Knec Schools Portal

Wahundura Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Wahundura Mixed Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day  School that is located at Mathioya Subcounty in Murang’a County of the Central Region, Kenya. The School’s Official Phone Number Contact is: 0722302976.

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Mathioya.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Wahundura 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:  10228209

School’s Official Phone Number:  0722302976.

For electronic mail, use ruthnjjeris@gmail.com.

Total Number of Subjects Combinations Offered at the School: 6

Subject Combinations Offered at Wahundura Mixed Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

3
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES

STEM

3
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3017
Chemistry,Electricity,Geography
3 SubjectsSTEM

📍 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.

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.

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

Latest Jobs

NYS Paramilitary Training; Requirements, Intakes and Pass outs

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The National Youth Service, NYS.

About 30,000 youth are recruited annually and trained in various skills (paramilitary, engineering, fashion and design, business management, catering, agriculture, secretarial, plant operation, construction, driving) and, prepared for other national matters such as service in the armed forces, national reconstruction and disaster response. These remain relevant to date.

Basic Skill Set

  • Basic paramilitary skills
  • Physical training
  • Mindset training
  • Security and counter-terrorism
  • Social transformation (life skills, patriotism, citizenship)
  • Disaster response

Paramilitary Training

NYS recruitment is carried out twice a year. It exposes N.Y.S. trainees to strict discipline, dedication, perseverance, persistence, courage and commitment to higher ideals.

The training also provides a platform to instill national cohesion and patriotism. The training culminates into a colorful and joyous pass out parade which is presided by His Excellency and Commander In Chief of the Armed Forces, Republic of Kenya

Tuko tayari….

Tuko Tayari campaign is aimed at imparting the youth with skills, which will make them productive in the economy in line with the President’s Big Four Agenda.

The Big Four Action Plan includes manufacturing, food security, affordable housing and universal healthcare for all. The National Youth Service has been tasked with the implementation of this plan using the skills that the youth acquire from the institution.

 

TSC News Portal

New Teacher Transfer Rules by TSC: All You Need To Know

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New Teacher Transfer Rules by TSC: All You Need To Know

In a significant policy update that will impact thousands of educators nationwide, newly established teacher transfer guidelines have been formulated to guarantee equity, health considerations, and stability within the education sector.

The new framework, which has been articulated in the document titled “Factors to Consider in the Teacher Transfer,” emphasizes critical areas that the Teachers Service Commission (TSC) and associated authorities must evaluate prior to enacting teacher transfers. These provisions are designed to balance staffing requirements while simultaneously safeguarding teachers’ well-being.

Here is all the essential information regarding the new transfer rules:

1. Age of the Teacher Takes Center Stage

Teachers who are 56 years of age and above will be exempt from transfers away from their current workstations. This measure aims to protect senior educators from the challenges associated with relocation and to enable them to fulfill their remaining years with minimal disturbances.

The consideration of age acknowledges the vital contribution of experienced educators in maintaining school stability, particularly in rural and disadvantaged areas.

2. Health Status is Now a Major Factor

Teachers diagnosed with terminal illnesses will be exempt from transfers outside their current sub-county of employment. However, individual assessments will be conducted for each case. Key considerations will include:

– Supporting medical documents
– Availability and accessibility of appropriate medical facilities
– Other specific factors depending on the proposed station

This strategy ensures that teachers facing serious health challenges are not subjected to further difficulties due to unnecessary relocations.

3. Special Considerations for Teachers With Disabilities

Teachers possessing valid disability certifications will also be protected from transfers outside their current sub-county. This initiative reaffirms the TSC’s dedication to inclusivity and support for educators with disabilities.

The guideline ensures that teachers with disabilities can continue their service without the additional challenge of adapting to new, potentially unsuitable environments.

4. Priority on Intra-Sub-County Transfers

When transfers become necessary, the new policy emphasizes that priority should initially be given to transferring teachers within the same sub-county, particularly in schools experiencing shortages.

Only in cases of absolute necessity will teachers be transferred beyond their sub-counties. This approach aims to minimize disruptions in teachers’ personal and professional lives.

5. Family Considerations Given New Importance

Couples who are both employed by the Commission and have formally declared their marital status will now be prioritized for placement within the same vicinity whenever feasible.

This progressive initiative seeks to strengthen familial connections, enhance work-life balance, and contribute to overall teacher satisfaction and productivity.

6. Minimum Length of Stay Required Before Transfers

Teachers must have completed a minimum of three (3) years in their initial station before becoming eligible for a transfer. For those stationed in North Eastern and other hardship regions, the minimum duration is extended to five (5) years, unless otherwise authorized by the Commission Secretary.

This policy fosters continuity and consistency in schools while honoring teachers’ aspirations for career advancement.

7. Priority for Those Who Have Applied for Transfer
Teachers who have formally submitted a transfer application and satisfy the eligibility criteria will receive first priority. This approach will ensure that teachers’ individual circumstances and preferences are taken into account whenever feasible, thereby fostering greater satisfaction in their work environments.

8. Additional Considerations by the Commission

In situations where multiple teachers qualify for transfer according to the aforementioned guidelines, the Commission will conduct a further assessment based on:

First in, first out factor: Those who submitted their applications earlier will be prioritized.
Gender balance: Transfers will be managed in a manner that fosters gender balance within schools.
Teacher’s security: In regions where insecurity is a concern, the safety of the teacher will be a critical determining factor.

Why These Changes Matter

The comprehensive new transfer policy signifies a growing comprehension within the education sector that the welfare of teachers has a direct influence on students’ academic success. When teachers perceive themselves as supported and secure, they are able to concentrate more effectively on their primary mission: educating and shaping the upcoming generation.

Including factors such as health status, disabilities, family connections, and personal safety in transfer decisions denotes a transition towards a more compassionate, teacher-centered approach in educational management.

What Teachers Should Do

Teachers are encouraged to familiarize themselves with the new guidelines and ensure that all requisite documents—such as medical certificates or marriage declarations—are accurately submitted to the Commission.

Those pursuing transfers should also be mindful of the minimum stay requirements and submit their applications promptly to take advantage of the “first in, first out” consideration.

As the enforcement of these guidelines commences, it is anticipated that teachers will undergo a more equitable, transparent transfer process that more accurately acknowledges the realities of their personal and professional lives.

MONEY & FINANCING

Story of a successful bee keeping teacher

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A Murang’a teacher who also practices bee keeping in Kiria-ini area of Murang’a County is thriving in his apiculture venture.

Paul Njuki, 58 years old, divulged that ever since he was a little boy, he has been passionate about bee keeping and therefore while growing up, he knew he would venture into it.

“Besides being a teacher by profession, I also practice bee keeping” said Njuki, adding that his passion in apiculture stemmed from his late father who was an expert at bee keeping.

According to Njuki, he acquired this bee keeping skill from his late father who was a highly experienced bee keeper, who made a living out of it and got to educate him and his siblings from the income he made from selling honey.

“Whenever my father went to harvest honey from the bee hives, he kept, he would bring along my brothers and I, and taught us more about bee keeping,” said Njuki.

Njuki observed that currently many people struggle living in economically tough times and depending solely on one source of income to sustain their family to have a comfortable life.

“I cannot depend solely on the salary I earn from being a teacher and therefore beekeeping has helped me in having an alternate source of income from the sale of honey,” he said.

Njuri narrated that when he started his beekeeping practice ten years ago, he only needed a little capital since he had the expertise of setting-up the bee hives by himself without help and the money he used, paid back after a short while.

“I built my beehives by myself and I only need money to buy materials such as wood and nails,” he recalled.

Njuri sells a bottle of 250ml of honey for Sh250 and he sells approximately fifty jars per month.

He admits that just like any other business, beekeeping has its challenges and for him bee eater birds have over the years interfered with his venture.

“I started beekeeping 10 years ago and bee eaters have over the years harm the bees by eating them while others flee out of their beehives causing reduction of bees,” Njuki said.

Njuki said that as he is about to retire, he will invest highly on bee keeping and build more bee hives as he has many clients that depend on him.

He urges the government to offer training to the youth and people who want to learn more about beekeeping, as it is one of the best ventures he has come across.

Teachers' Resources

Computer Studies Paper 2 Revision Papers {Practical Exams Papers}

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NAME: ________________________________________________________ADM NO: ___________

SCHOOL: ____________________________________________________SIGNATURE: _________

DATE: ______________________

451/2

COMPUTER STUDIES

PAPER 2 (PRACTICAL)

TIME: 2½ Hours

 

DIOCESE OF KAKAMEGA

MUKUMU DEANERY JOINT EXAMINATION

FORM THREE

JULY 2021

Term 3

 

INSTRUCTIONS TO CANDIDATES

  1. Create a folder on the desktop of the PC you are using and label it using your Name or Adm No.
  2. Save all your work in the folder created
  3. Answer ALL questions
  4. All questions carry equal marks
  5. DO NOT USE PASSWORDS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This paper consists of 4 printed pages. Pre-candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.

 

 

QUESTION ONE

  1. Using a word processing program reproduce the work below and save the document as Geometry One       [32 Marks]

History of Geometry

Egyptians c. 2000 – 500 B.C.

A

ncient Egyptians demonstrated a practical knowledge of geometry through surveying and construction projects. The Nile River overflowed its banks every year, and the river banks would have to be re-surveyed. See a PBS Nova unit on those big pointy buildings. In the Rhind Papyrus, pi is approximated.

 

Babylonians c. 2000 – 500 B.C.

Ancient clay tablets reveal that the Babylonians knew the Pythagorean relationships. One clay tablet reads“4 is the length and 5 the diagonal. What is the breadth? Its size is not known. 4 times 4 is 16. 5 times 5 is 25. You take 16 from 25 and there remains 9. What times shall I take in order to get 9? 3 times 3 is 9. 3 is the breadth”.

 

Greeks c. 750-250 B.C.

Ancient Greeks practiced centuries of experimental geometry like Egypt and Babylonia had, and they absorbed the experimental geometry of both of those cultures. Then they created the first formal mathematics of any kind by organizing geometry with rules of logic. Euclid’s (400BC) important geometry book The Elements formed the basis for most of the geometry studied in schools ever since.

 

The Fifth Postulate Controversy c. 400 B.C. – 1800 A. D.

 

There are two main types of mathematical (including geometric) rules: postulates (also called axioms), and theorems.Postulates are basic assumptions – rules that seem to be obvious and are therefore accepted without proof. Theorems are rules that must be proved.

Euclid gave five postulates. The fifth postulate reads: Given a line and a point not on the line, it is possible to draw exactly one line through the given point parallel to the line.

 

 

Geometry Today

Today geometry has a wide range of applications. Amongst the applications it is used for includes: Building and construction, Mechanical plant engineering, Art and design. For example, the drawings below have been reproduced using geometry.

 

 

 

 

  1. Change the top most title into size-20, colour – red, double underline, upper case and font type-Goudy Stout, shading colour-green       [3 Marks]
  2. Align the headings of the first three paragraphs and the last to the right       [2 Marks]
  3. Apply a border to each of the headings just aligned in (c) above       [2 Marks]
  4. Group the sets of objects used to create each of the shapes above [2 Marks]
  5. Save the document with the name Geometry Two [2 Marks]
  6. Indent the third paragraph from both left and right margins by 1” [2 Marks]
  7. Adjust the page margins of the document as instructed below [2 Marks]

Top – 0.7”             Bottom – 0.7”

Left – 0.8”            Right – 0.7”

  1. Insert a continuous page break between the third and the fourth paragraph [1 Marks]
  2. Save the document with the name Geometry Three [2 Marks]

 

 

QUESTION TWO

  1. Create a database with the name School Work [2 Marks]
  2. Create the table given below and assign the appropriate data types for the fields. Save the table with the name Students       [6 Marks]
Student No First Name Surname Stream ID
1013 Afaf Salih LION
1030 Alfred Wambui BUFFALO
1033 Amos Gichuki LION
1032 Anthony Ngugi BUFFALO
1037 Bethuel Obonyo LION
1014 Charles Kariuki LION
1006 Cyrus Wangila BUFFALO
1039 David Nabwire LION
1005 Francis Wamalwa BUFFALO
1025 George Kibera BUFFALO

 

  1. Set the primary key of the table to be Student No field [1 Marks]
  2. Create a second table given below and assign appropriate data types for the fields. Save the table with the name Marks       [9 Marks]

 

RecNo Student No Exam Type ENG KISW MATH BIO
1 1013 E1 95 95 75 84
2 1013 E2 59 58 59 35
3 1030 E1 91 65 34 67
4 1030 E2 58 76 35 85
5 1033 E1 65 65 84 68
6 1033 E2 59 95 48 59
7 1032 E1 72 95 56 74
8 1032 E2 78 88 76 49
9 1037 E1 72 89 59 58
10 1037 E2 66 45 85 75
11 1014 E1 85 75 84 75
12 1014 E2 75 65 75 48
13 1006 E1 36 45 26 75
14 1006 E2 84 56 69 95
15 1039 E1 89 83 75 95
16 1039 E2 84 65 35 64
17 1028 E1 90 90 68 43
18 1028 E2 57 32 68 86
19 1025 E1 89 45 66 64
20 1025 E2 75 59 85 59

 

  1. Create a relationship and enhance referential integrity between the two tables       [2 Marks]
  2. Create a form for the table Students and save it as frmStudents       [2 Marks]
  3. Use the form created in (f) above to enter records in the respective table [5 Marks]
  4. Create a second form and for the table Marks and save it as frmMarks       [2 Marks]
  5. Use the form created in (h) above to enter records in the respective table [10 Marks]
  6. (i) Create a query from the two tables above and add the fields Student No, First Name, Surname, Exam Type, ENG, KISW, MATH, BIO. Create a calculated field Total and accumulate the marks for the four subjects. Save the query with name qryResults                                          [6 Marks]
  7. Create a report from the query qryResults and from the report show the sums and averages of all the subjects and the Total.                               [5 Marks]

 

 

 

KNEC News Portal, Knec Schools Portal, KUCCPS News Portal

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

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Nyangoge Girls Secondary School is a Girls’ only boarding school located in Bomakombi within Kisii County; within the nyanza 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;

NYANGOGE 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.

