in her society. She seems to understand the confinement she faces simply by virtue of her sex.

Nora’s dissatisfaction with her status as a woman intensifies over the course of the play. In the final scene she tells Torvald that she is not being treated as an independent person with a mind of her own. According to her, the bitter solution to this issue is to leave married life behind, despite Torvald’s begging that he will change. Nora’s problems arise because as a woman she cannot conduct business without the authority of either her father or her husband. When her father is dying, she must forge his signature to secure a loan to save her husband’s life. That she is a responsible person is demonstrated when she repays the loan at great personal sacrifice.

The men in this play have a very conservative view of the roles of women, especially in marriage and motherhood. Torvald, in particular, believes that it is the sacred duty of a woman to be a good wife and mother. Moreover, he tells Nora that women are responsible for the morality of their children. In essence, he sees women as childlike, helpless creatures detached from reality on the one hand, but on the other hand as influential moral forces responsible for the purity of the world through their influence in the home.

The men of A Doll’s House are in many ways just as trapped by traditional gender roles as the women. The men must be providers. They must bear the burden of supporting the entire household. They must be the undoubted kings of their respective castles. Besides providing for their families, the men are obsessed by a desire to achieve higher status. Respectability is of great concern to both Torvald and Krogstad. When Nora’s borrowing is revealed, Torvald’s first thoughts are for his reputation. On the other hand, Krogstad is obsessed with achieving success now that he has changed his character. He intends to one day take over Torvald’s job and run the bank.

By the end of the play, these traditional ideas are truly put to the test.

INDIVIDUAL VS. SOCIETY

Nora, a dutiful mother and wife, spends most of the play putting others before herself. She thinks little about herself to the extent of engaging in an act of forgery and taking a debt for the sake of her husband’s health. She doesn’t stop to worry about how these actions might impact the lives of her husband and children. Even when she plans to kill herself near the end of the play, it is not to hide her shame but rather because she thinks that if she is alive then Torvald will ruin himself in trying to protect her.

Similarly, Mrs. Linde admits that, without a husband or any family members to care for, she feels that her life is pointless. Therefore both women find a sense of meaning in their lives through serving others and performing the caring, obedient role that society requires of them.

However, Nora later learns that prioritizing her duty as a wife and mother cannot lead to real happiness. She realizes that while she thought she was sacrificing herself to protect her love, in fact no such love existed. It becomes clear that Torvald would never have sacrificed his reputation to protect her. She therefore decides to leave him in order to develop a sense of her own identity. The play ends with Nora choosing to put herself as an individual before society’s expectations of her.

Some characters, however, are more concerned about themselves as individuals rather than the society. A good example is Krogstad. Throughout most of the play, it seems that he cares more about his reputation than anything else. Punished by society for his act of forgery, he is desperate to reclaim respectability in the eyes of others. However, he realizes that he will only achieve happiness through truly reforming himself and regaining the personal integrity that he lost, rather than the outward respectability.

In a similar way to Nora, Krogstad learns that society’s view of him is meaningless if he doesn’t respect himself as an individual.

BETRAYAL

Betrayal is a theme of this play in several ways. Nora has betrayed her husband’s trust in several instances. She has lied about borrowing money, and to repay the money she must lie about how she spends her household accounts and she must lie about taking odd jobs to earn extra money. She also chooses to lie about eating macaroons which her husband has forbidden her.

Torvald betrays Nora when he rejects her pleas for understanding. Torvald’s betrayal of her love is clearly shown when he doesn’t want to understand that Nora took the loan because of his own welfare. To him, she threatened his otherwise good reputation in the eyes of the society, which was an unforgivable sin to him. This was the reality that Nora requires to finally awaken from; her previous view about her husband and their marriage was just but a sham.

Mrs Linde also betrays Krogstad when she opts to marry a richer man because Krogstad was too poor to help her sustain her sick mother and needy siblings.

GROWTH AND DEVELOPMENT

In Act I, Nora is portrayed as nothing more than a “doll,” a child who has exchanged a father for a husband without changing or maturing in any way. But as the play progressed, she realized that she had no identity separate from that of her husband. Torvald owned her just as he owned their home or any other possession. She was finally forced to face the reality of the life she was living. She realized in the final act that if she had to develop an identity as an adult, she must leave her husband’s home. When Nora finally gave up her dream for a miracle and, instead, accepted the reality of her husband’s self-centredness, she finally took her first steps toward maturity. She realized the inequity of her situation; she also recognized her own self worth. Her decision to leave is a daring one that indicates the seriousness of Nora’s desire to find and create her own identity.

THE HOME

The fact that the play is called A Doll’s House means that home might be a prevalent theme. Early on in the text, the home is seen as a thing of joy, a place of comfort and shelter. The idea of home is enmeshed with the idea of the happy family, which the Helmers seem to be.

Toward the play’s conclusion, however, the imbalance of power in the family becomes an issue. Now the seemingly happy home is revealed as having been an illusion – a doll’s house – that hid the gulf between the Helmers. The Helmers’ home is really more of a prison than a shelter.

The title, A Doll’s House, implies that everything is a façade, an illusion. Just like a doll that has a plastered smile on its face, the doll’s house hides the problems in the marriage.

STYLISTIC/LITERARY DEVICES

Stylistic or literary devices are techniques (ways to do things, styles, or forms) that authors use to get the attention of the reader which include playing with words, creating imagery, comparing and contrasting, or using metaphors, just to name a few. In A Doll’s House, the author has used a variety of stylistic devices, as discussed below.

SYMBOLISM

Symbols are objects, characters, figures, or colours used to represent abstract ideas or concepts. The following are the symbols used in the play:

  1. Christmas and New Year Days

The action of the play is set at Christmas and New Year season. Christmas and New Year holidays are both associated with rebirth and renewal and several of the characters go through a kind of rebirth over the course of the play.

Both Nora and Torvald have a spiritual awakening, which could be seen as a “rebirth.” Nora’s trials and tribulations wake her up to the sorry state of her marriage. When the “wonderful thing” fails to happen, she realizes she will never be a fully realized person until she breaks away from her husband. And when she slams the door behind her, she is in a way reborn.

Nora is not alone in her spiritual awakening, however. Torvald’s last line, “The most wonderful thing of all?”(Pg 120) seems to indicate that he has also realized the complete inadequacy of his existence. By the end of the play, both Helmers have been reborn.

Krogstad and Christine are reborn as well. When these “two shipwrecked people…join forces,” (Pg 88) they each get a fresh start in life. Both of them view their renewed love affair as a chance for salvation. Krogstad hopes that it will help increase his standing with the community, and that Christine’s influence will make him a better person. Christine, on the other hand, is overjoyed that she will have someone to care for. She once again has purpose in her life.

Nora and Torvald both look forward to New Year’s as the start of a new, happier phase in their lives, a new beginning with no debts. In the New Year, Torvald will start his new job, and he anticipates with excitement the extra money and admiration the job will bring him. Nora also looks forward to Torvald’s new job, because she will finally be able to repay her secret debt to Krogstad. By the end of the play, however, the nature of the new start that New Year’s represents for Torvald and Nora has changed dramatically. They both must become new people and face radically changed ways of living. Hence, the New Year comes to mark the beginning of a truly new and different period in both their lives and their personalities.

In the end of the play, it resembles new beginnings as almost all the characters are starting new lives, Nora and Torvald separately, while Christine and Krogstad together.

  1. Christmas Tree

The Christmas tree symbolizes Nora’s role in her household. She is only a decoration to be looked at. Her function in the household is pretty much the same as the tree. She is merely decorative and ornamental. She dresses up the tree just as Torvald dresses up her for the party. It’s interesting that she tells the maid not to let the children see the tree until it’s decorated.

