GRADE 1 EXAMS TERM 1-3 IN PDF

GRADE ONE EXAMS

COMPETENCE BASED ASSESMENT

GRADE 1

END TERM 3 EXAMS (MONITORING LEARNERS PROGRESS)

ENGLISH/LITERACY ACTIVITIES                   TIME:                   

NAME:                                                                                                                                                                                     

           
 
 

LEARNER UPI:    GENDER:             BOY                      GIRL

No. of questions correct  
Performance level  

 

SCHOOL NAME                               

ANSWER ALL QUESTION IN THE SPACES PROVIDED

Use “am” or “are” to fill in the blanks spaces

  1. We  going to the market.
  2. I  sweeping the classroom.

Fill in the blank spaces using plural of the words in Brackets.

  1. My mum has many  (broom)
  2. We have many  at home (bag)

Fill in the gaps using “this”, “that”

  1. Is our home.
  2. If your car.

This is a                               

  1. This is an

Fill in the letters

  1. Cl ____ ck
  2. M____g

Fill in the blank spaces by adding “-ed” at the end of the doing words in bracket

  1. My friends ______________ their legs.(wash)
  2. I _____________ the classroom alone. (clean)

Use the letter box below to make two complete words.

S T V N
R A C R
I M E L

Use “my”, “our”, “Its” to fill in the gaps

  1. We welcome _______________ guests in the house.
  2. I don’t play when ____________ raining.

 

 

Match the item below with its name using an arrow.

17.    Mobile phone

 

 

 

18.    Bell

 

 

 

19.    Television

 

 

 

 

 

  • Name the activity the pupils are doing.

                                    

Use “these”, “those” to fill the gaps

  1. _______________ are my shoes
  2. _______________ are my hands.

 

Read the passage bellow and answer the following questions that follows

Kevin has a bicycle. Kelly has a bicycle too. They like riding. One day as they were riding, Kelly had an accident. He broke his legs. His three friends visited him

  1. ______________ and____________ like riding bicycle.

 

  1. Who had an accident? ___________________

 

  1. Write a simple sentence using “like”

____________________________________________

 

 

 

 

 

 

 

COMPETENCE BASED ASSESMENT

GRADE 1 YEAR 2020

END TERM 3 EXAMS (MONITORING LEARNERS PROGRESS)

ENVIRONMENTAL/C.R.E ACTIVITIES                    TIME:                       

 

NAME: ……………………………………………………………………………………………………..

 

           
 
 

LEARNER UPI:    GENDER:GIRL                    BOY

No. of questions correct ENVIRONMENTAL C.R.E
Performance level    

 

 

SCHOOL NAME                                              

 

Answer all questions in the spaces provided

What is the weather today?

 

 

 

  1. Why is the man using an umbrella?

It is                                                     

  1. Where do we get water from? (tree, river)
  2. We use water home to? (sweep, wash)
  3. We water plants using (milk, water)
  4. ___________________ is used to model. (soil, grass)

 

Match the picture of the animal with its name

  Animal Name
9. Cat
10. Cow
11. Lion

 

  1. Which plant is this?

(Tree, Banana)

  1. __________________ produce sound (Drum, paper)

 

  1. Which of the items below can injure us at home?

 

                                               

  1. I have a  to be named  (right, child)
  2. _________________ is a basic need. (water, car)
  3. People work to make? (paper, money)
  4. We water flowers so that they can  (wither, grow)

 

  1. A cat feeds on (honey, milk)

Match the items below and where they are found.

  Item Where found
20. Sitting room
21. Bedroom
22. Kitchen

 

  1. Draw and colour a picture of a goat

 

CHRISTIAN RELIGIONS EDUCATION

  1. _________________ created us. (Man, God)
  2. Father, mother, children make up a?  (house, family)
  3. Which of the following items below can we share?

 

                       

  1. Who killed Goliath?

(Samson, David)

  1. _________________ was hated by his brothers? (John, Joseph)
  2. We should  the Holy bible.

(Tear, read)

  1. Mary and _______________ are the parents of Jesus. (Zachariah, Joseph)
  2. We_______________ obey our parents. (hate, obey)
  3. __________________ the Baptist baptized Jesus. (Simon Peter, John)
  4. What do we do inside the picture below?

We                                     

(Play, Worship)

 

 

COMPETENCE BASED ASSESMENT

GRADE 1 YEAR 2020

END TERM 3 EXAMS (MONITORING LEARNERS PROGRESS)

ENVIRONMENTAL/C.R.E ACTIVITIES                    TIME:                       

 

NAME: ……………………………………………………………………………………………………..

 

           
 
 

LEARNER UPI:    GENDER:GIRL                    BOY

No. of questions correct ENVIRONMENTAL C.R.E
Performance level    

 

 

SCHOOL NAME                                              

 

Answer all questions in the spaces provided

What is the weather today?