NYANGOGE 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.

Here are the 2019 KCSE results and ranking for schools in Nyamache Sub County in Kisii County:

S/NO CODE SCHOOL ENTRY A A- B+ B B- C+ C C- D+ D D- E X W Y P U 2019 2018 2017 2016 2015 DEV
1 40732119 ST. JOHNS OROGARE 57 0 0 2 8 16 11 11 7 1 1 0 0 0 0 0 0 0 7.105 4.654 3.33 2.412 5.176 2.45
2 40732129 RIAMBASE D.E.B 317 0 1 13 39 65 68 55 57 16 2 1 0 0 0 0 1 0 6.861 6 7.14 6.894 8.224 0.86
3 40732105 GIONSERI S.D.A 73 0 0 0 6 6 14 20 23 3 1 0 0 0 0 0 0 0 6.164 4.6 4.7 4.526 6.23 1.56
4 40732103 SUGUTA GIRLS 105 0 0 1 7 7 21 28 28 11 1 1 0 1 0 0 0 0 6.029 4.295 4.49 2.917 3.85 1.73
5 40732114 NYAMACHE SECONDARY 127 0 0 2 10 14 19 23 23 26 9 1 0 1 0 0 0 0 5.835 5.446 4.3 5.953 9.387 0.39
6 40732201 NAIKURU P.A.G 118 0 0 3 4 16 10 26 17 30 11 1 0 1 0 0 1 0 5.593 5.213 3.81 5.13 8.202 0.38
7 40732219 ENCHORO PEFA 86 0 0 0 1 4 18 15 27 16 5 0 0 0 0 0 1 0 5.477 5.254 4.98 5.102 5.892 0.22
8 40732112 NYABITE AC 39 0 0 0 0 1 10 3 11 6 5 3 0 0 0 0 0 0 5.026 4.375 3.36 3.29 5.909 0.65
9 40732206 ST. THERESA’S NYANGUSU 68 0 0 0 1 4 7 10 18 15 12 1 0 0 0 0 0 0 4.971 4.099 4.49 5 6.473 0.87
10 40732223 ST MATHEWS CHITAGO 20 0 0 0 0 1 2 5 3 5 4 0 0 0 0 0 0 4.95 2.632 4.49 0 0 2.32
11 40732124 NYACHOGOCHOGO 88 0 0 0 3 9 7 13 12 22 15 7 0 0 0 0 0 0 4.92 4.807 3.81 2.333 3.474 0.11
12 40732102 MAJI MAZURI 150 0 0 0 4 17 24 19 19 12 17 32 6 0 0 0 0 0 4.787 4.281 4.49 2.819 5.711 0.51
13 40732222 NYABIOSI SDA 37 0 0 0 1 2 3 2 6 15 6 2 0 0 0 0 0 4.595 2.767 4.49 3.365 3.984 1.83
14 40732203 ST. PAUL NYACHEKI 26 0 0 0 1 2 1 4 2 13 3 0 0 0 0 0 0 4.269 3.642 4.49 2.267 3.679 0.63
15 40732207 RIGENA PAG 153 0 0 0 2 7 10 15 14 27 52 26 0 0 0 0 0 0 4.052 3.305 4.49 4.418 7.236 0.75
16 40732101 BORANGI PAG 40 0 0 0 1 1 5 1 3 9 13 7 0 0 0 0 0 0 4.05 4 4.49 5.143 4.774 0.05
17 40732115 ST JAMES GIONSARIA 45 0 0 1 3 1 2 6 4 2 7 18 1 1 0 0 0 0 4.022 3.128 4.49 3.103 4.686 0.89
18 40732108 IKENYE PAG 56 0 0 0 0 2 3 8 7 5 22 7 2 0 0 0 0 0 3.964 3.777 4.49 3.824 5.576 0.19
19 40732104 NYOERA 27 0 0 0 0 1 2 4 2 2 11 5 0 0 0 0 0 0 3.963 3.217 4.49 2.034 4.75 0.75
20 40732109 EMENWA 231 0 0 0 2 4 7 24 35 45 62 51 1 1 0 0 0 0 3.84 3.454 4.49 6.652 8.374 0.39
21 40732218 ISENA MISSION GIRLS 53 0 0 0 0 2 7 2 5 7 13 17 0 0 0 0 0 3.83 3.4 4.49 2.795 5.8 0.43
22 40732204 MOCHENGO PAG 82 0 0 0 2 1 4 6 7 21 20 20 1 0 0 0 0 0 3.78 4.242 4.49 7.763 8.167 -0.46
23 40732121 ST THOMAS TURWA 79 0 0 0 0 4 2 4 11 11 31 16 0 0 0 0 0 0 3.722 4.089 4.49 4.22 8.525 -0.37
24 40732123 ITUMBE D.O.K 58 0 0 1 1 2 2 5 3 8 13 19 4 0 0 0 2 0 3.569 3.13 4.49 3.222 4.111 0.44
24 40732118 MOSORA S.D.A 58 0 0 0 0 0 1 4 9 11 21 12 0 1 0 0 0 0 3.569 3.111 4.49 4.462 5.85 0.46
26 40732208 BORANGI S.D.A 85 0 0 0 2 0 3 2 14 15 24 24 1 1 0 0 0 0 3.553 3.09 4.49 3.844 7.509 0.46
27 40732205 NYANGUSU MIXED SEC 55 0 0 0 0 1 3 6 4 5 15 19 2 0 0 0 0 0 3.455 3.929 4.49 3.48 5.429 -0.47
28 40732110 IGOMA MIXED 33 0 0 0 0 1 1 1 4 8 3 14 1 0 0 0 0 0 3.364 2.714 4.49 2.56 5.241 0.65
29 40732113 ST. CHARLES KABEO 61 0 0 0 0 0 3 2 8 7 20 21 0 0 0 0 1 0 3.328 4.817 4.14 6.114 7.205 -1.49
30 40732126 ST. GABRIEL RIYABO 31 0 0 0 0 1 0 3 3 2 10 12 0 0 0 0 0 0 3.323 4.048 4.49 2.28 4.24 -0.73
31 40732116 ROGONGO 57 0 0 0 0 0 2 1 8 9 18 16 3 0 0 0 0 0 3.246 4.967 2.74 2.825 4.556 -1.72
32 40732214 EBIOSI PAG 28 0 0 0 0 0 1 1 3 3 9 10 1 0 0 0 0 3.143 2.138 4.49 2.913 4.857 1.01
33 40732212 MOGONGA P.A.G 149 0 0 0 0 1 3 7 9 12 46 65 6 0 0 0 0 0 2.94 3.603 4.49 4.813 7.564 -0.66
34 40732117 NYABITE DOK 55 0 0 0 0 2 2 1 1 2 15 29 3 0 0 0 1 0 2.818 2.115 4.49 1.778 4.125 0.7
35 40732202 ISENA  PAG MIXED 28 0 0 0 0 0 0 0 1 6 7 13 1 1 0 0 0 0 2.75 2.947 4.49 2.289 4.76 -0.2
36 40732217 ST . JOSEPH SUGUBO 46 0 0 0 0 0 0 2 6 2 10 19 7 0 0 0 0 2.717 2.431 4.49 3.229 4.406 0.29
37 40732111 KIOBEGI MIXED 120 0 0 0 0 0 1 1 4 9 39 63 3 0 0 0 0 0 2.625 2.876 4.49 2.939 6.804 -0.25
38 40732221 SIMITI SDA 23 0 0 0 0 0 1 1 1 2 3 10 5 0 0 0 6 2.609 1.892 4.49 2.071 4.844 0.72
39 40732107 KEGOCHI 27 0 0 0 0 0 0 0 4 0 7 13 3 0 0 0 0 0 2.593 2.433 4.49 2.389 3.564 0.16
40 40732220 NYABOTERERE 21 0 0 0 0 0 0 1 1 3 3 9 4 0 0 0 0 2.571 2.33 4.49 4.545 3.045 0.24
41 40732130 NYABISIA 29 0 0 0 0 0 0 0 0 2 14 11 2 0 0 0 0 0 2.552 1.84 4.49 2.68 4.382 0.71
42 40732210 KIONDUSO PAG 75 0 0 0 0 0 4 1 2 6 10 37 15 0 0 0 0 0 2.493 3.138 4.49 2.929 5.324 -0.65
43 40732216 NYAMUYA ELCK 45 0 0 0 0 0 0 0 0 5 12 26 2 1 0 0 0 2.444 2.769 4.49 1.744 3.517 -0.33
44 40732125 EBIGOGO 40 0 0 0 0 0 0 0 3 5 2 23 7 0 0 0 0 0 2.35 2.582 4.49 3.073 3.821 -0.23
45 40732213 S.H.J EKEONGA 35 0 0 0 0 0 0 0 0 3 9 20 3 0 0 0 0 2.343 2.739 4.49 2.179 3 -0.4
46 40732106 ST. JOSEPH NYACHENGE 33 0 0 0 0 0 1 0 2 1 3 21 5 0 0 0 0 0 2.333 2.567 4.49 2.588 5 -0.23
47 40732211 GETAI SDA 21 0 0 0 0 0 0 0 1 0 4 15 1 0 0 0 0 0 2.286 1.822 4.49 3.474 3.417 0.46
48 40732215 NYACHEKI ACADEMY 39 0 0 0 0 0 0 0 0 2 9 24 4 1 0 0 0 2.231 1.577 4.49 0 0 0.65
49 40732209 NYAMAKOROBO FAM 37 0 0 0 0 0 0 0 2 2 5 16 12 0 0 0 0 0 2.081 2.024 4.49 2.718 5.361 0.06
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NYANGOGE 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: Nyangoge Girls Secondary School 
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 40716119
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 44,
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
NYANGOGE 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:

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

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BIOLOGY FORM 3 END TERM EXAMS PLUS ANSWERS IN PDF

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Name____________________________________Class_______________AdmNo:__________

Date__________________________________________Sign_______________

END OF TERM EXAMINATION

FORM THREE

 

BIOLOGY

TIME: 2 HOURS

INSTRUCTION TO THE CANDIDATES.

  • Write your name and admission number in the spaces provided
  • Sign and write the date of examination in the spaces provided
  • Answer all questions in section A and In section C, answer questions 11 (compulsory) and either 12 or 13 in the spaces provided.
  • Answer all the questions in the spaces provided.
  • Candidates should answer all the questions in English.

FOR EXAMINERS USE ONLY

Question/section Maximum score Candidates score
Section A 40

 

  
Section B 40

 

  
Total score 80

 

 

  

 

SECTION A:                                                                                                                                       (34MKS)

Answer all the questions

  1. a) What is transpiration                                                                                                                     1mk

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) Give the importance of transpiration in green plants                         3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name three mechanisms that hinder self-fertilization in green plants                                             3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name two classes of phylum Arthropoda that has cephalothorax                                                    2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. a) Give two roles of testes in humans                                                                                                2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) Name two organs that produce the hormone progesterone in female                         2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. a) Give two reasons why an electron microscope cannot be used to view live specimens                   2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

  1. b) State the function of eye piece tube in a light microscope                         1mk

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the organelle that is involved in each of the following                                                          2mks
  1. manufacture of lipids

…………………………………………………………………………………….

  1. formation of lysosomes

………………………………………………………………………………………………………………

 

 

 

Process X

 

 

Large fat droplets                                                        small fat droplets

 

  1. a) Name process X                                                                                                                 1mk

 

………………………………………………………………………………………………………………………

  1. State the significance of the process named above       2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. State the use of the following apparatus used in collection of specimens.                          3mks
  1. pooter…………………………………………………………………………………………………………………………………………………………………………………………………………..
  2. Baittrap

……………………………………………………………………………………………………………………………………………………………………………………………………..

  1. Fishnet

……………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below shows how gaseous exchange occurs across the gills of a fish
  1. According to the diagram, water and blood flows in opposite directions across the gills
  2. Give the term used to describe the flow                                                               1mk

……………………………………………………………………………………..

  1. Explain the advantage of the flow named above             2mks

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………..

  1. What difference would be observed if water and blood flowed across the gills in the same direction 2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ………………………………………………………

  1. Name two organs in man which displays the flow system named in a) i) above                                      2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. How are the gill rakers found in the gills of a fish adapted to perform their function                         1mk

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

  1. The temperature of a person was taken before during and after bath. The results are shown in the graph below

 

 

 

37

36                         Before                                                after

Temps                                                                     during

 

35

Time in minutes

 

  1. Explain why the temperature decreased during the bath                                                               3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. What changes occurred in the skin that enabled the body temperatures to return back to normal .4mks

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the specific part of human brain that controls body temperature                                        1mk

………………………………………………………………………………………………..

 

 

 

 

 

 

SECTION B : Answer question 11(compulsory) and either Question 12 or 13.

  1. In an experiment, a mixture of starch and salivary amylase solution was uniformly mixed in a beaker. 5ml of the mixture was drawn using a syringe and transferred into a visking tubing after which both ends were tightly tied ensuring there is no leakages. Six such viskingtubings were prepared. They were rinsed with distilled water on the outside then transferred at once to water bath maintained at 370c in a beaker. From time 0 and every 5 minutes interval, one visking tubing was removed from the water bath and analyzed for starch. At the same time, the contents of the water bath in the beaker were also analyzed for reducing sugars for each time intervals.

The table below shows the results

 

Timer in minutes Concentration of the food substances
  Starch in the visking tubing mg\L Simple sugars in the beaker mg/L
0 100

 

 0
5 92

 

 8
10 66

 

 34
15 36

 

 64
20 16

 

 84
25 8

 

 88

 

 

 

 

 

  1. Using a suitable scale represent the data on the grid provided below 8mks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. At what time was there an equal concentration of starch and simple sugars    1mk

…………………………………………………………………………………….