The Christmas tree, therefore, a festive object meant to serve a decorative purpose, symbolizes Nora’s position in her household as a plaything who is pleasing to look at and adds charm to the home.

It also symbolizes family happiness and unity, as well as the joy Nora takes in making her home pleasant and attractive.

At the beginning of Act Two, the Christmas tree has been stripped of its ornaments and is only left with burnt-down candle-ends on its disheveled branches. Nora is alone in the room, walking about uneasily. Basically, Nora is a mess and so is the tree. She’s gotten the bad news from Krogstad, and as a result her mind is just as disheveled as the poor tree.

The tree seems to mimic Nora’s psychological state. It can be interpreted as symbolic of Nora’s disintegrating web of lies. The pretty decorations that Nora used to cover up her deceit are falling away. Soon the bare, ugly truth will emerge. This represents the end of Nora’s innocence and foreshadows the Helmer family’s eventual disintegration.

  1. Macaroons

Torvald has banned Nora from eating macaroons. Although Nora claims that she never disobeys Torvald, this is proved false in the very opening of the play when Nora eats macaroons while she was alone in the living room. The macaroons are symbolic of Nora’s disobedience and deceit. She lies to Dr. Rank about having been given some by Mrs. Linde, and after giving her performance of the tarantella asks that macaroons be served at dinner, which indicates a close relationship between the macaroons and her inner passions, both of which she must hide within her marriage.

  1. The tarantella

Tarantella takes its name from a spider, a Tarantula,   which, according to the Italian legends, bites its victim to quick death. The only way to get rid of its poison is to dance so as to let the poison come out of the body with the sweat. Similarly, the wild dance of Nora is a symbolic expression of her tragic inner condition and, at the same time, a therapeutic instrument that gives her courage to face up the suicide that she plans to carry out. Nora dances the Tarantella at a time when she had accelerated anxiety, on the border of madness. So through the dance, her body was trying to express what couldn’t be said in words.

Like the macaroons, the tarantella symbolizes a side of Nora that she cannot normally show. It is a fiery, passionate dance that allows her to drop the mask of the perfect Victorian wife and express her desperate and tragic interior condition and her inner feelings.  It is a dance of recovering from the madness of her fate; Tarantella has the power to heal Nora.

After the dance, in fact, she reemerges matured and able to look death in the eyes.

It is important to note that the rehearsal of Tarantella is the first moment in which Nora doesn’t obey what Torvald commands. Her repressed feelings are not allowed to come out in her marriage, the only way she can express them is through a performance. And her performance is wild and hysteric. Through the dance Nora liberates herself from her sexual doll’s role, which is a transformation from an old existence to a new one.

  1. The Doll’s House

The title of the play A Doll’s House is also symbolic. It represents something impermanent or short-lived.

There are a few mentions of dolls early on in the play; for example, when Nora shows Torvald the dolls she bought for her daughter, and says that the fact that they are cheap doesn’t matter because she will probably break them soon anyway. This probably suggests that Nora is raising her daughter for a life similar to her own. It also foreshadows Nora breaking up her family life by leaving Torvald.

When Nora plays with her children she also refers to them as her “little darlings.” (Pg 42) However, it is not until the end of the play that the metaphor becomes explicitly clear. Nora tells Torvald that both he and her father treated her like a doll, and cites this as one of the reasons why she has become dissatisfied and disillusioned with her life with him.

  1. The dance costume

At the end of the play, Nora decides to leave Torvald. The next thing Nora does is to change out of her fancy dance dress. Torvald bought this dress for Nora to wear at a costume party because he wanted her to appear as a “Neapolitan fish girl”. As one would put clothes on a doll, Torvald dresses Nora. When she sheds this dress, she is symbolically shedding her past life with Torvald and her doll-like existence.

  1. Dr. Rank

Dr. Rank is a symbol of moral corruption within society. He has been lusting for Nora secretly. His illness is symbolic of the moral illness of the society as represented by himself, Krogstad and, by extension, Torvald.

 

 

  1. Mrs Linde

Mrs Linde is a symbol of a modern, independent woman. She arrives in town in search of a job in order to earn money and survive independently. She perhaps also symbolizes hollowness in the matriarchal role.

  1. Torvald Helmer

Torvald Helmer is a symbol of a male dominated, authoritative, and autocratic society.

  1. The slamming of the door

The slamming of the door symbolizes the finality of the relationship between Torvald and Nora Helmer.

USE OF FIGURATIVE LANGUAGE

IMAGERY

Metaphors

A metaphor is a comparison without using the terms ‘like’ or ‘as.’ Henrik Ibsen uses quite a number of metaphors in A Doll’s House. These include the following:

  1. Torvald’s pet names for Nora

-He calls her “featherhead,” “songbird,”  “squirrel,” “hunted

dove…saved from hawk’s claws,” and “skylark.” When she leaves him, he calls her a “heedless child.” All these metaphors are, on one hand, aimed at reflecting Nora’s apparently innocent, carefree nature, and on the other hand, they suggest that her husband does not think of her as a proper adult because she is a woman.

-Another metaphor is where Torvald says, “…how much it costs a man to keep such a little bird as you.” Here, Torvald is comparing Nora to a bird by saying that people would not expect her to spend as much money as she does.  The “bird” reference means that birds are typically low maintenance, but Nora is not.

  1. The doll

-In Act 3, Nora tells Torvald that both her father and Torvald have treated her like a doll-child, with no opinions of her own, and have only played with her. Both men, she says, have committed “a great sin” against her in discouraging her from growing up. Torvald’s pet names for her are prefaced by “little,” showing that he sees her as a child.

  1. Big black hat

-In Act 3. Dr. Rank has a coded conversation with Nora (designed to protect Torvald from unpleasant truths) in which he says he will attend the next fancy dress ball wearing “a big black hat” that will make him invisible. This is a way of saying that he will be dead.

Other metaphors

-Krogstad is labeled “morally diseased” because of the incriminating forged bond and the forged documents that tarnished his reputation.

-Nora and Torvald crumbling marriage and home are referred to as a “doll’s house” to mean their impermanency.

– Krogstad uses this metaphor, “I am a shipwrecked man clinging to a bit of wreckage” (Pg 87) to describe how he felt when Mrs. Linde chose to marry her late husband instead of him. Mrs. Linde replies that she had her mother and younger brothers to take care of and she needed financial stability, which Krogstad could not offer her. In this metaphor, Krogstad might be suggesting that he is still in love with Mrs. Linde.

-Torvald refers to his wife as his “frightened little songbird” and promises her that his “big broad wings” would protect her.

-The title of the play A Doll’s House is an extended metaphor. It is comparison of a small toy with that of a perfect house. It compares Nora’s relationship with every man in her life to that of a young child playing with her, merely a pretty plaything.

Similes

A simile is a comparison by use of the terms ‘like’ or ‘as.’ Similes are used in different places in the story to compare certain necessary ideas.

Examples

-“It was like being a man.”(Pg 21) This simile was used by Nora to compare the role she played in sustaining the family during their one-year stay in Italy. It made her feel like a man supporting them for all that time.

-Torvald brags that he will protect Nora “like a hunted dove that [he has] saved from the talons of a hawk.” Here, he wants to emphasize his commitment in ensuring Nora of her safety.

IRONY

Irony is a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. There are three types of irony evident in A Doll’s House, namely: verbal, situational and dramatic irony.

 

 

Dramatic irony

Dramatic irony occurs when the audience is more aware of what is happening than one, some or all the characters on stage.