 

 

 

  1. Why is the man using an umbrella?

It is                                                     

  1. Where do we get water from? (tree, river)
  2. We use water home to? (sweep, wash)
  3. We water plants using (milk, water)
  4. ___________________ is used to model. (soil, grass)

 

Match the picture of the animal with its name

  Animal Name
9. Cat
10. Cow
11. Lion

 

  1. Which plant is this?

(Tree, Banana)

  1. __________________ produce sound (Drum, paper)

 

  1. Which of the items below can injure us at home?

 

                                               

  1. I have a  to be named  (right, child)
  2. _________________ is a basic need. (water, car)
  3. People work to make? (paper, money)
  4. We water flowers so that they can  (wither, grow)

 

  1. A cat feeds on (honey, milk)

Match the items below and where they are found.

  Item Where found
20. Sitting room
21. Bedroom
22. Kitchen

 

  1. Draw and colour a picture of a goat

 

CHRISTIAN RELIGIONS EDUCATION

  1. _________________ created us. (Man, God)
  2. Father, mother, children make up a?  (house, family)
  3. Which of the following items below can we share?

 

                       

  1. Who killed Goliath?

(Samson, David)

  1. _________________ was hated by his brothers? (John, Joseph)
  2. We should  the Holy bible.

(Tear, read)

  1. Mary and _______________ are the parents of Jesus. (Zachariah, Joseph)
  2. We_______________ obey our parents. (hate, obey)
  3. __________________ the Baptist baptized Jesus. (Simon Peter, John)
  4. What do we do inside the picture below?

We                                     

(Play, Worship)

 

 

COMPETENCE BASED ASSESMENT

GREDI YA 1 MWAKA 2020

MWISHO WA MUHULA WA 3 (MONITORING LEARNERS PROGRESS)

KISWAHILI                  MUDA:                 

 

NAME: ………………………………………………………………………………………………………

 

           
 
 

LEARNER UPI: GENDER: BOY                      GIRL

No. of questions correct  
Performance level  

 

 

SCHOOL NAME: ………………………………………………………………….

 

 

 

Jibu maswali yote

Toa majibu ya maamkuzi yafuatyo.

  1. Hujambo
  2. Shikamoo

Ambatanisha picha na jina

3. Baisikeli
4. Kifutio
5. Kitabu
6. Meza

Andika majina ya tarakimu zifuatazo

  1. 9                                                   
  2. 6                                              
  3. Siku ya tatu katika wiki huitwaje?

_____________________(Jumapili, Jumanne)

 

Tumia silabi katika jedwali ifuatayo kuunda maneno mawili

Ma U Ma a

 

Andika sentensi zifuatazo katika wingi

  1. Mguu wangu

 

  1. Kichwa changu.

 

 

  1. Choo chetu.

______________________________________

Tumia “-angu”, “-etu” kujaza pengo.

  • Tunda
  • Chakula ni kitamu.
  • Magari

Jaza pengo kwa kutumia “huyu”, “hawa”

  • Mwanafunzi _______________ anacheza
  • Wezi ________________

 

 

Jaza nafasi kwa silabi ifaayo.

  1. Ba____

 

  1. ___ ___ da

 

  1. S_____

Soma hadithi ifuatayo kisha ujibu maswali yafuatayo

Mimi ni Fila. Nina umri wa miaka saba. Niko gredi ya kwanza. Ninaishi na wazazi wangu. Mimi hupenda kula matunda. Kila siku baba huniletea matunda kama parachichi, mchungwa na ndizi.

 

  • Fila anapenda nini?

 

 

  • Taja aina za matunda anazopenda Fila

 

 

  • Fila anaishi na kina nani?

 

 

COMPETENCE BASED ASSESMENT

GRADE 1 YEAR 2020

END TERM 3 EXAMS (MONITORING LEARNERS PROGRESS)

MATHEMATICS ACTIVITIES                   TIME:                   

 

NAME: …………………………………………………………………………………………

 

           
 
 

LEARNER UPI:    GENDER:             BOY                      GIRL

STRAND NUMBERS MEASUREMENT GEOMETRY
Question Number 1 – 15 16-20 21-24
No. of questions correct      
Performance level      

 

 

SCHOOL NAME                                                             

 

 

 

Answer all questions in the spaces provided

  1. Which one is Less?

                         

 

 

 

  1. How many objects?
Number Object
 

 

  1. Which one is rough?

                                     

 

 

  1. 76 is  tens                      ones
  2. Fill in the missing number in the pattern

13, 14, 15,                , 17, 18

  1. Make a pattern by increasing by 2.

5,                    ,                       ,                      

  • Add 65 + 40 =

 

 

  1. Aisha had 6 pencils. Joy has 3 pencils and Tito has 7 pencils. How many pencils do they have altogether?

 

 

 

  1. Fill in the missing number

16 – 9 =

 

9 +                 = 16

 

  1. What is 30
 

+ 10

 

  1. What is 16 take away 7

 