  • Using the graph paper indicate the times when the concentrations of starch and simple sugars were 70mg/L                                                             2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Why was the temperature maintained at 370c                         2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the enzyme that was used in the experiment                   1mk

……………………………………………………………………….……………………………

  1. State and explain the results that will be observed if the water in the beaker was tested for starch 3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. What are the digestive roles of saliva in the mouth                                                                  3mks

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. a) Describe the structural features of the leaves that decreases the rate of transpiration in plants     10mks

 

  1. b) Describe the mechanism of transport of carbon IV oxide in the mammalian blood             10mks
  2. a) What is pollution                2mks
  3. b) Describe various causes and effects of air pollution and for each cause state its control method

18mks

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 EXAM MARKING SCHEME

231/1

MARKING SCHEME

  1. a) transpiration is the process by which plants lose water inform of water vapor to the atmosphere through the stomata or lenticels.
  2. b)
  • brings about turgor in plants
  • helps to remove excess water especially to the aquatic plants
  • serves to cool plants in hot environment
  • helps in transport of mineral salts/ions and water in the plant
  • protandry
  • progyny
  • heterostyly
  • monoecious/ dioecius
  • incompatibility/self sterility
  • arachnida
  • crustacea
  1. a)
  • secretion of androgens/testosterone rej. Hormone
  • manufacture of sperms/male gametes rej. Gamete alone
  1. b)
  • ovary
  • placenta
  1. a)
  • specimen is mounted in a vacuum
  • specimen is illuminated by beam of electrons which would kill cells
  • dyes used are obtained from heavy metals which are toxic to cells
  1. b)
  • hold the eye piece lens( in position)

 

  1. a) smooth endoplasmic reticulum
  2. b) golgi bodies /apparatus
  3. a) emulsification
  4. b) used to increase surface area for enzymatic activity
  5. a) used for sucking small animals from rock surfaces or bark of trees eg ants
  6. b) for attracting and trapping small animals eg rats
  7. c) used for trapping small fish and other small aquatic aninmalseg crabs
  8. a) i) counter current flow
  9. ii) it maintains a steep concentration gradient hence increases the efficiency of oxygenation of the blood as well as diffusion of carbon iv oxide from the blood to water,.
  10. b) the diffusion gradient would be low leading to low rate of gaseous exchange; equilibrium between water and blood would be reached ; beyond which no further diffusion can take pklace
  11. c)
  • kidney/ nephron
  • placenta
  1. d) its rake like/ saw like/teeth like to trap solid particles (which may damage delicate gills filaments)
  2. a) heat was lost by conduction/ convection fro the body/skin to cold water; the cooler blood leaving the skin enter the general circulation cooling the body
  3. b)
  • vasocontriction thus less blood flowing to the skin surface reducing heat loss;
  • sweating stops
  • shivering
  1. c) hypothalamus

11.a)  plotting – 2mks

Scale – 2mks

Labelling- 1mk

Identifying curves- 2mks

Curve -1mk

  1. b) i) 12.5min ± 0.5
  2. ii) starch; 16min ± 5

reducing 9.5 min ±  0.5

iii) to provide a suitable optimum temperature for the activity of the enzymes

  1. c) amylase( salivary/pancreatic) ; diastase
  2. d) brown color of iodine is retained; because starch is still absent; the starch molecules are too larhe and cannot pass through the tiny poress of the visking tubing membrane into the water in the beaker

OWTTE

  1. e) saliva contains salivary amylase ; that breaks down starch into maltose; and bicarbonate ions that provides a suitable alkaline ph for the activity of salivary amylase during digestion

12 a)

  • Leaves are modified into spines/ thorns ; to reduce surface are over which transpiration can occur
  • Shed their leaves during dry seasons; to reduce surface area exposed to the atmosphere
  • Leaves have thick waxy cuticle; to minimize rate of cuticular transpiration
  • Some of leaves with hinge cells hence can roll or fold to reduce rate of transpiration by exposing fewer stomata to the environment hence reducing chances of transpiration
  • Have sunken stomata which accumulates moisture in substomatal spaces hence low diffusion gradient thus reducing transpiration rate
  • Have reduced number of stomata hence low rate of transpiration since the surface area for water loss is reduced
  • Some have reversed stomatal rhythm to prevent excessive water loss by transpiration
  • Have parenchyma cell in swollen leaves for storage of water eg cactus
  1. b)
  2. i) a weak carbonic acid in the red blood cells/ bicarbonate ions;

carbon iv oxide on entering the red blood cells reacts with water forming carbonic acid; this process is usually enhanced by catalytic activity of enzyme carbonic anhydrase in the red blood cells; being unstable, the carbonic acid dissociates to hydrogen ions and bicarbonate ions; which acts as buffer; the bicarbonate ions diffuses into the blood plasma and transported to the lungs; on reaching the lungs, they undergo chemical processes(accept explanation of the process) resulting to the formation of the carbon iv oxide which is then exhaled

  1. ii) when physically dissolved in plasma/ weak carbonic acid in blood plasma

carbon iv oxide is transported when physically dissolved in plasma to form a weak carbonic acid; the weak carbonic acid being unstable, dissociates to form hydrogen ions bicarbonate ions/ hydrogen carbonate ions; the hydrogen carbonate ions are transported to the lungs ; where they dissociates to water and carbon iv oxide ; from where carbon iv oxide is exhaled; the hydrogen ions remains in the blood plasma and are mainly secteted into the kidney tubules for excretion when in excess; this method is slow and hence inefficient

iii. when bound to haemoglobin in red blood cells

carbon iv oxide binds to the haemoglobin to form carbominohaemoglobin; being somewhat stable it does not dissociate and carbon iv oxide is transported in thuis form from tissues to lungs; because of high partial pressure of oxygen in the lungs the haemoglobin detaches from the carbon iv oxide; and picks up oxygen; the free carbon iv oxide is then exhaled out of the body .

 

  1. a) pollution is the release of substance or forms of energy; in quantities whose effect is harmful or unpleasant to organisms
  2. b) Sulphur based chemicals( Sulphur iv oxide, hydrogen sulphide)

produced by industries, decomposing organic matter and fumes; affects gaseous exchange ; makes acidic rain and damage leaves affecting photosyntheasis

control method– titration, dissolution and use of chemicals to remove harmful gases

smoke and fumes ; produced in areas with heavy industries, motorvehicles and contain carbon ii oxide; carbon ii oxide combines with haemoglobin to form stable carboxyhaemoglobin which is a respiratory poison; affects visibility;

control– factories should be erected far away from residential areas

dust– produced from cement, gfactories and quarries; it settles on leaves limiting photosynthesis  and causes poor visibility

control– government to enact laws on environmental pollution

sound/ noise– produced by machines aeroplanes  and heavy vehicles and affects heasring in animals

control– ear muffs should be used in industries and jua kali workshops that generates noise

aerosols– consist of fire particles, suspended gases in hebicides, insecticides and sprays; they contain copper metal- when copper is inhaled causes irritation and respiratory diseases, depletion of ozone layer and its non- biodegradable

control– used biological methods of pests control

oxides of nitrogen( nitrogen ii oxide, nitrogen iv oxide)

produced from burning petroleum fules and industries

nitrogencmpounds dissolves in rain water to form acidic rain , its carcinogenic; causes poor visibility on road users

control – use of public means of transport

Universities and Colleges Portal

Latest List of Public Teachers Training Colleges in Kenya

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Here is a list of all the best Teacher Training Colleges in Kenya:
  1. Amicus Group of Schools – Nairobi
  2. Asumbi Teachers Training College – Machakos
  3. Baringo Teachers Training College – Seretunin
  4. Bible College of East Africa – Nairobi
  5. Blescohouse Teachers Training College – Nakuru
  6. Bondo Teachers Training College – Bondo
  7. Bungoma Teachers Training College – Bungoma
  8. Bunks Early Childhood Education College – Nairobi
  9. F.K. Teachers Training College – Nairobi
  10. Carol Teachers Training College – Rongai
  11. Christ the Teacher Institute for Education – Nairobi
  12. Consolata College – Nairobi
  13. Deans E.C.D. College – Nairobi
  14. Deans Teacher Training College – Nairobi
  15. Egoji Teachers Training College – Egoji
  16. Eregi Teachers Training College – Maragoli
  17. Federal College of Education Kontagora, – Niger State Minna
  18. Garissa Teachers Training College – Garissa
  19. Glad Toto Early Childhood Teachers Training Centre – Nairobi
  20. Glad Toto Early Childhood Teachers Training Centre – Nairobi
  21. International Montessori School – Nairobi
  22. International Teachers Training College – Nairobi
  23. Islamic Teachers’ Training College – Maragua
  1. Jerusa Teachers Training College, Jttc – Butere – Kakamega
  2. Jomaken ECD Pre-Primary Teachers Training Programme & Care Centre – Nairobi
  3. kaimosi teachers training –
  4. Kaimosi Teachers Training College – Kaimosi
  5. Kamagambo Adventist Teachers’ Training College – Kisii
  6. Kamwenja Teachers Training College – Nyeri
  7. Kenya Education Staff Institute – Nairobi
  8. Kenya Science Teachers College – Nairobi
  9. Kericho Teachers Training College – Kericho
  10. Kilimambogo Teachers Training College – Thika
  11. Kithimani Integrated Teachers College – Kithimani
  12. Maasai Teachers’ College – Karen
  13. Machakos Teachers Training College – Machakos
  14. Maragua Teachers Training College – Muranga
  15. Meru Teachers Training College – Meru
  16. Migori Teachers Training College – Migori
  17. Moi-Baringo Teachers College – Kabarnet
  1. Mosoriot Teachers Training College – Mosoriot
  2. Muranga Teachers Training College – Makuyu
  3. Nakuru Teachers Training College – Nakuru
  4. Narok Teachers Training College – Narok
  5. Nyanchwa Teachers Training College – Kisii
  6. Nyeri Catholic Centre for Early Childhood Education Development – Nyeri
  7. Nyeri Catholic Early Childhood Development Education Teachers Training College (ECDE TTC) – Nyeri
  8. Orthodox Teachers Training College of Africa – Nairobi
  9. Premese Montessori – Nairobi
  10. Shanzu Teachers Traning College – Mombasa
  11. Southern College – Collegedale TN
  12. Special Education & Professional Studies College – Nairobi
  13. Ann’s ECD Teachers College – Kisii
  14. Austin’s Teachers Training College – Ishiara
  15. John’s Teachers Training College – Thika
  16. Martin De Porres Teachers College – Kiserian
  17. Paul’s Nyabururu Teachers Training College – Kisii
  18. Sunrise Teachers College – Athi River
  19. Tec Teachers Training Institute – Nairobi
  20. Thika E.C.D. Academy – Thika
  21. Thogoto Teachers Training College – Kikuyu
  22. Total Care Pre-School Teachers College – Nairobi

Teachers Training Colleges, TTC, Details

Teaching is one of the greatest careers in the country .With the increase of pupils in the schools all over the country  as a introduction of free primary school education there has been an increase demand for teachers in the country.This has also seen increased number of training colleges all over the country.
Here are some of the best teachers training colleges in the country.

1.Presbyterian Teachers college

Category: Teachers Training Colleges in Kenya

Presbyterian Teachers College – Rubate is one of the best teachers training college in Kenya located in Chuka, Meru County.

2. Kilimambogo Teachers Training College

Category: Teachers Training Colleges

Kilimambogo Teachers Training College is a teachers training institution located along Thika-Garissa road ,approximately 25 km from Thika town. It offers high quality training to those aspiring to be teachers.

3. Kabete Teachers Training Institute

Category: Teachers Training Colleges in Kenya

Kabete Teachers Training Institute is a teachers training institution located along located off waiyaki way, Nairobi kenya.

4.Mwingi West Teachers Training College

Category: Teachers Training Colleges in Kenya

Mwingi West Teachers Training College is teachers training institute located in Nguutani market near Kithyoko, along Nairobi-Garissa Road.It offers high quality training to those aspiring to be teachers.

5.Kigari teachers college

Category: Teachers Training Colleges in Kenya

Kigari teachers college is a teachers college located at Kigari in Embu County.The college was started in 1910 by the Church Missionary Society as a training centre for catechists and evagilists. Eventually, it became a place for the introduction of innovative ideas in agriculture and social welfare.

6. Mutitu Adventist Teachers Training College

Category: Teachers Training Colleges in Kenya

Mutitu Adventist Teachers Training College is a Seventh-day Adventist Church Institution under the Central Kenya Conference (CKC) Territory of the East Kenya Union Conference.It is located at Kikima town in Mbooni west District of Makueni County, kenya.It is located one kilometre drive from Machakos Town.

7. Kibabii Diploma Teachers’ Training College

Category: Teachers Training Colleges in Kenya

Kibabii Diploma Teachers’ Training College was established on 19th September, 2007 when His Excellency President Mwai Kibaki performed a ground breaking ceremony on the then main campus. On the same day he inaugurated the college on Tuuti Campus temporarily awaiting construction on the Main Campus. Consequently, Mrs. Jessica L. Simiyu was posted to the college by the Teachers Service Commission as the Pioneer Principal.

8. Islamic Teachers’ Training College

Category: Teachers Training Colleges in Kenya

Islamic Teachers’ Training College is located in Mombasa County.The idea of starting the Islamic primary teachers training college in Mombasa was hatched far back in 1982. This was as a result of a course conducted in Mombasa, by a group of lecturers from Ummul-Qurah University, Makkah Saudi Arabia.

9. International Teaching and Training Center

Category: Teachers Training Colleges in Kenya

International Teaching and Training Center is a Teaching and training college located at Kitengela , Nairobi Kenya. The college was established in the year 2001 with the sole aim of offering high quality teacher training courses.The institution has since grown gradually in term of student population as well as the scope of courses offered.

10. Othaya Teachers’ College

Category: Teachers Training Colleges in Kenya

Othaya Teachers Training College is a teachers training college located in Nyeri South district, Othaya Town, 150km from Nairobi and 18km from Nyeri town. They are situated along Othaya-Kiriani road at the edge of Othaya town just a stone throw from the district headquarters. received its provisional registration in March 2007 and enrolled its first student in May 2007. They later received full registration from the ministry of education on January 2008.