The full significance of a character’s words or actions is clear to the audience or reader although unknown to the character. In other words, the audience’s or reader’s knowledge of events or individuals surpasses that of the characters.

Examples

-This happens in A Doll’s House near the opening of the play when Nora eats macaroons. When Torvald then asks Nora if she has been eating sweets, she lies and says she has not. Nora and the audience know this is a lie and so know more than Torvald, making this a situation of dramatic irony.

-Torvald tells Nora, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3) But nevertheless, she has borrowed money from Krogstad which she has been paying for a long time without his knowledge.

-The reader is aware that Nora borrowed money from Krogstad without her husband’s permission. Nora also forged her father’s name to gain the money. She says, “You don’t know all. I forged a name.” In the following conversation between Nora and Christine it is clearly stated that Torvald does not know of Nora’s actions

Mrs. Linde: And since then have you never told your secret to your husband?

Nora. Good heavens, no! (Pg 20)

-Another example of dramatic irony in A Doll’s House is when Nora wants to practise a dance called the Tarantella. When Torvald goes to look in the letter box Nora says, “Torvald please don’t. There is nothing in there.” (Pg 80) The reader knows there is a letter in the mailbox that has been dropped by Krogstad. The reader also knows that Nora has not forgotten the dance as she claimed, she was just pretending. The reader knows this when Torvald goes to check the mail and Nora begins to play the Tarantella. Nora then says, “I can’t dance tomorrow if I don’t practise with you.” (Pg 81) The reader knows that all Nora is trying to do is keep Torvald from reading the mail which contains a letter from Krogstad.

-Dramatic irony is evident throughout the text to indicate Nora’s exit from her marriage with Torvald. Some escalating events have happened in the three acts to give clues to the audience that she has already decided to leave.

Examples

  1. i) Nora to Nurse regarding the children:

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

  1. ii) Nora to Torvald:

Nora: “Torvald, you will be sorry for not letting me stay, even

for just half an hour.”

She knows that the letter is still in the mailbox and doesn’t want Torvald to find out about the contract.

iii) Nora to Mrs Linde:

Nora: “You all think I’m incapable of doing anything serious…or of ever having to face the brutality of life.”

 

 

 

Situational irony

Situational irony occurs when something entirely different happens from what the audience may be expecting, or the final outcome is opposite to what the audience is expecting.

Examples

-Situational Irony is present when Nora is discussing Krogstad’s forgery with her husband in Act 1. Minutes before this conversation, Krogstad approached Nora about her own forgery of her father’s signature.

-There is very little hint that Nora is going to leave Torvald until the end of the play. At the beginning of the play she acts as if she loves him very much. Not until she says “Or if anything else should happen to me – anything, for instance, that might prevent me from being here” does anyone think about Nora leaving Torvald. At the end of the play she calls Torvald a “stranger” and walks out.

-It is ironic that Torvald states that he awaits the moment when Nora will be in trouble so that he can rescue her. When in fact the truth comes out and Torvald has been given his opportunity to rescue Nora, all he is concerned with is his reputation. He yells at her. He insults her by calling her feather brain. He screams at her, telling her to go to her room. He is not interested in how he can rescue her. He is interested in how he can get out of this mess without ruining his good name.

-When Krogstad returns the IOU document, Torvald exclaims that he is saved and that he has forgiven Nora. When Nora asks if she is saved, Torvald exclaims that she is, of course. Only moments earlier, he was furious with her. Ironically, he did not even consider that she had borrowed the money to in fact save him.

-Situational irony is also evident earlier on in the play during Nora’s chat with Mrs. Linde, where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) Here, Nora visualizes a happy and blissful life with Helmer. However, there is irony in what she says because later on in the play, her marital relationship will be shattered and she will leave her husband and all the “money” that she had visualized, for an uncertain future away from Torvald after realizing that the world she was living in was equivalent to the world of a puppet, or rather, a doll.

 

Verbal irony

Verbal irony occurs when a speaker’s intention is the opposite of what he or she is saying.

Examples

-Verbal irony is present when Helmer says, “Is that my little skylark twittering out there?” (Pg 2) He is not really asking if Nora is a bird. He is not even saying that she is twittering like a bird. He is just asking if it is his wife, Nora, and if she is saying something. When Torvald Helmer says, “Is it my little squirrel bustling about?” (Pg 2) he does not think that Nora is a squirrel either.

-Nora has her share of verbal irony too. When she is sitting down talking to Mrs. Linde she says, “There now, it is burning up.” The place is not literally burning up. The house is not on fire. Nora is just stating that the temperature inside the house is hot.

– When Nora is chatting with Mrs. Linde, where she says “just fancy, my husband has been made manager of the Bank!”(Pg 11) where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) The reader is tempted to think that her life and that of her family is one smooth ride. But it emerges that she is deep in debt and even has to work extra hours at night in order to keep up with the payments.

FORESHADOW

Foreshadowing refers to clues that point to events that will happen later.

Examples

-Nora’s early rebellion of eating the macaroons against Torvald foreshadows her later rebellion

-The way Torvald always called Nora “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” was a foreshadow. She ends up saying something like “I’m just your little dove” in the later Acts when she decides to leave him. She acknowledges the fact there was never actually love between them; she was just his play toy, hence the name of the play, A Doll’s House.

-In the following conversation between Nora and Anne-Marie, there is use of foreshadow.

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

Nora eventually leaves her family, which was why she asked Anne-Marie how she possibly could have done it.

-Torvald’s stubbornness about denying Krogstad the banking job has complicated Nora’s attempt to continue hiding her little secret. We know there is going to be trouble later on. Nora’s secret is bound to come out. Ibsen has foreshadowed an ironic inevitability.

-Mrs. Linde plays the role of foreshadowing the future of Nora and a mirror to Nora’s character. She delves into the mistakes Nora will make and views her for what she truly is. She is the wise woman who has hindsight of what becomes of women who spend their money and borrow. She provides exposition to the play because she is the only one Nora can discuss her history with without consequences. Talking to Mrs. Linde provides an opportunity for the audience to understand Nora’s character.

-Mrs. Linde shares with Nora that her husband had died and that, due to her habits and his unstable business, she was now poor and struggling to make ends meet. She seems to be foreshadowing Nora’s impending fate.

CONTRAST/JUXTAPOSITION

Contrast or juxtaposition involves two characters or things being placed together with a contrasting effect.

Examples

-The father-daughter relationship between Nora and her father and that of Nora and Torvald is contrasted in the final Act. Nora makes this connection that life with her father was like life with Torvald. Nora’s father would force his beliefs on her and she would comply with them lest she upset him; she would bury her personal belief under Papa’s. According to Nora, Torvald was guilty of the same things. A good example was his insistence on her wearing the fish girl costume and his frustration over her inability to grasp the tarantella.

-Krogstad and Nora are also contrasted. The more we learn of Krogstad, the more we understand that he shares a great deal with Nora Helmer. First of all, both have committed the crime of forgery. Moreover, their motives were out of a desperate desire to save their loved ones. Also like Nora, Krogstad has contemplated ending his life to eliminate his troubles but was ultimately too scared to follow through.

– Dr. Rank’s treatment of Nora is contrasted sharply with that of Torvald. Rank always treats Nora like an adult. He listens to her and affords her a dignity, which is definitely missing in Torvald’s treatment.

– Mrs Linde’s relationship with Krogstad also provides a point of comparison with that of Nora and Torvald.

-Nora and Mrs Linde are also contrasted. Whereas Mrs. Linde took responsibility for her sick parent, Nora abandoned her father when he was ill. Mrs. Linde’s account of her life of poverty underscores the privileged nature of the life that Nora leads. Her sensible worldview contrasts sharply with Nora’s somewhat childlike outlook on life.