 

 

  1. Arrange from the smallest to the largest.

 

 

 

 

 

 

                                                                                                        

 

  1. Fill in the space

 

 

 

 

 

  1. When do you sweep your class?

                                                           

(Evening, morning, afternoon)

  1. Write as addition.

And                        is

 

 

 

 

 

Stick A is                                             than stick B

 

 

Q is                                       as R (Less, same)

 

  1. How much money?

                            

 

  1. Which one is a curved line?

 

 

 

 

 

  1. Which shapes are the same?

 

 

 

 

 

                                                                                         

  1. Which is the third day of the week?

                                                           

  1. Draw a pattern of circles and rectangles?

 

 

 

  1. How many cups will fill the Bucket?

 

                                                                          

 

 

 

 

  1. Which one of the following is a need?

 

                                             COMPETENCE BASED ASSESMENT

GRADE 1 YEAR 2020

END TERM 3 EXAMS (MONITORING LEARNERS PROGRESS)

        MOVEMENT/CREATIVE ARTS/MUSIC ACTIVITIES        TIME:           

 

NAME: ………………………………………………………………………………………………………………………………

 

           
 
 

LEARNER UPI: GENDER: BOY                      GIRL

No. of questions correct  
Performance level    

 

 

SCHOOL NAME                                                             

 

ANSWER ALL QUESTIONS IN THE SPACES PROVIDED

  1. Study the music piece below and answer questions 1-5
  2. What sound does the train make?

_____________________ (hooting, puffing)

  1. Draw and colour the picture of a train.

 

 

 

 

 

  1. When we sing the song by opening our (eyes, mouth)
  2. Ding ding, toot toot is a sound (musical, singing)
  3. Name any two body parts used when practicing the song.

 

________________________________

 

  1. Below is a picture of an ornament.
  2. Name the ornament

(necklace, bracelet)

  1. Which shape is the ornament?

 

_____________________

(Circle, oval)

 

  1. Colour and paint the ornament.
  2. _____________ songs express love for the country (Patriotic, Love)
  • Identify on which occasion ornament is worn.

______________ (dances, running)

 

 

Match the animal and the sound

  1. woof

 

  1. tweet tweet

 

  • Colour and paint the two animals above.

 

COMPETENCE BASED ASSESMENT

GRADE 1 YEAR 2020

END TERM 3 EXAMS (MONITORING LEARNERS PROGRESS)

        READING ALOUD/KUSOMA     TIME:           

 

NAME: ………………………………………………………………………………………………………

 

           
 
 

LEARNER UPI:                                                                                               GENDER:    BOY                               GIRL

No. of questions correct  
Performance level    

 

 

SCHOOL NAME                                                             

 

 

 

READ ALOUD THE FOLLOWING WORDS

  1. Jump Mouth     3. Book       4. Mat         5. Hill          6. Elephant     7. Lamb
  2. Yam 9. Bag 10. Church  11. King      12. Flower  13. Root                14. Ear
  3. Clock

Read aloud the following sentences

  1. I like my dog.
  2. The sky is blue.
  3. My father has a boat.
  4. Tom is at the Zoo.
  5. This is a blue car.

SOMA MANENO YAFUATAYO KWA UFASAHA

  1. Kima Ukuta                    3. Kalamu                  4. Taulo                     5. Konokono
  2. Meno 7. Wino 8. Mwalimu              9. Kengele           10. Kibeti

SOMA SENTENSI ZIFUATAZO KWA UFASAHA

  1. Dora mdogo anacheza ngoma.
  2. Bibi anatembea kwa kijiti.
  3. Rosa anafagia.
  4. Fisi watatu wanakula.
  5. Ninapenda kula matunda.

Procedure for downloading KCPE 2020 result slips online

KCPE 2020 result slips- You can now easily print the 2020 Kenya Certificate of Primary Education (KCPE) result slips online. The Kenya National Examinations Council (Knec) has now posted the 2020 KCPE result slips which you can easily download and print for all candidates. The portal for accessing the result slips is https://www.knec-portal.ac.ke/.

Procedure on how to download the Kcpe 2020 result slips

Follow the simple steps below to access all the school’s result slips;

1. Visit the official KNEC schools’ portal by using the link; https://www.knec-portal.ac.ke/. You will see the window below;

How to download result slips for all candidates
How to download result slips for all candidates

2. Now, select ‘ON-LINE RESULT SLIP’. The window below will appear.To login to the KNEC portal, Insert the User Name (School Knec Code) and Password which you used during the KCPE 2020 registration. Click ‘Login’ as shown in the window below;

Kcpe result slips 2020

3. Once inside the portal, you will see several boxes. First, under the box labelled ‘FROM INDEX’, input the index number of the first candidate (in full) and in the box labelled ‘TO INDEX NUMBER’ input the last candidate’s index Number. Click on ‘VIEW REPORT’.