Teachers Training Colleges in Kenya

Here is a comprehensive list of all Teachers Training Colleges in Kenya, their addresses (postal and physical), contacts (telephone and e-mail) and a link to the schools website.

Public Teachers Training Colleges

1.Asumbi Teachers College, ATC

Category: Public Teachers Training Colleges in Kenya

Asumbi Teachers college is a college located at Asumbi in Homa Bay County , Kenya It offers high quality training to those aspiring to be teachers.

2. Baringo Teachers Training College, BTTC

Category: Public Teachers Training Colleges in Kenya

Baringo Teachers Training College is one of the best teacher training colleges in Kenya. The Teachers College is a state of the art training institution poised to provide the best in post-secondary teacher training courses. We are strategically located and accessible 5 km off the tarmacked Kabarnet – Kabartonjo road.

3. Bondo Teachers Training College

Category: Public Teachers Training Colleges in Kenya

Bondo Teachers’ Training College is one of the Primary Teachers Training Colleges which was developed out of the World Bank loan by the Government of Kenya to train Pre-service P1 teachers. The construction work of the college was started in 1988 near Bondo Town , Siaya County on a 45 acres of land donated by the local community.

4. Bomet Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Bomet Teachers’ Training College is located in Bomet Town, Bomet County.

5. Bungoma Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Bungoma Teachers Training college is a Day,Mixed school located within Bungoma county.

6. Egoji Teachers’ Training College,ETTC

Category: Public Teachers Training Colleges in Kenya

St. Lawrence Egoji Teachers college was established in 1959 by the Catholic diocese of Meru. It was started by the Consolata Fathers led by the first Bishop of Meru Rt. Rev. Victor Bessone and Rev. Fr. La-Greca who was the first Principal and Chaplain. The college was initially started at Muthara in Meru North District.

7. Eregi Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Eregi Teachers training college is a teachers college located along Chavakali-Bushangala Road, Maragoli in Vihiga County.

8. Garissa Teachers Training college

Category: Public Teachers Training Colleges in Kenya

Garissa Teachers Training college is a teachers college located at Garissa Town in Garissa County. The College was established in the year 1996, Garissa Teachers Training College is one of the leading educational institution in the region.It offers courses in teacher education as well as early childhood development and education.

9. Kaimosi Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Kaimosi Teachers’ Training College is located at Kaimosi Township, Vihiga County.It offers courses in teacher education as well as early childhood development and education.

10. Meru Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Meru teachers training college is a college located off Meru-Maua road in Meru county.It offers courses in teacher education as well as early childhood development and education.

11. Mosoriot Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Mosoriot Teachers’ Training College is a college located at mosoriot township in Nandi County.It is one of the leading Teacher Training Institution in Kenya which is enthusiastic, energetic and very ready to roar and serve the community. With the motto Training for Excellence.

12. Murang’a Teachers College

Category: Public Teachers Training Colleges in Kenya

Murang’a Teachers College is one of the five P1 Teacher Training Colleges opened in 1991. The College which is located in Murangá County stands on 100 acres of land. The 1st Phase which included all buildings started in 1987 and was completed in 1991. The college opened with 360 students on 22nd October, 1991.

13. Narok Teachers College

Category: Public Teachers Training Colleges in Kenya

Narok Teachers College, NTC is one of the five P1 Teacher Training Colleges opened in 1991. It is located in Narok Town in Narok County.

14. Shanzu Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Shanzu Teachers’ Training College is a public college for primary teachers’ training.The college runs also private courses such as Business Administration, Human Resources, Management, Information Technology, etc.The college is committed to run income generation projects for auto sustainability. Actually it is investing in its ICT infrastructure in order to become an attractive training center.The broad goal is investing in the Knowledge Economy.

15. Tambach Teachers Training College

Category: Public Teachers Training Colleges in Kenya

Tambach Teachers College is one of the 18 public primary teacher training colleges in the country, and among the last five of such institutions constructed in the late 1980s and early 1990s by the Government of Kenya with the support of the World Bank. The college is situated in the Kerio escarpment section of Keiyo North District along the Eldoret-Kabarnet road, 43km east of Eldoret town and 11km from Iten, the District Headquarters.

16. Trans-Nzoia Teachers’ Training College

Category: Public Teachers Training Colleges in Kenya

Trans Nzoia Teachers Training College is one of the best teachers training colleges in Kenya. Trans-Nzoia Teachers’ Training College is located along Kitale-Eldoret Road Trans Nzoia County.

17. Kamwenja Teachers Training College

Category: Public Teachers Training Colleges in Kenya

Kamwenja Teachers’ College is located in Nyeri Central District of Nyeri County 8 Kms North West of Nyeri Town. It was started in 1924 by Bishop Perlo Vicar Apostolic of Nyeri under the sponsorship of Consolata Missionary Society who managed it up to 1958.

The original name was Nyeri Teachers’ Training College started in the Mathari Pastoral centre by Consolata Missionaries of Turin, Italy. It started as a men’s college and became co-educational in 1970 with the first 20 women students admitted. It acquired the new name in 1938 derived from a fig tree that belonged to a man called Mwenja hence the name Kamwenja.

18. Kenya Science Teachers College

Category: Public Teachers Training Colleges in Kenya

Kenya Science Teachers College is a teachers college located in Nairobi Kenya, along Ngong Road, about 8 km from Nairobi City Center. It initially used to train teachers for Science and Technical subjects in secondary schools but later started offering Diploma in Science (Education) courses.

The college is now one of University of Nairobi Campuses.It was established in 1965 through partnership between the Government of the Republic of Kenya and the Swedish Government.

19. Kericho Teachers College

Category: Public Teachers Training Colleges in Kenya

Kericho Teachers Training college is located off Kericho-Nakuru Road in Kericho County.

20. Thogoto Teachers Training College

Category: Public Teachers Training Colleges in Kenya

Thogoto teachers training college is located at Kikuyu,Kenya.The college offers quality training to those wishing to pursue teaching careers.

List of  PrivateTeachers Training Colleges in Kenya

1. Migori Teachers Training

Category: Private Teachers Training Colleges in Kenya

Migori Teachers Training College is located along Migori-Suna road and offers various courses in teaching, early childhood development and education as well as computer literacy courses and packages.

The college offers its courses both on full time and part time modes. The institute prepares students adequately to pursue careers in the fields of teaching and early childhood.

2. Kagumo Teachers College

Category: Private Teachers Training Colleges in Kenya

Kagumo Teachers College is Situated close to Gatitu. Karatina – Mukurweini road Nyeri County. The institute prepares students adequately to pursue careers in the fields of teaching and early childhood.

3. Kamagambo Adventist College

Category: Private Teachers Training Colleges in Kenya

Kamagambo Adventist College is located along Kisii-Rongo Road in Kisii County. The institute prepares students adequately to pursue careers in the fields of teaching and early childhood.

4.  Machakos Teachers’ Training College

Category: Private Teachers Training Colleges in Kenya

Machakos Teachers’ Training College is a Public College which was started by the Colonial government and opened its doors on 4th March, 1958.

The Institution was established to train female teachers and had 64 students in four classes offering T3, T2, T1 and T1- up-grader teacher training courses.

5. Nakuru Teachers’ Training College

Category: Private Teachers Training Colleges in Kenya

Nakuru Teachers’ Training College is located along Nakuru-Eldoret Highway, Salgaa in Nakuru County. The School offers educational programmes that aim at producing all rounded students that are not only highly competitive in the education sector but also processing the right character and mind to even effectively perform management and administrative functions in the institutions.

6.Masai Teachers’ Training College

Category: Private Teachers Training Colleges in Kenya

Masai Teachers’ Training College is located in Karen, Nairobi County. The School offers educational programmes that aim at producing all rounded students that are not only highly competitive in the education sector but also processing the right character and mind to even effectively perform management and administrative functions in the institutions.

7. Consolata College

Category: Private Teachers Training Colleges in Kenya

Consolata College is  located at Chiromo Road, Westlands in Nairobi County.

8. International Teachers Training College

Category: Private Teachers Training Colleges in Kenya

International Teaching and Training Center is a Teaching and training college located at Kitengela , Nairobi Kenya. The college was established in the year 2001 with the sole aim of offering high quality teacher training courses.

The institution has since grown gradually in term of student population as well as the scope of courses offered.

9. Kenya Education Staff Institute

Category: Private Teachers Training Colleges in Kenya

Kenya Education Staff Institute is a college Located in Nairobi County. KESI was established in 1981 to develop and train managers for the education sector. It liaises with various sections in the education sector to assess staff development needs and in-service training requirements.

10. Moi-Baringo Teachers’ College

Category: Private Teachers Training Colleges in Kenya

Moi Teachers College is a state of the art training institution poised to provide the best in post-secondary teacher training courses. It is strategically located and accessible 5 km off the tarmacked Kabarnet – Kabartonjo road.

  1. Amicus Group of Schools – Nairobi
  2. Bible College of East Africa – Nairobi
  3. Blescohouse Teachers Training College – Nakuru
  4. Bunks Early Childhood Education College – Nairobi
  5. C.F.K. Teachers Training College – Nairobi
  6. Carol Teachers Training College – Rongai
  7. Christ the Teacher Institute for Education – Nairobi
  8. Consolata College – Nairobi
  9. Deans E.C.D. College – Nairobi
  10. Deans Teacher Training College – Nairobi
  11. Federal College of Education Kontagora, – Niger State Minna
  12. Glad Toto Early Childhood Teachers Training Centre – Nairobi
  13. Glad Toto Early Childhood Teachers Training Centre – Nairobi
  14. International Montessori School – Nairobi
  15. International Teachers Training College – Nairobi
  16. Islamic Teachers’ Training College – Maragua
  17. Jerusa Teachers Training College, Jttc – Butere – Kakamega
  18. Jomaken ECD Pre-Primary Teachers Training Programme & Care Centre – Nairobi
  19. kaimosi teachers training –
  20. Kamagambo Adventist Teachers’ Training College – Kisii
  21. Kenya Education Staff Institute – Nairobi
  22. Kithimani Integrated Teachers College – Kithimani
  23. Maasai Teachers’ College – Karen
  24. Machakos Teachers Training College – Machakos
  25. Maragua Teachers Training College – Muranga
  26. Migori Teachers Training College – Migori
  27. Moi-Baringo Teachers College – Kabarnet
  28. Nakuru Teachers Training College – Nakuru
  29. Nyanchwa Teachers Training College – Kisii
  30. Nyeri Catholic Centre for Early Childhood Education Development – Nyeri
  31. Nyeri Catholic Early Childhood Development Education Teachers Training College (ECDE TTC) – Nyeri
  32. Orthodox Teachers Training College of Africa – Nairobi
  33. Presbyterian Teachers College – Rubate
  34. Premese Montessori – Nairobi
  35. Southern College – Collegedale TN
  36. Special Education & Professional Studies College – Nairobi
  37. St. Ann’s ECD Teachers College – Kisii
  38. St. Austin’s Teachers Training College – Ishiara
  39. St. John’s Teachers Training College – Thika
  40. St. Martin De Porres Teachers College – Kiserian
  41. St. Paul’s Nyabururu Teachers Training College – Kisii
  42. Sunrise Teachers College – Athi River
  43. Tec Teachers Training Institute – Nairobi
  44. Thika E.C.D. Academy – Thika
  45. Total Care Pre-School Teachers College – Nairobi
KNEC News Portal, Knec Schools Portal

Chepterit High School details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

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St. Joseph’s Girls High School Chepterit is located along Baraton road in Chepterit sub location, Chepterit location in Kosirai division in Nandi North district, Emgwen constituency in Nandi county, Rift Valley Region in Kenya. The school sits on a 21 acre piece of land.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;

CHEPTERIT HIGH SCHOOL’S PHYSICAL LOCATION

St. Joseph’s Girls High School Chepterit is located along Baraton road in Chepterit sub location, Chepterit location in Kosirai division in Nandi North district, Emgwen constituency in Nandi county, Rift Valley Region in Kenya.

CHEPTERIT HIGH SCHOOL’S INFO AT A GLANCE
  • SCHOOL’S NAME: St. Joseph’s Girls High School Chepterit
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: National School
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located along Baraton road in Chepterit sub location, Chepterit location in Kosirai division in Nandi North district, Emgwen constituency in Nandi county, Rift Valley Region in Kenya.
  • SCHOOL’S KNEC CODE: 24500004
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT: 0721-611923
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 51-30300 Kapsabet
  • SCHOOL’S EMAIL ADDRESS: chepteritgirls@yahoo.com
  • SCHOOL’S WEBSITE:
CHEPTERIT HIGH SCHOOL’S BRIEF HISTORY

St. Joseph’s Girls High School Chepterit was started in 1951 as a primary school and Sr. Albert, presently known as Sr. Joan Langdom of the Franscan missionaries of St. Joseph was sent by her congregation to teach in Chepterit. The school building which was originally a church was divided into  three rooms.

After standard five boys who qualified went to Kapsabet African Government school presently Kapsabet High school for standard six.

First pupils sat for K.A.P.E (Kenya Primary Education) in 1954.

In 1957 the name of the school was changed from Chepterit Girls school to St. Joseph’s Chepterit Girls School.

In 1963 the first form one class was admitted and sat for the Cambridge Overseas School Certificate Examination in 1966.

In 1974 the school started admitting 2 streams and in 2002 moved to three streams. The school is in the process of being re-registered to four streams.

Catholic diocese of Eldoret through Bishiop Cornelius Korir and Christ the King Chepterit Mission did the initial infrastructure.

Thanks to the  Government of Kenya for grants over the years has been beneficial to the school. His is Excellency Rtd President Daniel Moi, for his donation to build a school kitchen, and completion of tuition block. Hon. Mark Too did a fundraiser in the school and collected 2.7 million towards construction of Tuition/Administration block. Parents through fee payment have also played a key role; and not forgetting the community around and well wishers that have seen two major fundraisings done in the school succceed.