FOIL

A foil is a literary character who contrasts another character in order to highlight certain aspects of the other character.

Examples

-Mrs Linde’s life’s journey from independence to marriage is a foil to Nora’s journey in the opposite direction.

-Dr Rank is a foil to Torvald in that he treats Nora as an intelligent human being and she in return speaks more openly to him than she does to her husband.

-Mrs. Linde is the character that really makes Nora look bad in comparison and acts as a foil for Nora. In fact, you could argue that all the characters act as foils for Nora.

MOTIFS

Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.

Examples

Nora’s definition of freedom

-Nora’s understanding of the meaning of freedom recurs in the course of the play. In the first act, she believes that she will be totally “free” as soon as she has repaid her debt, because she will have the opportunity to devote herself fully to her domestic responsibilities. After Krogstad blackmails her, however, she reconsiders her outlook regarding freedom and questions whether she is happy in Torvald’s house, subjected to his orders and commands. By the end of the play, Nora seeks a new kind of freedom. She wishes to be relieved of her familial obligations in order to pursue her own ambitions, beliefs, and identity.

Use of letters

-Many of the plot’s twists and turns depend upon the writing and reading of letters. Krogstad writes two letters: the first reveals Nora’s crime of forgery to Torvald; the second retracts his blackmail threat and returns Nora’s promissory note.

-The first letter, which Krogstad places in Torvald’s letterbox near the end of Act Two, represents the truth about Nora’s past and initiates the inevitable dissolution of her marriage. The second letter releases Nora from her obligation to Krogstad and represents her release from her obligation to Torvald.

-The two letters have exposed the truth about Torvald’s selfishness, and Nora can no longer participate in the illusion of a happy marriage.

-Dr. Rank communicates his imminent death through another form of a letter: a calling card marked with a black cross in Torvald’s letterbox. By leaving his calling card as a death notice, Dr. Rank politely attempts to keep Torvald from the “ugly” truth, as he had said earlier about his best friend, Torvald.

Other letters include Mrs. Linde’s note to Krogstad, which initiates her life-changing meeting with him, and Torvald’s letter of dismissal to Krogstad.

HYPERBOLE

Hyperbole refers to extreme exaggeration of statements or claims which makes someone or something sound bigger, better or more than they are.

Examples

  1. i) Nora: Yes, that’s just it.

Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is horrible to think of! I am in the power of an unscrupulous man; he can do what he likes with me, ask anything he likes of me, give me any order he pleases – I dare not refuse. And I must sink to such miserable depths because of a thoughtless woman! (Pg 104)

It is a hyperbole because although Nora may have caused a major accident of forging a signature and hiding it from Helmer, it is not obvious it will affect his future. Helmer is exaggerating that his happiness is destroyed because he feels betrayal and anger, just to show the seriousness of the shame that Nora has caused.

  1. ii) Linde: But now I am quite alone in the world – my life is so dreadfully empty and I feel so forsaken.

This is a hyperbole because Mrs. Linde is exaggerating about her situation.

iii) NORA: I should like to tear it into a hundred thousand pieces.

It is a hyperbole because Nora cannot possibly be able to tear the letter into a thousand pieces.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REVISION QUESTIONS

CONTEXT QUESTIONS

  1. Where is A Doll’s House set?

-In a middle-class living-room; nice but not extravagant furniture; piano, fire, winter’s day; Norway

  1. Why does Nora tell the porter to hide the tree?

-So the kids don’t see it before it’s decorated

  1. What does Nora sneak at the beginning of the play?

-Macaroons

  1. What does Torvald call Nora?

-Squirrel, skylark

  1. Why does Torvald scold Nora at the beginning of the play?

-for buying things and being careless with money

  1. When is Torvald getting a new job? Why does he want Nora to wait to spend money?

-New Year; what if he gets hit in the head with a brick and therefore never gets the job?

  1. How does Nora suggest they buy things before the promotion?

-borrowing from people (Helmer thinks she’s just a typical woman who doesn’t understand debt)

  1. What does Nora want Torvald to get her for a present? Why doesn’t he want to give it to her?

-money; he calls her a spendthrift and says she’ll just waste all the money on unimportant things

  1. What does Torvald think runs in Nora’s family?

-spending too much money (like her father)

  1. Does Nora want to be like her dad? Does Torvald want this?

Yes, no

  1. What is the first thing Nora lies about?

-she denies that she would ever eat macaroons because she promised not to…but she did

  1. What did Nora do the Christmas before this one?

-locked herself away to make paper flowers to decorate the tree (the cat ripped up the flowers, though)

  1. Who is Mrs. Linde?

-Christine; Nora’s childhood friend; they haven’t seen each other in 9 or 10 years

  1. What does Nora think of Mrs. Linde’s appearance?

-she looks pale

  1. What work has Nora had to do?

-sewing, embroidery, etc.

  1. What secret does Nora tell Mrs. Linde first?

-when Torvald worked too hard in the first year of their marriage and got sick and had to go to Italy to recover, she borrowed money from her father in order to pay for it (at the time: her father was dying, she was pregnant, and she couldn’t go see him)

  1. What is Christine’s backstory?

-she never loved her husband, she just married Mr. Linde because she had a sick mother and two little brothers to support; when he died, his business fell apart and she was left with nothing; she had been working ever since; recently, her mom died and her brothers are now old enough to take care of themselves.

 

  1. What does Christine ask of Nora?

-if Torvald can give her a job at the bank he’ll be managing

  1. Why does Christine think it’s nice of Nora to care so much about her troubles?

-because she says Nora has never had any of her own

  1. What does Nora reveal to Mrs. Linde after being insulted because Christine said she didn’t really know trouble?

-she didn’t actually borrow money from her father; she borrowed it from someone else, but Torvald doesn’t know this; he didn’t even know how sick he was and that the Italy trip was to make him survive; she pretended that she just wanted to travel abroad and secretly borrowed the money to spare his pride

  1. When does Nora plan on telling Torvald the truth?

-when she’s old and he’s not attracted to her any more

  1. How has Nora been paying back the loan?

-lots of odd jobs secretly, scrimping on buying new clothes for herself (cheap clothes look good on her so Torvald doesn’t notice); last winter she copied letters late every night (perhaps she didn’t really spend all that time making tree decorations?)

  1. What does Nora dream?

-a rich old man would come and give her all the money she needs

  1. How does Mrs. Linde first claim to have known Krogstad?

-he was a lawyer in her area

  1. What is Krogstad’s backstory?

-had an unhappy marriage, now has several children, got himself into bad business troubles

  1. What does Mrs. Linde say when Dr. Rank tells her and Nora what a bad guy Krogstad is?

-people should try to help the diseased (Dr Rank says Krogstad is morally diseased)

  1. What does Torvald say when Nora asks if Christine can have a job?

-yes; she’s come at a good time

  1. What does Krogstad first ask Nora? Then what does he ask of her?

-if Mr. Helmer is giving Christine a job; if she will use her influence to get him a job (she says she doesn’t have much influence)

  1. Why is Nora no longer afraid of Krogstad when he first comes to visit?

-come New Year she’ll be out from under his thumb

  1. Why does Krogstad want to regain the community’s respect?

-for the sake of his sons

  1. Why does Nora tell Krogstad not to tell Torvald about the money?

-that would only confirm what a bad person Torvald sees Krogstad as saying it would make everything unpleasant

  1. What does Krogstad tell Nora that makes the whole thing worse?

-she forged her father’s signature; he can prove it because the signature is in Nora’s handwriting and she dated the document after her father died; basically he can prove that not only does she owe money but she broke the law (Nora says she didn’t have time to think about it because her husband was dying)