4. Wait for the result slips to load. When all the slips are loaded, click on the Menu labeled ‘EXPORT’.

5. Select the format you would like to export the KCPE Result Slips e.g. ‘WORD’ or ‘PDF’ formats.

6. The KCPE Result slips will be downloaded to an offline storage in your computer.

7. You can then print the downloaded result slips.

QUICK LINKS

KCSE/KCPE ONLINE RESULTS PORTAL

KCSE PORTAL

THE KNEC KCSE PORTAL

KNEC PORTAL LOGIN.

THE KNEC CBA PORTAL

KNEC SCHOOL EXAMS PORTAL

KNEC PORTAL FOR KCPE RESULTS

THE KCPE KNEC PORTAL FOR PRIMARY SCHOOLS.

KNEC EXAMINERS PORTAL

THE KNEC CONTRACTED PROFESSIONALS PORTAL

THE KNEC CBA PORTAL

KNEC EXAMINERS LOGIN PORTAL

KNEC PORTALS

THE KNEC LCBE PORTAL

THE OFFICIAL KNEC WEBSITE

TSC discipline and interdiction process; All that you should know

As a teacher employed by the Teachers Service Commission (TSC) you may find yourself on the wrong side of the TSC Code of Conduct and Regulations for teachers. You may be involved in an offence and is thus necessary that you understand the TSC discipline process for teachers.

THE TSC DISCIPLINE PROCESS

The discipline process begins in the institutions where teachers are based.  To  enhance quality teaching and learning, it is prudent that teacher managers, administrators/ supervisors are thoroughly conversant with the provisions of legal documents governing the conduct of teachers in the performance of their duties.

Administrators/ are expected to be more knowledgeable of these provisions in order to advise teachers appropriately.

  REPORTING MECHANISM OF ALLEGATIONS AGAINST TEACHERS

Allegations of misconduct against teachers may be reported to any of the following administrative structures:

  • The TSC Headquarters
  • The TSC County Offices
  • The Head of Institution
  • The Board of Management
  • Any government law enforcing agency.
  • Non State actors dealing with Protection of the Child.

Any person who believes that a teacher’s conduct is un-professional may lodge a complaint in the following manner:-

  • In writing, clearly indicating the nature of the complaint.
  • In a case of a verbal complaint, the person to whom the report is made shall cause the complainant to record and sign a statement of complaint.
 THE INVESTIGATION PROCESSES

Investigation is the examination, study, search for, tracking and gathering of factual information or establish the truth to ensure that miscarriage of justice is not done.

The Code of Regulations for teachers and the TSC Act 2012 mandates the Commission and Boards Of Management to investigate and assemble evidence.

Upon receiving a complaint about a teacher’s conduct, the Commission may proceed to investigate the matter as follows:

Where the allegation is made against a teacher

  • The head of the institution in consultation with the BOM and the County Director, shall institute investigation to establish if the teacher has a case to answer or not.
  • Where allegations made relate to an institution other than the one in which the teacher is stationed, both heads of institution, in consultation with the Board Of Management and the County Director(s), shall jointly conduct the necessary investigations.

Where the allegation is made against a head of institution:-

  • The County Director, in liaison with the Board Of Management, shall institute investigation to establish the authenticity of the allegations.
  • Where allegations made relate to an institution other than the one the administrator heads, the County Director(s), in liaison with the Board Of Management of the institutions involved shall conduct the investigations. County Director/Board Of Management in whose jurisdiction the teacher in question is stationed shall lead the investigation process.

THE STAGES OF THE INVESTIGATION PROCESS

i) Preliminary Stage/Initial Stage
(a)Complaint

The investigating officer records the Complaints as follows:-

  • The name of the person who complained/reported, and his full identity i.e. His/her name, ID No. Age, place of birth, current residence, her date he/she reported., address/mobile numbers.
b)The  Recording

The Reporting Officer to record main points in summary  as follows:-

  • What happened? – allegation
  • Where it happened? – place/crime scene.
  • When it happened? (date, month, year and time)
  • Who was involved – found out through investigations
  • How did it happen? – found out through investigation
  • Why did it happen? – found out through investigation

In case of sexual intercourse, the reporting party should ensure that the students/pupils, append their name, age signature, admission no./class. There is need for the officer to read the statement and be satisfied that it gives enough information to support the case/claim/ allegation leveled against the accused.

The recorded statement to be read back to her/him.  The investigating officer to record that it was read out and both append their names, signature and identification number.  This is to certify that the record is a true account.

In cases where the complainant can neither read nor write the investigating officer writes the oral evidence in the presence of a credible witness and both to append their signatures/thumb print.

c)Witnesses

Witnesses must record statements and append their names, signature, identification number, admission numbers, class and date. These too should read aloud to the witnesses and should be recorded that this was done in the presence of the witnesses.