Kenya army courtesy of Lt. Gen(Rtd) Augustine K.A Cheruiyot for drilling a borehole to assist in water supply.

Currently the school is constructing a Tuition block which hosts laboratories, classrooms and library/ICT centre to be able to accommodate the high demand for vacancies in the school.

There are many clubs and societies including the Research Club, Debating Society, the Scouts Movement, the International Information Exchange Program Club, the school choir, the Science and Engineering Club, the Integrity Club, the Writers’ Club, the Poetry Society, Kiswahili Club, the Model United Nations, the Seventh Day Adventists(S.D.A) Society, the Christian Union, Muslim Association among many others.

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

Here are links to the most important news portals:

CHEPTERIT HIGH SCHOOL’S VISION

To be a Girls’ School of choice in academic excellence,character and spiritual building.

CHEPTERIT HIGH SCHOOL’S MISSION

To provide a conducive environment for quality education and development of effective career, character and spiritual being of students.

CHEPTERIT HIGH SCHOOL’S MOTTO

“In God we Excel”

CHEPTERIT HIGH SCHOOL’S CORE VALUES

Hard work, Proffesionalism and Team work

CHEPTERIT HIGH SCHOOL’S CONTACTS

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

CHEPTERIT HIGH 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.

CHEPTERIT HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

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 featured in the list of top 200 schools nationally. This is after recording a mean score of 7.024 (C+ plus).

In 2014’s KCSE exams, the school had a mean score of 8.854. The same school also had a mean score of 8.8 when the KCSE results came out in 2016.

Also read;

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

CHEPTERIT HIGH SCHOOL’S PHOTO GALLERY

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

Chepterit Girls High School details

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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:
Breaking Education News

List of public primary schools selected to host junior secondary (Homa Bay County)

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MINISTRY OF EDUCATION OFFICIAL LIST OF SCHOOLS TO OFFER JUNIOR SECONDARY EDUCATION IN HOMA BAY COUNTY

1 Homabay Homabay Kajiei Primary
2 Homabay Homabay St. Thomas Evergreen
3 Homabay Homabay Achungo Education Center Imbo
4 Homabay Homabay Asego
5 Homabay Homabay Kingsolomon
6 Homabay Homabay Magare
7 Homabay Homabay Ndiru
8 Homabay Homabay Rangwena
9 Homabay Homabay St Peter’S Capeview
10 Homabay Homabay Wiamen
11 Homabay Homabay Wiga
12 Homabay Mbita Gethsemane
13 Homabay Mbita Gulwe
14 Homabay Mbita Lambwe Christian School For The Deaf (Lcsd)
15 Homabay Mbita Nyamasare
16 Homabay Mbita Nyamuga Special For Physically Handicaped
17 Homabay Mbita Obambo Integrated
18 Homabay Mbita Repairer
19 Homabay Mbita Victoria Friendly Montessori
20 Homabay Ndhiwa Alara Primary
21 Homabay Ndhiwa Aluor Primary
22 Homabay Ndhiwa Andingo Pala Primary
23 Homabay Ndhiwa Andiwo Primary
24 Homabay Ndhiwa Angiya Primary
25 Homabay Ndhiwa Bongu Primary
26 Homabay Ndhiwa Gina Primary
27 Homabay Ndhiwa Got Kojowi Primary
28 Homabay Ndhiwa Joy School International
29 Homabay Ndhiwa Kemba
30 Homabay Ndhiwa Kobodo Primary
31 Homabay Ndhiwa Kome Primary
32 Homabay Ndhiwa Langi Primary
33 Homabay Ndhiwa Lwanda Kawuor Primary
34 Homabay Ndhiwa Magina Primary
35 Homabay Ndhiwa Malela Primary
36 Homabay Ndhiwa Maranyona
37 Homabay Ndhiwa Ndhiwa Elite
38 Homabay Ndhiwa Ndhiwa Primary
39 Homabay Ndhiwa Ndhiwa Shiner
40 I roinabay Ndhiwa Ndira Kokoth Primary
41 Homabay Ndhiwa Nyamanga Primary
42 Homabay Ndhiwa Nyamogo Primary
43 Homabay Ndhiwa Nyarongi Primary
44 Homabay Ndhiwa Obera Primary
45 118inabay Ndhiwa Odhiambo Rambo
46 Homabay Ndhiwa Ogango Primary
47 Homabay Ndhiwa Okok Primary
48 Homabay Ndhiwa Otange Primary
49 Homabay Ndhiwa Ototo Primary
50 Homabay Ndhiwa Pala Primary
51 Homabay Ndhiwa Rambusi Primary
52 Homabay Ndhiwa Rangenya Primary
53 Homabay Ndhiwa Rarage Primary
54 Homabay Ndhiwa Ratanga Primary
55 Homabay Ndhiwa Unga Primary
56 Homabay Ndhiwa Wayaga Primary
57 Homabay Rachuonyo East Atemo
58 Homabay Rachuonyo East Ayiengo.
59 Homabay Rachuonyo East Ober Boys Boarding
60 Homabay Rachuonyo East Opanga
61 Homabay Rachuonyo South Nil
62 Homabay Ran gwe Nil
63 Homabay Suba Koga
64 Homabay Suba Lwanda
Teachers' Resources