  1. When does Nora start decorating the Christmas tree?

-after Krogstad leaves after blackmailing her

  1. Why does Torvald think Krogstad was at the house?

-to get Nora to put in a good word for him

  1. What does Nora ask Torvald to do for her?

-pick out her costume for the Stenborgs’ party because she’s helpless without his taste

  1. What crime did Krogstad commit? Why does Torvald not like him?

-forgery; he never admitted his guilt, he got off through loopholes, he is corrupt and has lived a life of lies even around his family

  1. How does the Christmas tree look at the start of Act 2?

-stripped and bedraggled

  1. Who is Anne?

-nurse; she got pregnant by a bad guy and had to give up her child

  1. What costume is Nora going to wear to the Stenborgs’ party?

-Neapolitan fisher girl

  1. What dance does Torvald want Nora to do?

-tarantella

  1. What does Christine offer Nora?

-to fix up her costume (if she can come by and see Nora in it)

  1. What is Dr. Rank sick with? How did he get it?

-consumption of the spine; his promiscuous father

 

  1. What can Nora not talk about with Torvald? Why?

-her old school friends; he gets jealous

  1. Who does Christine guess lent Nora the money?

-Dr. Rank

  1. What does Christine think of Nora and Dr. Rank’s relationship?

-they should stop talking to each other so much because he’s probably interested in Nora

  1. Who does Nora think about borrowing money from to pay Krogstad?

-Dr. Rank

  1. What does Nora tell Torvald she’ll do anything he asks of her for? What does Torvald say?

-if he’ll not fire Krogstad; he’s given his job to Mrs. Linde

  1. What reasoning does Nora give as to why Torvald should not fire Krogstad?

-he writes small newspapers and he might write nasty articles about Torvald if he’s fired (like when her father got in legal trouble and was slandered by the papers); he should fire someone else and let Mrs. Linde and Krogstad both have jobs

  1. What does Torvald think of Nora’s dad’s business?

-his dealings were shady

  1. Why won’t Torvald give in to Nora’s request for a job for Krogstad?

-he already said no and told everyone at the bank he’s firing Krogstad, and he’s worried that if he changes his mind people will think his wife rules him; also, he knew Krogstad when they were kids and Krogstad insists on calling Torvald his first name which is really embarrassing given Krogstad’s corrupt past

  1. What finally makes Torvald send a letter firing Krogstad?

-Nora calls him petty for worrying about his affiliations with Krogstad

  1. Why does Torvald forgive Nora’s behavior in wanting a job for Krogstad?

-shows how much she loves him; but if trouble comes from the firing, he can handle it

  1. What does Dr. Rank ask of Nora?

-to keep Torvald away from Dr. Rank’s sick room, because he is sensitive to such unpleasantness and Rank doesn’t want to upset him

  1. How will Dr. Rank inform Nora of his death?

-business card with black cross in their mailbox when he starts to die (Nora says it’s morbid and depressing)

  1. Who does Dr. Rank think will replace him as Nora’s friend after he dies?

-Mrs. Linde

  1. How does Nora react when Dr. Rank tells her he loves her?

-she says it’s inappropriate; it makes her uncomfortable, he shouldn’t have said that

  1. How does Nora respond when Rank tells her that she seems like she loves him more than Torvald?

-she says the people you have fun with aren’t the same as the ones you love; when she was little she loved her father the most, but had fun gossiping with the maids

  1. What relationship does Nora liken her relationship with Torvald to?

-her relationship with her father

  1. Why is Krogstad surprised Torvald would fire him at first?

-knowing what power he has over them

  1. What does Krogstad offer?

-that the three of them can settle the matter, and no one else has to be involved

  1. How does Krogstad plan to use the blackmail?

-to blackmail Torvald into giving him a promotion; in a year it’ll be him running the bank instead of Torvald

  1. What does Nora threaten to do? What does Krogstad say?

-commit suicide; doesn’t believe she’ll do it, and it wouldn’t do any good because he would still be able to ruin her reputation which Torvald would never let happen

  1. What does Nora expect Torvald to do when he finds out?

-take all the blame on himself; a wonderful, yet terrible thing

  1. How does Mrs. Linde reassure Nora?

-says she will go and convince Krogstad to ask Torvald for the unopened letter back because they used to be close

  1. What does Nora ask Torvald to help her with?

-practising the tarantella (she does it, and he says she has a lot of practising to do, which she agrees with and says he will have to help her every moment between then and the party)

  1. What does Torvald guess when Nora says he will have no time to open letters since he’s helping her practise? What does he agree to do?

-that there’s a letter from Krogstad; wait till after the party to open it

  1. Why is Nora kind of glad that Torvald’s going to find out?

-the wonderful thing, the miracle will happen – he’ll jump to her rescue and take all the blame

  1. Where does Mrs. Linde wait for Krogstad? Why?

-at the Helmers’ house while they’re at the party; there’s no private entrance at the place where she’s staying

  1. What is Krogstad and Mrs. Linde’s past?

-she broke up with him abruptly for the man she married because she needed his money to support her family

  1. What does Krogstad say he has been like since Christine left him? What does she say?

-a man lost at sea on a wreck; she feels the same, and the shipwrecks should get together

  1. Why does Mrs. Linde tell Krogstad she came to town? What does he say?

-for him: she needs someone to work for, to help, or she feels like she has no purpose in life; Krogstad calls her hysterical and says she’s just looking for a chance at self-sacrifice

  1. What does Mrs. Linde say when Krogstad asks if she only got back together with him for Nora?

-she sold herself in the past and would never do it again

  1. Why does Christine tell Krogstad not to get his letter back?

-all the lies in the Helmers house need to come to light

  1. Did Nora want to leave the party so early?

-no

  1. Why does Mrs. Linde say she is at their house?

-to see Nora’s costume

  1. What did Torvald think of Nora’s performance at the party?

-a bit too realistic, she was a bit too much like a Neapolitan fisher girl for his taste (but the other guests loved it)

  1. What does Torvald think Mrs. Linde should do instead of knitting?

-embroidery (more tasteful since knitting needles looks Chinese)

  1. What does Torvald pretend when the Helmers go to parties?

-Nora’s not his wife, but his secret lover

  1. What does Dr. Rank say he will be at the party next year?

-invisible

  1. Why does Dr. Rank tell Torvald he had a right to drink a lot at the party?

-he did medical research all day and has found something for sure and was very productive (but really, he found out he’s definitely going to die)

  1. What does Torvald notice about the mailbox? What is Nora’s response?

-someone tried to pick the lock; one of Nora’s hairpins is jammed into it; she blames it on the kids

  1. What does Torvald find in the mailbox from Rank?

-two cards with black crosses on them

  1. What does Torvald tell Nora after he says he’s glad to have her?

-he sometimes wishes she were in trouble so he could save her

  1. What does Torvald do after reading Krogstad’s letter?

-screams at Nora, says she is just as disgusting as her father was; says his happiness is now destroyed because he will have to obey Krogstad

  1. What does Torvald say in response to Nora’s threatening to commit suicide?

-it won’t do any good because Krogstad will still have power and suspect him as an accomplice (he doesn’t really care that she’d be dead?!)