Statements written in vernacular should be translated by a credible person  who indicates and signs accordingly

Statements written for witnesses who can not write be acknowledged accordingly and read out to them before they thumb stamp.

 ii) Interview/Inquiry/Hearing Stage

In Law the right to be heard fairly includes the following elements:-

  • Giving sufficient time to the teacher to prepare his/her defence/case before the case is heard.
  • Informing the teacher fully and clearly the charge or case against him/her.

During the hearing stage the following should be observed:-

  • All adverse evidence be given in the presence of the teacher.
  • All adverse evidence be made known to the teacher.
  • The teacher be heard in person unless his conduct or the nature of offence makes it impossible for the proceedings to be conducted in his/her presence.
  • The teacher be afforded fair opportunity to question or challenge the adverse evidence (cross examine the witnesses and call witnesses to testify against adverse evidence).
  • In short no bias or hostility should be shown against the teacher.

iii) The Decision stage

During this stage the investigating panel should:-

  • Never be unduly influenced by extraneous matters
  • Not simply ignore without explanation the teacher’s defence.
  • Arrive at a decision which appear reasonable (justified/unbiased).
  • The investigating panel compiles a report/minutes indicating whether the teacher has a case to answer or not.

If the panel is satisfied that there is sufficient evidence of a breach of the Code by a teacher:-

  •  It recommends appropriate disciplinary action against the teacher; (warn or interdict)
  • A teacher found guilty of minor professional misconduct after serving a show cause may be given  a maximum of two administrative warnings and subsequent misconduct will lead to automatic interdiction.
  •  A teacher found guilty of major offences should be interdicted.

c) Where a teacher’s misconduct is as result of a medical condition, the BOM shall not interdict the teacher but shall investigate, assemble evidence and submit a report to the Commission for administrative action, which may include:

– Grant sick leave;

– Terminate services;

– Recommend his/her case to the Medical Board      for assessment;

– Retire the teacher in public interest;

– Retire the teacher compulsorily;

THE TSC LETTER OF INTERDICTION.

The interdiction letter should be in the prescribed format as provided in the CORT

Only the designated TSC officers  shall interdict. The Secretary to the Board shall only interdict after he/she has been authorized by a minute of the full BOM.

The interdiction letter should be forwarded to the TSC Headquarters with certified copies of all supportive documentary evidence and the investigation report/minutes of the BOM duly authenticated by the investigating officers should accompany it.

NB: The Commission has the discretion to undertake direct investigation or re-investigate into any allegations as it may deem necessary.

THE TSC PROCESS OF INTERDICTION

The Commission/TSC County Director/BOM:

  • On receiving allegations against a teacher, conduct investigation and assemble evidence to establish whether the teacher has a case to answer or not.
  • Will invite and interview the teacher and witnesses (if any) except for desertion cases.
  • If satisfied that the teacher has a case to answer, serve the teacher with a letter of interdiction on the form prescribed in the Code of Regulations for Teachers specifying the actual allegations made against him/her.
  • Send a copy of interdiction letter to the Secretary TSC/County Director attaching all the relevant documentary evidence.
  • Ensure that the interdicted teacher/head teacher clears   and leaves the institution and institution house (where   applicable) within 48 hours upon receiving the letter of interdiction.
  • A teacher shall be paid half salary during the period of   interdiction except in the following cases:
    – chronic absenteeism
    – desertion
    – having been jailed or held in legal custody
    – misappropriation or mismanagement of public funds
    – fraudulent claims and receipt of funds
    -use of false certificates
    – forgery, impersonation, collusion; and
      – immoral behaviour.

KMTC Diploma In Dental Technology Kuccps requirements and Campuses where offered

KMTC Diploma In Dental Technology Kuccps requirements and Campuses where offered

Programme Name Campus Minimum Requirements
Diploma In Dental Technology  Nairobi, Nakuru Mean Grade C
Subj 1: Eng/Kis:C
Subj 2: Phy/Psc/Che:C
Subj 3: Bio/Bsc:C-
Subj 4: Mw/Phy/Psc/Che/Mat A:C-

Important KMTC Links

KMTC Students,

REFRACTION OF LIGHT PHYSICS REVISION QUESTIONS AND ANSWERS

Refraction of light

  1. The refractive index of paraffin is 1.47 and that of glass is 1.55. Determine the critical

angle of a ray of light travelling from glass to paraffin

  1. The diagram figure 1 below shows a ray of light incident on glass air boundary:

fig. 1

A second ray strikes the boundary at the same point C at an angle of incident greater than ao.

(i) On the diagram, draw the second ray before and after striking the boundary

  1. a) State Snell’s law
  2. b) When does total internal reflection occur?
  3. c) The figure below represents a ray of light falling normally on the curved surface of a

semi- circular glass block A at an angle of 32° at O and emerging into air at an angle of 48°

Calculate the absolute refractive index of the glass of which the block is made.