311 HISTORY AND GOVERNMENT SYLLABUS FORM 1-4 IN PDF

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311 HISTORY AND GOVERNMENT
GENERAL OBJECTIVES

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

1. recognize and appreciate the importance of studying History and Government;
2. acquire knowledge, ability and show appreciation for critical historical analysis of socio-economic and political organization of African societies;
3. understand and show appreciation of the rights, privileges and obligations of oneself and others for promotion of a just and peaceful society;
4. promote a sense of nationalism, patriotism and national unity;
5. encourage and sustain moral and mutual social responsibility;
6. identify, assess and appreciate the rich and varied cultures of the Kenyan people and other peoples;
7. promote a sense of awareness and need for a functional democracy of the Kenyan people and other nations;
8. promote an understanding and appreciation of intra-national and international consciousness and relationships;
9. derive through the study of History and government an interest in further learning;
10. appreciate the importance of interdependence among people and among nations
11. identify, assess and have respect for different ways of life influencing development at local, national and international levels;
12. demonstrate the acquisition of positive attitudes, values, and skills for self reliance;
13. acquire appropriate knowledge, skills and attitudes as a basis for technological and industrial development;
14. promote patriotism and national unity.
1.0.0 INTRODUCTION TO HISTORY AND GOVERNMENT
1.1.0 Specific objectives
By the end of the topic, the learner should be able to:
a) explain the meaning of the term ‘History’;
b) explain the meaning of the term ‘Government’;
c) identify the sources of information on History and Government;
d) explain the importance of studying History and Government.
1.2.0 Content
1.2.1 The meaning of History 1.2.2 The meaning of Government. 1.2.3 Sources of information on History and Government. 1.2.4 Importance of studying History and Government. 2.0.0 EARLY MAN 2.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) explain the origin of man;
b) identify the stages through which man evolved during the Stone Age Period;
132
c) Describe the cultural and economic practices of early man (old, middle and new stone Age).
2.2.0 Content
2.2.1 Origin of man.
2.2.2 Evolution of man.
2.2.3 Cultural and economic practices of early man (old, middle and new stone age) 3.0.0 DEVELOPMENT OF AGRICULTURE 3.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) identify the factors that led to the development of early agriculture;
b) explain the development of agriculture in Egypt and Mesopotamia;
c) describe the Agrarian Revolution in Britain and the USA;
d) identify the causes of food shortages in Africa and the interest of the Third World;
e) discuss the effects and remedies of food shortages in Africa and the rest of the Third World.
3.2.0 Content
3.2.1 Development of early agriculture.
3.2.2 Early agriculture in:
a) Egypt
b) Mesopotamia.
3.2.3 The Agrarian Revolution in:
a) Britain
b) U.S.A.
3.2.4 The food situation in Africa and the rest of the Third World.
4.0.0 THE PEOPLES OF KENYA UP TO THE 19TH CENTURY
4.1.0 Specific objectives
By the end of the topic, the learner should be able to:
a) state the origins of the Bantu, Nilotes and Cushites;
b) trace and describe the migration and settlement of the Bantu, Nilotes and Cushites;
c) discuss the results of the migration and settlement of the people of Kenya;
4.2.0 Content
Origin, migration and settlement of the people of Kenya
a) Bantu
i. Western Bantu ii Eastern Bantu
b) Nilotes
i River – Lake Nilotes ii Plains Nilotes iii Highland Nilotes
c) Cushites
i Eastern Cushites ii Southern cushites
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4.2.1 Results of the migration and settlement of the people of Kenya.
5.0.0 SOCIAL, ECONOMIC AND POLITICAL ORGANIZATION OF KENYAN SOCIETIES IN THE 19TH CENTURY.
5.1.0 Specific objective:
By the end of the topic, the learner should be able to discuss the Social, Economic and Political organisation of the Bantu, the Nilotes and the Cushites.
5.2.0 Content
5.2.1 Bantu: Agikuyu, , Ameru, Akamba, Abagusii, Mijikenda.
5.2.2 Nilotes: Luo, Nandi, Maasai,
5.2.3 Cushites: Borana, Somali
6.0.0 CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UP TO THE 19TH CENTURY.
6.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify the origin of the early visitors to the East African Coast;
b) explain the development of trade between the East African Coast and
outside World;
c) discuss the effects of the contact between the East African Coast and
outside world;
d) identify reasons for the coming of the Portuguese
e) trace the portuguese conquest of the East African Coast;
f) discuss the decline and effects of the portuguese rule; g) discuss the establishment and impact of Omani rule; h) explain the reasons for the coming of the Christian misssionaries; i) describe missionary activities and challenges; j) discuss the effects of missionary activities. 6.2.0 Content 6.2.1 Early visitors to the East African Coast up to 1500. 6.2.2 Trade between the East African Coast and the outside World
a) Development of the trade
b) Organization of the trade
c) Impact of the trade on the peoples of East Africa.
6.2.3 The coming of the Portuguese
a) Reasons for their coming to East Africa.
b) Their conquest and rule.
c) The decline of Portuguese power.
d) Impact of Portuguese rule.
6.2.4 Establishment and impact of Omani rule.
a) Seyyid Said and the development of plantation agriculture
b) Development, organization and consequences of:
i) Long distance trade
ii) International trade.
6.2.5 The spread of Christianity:
134
a) Reasons for the coming of Christian missionaries
b) Missionary activities and challenges
c) Effects of missionary activities.
7.0.0 CITIZENSHIP
7.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) state ways of becoming a Kenyan citizen;
b) state the rights and responsibilities of a Kenyan citizen;
c) discuss the elements of good citizenship.
7.2.0 Content
7.2.1 Kenyan citizenship.
7.2.2 Rights of a citizen.
7.2.3 Responsibilities of a citizen.
7.2.4 Elements of good citizenship.
8.0.0 NATIONAL INTERGRATION
8.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the meaning and importance of national integration;
b) describe factors promoting and limiting national unity;
c) describe the process of resolving conflicts.
8.2.0 Content
8.2.1 National Integration.
a) Meaning.
b) Importance.
8.2.2 National Unity
a) factors promoting national unity.
b) factors limiting national unity.
8.2.3 Conflict Resolution
a) Meaning of the term ‘conflict’.
b) Methods of resolving conflicts.
c) Processes of resolving conflicts.
9.0.0 TRADE
9.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the term ‘trade’;
b) explain methods of trade;
c) identify types of trade;
d) discuss the origin, development, organisation and impact of different types of trade.
9.2.0 Content
9.2.1 Definition of trade.
135
9.2.2 Methods of trade: (a) Barter (b) Currency.
9.2.3 Types of Trade
a) Local trade: i ) Origin, ii) Development, iii) Organization, iv) Impact.
b) Regional trade (Trans Saharan Trade): i) Origin, ii) Development, iii) Organization,
iv) Impact.
c) International Trade (Trans-Atlantic Trade): i) Origin, ii) Development,
iii) Organization, iv) Impact.
1.0.0 DEVELOPMENT OF TRANSPORT AND COMMUNICATION
Specific Objectives
By the end of the topic, the learner should be able to:
a) define the terms trade and communication;
b) explain the traditional and modern means of transport;
c) describe the traditional and modern means of communication;
d) analyse the impact of modern means of transport and communication.
10.2.0 Content
10.2.1 Definitions of transport and communication.
10.2.2 Traditional forms of transport: land and water.
10.2.3 Developments in modern means of transport: Road transport, Rail transport, Water transport, Air transport, Space exploration
10.2.4 Impact of modern means of transport.
10.2.5 Traditional forms of communication: Smoke signals, Drum beats, Messengers, Horning,
Written messages on scrolls and stone tablets
10.2.6 Development in modern means of communication
a) Telecommunication : Telephone and cellphone, , television, Radio, Telegraph, Electronic mail (E-mail), Facsimile transceiver (fax), Telex, Pager, Internet.
b) Print media: Newspapers, Magazines, Journals, Periodicals.
11.0.0 DEVELOPMENT OF INDUSTRY
11.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify early sources of energy;
b) explain the uses of metals in Africa;
c) trace and describe the development of the Industrial Revolution in Europe;
d) discuss the Scientific Revolution and its effects on agriculture, industry and medicine;
e) describe the emergence of selected world industrial powers;
f) explain the development of industrial in the Third World.
11.2.0 Content
11.2.1 Early sources of energy: Wood, wind , water .
11.2.2 Uses of metal in Africa: Bronze, Gold, Copper, Iron.
11.2.3 The Industrial Revolution in Europe.
a) Uses of various sources of energy: Coal, Oil, Steam, Electricity.
b) Uses of iron and steel
c) Industrialization in Britain
136
d) Industrialization in Continental Europe
e) Effects of the Industrial Revolution in Europe
11.2.4 The Scientific Revolution
a) Scientific inventions
b) Impact of scientific inventions on Agriculture, Industry and Medicine
11.2.5 Emergence of selected World industrial powers: USA, Germany, Japan.
12.0.0 URBANISATION
12.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the term ‘Urbanization’;
b) describe Early Urbanisation in African and Europe;
c) describe the emergence of modern urban centres in Africa;
d) discuss the impact of agrarian and industrial developments on urbanisation.
12.2.0 Content
12.2.1 Meaning of urbanization.
12.2.2 Early Urbanization in:
a) Africa – Cairo, Merowe/Meroe and Kilwa.
a) Europe – London and Athens
12.2.3 Emergency of modern urban centers in Africa: Nairobi and Johannesburg
12.2.4 Impact of agrarian and industrial development on Urbanization
13.0.0 SOCIAL, ECONOMIC AND POLITICAL ORGANISATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
13.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) describe the social and economic organization of African societies in the 19th
century.
b) discuss the political organization of African societies in the 19th century.
13.2.0 Content
The Social, Economic, and Political organization of African societies with reference to:
13.2.1 The Baganda
13.2.2 The Shona
13.2.3 The Ashanti/Asante.
14.0.0 CONSTITUTION MAKING
14.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify the difference between written and unwritten constitutions.
b) discuss the features of the Independence Constitution of Kenya
c) trace and describe the constitutional changes in Kenya since independence.
14.2.0 Content
14.2.1 Types of constitutions: Written and Unwritten.
137
14.2.2 The Independence Constitution of Kenya.
14.2.3 The Kenya constitution
a) Constitution making process
b) Features of the Kenya constitution
c) Constitutional amendments since independence.
15.0.0 DEMOCRACY AND HUMAN RIGHTS
15.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the terms’Democracy’ and ‘Human Rights’;
b) identify types of democracy;
c) discuss the principles of democracy;
d) identify the rights of a child;
e) classify and discuss Human Rights.
15.2.0 Content 15.2.1 Democracy: Definition ,types and Principles of democracy 15.2.2 Human Rights
a) Definition of Human Rights
b) The Bill of Rights
c) U. N. Charter on Human Rights
d) The rights of the child
e) Classification of Human Rights
16.0.0 EUROPEAN INVASION OF AFRICA AND THE PROCESS OF
COLONIZATION.
16.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the terms ‘scramble’ and ‘partition’;
b) identify the methods used by Europeans to acquire colonies in Africa;
c) discuss the factors that led to the scramble for colonies in Africa in the 19th Century
d) describe the process of partition;
e) analyse the impact of the partition;
f) discuss the African reaction to European colonization;
16.2.0 Content
16.2.1 The Scramble for and Partition of Africa
a) Definitions of the terms ‘scramble’ and ‘partition’
b) Methods used by Europeans to acquire colonies in Africa
c) Factors that led to the scramble for colonies in Africa
d) The process of partition
e) Impact of partition
16.2.2 African reactions to European colonization
a) Resistance: Maji Maji, Mandinka – Samori Toure, Ndebele – Lobengula.
b) Collaboration: Baganda, Lozi-Lewanika
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17.0.0 ESTABLISHMENT OF COLONIAL RULE IN KENYA 17.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) explain factors for European invasion of Kenya;
b) describe the process of British occupation of Kenya;
c) explain African response to British invasion;
d) identify the method of administration in Kenya.
17.2.0 Content
17.2.1 Background to the Scramble and Partition of East Africa.
17.2.2 British occupation of Kenya.
17.2.3 The response of the peoples of Kenya to the British invasion and occupation
a) Resistance: Nandi, Agiryama, Busuku, Somali
b) Collaboration: Maasai, The wanga
c) Mixed Reactions: Akamba, Agikuyu, Luo
18.0.0 COLONIAL ADMINISTRATION
18.1.0 Specific Objectives
By the end of the topic, the learner should be able to identify and analyse the colonial systems of administration with special reference to:
a) Indirect rule;
b) Direct rule;
c) Assimilation.
18.2.0 Content
18.2.1 Indirect rule: The British in Kenya, The British in Nigeria.
18.2.2 Direct Rule: The British in Zimbambwe (Southern Rhodesia)
18.2.3 Assimilation: The French in Senegal
19.0.0 SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE COLONIAL
PERIOD IN KENYA.
19.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the social changes that took place in Kenya during the colonial
period;
b) identify and explain the main economic developments in Kenya during the colonial period.
19.2.0 Content
19.2.1 The Uganda Railway
19.2.2 Settler farming in Kenya
19.2.3 Colonial land policies
19.2.4 Devonshire White Paper
19.2.5 Urbanization
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20.0.0 POLITICAL DEVELOPMENTS AND THE STRUGGLE FOR INDEPEDENCE IN KENYA (1919 – 1963)
20.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify and explain the origins, organization and effects of political movements in Kenya up to 1939;
b) trace the origins of the independent churches and schools;
c) discuss political organisations and movements up to 1945;
d) describe the role of trade unionism in the struggle for independence;
e) discuss the role of women in the struggle for independence;
f) describe the constitutional changes leading to independence.
20.2.0 Content
20.2.1 Early Political Organizations in Kenya up to 1939
a) East Africa Association
b) Kikuyu Central Association
c) Kavirondo Tax Payers and Welfare Association
d) Ukamba Members Association
e) Coast African Association
f) Taita Hills Association.
20.2.2 Emergence of Independent Churches and Schools.
20.2.3 Political organisations and movements after 1945
a) Kenya African Study Union (K.A.S.U)
b) Kenya African Union (K.A.U)
c) Mau Mau
d) Kenya African National Union (K.A.N.U)
e) Kenya African Democratic Union (K.A.D.U)
f) African Peoples Party (A.P.P)
20.2.4 Trade Union Movement: African Workers Federation and Kenya Federation of Labour 20.2.5 Role of women in the struggle for independence. 20.2.6 Constitutional changes leading to independence
a) African representation in the Legco
b) Lyttleton Constitution
c) Lennox-Boyd Constitution
d) Lancester House Conferences
21.0.0 RISE OF AFRICAN NATIONALISM
21.1.0 Specific Objectives
By the end of the topic, the learner should be able to discuss the rise and growth of African Nationalism in selected African countries.
21.2.0 Content
21.2.1 Rise and growth of African Nationalism in Ghana, Mozambique and South Africa.
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22.0.0 LIVES AND CONTRIBUTIONS OF KENYAN LEADERS 22.1.0 Specific Objectives By the end of the topic, the learner should be able to analyse the lives and contributions of selected Kenyan leaders.
22.2.0 Content
22.2.1 Jomo Kenyatta
22.2.2 Daniel Arap Moi
22.2.3 Oginga Odinga
22.2.4 Tom Mboya
22.2.5 Ronald Ngala
23.0.0 THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT OF KENYA 23.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) describe the electoral process in Kenya;
b) state the functions of the Electrol Commission of Kenya;
c) explain the process of the formation of government;
d) describe the structure and functions of the three arms of the Government of Kenya;
e) state the functions of the Armed forces, police and prisons departments in Kenya;
f) analyse the challenges facing the police and prisons departments in Kenya;
g) analyse the concepts of the ‘Rule of Law’ and ‘Natural justice’.
23.2.0 Content 23.2.1 Electrol process. 23.2.2 Functions of the Electoral Commission of Kenya. 23.2.3 Formation of Government. 23.2.4 Structure and Functions of the Government of Kenya
a) Legislature: Composition, Functions , Process of law making, Parliamentary Supremacy.
b) The Executive
i. Powers and functions of the President
ii. Composition and functions of the Cabinet
iii. Composition and functions of the Civil Service
iv. Provincial administration
v. Functions of the armed forces, police and prisons department
vi. Challenges facing the police and prisons departments in Kenya
c) The judiciary
i. Chief Justice
ii. Attorney General
iii. Structure and functions of the Court Systems in Kenya
iv. Importance of the Independence of the Judiciary
v. The rule of law
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vi. The concept of Natural Justice
24.0.0 WORLD WARS
24.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the causes, of the First and the Second World Wars;
b) describe the course of the First and the Second World Wars;
c) discuss the results of the First and the Second World Wars;
d) explain the reasons for the formation of the league of Nations;
e) describe the organisation of the league of Nations;
f) analyse the performance of the league of Nations.
24.2.0 Content
24.2.1 The First World War (1914 – 1918) – Causes, Course and Results.
24.2.2 The league of Nations – Formation, Organization, Performance. 24.2.3 The Second World War (1939 – 1945) – Causes, Course and Results. 25.0.0 INTERNATIONAL RELATIONS International organizations
25.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) analyse the reasons for the formation of major international organizations;
b) describe the structure of major international organizations;
c) discuss the functions of major international organizations;
d) analyse the performance of major international organisations;
e) discuss the effects of the cold war.
25.2.0 Content
International Organization
25.2.1 The United Nations – Formation, Organisation, Performance and challenges.
25.2.2 The commonwealth – Formation, Membership, Functions and Challenges
25.2.3 The Non-Aligned Movement – Formation, Performance and Challenges.
25.2.4 The cold War (Vietnam, Cuba, Europe and Angola) – Cause, Course and Effects.
26.0.0 CO-OPERATION IN AFRICA
26.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the origin and development of selected regional organizations in Africa;
b) discuss the performance and challenges of the respective organisations.
26.20 Content
26.2.1 Pan-Africanism – Origin, Development and Performance.
26.2.2 Organization of African Unity (OAU) – Formation, Charter, Performance and challenges.
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26.2.3 African Union – Formation , Charter, Performance and Challenges.
26.2.4 Rebirth of the East African Community – 2001 – Formation, Organization, Performance and challenges. 26.2.5 Economic Community of West African States (ECOWAS) – Formation, Organization Performance and challenges.
26.2.6 The Common Market for Eastern and Southern Africa (COMESA) – Formation, Function, Performance and challenges.
27.0.0 NATIONAL PHILOSOPHIES (KENYA)
27.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the origin and development of National philosophies;
b) analyse the impact of National Philosophies.
27.2.0 Content
27.2.1 African Socialism
27.2.2 Harambee
27.2.3 Nyayoism
27.2.4 Impact of National Philosophies.
28.0.0 SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE
28.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) discuss the political developments in Kenya since independence;
b) discuss the social and economic developments in Kenya since independence;
c) analyse the political, social and economic challenges in Kenya since Independece.
28.2.0 Content
28.2.1 Political developments
a) Developments from 1963-19991
b) Multi – party democracy in Kenya
c) Challenges of multi-party democracy
d) The role of political parties in Government and nation building.
28.2.2 Economic developments and challenges: Land policies, Industry.
28.2.3 Social developments and challenges: Education, Health, Culture and sports.
29.0.0 SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND
CHALLENGES IN AFRICA SINCE INDEPENDENCE
29.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) discuss the political, social and economic developmnets in selected African countries since independence;
b) analyse the political, social and economic challenges in Africa since independence.
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29.2.0 Content
29.2.1 Social Economic and Political developments in selected African countries
a) Democratic Republic of Congo – DRC
b) Tanzania .
29.2.2 Social, Economic and Political challenges in Africa since independence.
30.0.0 LOCAL AUTHORITIES IN KENYA
30.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) describe types of local authorities in Kenya;
b) discuss the functions of local authorities;
c) analyse the relationship between local authorities and the Central Government;
d) discuss the challenges facing local authorities in Kenya.
30.2.0 Content
30.2.1 Types of local authorities.
30.2.2 Functions of local authorities.
30.2.3 Relationship between local authorities and the central government.
30.2.4 Challenges facing local authorities.
31.0.0 GOVERNMENT REVENUE AND EXPENDITURE IN KENYA
31.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify and discuss sources of government revenue;
b) explain the expenditure of government revenue;
c) discuss how the government controls public finance.
31.2.0 Content
31.2.1 National budget.
31.2.2 Sources of government revenue.
31.2.3 Control of public finance.
32.0.0 THE ELECTORAL PROCESS AND FUNCTIONS OF GOVERNMENT IN OTHER PARTS OF THE OWRLD.
32.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the electoral process of governments in selected countries;
b) discuss the functions of governments of the respective countries.
32.2.0 Content
32.2.1 USA.
32.2.2 Britain.
32.2.3 India.
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312 – GEOGRAPHY
GENERAL OBJECTIVES By the end of the course, the learner should be able to: 1. appreciate the importance of studying Geography; 2. recognize different types of environments and manage them for individual, national and international development; 3. identify and explain weather phenomena and their influence on the physical environment and human activities; 4. explain land-forming processes and appreciate the resultant features and their influence on human activities; 5. acquire knowledge of available natural resources and demonstrate ability and willingness to utilize them sustainably; 6. identify and compare economic activities in Kenya and the rest of the world; 7. state, interpret, analyse and use Geographical principles and methods to solve problems of national development; 8. apply field-work techniques in studying Geography; 9. acquire knowledge and skills necessary to analyse population issues of Kenya and the world; 10. appreciate the importance of interdependence among people and among nations; 11. identify, assess and have respect for different ways of life influencing development at local, national and international levels; 12. demonstrate the acquisition of positive attitudes, values and skills for self reliance; 13. acquire appropriate knowledge, skills and attitudes as a basis for technological and industrial development; 14. promote patriotism and national unity. 1.0.0 INTRODUCTION 1.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the terms Geography and Environment;
(b) describe the branches of Geography;
(c) explain the importance of studying Geography;
(d) explain the relationship between geography and other disciplines.
1.2.0 Content 1.2.1 Definition of: (a) Geography and (b) Environment. 1.2.2 Branches of Geography: (a) Physical geography and (b) Human Geography. 1.2.3 Importance of studying Geography. 1.2.4 Relationship between geography and other disciplines. 2.0.0 THE EARTH AND THE SOLAR SYSTEM 2.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the solar system;
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(b) explain the origin of the earth;
(c) explain the effects of rotation and revolution of the earth;
(d) describe the structure of the earth.
2.2.0 Content. 2.2.1 Definition and composition of the solar system. 2.2.2 Origin, shape, size, and position of the earth in the solar system 2.2.3 Rotation and revolution of the earth and their effects. 2.2.4 Structure of the earth – (a) the atmosphere, (b) the hydrosphere, (c) the lithosphere/crust, (d) the asthenosphere/mantle and (e) the barysphere/centrosphere (outer and inner core). 3.0.0 STATISTICAL METHODS 3.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the term statistics;
(b) identify types and sources of statistical data;
(c) identify and describe methods of collecting and recording data;
(d) analyse, interpret and present statistical data using appropriate graphical methods;
(e) explain the advantages and disadvantages of each method of data presentation.
3.2.0 Content 3.2.1 Definition of statistics. 3.2.2 Types of statistical data. 3.2.3 Sources of statistical data 3.2.4 Methods of collecting data. 3.2.5 Methods of recording data. 3.2.6 Analysis of data by working out arithmetic mean, median, mode, percentage, range. 3.2.7 Statistical analyses, interpretation and presentation by use of Line graphs, Bar graphs, Polygraph (combined line and bar graphs), Wind rose, Comparative/group line and bar graphs, cumulative bar graphs, proportional circles, pie charts, divided bars/rectangles, population pyramids and Age-Sex pyramids. 3.2.8 Analysis and interpretation of dot and choropleth maps. 3.2.9 Discussion of the advantages and disadvantages of each method of data presentation. 4.0.0 FIELD WORK 4.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the term field work;