  1. What is Torvald’s solution?

-Nora can still live in the house to keep up appearances, but the relationship is over and she’s not allowed near the children because she’ll corrupt them

  1. How does Krogstad fix the problem?

-sends another letter with the forgery and says he’s ashamed he tried to blackmail them

  1. Why does Torvald say his love for Nora is even deeper now?

-after having forgiven her from the bottom of his heart; his possession of her has grown even greater; she shouldn’t worry because hewill continue to guide her through life as if she were a child

  1. What does Nora complain about after Torvald forgives her?

-she says they have never had a serious conversation before now

  1. Who does Nora accuse of treating her like a doll?

-Torvald and her father; they dressed her up and made her into what they wanted her to be

  1. Why does Nora say she’s leaving Torvald and the kids?

-she has a duty to herself that she’s never fulfilled; she realizes she’s never been happy with Torvald; she will spend the night at Mrs. Linde’s

  1. Why does Torvald admonish Nora for wanting to leave?

-he says she’s forsaking her sacred duties to her husband and children; then he says what Jesus would do

  1. What does Nora need to learn by leaving?

-whether she’s just too ignorant to understand society, as Torvald says, or if society’s wrong

  1. Why does Nora realize she never loved Torvald?

-she realizes he isn’t the man she thought he was when the “miracle” of him taking the blame from her didn’t happen

  1. When does Nora say she would come back?

-if they had a true marriage instead of just living together

  1. What does Helmer end with?

“The most wonderful thing of all”

ESSAY QUESTIONS

  1. What is important about the title? Who is the “doll” Ibsen refers to?
  2. Who is the more significant female character in terms of plot development, Nora or Christine? Explain your answer.
  3. Do you think Christine’s decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora? Does this act ultimately hurt or benefit Nora?
  4. How does Henrik Ibsen reveal character in A Doll’s House? Is Nora a sympathetic character? Did your opinion of Nora change from the beginning of the play to its conclusion?
  5. Does the play end the way you expected? Do you think this was a happy ending?
  6. A Doll’s House is generally considered a feminist work. Do you agree with this characterization? Why or why not?
  7. What does the Tarantella dance symbolize in A Doll’s house?

The Co-operative University of Kenya Kuccps Course List, Codes, Clusters and Cutoff Points

The Co-operative University of Kenya Kuccps Course List, Codes, Clusters and Cutoff Points

KUCCPS PROGRAMMES AVAILABLE FOR SELECTION

Home/KUCCPS PROGRAMMES AVAILABLE FOR SELECTION

CUK PROGRAMMES AVAILABLE FOR SECOND REVISION  VIA THE KUCCPS PORTAL 

The Co-operative University of Kenya (CUK) is a fully chartered public university located in Nairobi, Karen approximately 15KM from the Nairobi CBD. The University presents a great atmosphere for learning, research, and student experiences like no other with the close proximity to wonderful nature trails, the Giraffe Center, and animal parks.

We are inviting the Kenya Certificate of Secondary Education (KCSE) Class of 2022 to apply for the various Bachelor (Undergraduate) Degree, Diploma, and Certificate programmes available for their selection.

The full list of programmes and programme codes available at The Co-operative University of Kenya (CUK) for selection in the Application/Revision of Choices by the Kenya Universities and Colleges Central Placement Services (KUCCPS) are as indicated in the table below.

By clicking on the KUCCPS Programme code or Programme Name, you will be redirected to the KUCCPS Portal where you can apply for the programme of choice.

How to Apply:

    1. Visiting the Kenya Universities Colleges Central Placement Service (KUCCPS) (https://students.kuccps.net/);
    1. Search for:
        • The programme using the Programme Code as indicated in the table below;  or
  1. Log in and apply for your programme of choice.
PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST
SBE
1 1080133 BACHELOR OF COMMERCE (B.COM) KSH 183,600
2 1080151 BACHELOR OF BUSINESS MANAGEMENT KSH 183,600
3 1080247 BACHELOR OF PURCHASING AND SUPPLIES MANAGEMENT KSH 183,600
4 1080541 BACHELOR OF SCIENCE (FINANCE) KSH 244,800
5 1080540 BACHELOR OF SCIENCE IN BANKING AND FINANCE KSH 183,600
6 1080146 BACHELOR OF SCIENCE IN ECONOMICS KSH 183,600
7 1080297 BACHELOR OF SCIENCE IN ENTREPRENEURSHIP KSH 183,600
SCCD
8 1080216 BACHELOR OF AGRICULTURAL ECONOMICS AND MARKETING KSH 183,600
9 1080610 BACHELOR OF CO-OPERATIVE BUSINESS KSH 183,600
10 1080510 BACHELOR OF CO-OPERATIVES AND COMMUNITY DEVELOPMENT KSH 183,600
11 1080187 BACHELOR OF SCIENCE (AGRIBUSINESS MANAGEMENT) KSH 183,600
12 1080549 BACHELOR OF SCIENCE (DISASTER RISK MANAGEMENT AND SUSTAINABLE DEVELOPMENT) KSH 153,000
13 1080174 BACHELOR OF SCIENCE IN ENVIRONMENT, LANDS AND SUSTAINABLE INFRASTRUCTURE KSH 244,800
14 1080312 BACHELOR OF SCIENCE IN ENVIRONMENTAL ECONOMICS AND POLICY KSH 244,800
15 1080213 BACHELOR OF SCIENCE IN ENVIRONMENTAL SCIENCE AND TECHNOLOGY KSH 244,800
16 1080214 BACHELOR OF SCIENCE IN MARKETING, INNOVATION AND TECHNOLOGY KSH 183,600
SCM
17 1080107 BACHELOR OF SCIENCE IN ACTUARIAL SCIENCE KSH 244,800
18 1080B61 BACHELOR OF SCIENCE IN APPLIED STATISTICS KSH 244,800
19 1080C82 BACHELOR OF SCIENCE IN APPLIED STATISTICS AND DATA SCIENCE KSH 244,800
20 1080200 BACHELOR OF SCIENCE IN APPLIED STATISTICS AND ECONOMICS KSH 244,800
21 1080163 BACHELOR OF SCIENCE IN STATISTICS AND INFORMATION TECHNOLOGY KSH 244,800
PROGRAMMES AVAILABLE FOR 2ND REVISION FOR THE 2023/2024 CYCLE – CUK NCBD Training Institute
# Programme Code Programme Name YEAR 1 – Programme Cost
1 4625552 DIPLOMA IN SOCIAL WORK & COMMUNITY DEVELOPMENT Ksh 122,400
2 4625555 DIPLOMA IN SALES & MARKETING Ksh 122,400
3 4625601 DIPLOMA IN ACCOUNTANCY Ksh 122,400
4 4625751 DIPLOMA IN BUSINESS MANAGEMENT Ksh 122,400
5 4625755 DIPLOMA IN HUMAN RESOURCE MANAGEMENT Ksh 122,400
6 4625810 DIPLOMA IN COOPERATIVE MANAGEMENT Ksh 122,400
7 4625988 DIPLOMA IN SUPPLY CHAIN MANAGEMENT Ksh 122,400
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Performing Arts Grade 7 CBC Free Schemes of Work

PERFORMING ARTS

GRADE 7 SCHEMES OF WORK

NAME OF THE TEACHER                                                   SCHOOL                                   YEAR            III     TERM                   

Ref used:

Grade 7 Performing arts curriculum Design

MTP Grade 7 Performing Arts Teachers Guide

MTP Grade 7 Performing Arts Learners Book

Week LSN STRAND Sub-strand Specific Learning Outcomes Key Inquiry Question(s) Learning Experiences Learning Resources Assessment Methods Ref  
1 1 PERFORMING Verse – Persona’s point of view By the end of the lesson the learner should be able to:

Knowledge

a)       discuss how a persona’s point of view expresses meaning in a verse

Skill

b)      rehearse the verse to internalize the persona.