(Assume air is a vacuum)

 

  1. Figure 2 below shows a ray of light traveling from glass to water

 

q
figure 2

 

 

Calculate the angle q if the refractive index of glass and water are 3/2 and 4/3 respectively    (3mks)

  1. Figure 3 shows light rays moving from medium 1 to medium 2. If the refractive index of medium

1 is 4/3 and that of medium 2 is 3/2. Calculate angle r

 

 

 

 

 

 

 

 

 

  1. (a) The diagram below shows a glass prism and an incident ray striking the face marked AB.

The critical angle of the glass is 42o. Use it to answer the questions that follow:-

 

 

 

 

 

 

 

 

 

(i) Complete the diagram showing the path of the emergent ray

(ii) Calculate the angle of refraction of the resultant emergent ray

  1. (a) (i) What is a critical angle as used in refraction of light?

(ii) State one condition under which total internal reflection occurs

(b) Calculate the value of the critical angle c in the figure below

 

 

 

 

 

 

 

 

 

(c) (i) Show that         m = v + 1

f

where m = linear magnification , V= Image distance and f is the focal length of lens

(ii) In the table below shows readings obtained out of an experiment to determine focal length

of a  converging lens

Image distance  V (cm) 17.1 18.3 20 23 30
Object distance (u) 40 35 30 25 20

 

 

 

Plot a graph of 1 against 1 and determine the focal length of the lens from the graph.

V             u          (Use the graph paper provided).

  1. a) The Fig.9 shows a ray of sunlight incident to face AB of a glass prism. -•

   Fig. 9

 

 

 

 

 

 

 

 

  1.   i) Complete the diagram showing the observation on the screen.
  2.  ii) Explain the observation on the screen.

iii) State why the spectrum formed above is not pure.

  1. b) i) You are provided with four equilateral prisms and four convex lenses. Sketch a diagram

showing how all the eight can be arranged to make a simple prism binoculars.

  1. ii) State one reason why prisms produce better optical instruments than plane mirrors………………………………………………………………………………………………………..

 

 

 

 

 

Refraction of light

  1. ahp = 1.47 and ahg = 1.55

 ghp= gha x ahp

P

 

                                             = ahp

                           ahg

             = 1.47 =0.9484

P

 

                 1.5

Sin C = 1 = 0.9484

                         h

C = sin-1(0.9484)

             C = 71.5o

P
  1. (i) for incident and reflected ray

(ii) The ray undergoes total internal reflection. Since angle of incident is greater than ao the       

     critical angle.

 

  1. a) The ratio the sin Ø of the angle of incidence to the sin e of the angle of refraction

                 is a constant for a pair of media                                                                          

  1.   b) When a ray is moving from an optically dense medium to a less optically dense

                  medium or  when the angle of incidence in the optically dense medium  is greater than the                           critical angle

 

  1. c) ang = sin i/sin r

                         = sin 48°/sin 32°

                        = 1.40, Accept 1.402

 

  1. d) Separation of colours of light from white light

 

P
  1. gnw = gna x anw

                        = 2/3 x 4/3

P

                         = 8/9

                             8/9 = sinq 

                     sin 40

P

sin q  = 8/9sin 40 = 0.5713

P

                      = 34.84o

 

  1. If the refractive index of medium 1 is 4/3 and that of medium 2 is 3/2. Calculate angle r                                   n1sinq1 = n2 sinq2

            4/3 sin 35 = 3/2 sinq2

            sinq2 = 4/3 X 2/3 sin  35 = 0.5098

                 q2 = 30.654

  1. a) i
  2. ii) n =   1

                                  sin 42

                        Sin 25 = I

                        Sin r      R       

                        Sin 25 = sin 42√

                           Sin r    

                        Sin r =            Sin 25

                                                 Sin 42  

                                = 0.631593

                        r = Sin -1 (0.631593) 

                           = 39.17° (accept 39.2°)√

 

  1. (a) (i)-When a ray is moving from an optically denser medium to a less optically dense medium.

– When the angle of incidence in the optically denser medium is greater than the

 critical     angle            (any 1)                                                                                   

              (b) Sin C = n2 = 1.3 = 0.866

                                n1    1.5

                        ÐC = sin-10.866     \ÐC = 60.1o

(c) (i) From the len’s formula 1 = 1/V+ 1/u and dividing both sides by V,

                     V = 1 + V/u , but V/u = M

                    V/f = 1 + M and making M the subject ;

                   M = V/f -1                                                                                                                        

      (ii) Graph: – scale used (1mk)

                  – Labeling axis

                –  Straight line

             – Points

              – Gradient/slope

1/V = 1/u1/f

1/f = 1/u + 1/V or 1/V = 1/f 1/u

Gradient = Negative

1/V Intercept = 1/f

 

Refraction of light

  1. ahp = 1.47 and ahg = 1.55

 ghp= gha x ahp

P

 

                                             = ahp

                           ahg

             = 1.47 =0.9484

P

 

                 1.5

Sin C = 1 = 0.9484

                         h

C = sin-1(0.9484)

             C = 71.5o

P
  1. (i) for incident and reflected ray

(ii) The ray undergoes total internal reflection. Since angle of incident is greater than ao the       

     critical angle.