(b) state different types of field work;
(c) explain the importance of field work;
(d) explain the procedure to be followed during field work;
(e) identify possible problems during field work;
(f) carry out field work within the local environment.
4.2.0 Content 4.2.1 Definition of field work.
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4.2.2 Types of field work. 4.2.3 Importance of field work. 4.2.4 Field work procedure. 4.2.5 Problems likely to be encountered during fieldwork. 4.2.6 Field work within the local environment. 5.0.0 MINERALS AND ROCKS 5.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define minerals and rocks;
(b) state the characteristics of minerals;
(c) classify rocks according to mode of formation;
(d) state the characteristics of rocks;
(e) account for the distribution of major types of rocks in Kenya;
(f) explain the significance of rocks;
(g) identify major types of rocks and their use within the local environment.
5.2.0 Content 5.2.1 Definition of (a) minerals and (b) rocks. 5.2.2 Characteristics of minerals. 5.2.3 Classification of rocks according to mode of formation. 5.2.4 Characteristics of rocks. 5.2.5 Distribution of major types of rocks in Kenya. 5.2.6 Significance of rocks 5.2.7 Field work – Identification of major types of rocks and their uses within the local environment. 6.0.0 INTERNAL LAND FORMING PROCESSES 6.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define earth movements;
(b) explain the causes of horizontal and vertical earth movements;
(c) explain the theories of Continental Drift and Plate Tectonics;
(d) define folding, faulting, vulcanicity and earthquakes;
(e) explain the processes of folding, faulting, and vulcanicity;
(f) describe types of folds, faults and forms of vulcanicity;
(g) explain features that result from folding, faulting and vulcanicity;
(h) explain the causes of earthquakes;
(i) describe how earthquakes are measured;
(j) account for the world distribution of earthquake zones, fold mountain systems and features due to faulting and vulcanicity;
(k) explain the significance of the resultant features of folding, faulting, vulcanicity and effects of earthquakes.
6.2.0 Content 6.2.1 Earth Movements (a) Definition
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(b)Types of earth movements – horizontal and vertical movements. (c) Causes of earth movements 6.2.2 Theories of the origins of
(a) Continental drift and
(b) Plate tectonics
6.2.3 Folding
(a) Definition, and processes of folding.
(b) Types of folds
(c) Features resulting from folding.
(d) World distribution of fold mountain systems.
(e) Significance of folding to human activities. 6.2.4 Faulting
(a) Definition, and processes of faulting.
(b) Types of faults.
(c) Features resulting from faulting.
(d) A study of the Great Rift Valley.
(e) World distribution of features formed through faulting.
(f) Significance of faulting to human activities.
6.2.5 Vulcanicity
(a) Definition of vulcanicity.
(b) Types of vucanicity and the resultant features.
(c) World distribution of features formed through vulcanicity.
(d) Significance of vulcanicity to human activities.
6.2.6 Earthquakes
(a) Definition of earthquakes.
(b) Measurement of earthquakes.
(c) Distribution of the major earthquake zones of the world.
(d) Effects of earthquakes.
7.0.0 EXTERNAL LAND-FORMING PROCESSES 7.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define weathering, mass wasting, hydrological cycle, river systems, lakes and glaciation.
(b) distinguish between oceans and seas;
(c) describe water movement in oceans and seas;
(d) explain the factors that contribute to the sculpturing of the earth;
(e) explain external land-forming processes and the resultant features;
(f) identify the sources of underground water;
(g) discuss the significance of the resultant physical features to the environment;
(h) carry out field-work of the landforms within the local environment.
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7.2.0 Content 7.2.1 Weathering
(a) Definition of weathering.
(b) Agents of weathering.
(c) Types and processes of weathering.
(d) Significance of weathering to physical and human environments.
7.2.2 Mass Wasting
(a) Definition of mass wasting.
(b) Factors influencing mass wasting.
(c) Types and processes of mass wasting.
(d) Effects of mass wasting on the physical and human environments.
7.2.3 Hydrological cycle
(a) Definition of hydrological cycle.
(b) Process of the cycle.
(c) Significance of the cycle
7.2.4 Action of rivers
(a) Definition of rivers
(b) River erosion, transportation and deposition and the resultant features.
(c) Development of cross and long river profiles.
(d) River capture and rejuvenation.
(e) Drainage patterns.
(f) Significance of (i ) rivers and (ii) river formed features.
7.2.5 Lakes
(a) Definition of the term lake.
(b) Formation and classification of lakes.
(c) Significance of lakes.
7.2.6 Oceans, seas and types of coasts
(a) Distinction between oceans and seas.
(b) Nature of ocean water.
(c) Water movement: meaning , causes and significance of (i) vertical movements and (ii) horizontal movements – ocean currents, tides and waves.
(d) Wave erosion, transportation and deposition, and resultant features.
(e) Types of Coasts.
(f) Significance of oceans, seas, coasts and coastal features.
7.2.7 Action of wind and water in arid areas.
(a) Processes of wind erosion and transportation in arid areas.
(b) Features formed by wind erosion and deposition.
(c) Features formed by water in arid areas.
(d) Significance of features found in arid areas.
7.2.8 Action of water in limestone areas
(a) Sources of underground water.
(b) Formation of features by surface and underground water in limestone areas.
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(c) Significance of the features.
7.2.9 Glaciation
(a) Definition of the term glaciation, glaciers, ice sheets, ice caps and icebergs.
(b) Processes of glacial erosion, transportation and deposition in highland and lowland areas and the resultant features.
(c) Significance of glaciation.
7.3.0 Field work Study of significant land-forming processes within the local environment. 8.0.0 WEATHER AND CLIMATE 8.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) distinguish between weather and climate;
(b) state the elements of weather;
(c) explain the conditions necessary for the sitting of a weather station,
(d) use instruments to measure elements of weather;
(e) analyse and interpret data on weather conditions,
(f) describe the structure and composition of the atmosphere;
(g) explain the factors that influence weather and climate;
(h) describe the characteristics of climatic regions of Kenya;
(i) describe the characteristics of major climatic regions of the world;
(j) account for the causes of aridity and desertification;
(k) explain the effects and possible solutions to aridity and desertification, discuss the causes and impact of climate change on the physical and human environment;
(l) carry out field study on a weather station. 8.2.0 Content 8.2.1 Distinction between weather and climate. 8.2.2 Elements of weather. 8.2.3 Factors to consider in siting a weather station. 8.2.4 Instruments for measuring weather elements. 8.2.5 Recording and calculating weather data. 8.2.6 Structure and composition of the atmosphere. 8.2.7 Weather forecasting. 8.2.8 Factors influencing weather. 8.2.9 Factors that influence climate. 8.3.0 Distribution and characteristics of climatic regions of Kenya and the world. 8.3.1 Causes, effects and possible solutions to aridity and desertification. 8.3.2 Causes and impact of climate change on physical and human environment. 8.2.9 Field work – a study based on a weather station. 9.00 SOILS 9.10 Specific objectives By the end of the topic, the learner should be able to:
(a) define soil, soil profile, soil catena, soil degeneration/degradation and soil erosion;
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(b) discuss the composition of soil and the processes of soil formation;
(c) describe the properties and characteristics of soil;
(d) describe soil profile and soil catena;
(e) explain soil degeneration/degradation;
(f) classify soils according to soil orders;
(g) discuss the significance of soils;
(h) discuss ways and means of managing and conserving soil;
(i) identify different types of soils and their uses within the local environment
9.2.0 Content 9.2.1 Definition of soil. 9.2.2 Composition of soil. 9.2.3 Soil forming processes. 9.2.4 Properties and characteristics of soil. 9.2.5 Soil profile and catena. 9.2.6 Soil degeneration/degradation, including soil erosion. 9.2.7 Classification of soils: zonal, intrazonal and azonal. 9.2.8 Significance of soils. 9.2.9 Management and conservation of the soil. 9.3.0 Field work – identification of different types of soils and explanation of uses within the local environment. 10.0.0 VEGETATION 10.1.0 Specific Objectives By the end of the topic, the learner should be able to:
(a) define vegetation;
(b) discuss the factors that influence the distribution of vegetation;
(c) identify and describe the characteristics of major vegetation regions of Kenya and the world;
(d) discuss the significance of vegetation;
(e) identify different types of vegetation and explain their uses within the local environment.
10.2.0 Content 10.2.1 Definition of vegetation. 10.2.2 Factors that influence the distribution of vegetation. 10.2.3 Characteristics of major vegetation regions of Kenya and the World. 10.2.4 Significance of vegetation. 10.2.5 Fieldwork on identification of different types of vegetation and explanation of their uses within the local environment. 11.0.0 MAPS AND MAP WORK 11.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define pictures, plans and maps;
(b) explain the relationships between pictures plans, and maps;
(c) identify types of maps and state their uses;
(d) identify and use marginal information on maps;
(e) identify types and uses of scales;
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(f) determine distances and areas using scales;
(g) distinguish between direction and bearing;
(h) identify traditional and modern methods of locating places and features;
(i) locate places and features on maps using various methods,
(j) describe the different methods of representing relief on topographical maps;
(k) identify and describe physical features and human activities on topographical maps;
(l) enlarge and reduce parts of topographical maps;
(l) draw cross-sections from topographical maps;
(m) calculate and interpret vertical exaggeration and gradient
(n) determine points of intervisibility.
11.2.0 Content 11.2.1 Definition of pictures, plans and maps. 11.2.2 Relationship between pictures, plans and maps. 11.2.3 Types of maps e.g. Atlas maps, topographical maps, and sketch maps. 11.2.4 Uses of maps. 11.2.5 Marginal information. 11.2.6 Map scales:- types of scales, conversion of scales, sizes of scales. 11.2.7 Uses of scales:- estimation and measurement of distance and calculation of areas of regular and irregular shapes. 11.2.8 Distinction between direction and bearing. 11.2.9 Traditional and modern methods of showing direction. 11.3.0 Calculation of bearing 11.3.1 Location of places and features using compass direction, bearing, distance, place names, latitudes and longitudes, grid reference. 11.3.2 Methods of representing relief on topographical maps. 11.3.3 Identification and description of the following in topographical maps:- landforms, vegetation, drainage, economic activities and settlement. 11.3.4 Enlargement and reduction of maps. 11.3.5 Drawing of cross-sections. 11.3.6 Calculation and interpretation of (a) vertical exaggeration and (b) gradient. 11.3.7 Determining intervisibility. 12.0.0 PHOTOGRAPH WORK 12.1.0 Specific objectives. By the end of the topic, the learner should be able to:
(a) identify types of photographs;
(b) describe parts of a photograph;
(c) estimate sizes of features appearing on photographs;
(d) draw sketches from photographs;
(e) identify and interpret features from photographs.
12.2.0 Content 12.2.1 Types of photographs. 12.2.2 Parts of a photograph. 12.2.3 Interpretation of photographs by estimation of actual sizes of features, sketching from photographs, studying and describing natural and human features and activities on photographs.
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13.0.0 FORESTRY 13.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define forest and forestry;
(b) discuss the factors that influence the distribution and types of natural forests;
(c) discuss the significance of forests and forest products to Kenya;
(d) identify and explain the problems facing forestry in Kenya;
(e) discuss ways and means of managing and conserving forests in Kenya;
(f) compare and contrast softwood forests in Kenya and Canada;
(g) demonstrate the ability to manage and conserve forests and forest resources.
13.2.0 Content 13.2.1 Definition of forest and forestry. 13.2.2 Factors influencing the distribution and types of natural forests. 13.2.3 Importance of forests and forest products to Kenya. 13.2.4 Problems facing forestry in Kenya. 13.2.5 Management and conservation of forests – with specific emphasis on Kenya. 13.2.6 Related study on softwood in Kenya and Canada. 14.0.0 MINING 14.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the term mining;
(b) explain the factors that influence the occurrence of minerals and mining activities;
(c) describe methods of mining;
(d) state the location of the major minerals of East Africa and show them on a map;
(e) explain the significance of locally available minerals in Kenya;
(f) state and account for the problems facing the mining industry in Kenya;
(g) explain the effects of mining on the environment;
(h) describe the occurrence of specific minerals and their exploitation in selected countries.
14.2.0 Content
14.2.1 Definition of mining 14.2.2 Factors influencing the occurrence of minerals and their exploitation 14.2.3 Methods of mining. 14.2.4 Distribution of major minerals in East Africa 14.2.5 Significance of minerals in Kenya. 14.2.6 Problems facing the mining industry in Kenya. 14.2.7 Effects of mining on the environment. 14.2.8 Study of (a) Trona on Lake Magadi in Kenya (b) Gold and diamonds in South Africa and (c) Petroleum in the Middle East.
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15.0.0 AGRICULTURE 15.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define agriculture;
(b) discuss the factors that influence agriculture;
(c) explain types of agriculture;
(d) locate the major cash crop growing areas in a map of Kenya;
(e) discuss the growing of selected cash crops in different countries;
(f) compare and contrast farming practices for selected cash-crops in Kenya and other countries;
(g) discuss pastoral farming in Kenya;
(h) compare and contrast (i) dairy farming in Kenya and Denmark (ii) beef farming in Kenya and Argentina;
(i) carry out fieldwork on agricultural activities in the local environment.
15.2.0 Content 15.2.1 Definition of agriculture. 15.2.2 Factors that influence agriculture. 15.2.3 Types of agriculture. 15.2.4 Crop farming – (a) distribution of major cash crops in Kenya, (b) a study of tea, sugar-cane and maize in Kenya , (c) a study of cocoa in Ghana and oil palm in Nigeria and (d) comparative studies of coffee in Kenya and Brazil, wheat in Kenya and Canada and horticulture in Kenya and the Netherlands. 15.2.5 Livestock farming – (a) pastoral farming in Kenya (b) comparative study of dairy farming in Kenya and Denmark and beef farming in Kenya and Argentina. 15.2.6 Field work – collect, record, analyse, and present data on agricultural activities in the local environment. 16.0.0 LAND RECLAMATION AND REHABILITATION 16.1.0 Specific objectives By the end of the topic, the learner should be able to;
(a) define land reclamation and rehabilitation;
(b) discuss the factors that influenced the location of selected irrigation schemes in Kenya, the significance of the schemes and the problems that are experienced in carrying out irrigation farming in Kenya;
(c) describe the methods that are used in land reclamation and rehabilitation in Kenya;
(d) compare the methods of land reclamation in Kenya and the Netherlands,
16.2.0 Content 16.2.1 Meaning of the terms land reclamation and rehabilitation. 16.2.2 A study of Mwea-Tebere and Perkerra irrigation schemes. 16.2.3 Importance of irrigation farming in Kenya. 16.2.4 Problems experienced in irrigation farming in Kenya. 16.2.5 Methods of land reclamation and rehabilitation in Kenya. 16.2.6 Comparative study of land reclamation in Kenya and the Netherlands.
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17.0.0 FISHING 17.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the terms fishing and fisheries;
(b) explain the factors that influence fishing;
(c) account for the location of the major fishing grounds of the world;
(d) identify types and names of fish and describe methods of fishing;
(e) discuss fresh water and marine fisheries in East Africa;
(f) assess the significance of the fishing industry in Kenya;
(g) discuss the problems that face the fishing industry in Kenya and their possible solutions;
(h) compare and contrast fishing activities in Kenya and Japan;
(i) explain ways and means of managing and conserving fresh water and marine fisheries.
17.2.0 Content 17.2.1 Definition of fishing and fisheries 17.2.2 Factors that influence fishing. 17.2.3 distribution of the major fishing grounds of the world. 17.2.4 Types and names of fish. 17.2.5 Methods of fishing. 17.2.6 Fresh water and marine fisheries in East Africa. 17.2.7 Significance of the fishing industry in Kenya, 17.2.8 Problems facing fishing in Kenya and their possible solutions. 17.2.9 Comparative study of fishing in Kenya and Japan. 17.3.0 Management and conservation of fresh water and marine fisheries. 18.0.0 WILDLIFE AND TOURISM 18.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the terms wildlife, tourism and eco-tourism;
(b) distinguish between (i) game reserves, national parks and sanctuaries (ii) domestic tourism and international tourism;
(c) explain the factors that influence the distribution of wildlife in East Africa and tourism in Kenya;
(d) locate national parks, major game reserves and sanctuaries on a map of East Africa;
(e) identify and discuss tourism attractions in Kenya;
(f) discuss the significance of wildlife and tourism in Kenya;
(g) discuss (i) the problems facing wildlife is East Africa and (ii) those facing and associated with tourism in Kenya;
(h) discuss the management and conservation of wildlife in East Africa;
(i) discuss the future of tourism in Kenya;
(j) compare and contrast tourism in Kenya and Switzerland.
18.2.0 Content 18.2.1 Definition of the term wildlife, 18.2.2 Factors influencing the distribution of wildlife in East Africa. 18.2.3 Distinction between game reserves, national parks and sanctuaries and their
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distribution in East Africa. 18.2.4 Location of National Parks, major game reserves and sanctuaries in East Africa. 18.2.5 Significance of wildlife in East Africa. 18.2.6 Problems facing wildlife in East Africa. 18.2.7 Management and conservation of wildlife in East Africa. 18.2.8 Definition of the terms tourism and eco-tourism, 18.2.9 Distinction between domestic and international tourism. 18.2.10 Factors influencing tourism in Kenya. 18.2.11 Significance of tourism. 18.2.12 Problems facing and associated with tourism in Kenya. 18.2.13 Comparative study of tourism in Kenya and Switzerland. 18.2.14 The future of tourism in Kenya. 19.0.0 ENERGY 19.10 Specific objectives By the end of the topic, the learner should be able to:
(a) define energy;
(b) discuss sources and types of energy;
(c) discuss the development of electric power projects in Kenya and Uganda;
(d) identify and locate other hydroelectric power projects in Africa;
(e) explain the significance of energy;
(f) explain the impact of the energy crisis in the world;
(g) discuss ways and means of managing and conserving energy;
(h) identify sources and uses of energy within the local environment.
19.2.0 Content 19.2.1 Definition of energy. 19.2.2 Sources and types of energy. 19.2.3 Hydroelectric power projects in Kenya and Uganda. 19.2.4 Geothermal power projects in Kenya. 19.2.5 Location of hydroelectric power projects elsewhere in Africa. 19.2.6 Management and conservation of energy. 19.2.7 Significance of energy 19.2.8 The energy crises. 19.2.9 Fieldwork on identification of sources and uses of energy within the local environment. 20.0.0 INDUSTRY 20.1.0 Specific objectives By the end of the topic, the leaner should be able to:
(a) define industry and industrialization;
(b) explain the factors that influence the location and development of industries;
(c) describe types of industries;
(d) account for the distribution of industries in Kenya;
(e) explain the significance of industrialization to Kenya,
(f) discuss the problems of industrialization and suggest possible solutions;
(g) compare and contrast aspects of industrialization in selected countries;
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(h) carry out fieldwork on an industry in the local area.
20.2.0 Content 20.2.1 Definition of industry and industrialization. 20.2.2 Factors influencing the location and development of industries. 20.2.3 Types of industries. 20.2.4 Distribution of industries in Kenya. 20.2.5 Significance of industrialization to Kenya. 20.2.6 Problems of industrialization and their possible solutions 20.2.7 A study of (a) the cottage industry in India, (b) iron and steel industry in the Ruhr region in Germany and (c) car manufacture and electronic industry in Japan. 20.2.8 Field work on identification of industries within the local area and a detailed study of one of them. 21.0.0 TRANSPORT AND COMMUNICATION 21.1.0 Specific Objectives By the end of the topic, the learner should be able to:
(a) define transport and communication;
(b) identify modes of transport and types of communication;
(c) locate the major lines of transport in Africa;
(d) outline the role of transport and communication in the economic development of Africa;
(e) discuss the problems facing transport and communication in Africa and the efforts being made to solve them;
(f) explain the role of the Great lakes and the St. Lawrence Seaway in the economies of the USA and Canada.
21.2.0 Content 21.2.1 Definition of, and distinction between transport and communications. 21.2.2 Modes of transport and types of communication. 21.2.3 Distribution of major lines of transport if Africa. 21.2.4 The role of transport and communication in the economic development of Africa. 21.2.5 Problems facing transport and communication in Africa and the efforts being made to solve them. 21.2.6 A study of the Great Lakes and the St. Lawrence Seaway. 22.0.0 TRADE 22.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define trade;
(b) identify types of trade;
(c) discuss the factors that influence trade;
(d) identify the major exports and imports of Kenya;
(e) assess the significance of trade to Kenya;
(f) discuss the problems facing trade in Kenya;
(g) assess the future of international trade in Kenya;
(h) outline the role played by selected blocs in the economies of their respective countries.
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22.2.0 Content 22.2.1 Definition of trade. 22.2.2 Types of trade. 22.2.3 Factors that influence trade. 22.2.4 Major exports and imports of Kenya. 22.2.5 Significance of trade to Kenya. 22.2.6 Problems facing trade in Kenya. 22.2.7 The future of international trade in Kenya. 22.2.8 The role played by the (a) Common Market for Eastern and Southern Africa (COMESA), (b) Southern African Development Cooperation (SADC), (c) Economic Community of West African States (ECOWAS) and (d) European Union (EU) in the economies of their respective regions. 23.0.0 POPULATION 23.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define population;
(b) explain the factors influencing the distribution of population is East Africa;
(c) explain the factors influencing population growth;
(d) describe population structure;
(e) analyse the consequences of population growth and structure;
(f) compare and contrast population trends between Kenya and Sweden;
(g) present population data using relevant statistical graphs.
23.2.0 Content 23.2.1 Definition of population. 23.2.2 Factors influencing the distribution of population in East Africa. 23.2.3 Factors influencing population growth with specific reference to the fertility, mortality and migration. 23.2.4 Population structure. 23.2.5 Consequences of population growth and structure. 23.2.6 Comparative studies of the populations of Kenya and Sweden. 24.0.0 SETTLEMENT 24.10 Specific objectives By the end of the topic, the learner should be able to:
(a) define settlement and urbanization;
(b) explain the factors that influence settlements and settlement patterns;
(c) account for the distribution of major urban centres in East Africa;
(d) explain the growth and functions of selected towns in Kenya;
(e) compare and contrast selected urban centres in Kenya with those of other part s of the world;
(f) discuss the effects of urbanization.
24.2.0 Content 24.2.1 Definition (a) settlement and (b) urbanization. 24.2.2 Factors that influence settlement and settlement patterns. 24.2.3 Distribution of major urban centres in East Africa.
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24.2.4 Factors influencing the growth of major urban centres ins East Africa. 24.2.5 A study of (a) an industrial town in Kenya (Thika), (b) a lake port (Kisumu) and (c) an agricultural collection centre (Eldoret). 24.2.6 Comparative studies of (a) Nairobi and New York and (b) Mombasa and Rotterdam ports. 24.2.7 Effects of urbanisation. 25.0.0 MANAGEMENT AND CONSERVATION OF THE ENVIRONMENT 25.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define (i)management and (ii) conservation;
(b) explain the importance managing and conserving the environment;
(c) name environmental hazards;
(d) assess the impact of selected environmental hazards and suggest measures of combating them;
(e) discuss measures taken in managing and conserving the environment.
25.2.0 Content 25.2.1 Definition of (a) management and (b) conservation. 25.2.2 The need for environmental management and conservation. 25.2.3 Environmental hazards. 25.2.4 Problems associated with, and measures of combating floods, lightning, windstorms, pests and diseases and environmental pollution. 25.2.5 Environmental management and conservation measures in Kenya. 25.2.6 Field work on any aspect of environmental pollution.