Attitude

c)       Develop curiosity in defining the persona point of view.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• read the verse script to

brainstorm, with other

learners, the meaning

conveyed by the persona’s

view

• rehearse the verse to

internalize the persona’s

message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 129-131

 

MTP Performing Arts P.b pg. 130

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
  2   Verse – using voice techniques in a performance By the end of the lesson the learner should be able to:

Knowledge

a)       state the persona’s point of view.

Skill

b)      perform a verse using voice techniques to convey the intended message.

Attitude

c)       Develop curiosity in defining the persona point of view.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• perform a verse before an

audience while employing the use of voice, body and

movement to deliver the

message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 131-132

 

MTP Performing Arts P.b pg. 130-131

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
  3   Verse – Using body and space appropriately in a performance By the end of the lesson the learner should be able to:

Knowledge

a)       state ways in which verse performance express issues in the society.

Skill

b)      use body and space appropriately in performing a verse to convey the intended message.

Attitude

c)       Develop curiosity in defining the persona point of view.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• perform a verse before an

audience while employing the use of voice, body and

movement to deliver the

message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 132-133

 

MTP Performing Arts P.b pg. 131-133

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
2 1   Verse – appreciating verse performance By the end of the lesson the learner should be able to:

Knowledge

a)       list ways we can make presentation of a verse interesting and memorable.

Skill

b)      Watch a video clip on verse performance features.

Attitude

c)       appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• watch live or recorded verse performances to identify

performance features

• reflect on individual

performance based on

appraisal from other learners.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 133-134

 

MTP Performing Arts P.b pg. 134

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
  2   Skit –describing a scenario for a skit By the end of the lesson the

learner should be able to:

Knowledge

a) describe a scenario on a

selected theme on a pertinent and contemporary issue

Skill

b) audition and cast appropriately for the skit.

Attitude

c) appreciate the use of skit in addressing pertinent issues in society.

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• research and create a scenario, in a group, based on a contemporary issue such gender education, animal welfare education

• watch a live or recorded

performance and is guided to execute plot

• examine a given scenario of a skit, identify and take up a role, in a group

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 134-138

 

MTP Performing Arts P.b pg. 133-135

Oral presentations

Written tests

Work reports

   
  3   Skit – interpreting milestones and performing in a skit By the end of the lesson the

learner should be able to:

Knowledge

a)       define milestones in a skit.

Skill

b)      interpret milestones and perform a devised skit, in groups.

Attitude

c)       appreciate the use of skit in addressing pertinent issues in society.

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• perform a skit on a pertinent issue in the society before an audience in the school and the community

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 134-138

 

MTP Performing Arts P.b pg. 133-135

Oral presentations

Written tests

Work reports

   
3 1   Skit – manipulating voice, body and space to deliver a skit By the end of the lesson the

learner should be able to:

Knowledge

a)       identify the role of props and costumes.

Skill

b)      manipulate voice, body and space to effectively deliver a message using a skit

Attitude

c)       appreciate the use of skit in addressing pertinent issues in society.

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• rehearse the skit focusing on character development through use of voice, body and space

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 140-141

 

MTP Performing Arts P.b pg. 137-138

Oral presentations

Written tests

Work reports

   
  2   Skit –use of props, costumes and make up in a skit By the end of the lesson the

learner should be able to:

Knowledge

a)       identify the role of props and costumes in a play.

Skill

b)      use props, costume and makeup to enhance performance of a skit on a given theme.

Attitude

c)       appreciate the use of skit in addressing pertinent issues in society.

Project

a) stage a five-minute skit in

class/school

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• use appropriate costumes and props in performance

Project Task:

• script a skit based on a pertinent and contemporary issue in society

• cast for the skit

• rehearse the skit

• design and collect costume and props for the skit

• stage a full presentation of the skit in class

• get feedback from the class.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 141-144

 

MTP Performing Arts P.b pg. 138-140

Oral presentations

Written tests

Work reports

   
  3 CRITICAL APPRECIATION Kenyan Folk Music – medium of performance in Kenyan folk music By the end of the lesson the learner should be able to:

Knowledge

a) identify the medium of

performance in a Kenyan folk music performance.

Skill

b) listen to Kenyan folk music and identify its components

Attitude

c) appreciate different cultures through analyzing folk music from diverse Kenyan communities.

1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?

 

The learner is guided to:

• watch videos or live

performances of Kenyan folk music and is guided to

identify the medium of

performance (vocal and/or

vocal and instrumental)

• watch videos or live

performances and identify the components in the folk music (performers, songs,

instruments/voice, costumes and props, dance movements)

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 145-150

 

MTP Performing Arts P.b pg. 141-144

Oral presentations

Written tests

Work reports

   
4 1   Messages and values in Kenyan folk music performance By the end of the lesson the learner should be able to:

Knowledge

a) discuss the messages and

values in Kenyan folk music

performances

b) describe the style of

performance in Kenyan folk

music using appropriate

terminology.

Skill

c) express personal feelings

towards Kenyan folk music

experienced from

performances

Attitude

d) appreciate different cultures through analyzing folk music from diverse Kenyan communities.

1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?

 

The learner is guided to:

• individually and in groups discuss messages and values portrayed in Kenyan folk music

• discuss the styles of

traditional performance (

solo, solo-response and

choral)

• discuss personal feelings,

mood and attitudes experienced from folk

performances watched or

listened to

• analyze Kenyan folk music performances within the community and on mass media.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 151-153

 

MTP Performing Arts P.b pg. 145-147

Oral presentations

Written tests

Work reports

   
  2   Kenyan Folk dance – components of Kenyan folk dance performance By the end of the lesson the learner should be able to:

Knowledge

a) analyze the components of a Kenyan folk dance

performance

Skill

b) examine the messages and values in a Kenyan folk

dance performance.

Attitude

c) appreciate analyzing folk

dance from diverse Kenyan

communities.

1. What constitutes

a folk dance?

2. How can a

dance be used as a medium of

communication?

3. What should one consider in analyzing a Kenyan folk dance?

The learner is guided to:

• watch live or recorded

performances of Kenyan folk dances for general appreciation

• listen to or watch performances, pick out and discuss distinct components of a Kenyan folk dance; song, ornamentation, instrumental accompaniment,

costumes and décor, props and artifacts, dance steps, formations and patterns, transitions, audience, division of roles

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 154-156

 

MTP Performing Arts P.b pg. 149-150

Oral presentations

Written tests

Work reports

   
  3   Analyzing folk dance from diverse Kenyan communities By the end of the lesson the learner should be able to:

Knowledge

a) Outline the main events in a Kenyan folk dance performance.

Skill

b) critique a Kenyan folk dance using a given criterion.

Attitude

c) appreciate analyzing folk

dance from diverse Kenyan

communities.

1. What constitutes

a folk dance?

2. How can a

dance be used as a medium of

communication?

3. What should one consider in analyzing a Kenyan folk dance?

The learner is guided to:

• watch live or recorded dance performances and discuss messages and values in a Kenyan folk dance

• write a summary of events (plot) in a Kenyan folk dance performance individually and in groups

• critique recorded or live

performances of Kenyan folk dances from various communities using a given criteria

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 157-159

 

MTP Performing Arts P.b pg. 150-151

Oral presentations

Written tests

Work reports

   
5 1   Narrative – themes addressed in the script and performance of a narrative. By the end of the lesson the learner should be able to:

Knowledge & skill

a) identify and illustrate the

theme addressed in the script and performance of a narrative

b) identify the various narration techniques used in the narration process and state their effectiveness in the narration process

Attitude

c) appreciate the narrative as a tool of addressing

contemporary issues in society.