 

  1. a) The ratio the sin Ø of the angle of incidence to the sin e of the angle of refraction

                 is a constant for a pair of media                                                                          

  1.   b) When a ray is moving from an optically dense medium to a less optically dense

                  medium or  when the angle of incidence in the optically dense medium  is greater than the                           critical angle

 

  1. c) ang = sin i/sin r

                         = sin 48°/sin 32°

                        = 1.40, Accept 1.402

 

  1. d) Separation of colours of light from white light

 

P
  1. gnw = gna x anw

                        = 2/3 x 4/3

P

                         = 8/9

                             8/9 = sinq 

                     sin 40

P

sin q  = 8/9sin 40 = 0.5713

P

                      = 34.84o

 

  1. If the refractive index of medium 1 is 4/3 and that of medium 2 is 3/2. Calculate angle r                                   n1sinq1 = n2 sinq2

            4/3 sin 35 = 3/2 sinq2

            sinq2 = 4/3 X 2/3 sin  35 = 0.5098

                 q2 = 30.654

  1. a) i
  2. ii) n =   1

                                  sin 42

                        Sin 25 = I

                        Sin r      R       

                        Sin 25 = sin 42√

                           Sin r    

                        Sin r =            Sin 25

                                                 Sin 42  

                                = 0.631593

                        r = Sin -1 (0.631593) 

                           = 39.17° (accept 39.2°)√

 

  1. (a) (i)-When a ray is moving from an optically denser medium to a less optically dense medium.

– When the angle of incidence in the optically denser medium is greater than the

 critical     angle            (any 1)                                                                                   

              (b) Sin C = n2 = 1.3 = 0.866

                                n1    1.5

                        ÐC = sin-10.866     \ÐC = 60.1o

(c) (i) From the len’s formula 1 = 1/V+ 1/u and dividing both sides by V,

                     V = 1 + V/u , but V/u = M

                    V/f = 1 + M and making M the subject ;

                   M = V/f -1                                                                                                                        

      (ii) Graph: – scale used (1mk)

                  – Labeling axis

                –  Straight line

             – Points

              – Gradient/slope

1/V = 1/u1/f

1/f = 1/u + 1/V or 1/V = 1/f 1/u

Gradient = Negative

1/V Intercept = 1/f

AGRICULTURE FORM 1 LATEST NOTES IN PDF

AGRICULTURE FORM 1

Introduction to Agriculture

    Definition of Agriculture     

  • Agriculture is the science and art of cultivation of crops and rearing of livestock.
  • As a science, it involves experimentation and application of scientific knowledge in such areas as;
  • Soil analysis,
  • Control of pests and diseases,
  • Farm machinery and structures,
  • Crop and livestock breeding.
  • As an art, it involves the use of learned skills in;
  • Tilling the land,
  • Construction,
  • Measurement,
  • Harvesting of crops,
  • Feeding and handling of livestock

Branches of Agriculture

Crop Farming (Arable Farming)

  • The practice of growing crops on cultivated land.

      It is subdivided into:

  • Field crops Cultivation:
  • maize, beans, potatoes, coffee, tea, cotton to name but a few.
  • Horticulture:
  • It involves the growing of perishable crops which have high value.
  • It is further subdivided into:
  • Floriculture the growing of flowers.
  • Olericulture – the growing of vegetables.
  • Pomoculture – the growing of fruits.

 

Livestock Farming

  • This branch deals with the rearing of livestock for various products.

 

 

It is further subdivided into:

  • Pastoralism: This is the rearing of mammalian livestock such as cattle, sheep, goats, rabbits, pigs and camels.
  • Fish Farming (Aquaculture): This is the practice of rearing fish and other aquatic organisms , in ponds.
  • Bee Keeping (Apiculture): This involves the rearing of bees in structures known as beehives.
  • Poultry Keeping: This is the keeping of domesticated birds.

 

Agricultural Economics

  • It deals with the allocation of scarce resources (land, labour, capital and management) for agricultural production.

Agricultural Engineering

  • This branch of agriculture deals with the use and maintenance of farm tools, machinery and structures.

 

Farming Systems

  • A farming system is the organization of the various enterprises in a farm.

  It is determined by the following factors:

  • Resources available (land, labour, capital and management).
  • Skills of the farmer.
  • Environmental factors such as climate, soil type and topography.
  • Government policy.
  • Farmer’s choice and preference.
  • Enterprise requirement.
  • Social-cultural factors.

The following are systems of farming:

 

Extensive System:

  • It is a system where a large piece of land with low investment of resources per unit area is carried out.

Advantages

  •  It is cheap.
  •  Does not require high level of management.
  • Requires less labour.