Breaking Education News

CS Magoha issues new directives on the 2020 and 2021 school calendar

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Education Cabinet Secretary Professor George Magoha has issued directives on the 2020 term three (3) and the 2021 academic year. According to CS Magoha, all Learners will resume studies on Monday 10th May 2021 (for term three of 2020); except those in grade 4, who shall remain home until the 26th of July (when term one 2021 resumes).

“I wish to emphasize that Grade Four learners will remain at home until July 26th, 2021 when schools will open for the First Term of the 2021 Academic Calendar. This is necessary because the Grade Four learners were part of the first batch of learners who reopened in the first case of the phased resumption of learning after the COVID-19 closure in October 2020,” Magoha says via the latest press statement.

The grade 4 learners will be joined by the 2020 Kenya Certificate of Primary Education (KCPE) candidates who shall also be at home up to July.

The CS has at the same time issued a stern warning to schools (particularly private schools) that may be tempted to recall the grade 4 learners in May; as opposed to the July 26th directive.

“We have received reports that some private schools are planning to recall Grade Four learners together with other groups that are expected to open on Monday. Such schools must stop this plan and allow all public and private learning institutions to adhere to the stipulated calendar. Stern action will be taken against schools that reopen for Grade Four candidates. The Grade Four learners must be allowed to study at home until they join Grade 5 on July 26, 2021,” said the CS.

See also; School Term dates/ calendar for 2020 to 2023

2020 TERM 2 AND 3 REVISED SCHOOL CALENDAR FOR CONTINUING LEARNERS

Here are the new term dates for the PP1 and 2; Grade 1, 2 and 3; Class 5, 6 and 7; and Form 1, 2 and 3 learners.

Activity Opening Dates Closing Dates Duration
Term 3 10/5/2021 16/07/2021 10 weeks
Halfterm Break 3/6/2021 7/6/2021 3 Days
Holiday 17/7/2021 25/7/2021 1 week

2021 TERM DATES FOR ALL LEARNERS

The opening date for the 2021 academic year will be 26th July 2021. See the full 2021 academic calendar below;

Activity Opening Dates Closing Dates Duration
Term 1 26/7/2021 1/10/2021 10 weeks
Halfterm Break 26/8/2021 29/8/2021 3 days
Holiday 2/10/2021 10/10/2021 1 week
Term 2 11/10/2021 23/12/2021 11 weeks
Christmas/Holiday 24/12/2021 2/1/2022 10 days
Term 3 3/1/2022 4/3/2022 9 weeks
KCPE 7/3/2022 10/3/2022 4 days
KCSE 11/3/2022 1/4/2022 3 weeks 1 day
KCSE MARKING 4/4/2022 22/4/2022 3 weeks
Knec Schools Portal

Al Maktoum Foundation secondary school: Contacts, Location and Admission Details

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

Al Maktoum Foundation secondary school Details at a Glance.

Location: Off Peponi Road, Mugoya South
Address: P.O. Box 27551, Nairobi 00506
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Email: almaktoumkenya@yahoo.com
Website: http://www.almaktoumfoundation.com
Phone: 020-784502

Admissions at Al Maktoum Foundation secondary school

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

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List of all Senior Schools in Bomet County

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