1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society? The learner is guided to:

• stage live performance of a narrative on guided themes

• evaluate others’ performance in groups or pairs

• identify and discuss how

pertinent issues in society are highlighted through

performance of narratives

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 159-163

 

MTP Performing Arts P.b pg. 151-154

Oral presentations

Written tests

Work reports

   
  2   Use of body, voice and space aids to effectively communicate the intended message By the end of the lesson the learner should be able to:

Knowledge

a)       explain how the use of body, voice and space aids to effectively communicate the intended message.

Skill

b)      demonstrate the use of body, voice and space.

Attitude

c)       appreciate the narrative as a tool of addressing contemporary issues in society.

1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society? The learner is guided to:

• watch live performances of narrative to identify and discuss the various performance elements; body, space, voice, message, storyline and narration style

• discuss the role of the audience in the narration process

 

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 163-164

 

MTP Performing Arts P.b pg. 154-156

Oral presentations

Written tests

Work reports

   
  3   Use of costumes and props to enhance communication in a narrative By the end of the lesson the learner should be able to:

Knowledge

a)       explain the role of the costumes and props in a narrative

Skill

b)       Demonstrate the use of costume and props enhances communication in narrative

Attitude

c)       appreciate the narrative as a tool of addressing contemporary issues in society.

3. What attributes define an effective narrator?4. What is the role of costume and decor in the narration process?

 

The learner is guided to:

• visit a performing gallery

nearby and participate in

watching and critiquing the

narrative performances

• discuss how props and costume enhance communication in the

narration process in groups or pairs

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 165-167

 

MTP Performing Arts P.b pg. 156-158

Oral presentations

Written tests

Work reports

   
6 1   Verse –criteria for evaluating a verse performance By the end of the lesson the learner should be able to:

Knowledge

a) examine the criteria for

evaluating a verse performance

Skill

b) watch a video clip on verse performance.

Attitude

c) appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• research on the criteria for evaluating a verse; body, voice, movement, theme, poetic language

• watch live or recorded

performances of verse while paying attention to key events in the verse

• constructively evaluate verse performances with a view to suggesting improvements

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 168-170

 

MTP Performing Arts P.b pg. 158-159

Oral presentations

Written tests

Work reports

   
  2   Examine main characters and events in verse By the end of the lesson the learner should be able to:

Knowledge

a) examine main characters

and events in a verse.

Skill

b) comment on the

significance of the values

promoted in verse

Attitude

c) appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• analyze, in groups, traits of characters presented in the verse and relate them to own experiences

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 171

 

MTP Performing Arts P.b pg. 159-160

Oral presentations

Written tests

Work reports

   
  3   Use of body, voice and space in a verse By the end of the lesson the learner should be able to:

Knowledge

a)       state the meaning of a verse.

Skill

b)      analyze the use of body, voice and space to effectively communicate topical concerns in verse.

Attitude

c)       appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• present orally and in writing own or group appraisal of a performance

• relate stage conflicts and

resolutions in a verse to real life situations.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 171

 

MTP Performing Arts P.b pg. 160

Oral presentations

Written tests

Work reports

   
7 1   Using verse to communicate issues in society By the end of the lesson the learner should be able to:

Knowledge

a) analyze the use of body,

voice and space to

effectively communicate

topical concerns in verse.

Skill

b) demonstrate the use of a verse to communicate issues in the society.

Attitude

c) appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• brainstorm with others how the various performance elements combine to aid delivery of the message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 172

 

MTP Performing Arts P.b pg. 161

Oral presentations

Written tests

Work reports

   
  2   Skit – use of the plot to communicate the message in a skit By the end of the lesson, the learner should be able to:

Knowledge

a) discuss how character

development is achieved in a

skit

Skill

b) examine how plot is used to communicate the intended message in a skit.

Attitude

c) appreciate the role of the skit in society

1. How is plot used in

communicating a message in a skit?

2. How is a character

developed in a skit?

 

The learner is guided to:

• watch live or recorded

performances of skits and

discusses how the various

elements aid in

communicating the

intended message

(scenario, storyline,

milestones, plot, conflict,

characterization, language,

improvisation, use of

voice and body)

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 173-176

 

MTP Performing Arts P.b pg. 162-164

Oral presentations

Written tests

Work reports

   
  3   How themes in a skit can help address moral issues By the end of the lesson, the learner should be able to:

Knowledge

a)       evaluate how thematic concerns in a skit can help addresses moral issues

Skill

b)      analyze how body, voice and space can effectively be used to communicate messages in a skit.

Attitude

c)       appreciate the role of the skit in society

3. How do themes

addressed in skits shape moral issues

in society?

The learner is guided to:

• watch live or recorded

performances of skits and

discusses how the various

elements aid in

communicating the

intended message

(scenario, storyline,

milestones, plot, conflict,

characterization, language,

improvisation, use of

voice and body)

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 177

 

MTP Performing Arts P.b pg. 164-165

Oral presentations

Written tests

Work reports

   
8 1   Role of costumes and make up in depicting characters in a skit By the end of the lesson, the learner should be able to:

Knowledge

a)       state the role of skit in addressing issues in the society.

Skill

b)      examine the role of costume and make-up in depicting the intended characters in a skit.

Attitude

c)       appreciate the role of the skit in society

4. In what ways can body, voice and space be used to communicate in a skit?

5. What is the role of costume and makeup in a skit?

The learner is guided to:

• evaluate performances by

others to appraise

qualities of a good

performance. (storyline,

acting, language and style,

costume and make-up,

props, use of space)

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 178-179

 

MTP Performing Arts P.b pg. 165-167

Oral presentations

Written tests

Work reports

   
  2 PERFORMING ART IN SOCIETY Performing arts in society – social and economic role of performing arts By the end of the lesson,

the learner should be able to:

Knowledge

a) discuss the social and

economic role of

Performing Arts in

Society.

Skill

b) watch a video on songs, dances, narratives and skit to identify economic and social roles of P.A in society.

Attitude

d) appreciate the place of

Performing Arts in

society

1. Why do we need

Performing Arts in society?

 

The learner is guided to:

• watch live or recorded songs, dances, verses, narratives and skits to identify the social and

economic roles of Performing Arts in society

• in groups research in the

community and in the digital space and reports on the role of Performing Arts in society

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 181-184

 

MTP Performing Arts P.b pg. 168-169

Oral presentations

Written tests

Work reports

   
  2   Performing arts platform By the end of the lesson,

the learner should be able to:

Knowledge

a)       state the social and economic roles of PA in the society

Skill

b)      utilize the Performing Arts platforms and contexts in furthering the role of Performing Arts in society.

Attitude

c)       appreciate the place of Performing Arts in society

2. How can

Performing Arts

products be

availed to the

wider society?

 

The learner is guided to:

• participate in festivals,

celebrations, ceremonies and talent fairs within and without the school to exhibit or illustrate the place of Performing Arts in society

• discuss how Performing Arts can be utilized to address societal issues such as: peace, integrity

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 184-185

 

MTP Performing Arts P.b pg. 169-170

Oral presentations

Written tests

Work reports

   
  3   Applying lessons learnt in performing arts By the end of the lesson,

the learner should be able to:

Knowledge

a)       identify lesson leant from performing arts.

Skill

b)       apply lessons learnt in Performing Arts to real life situations.

Attitude

c)       appreciate the place of Performing Arts in society

3. How can lessons learnt in Performing Arts be applied in real life situations? The learner is guided to:

• discuss lessons learnt from Performing Arts and identify

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 185-186

 

MTP Performing Arts P.b pg. 170-171

Oral presentations

Written tests

Work reports

   
9 1-3 END YEAR ASSESSMENT/CLOSING.

 

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