Disadvantages

  • Low profit per unit area.
  • Cannot be practiced where land is limited.
  • Low output per unit area.
  •  The land is under-utilized,

 

 

Intensive Farming:

  • This system utilizes the factors of production to the maximum and involves high level of management.

Advantages

  • Maximum utilization of the resources.
  • Can be practiced even where land is a limiting factor.
  • Results in high yields.

Disadvantages

  • Labour intensive.
  • High capital investment is required.
  • Requires high level of management.
  • Can lead to high loses in case of poor management.

 

Large Scale Farming

  • Refers to the farming practice under large areas of land over 20 hectares.
  • It is used mainly for commercial purposes.
  • The system is highly mechanized.

Advantages

  • Results in high yields.
  • Due to economics of scale high profit is realized.

Disadvantages

  • Lack of diversification may lead to total failure in case of unfavorable conditions.
  • High level of management is required.
  • Heavy capital investment.
  • Requires skilled and qualified manpower.

Small Scale Farming

  • Refers to farming carried out on a small area of land less than 5 hectares.
  • Family or casual labour can be engaged during the peak periods.
  • Most of the Kenyan farmers are small scale due to unavailability of farmland.

Advantages

  • Requires low capital investment.
  • Possible where land is a limiting factor.
  • Does not require high management level unless under intensive system.

Disadvantages

  • Uneconomical 10 mechanize due to small size.
  • Low production.
  • Provides limited employment.
  • Labour intensive.
  • Difficult to specialize.

 

Methods of Farming

  • A method of farming is an established way of carrying out farming activities.
  • The following are the common methods of farming:

Mixed Farming

  • It is the practice of growing crops and keeping of livestock on the same land.
  • Its common in high potential areas.

Advantages

  • Mutual benefit between crops and livestock.
  • Crops supply feed for animals while animals supply manure for crops.
  • Acts as an insurance against total loss by the farmer.
  • The farmer is assured of an income throughout the year.
  • There is maximum utilization of the resources.
  • Animals can be used in the farm activities particularly draught animals.
  • Ensures proper utilization of labour and land throughout the year.

      Disadvantages

  • High initial capital.
  • Lack of specialization.
  • Land can be a limiting factor if both enterprises are to be raised.
  • Requires high level of management for both enterprises.

 

Nomadic-Pastoralism

  • This is the practice of livestock rearing whereby animals are moved from one place to another in search of water and pastures.
  • It is practiced in the arid and semi-arid areas where in most cases beef animals are kept.

     Nomadic pastoralism is gradually changing to ranching with the introduction of:

  • Improved pasture species, improved livestock breeds and supplementary feeding.
  • Efficient disease and parasite control measures.
  • Improved infra-structure such as roads, water supply, cattle dipping facilities.
  • Extension services.

 

     Advantages

  • Serves as the backbone of beef industry in Kenya.
  • Proper way of utilizing the arid and semi arid areas.
  • Source of income to the pastoral communities.

  

 Disadvantages

  • It encourages the spread of livestock pests and diseases due to communal watering points, grazing and dipping facilities.
  • There is a tendency to increased soil erosion and land degradation.
  • Source of conflicts and ethnic tension among the nomadic communities for the control of good pastures and water.
  • Difficult to control breeding and breeding diseases.
  • High rate of inbreeding leading to poor quality livestock.
  • Low production of milk, meat, hides and skins due to wastage of energy in traveling from one place to another in search of pastures and water.
  • High death rates as a result of walking for long distances.

 

 

 

Shifting Cultivation

  • It is a traditional method of cultivating a piece of land until the soil is exhausted and crop yields decline.
  • The land is abandoned and the farmer shifts to a new field as the previous land is left fallow to regain its fertility.

     Advantages

  • Land is allowed to rest and regain its fertility.
  • No build up of pests and diseases.
  • Soil structure is restored.
  • The cost of production is low since inorganic fertilizers and pesticides are not used.
  • Crop produce are chemical free.

    Disadvantages

  • Not practical where land is a limiting factor.
  • Farm planning and acquisition of credits for land development is ‘not possible.
  • It is a cumbersome method due to constant movement.
  • Lack of soil conservation measures
  • Not possible to grow perennial crops.
  • Low output per unit area due to poor farming methods.
  • Where fire is used to clear the land organic matter is destroyed.

Organic Farming

  • It is a fanning method where crops are grown and livestock reared without the use of agro­chemicals.
  • It is a method of farming which has been adopted to reduce the long term effect of the agro-chemicals on crops which may eventually end up in man and livestock.
  • Agro-chemicals are also expensive thus organic farming reduces the cost of production. Organically produced goods fetch high market prices.

      Advantages

  • Cheap and cost effective.
  • Make use of the locally available materials
  • Useful in improving the soil structures.
  • No side effects from the crops and livestock products.
  • No environmental pollution.

 

Agro-Forestry

  • This is the practice of integrating trees and crops on the same piece of land.
  • With land resources becoming more scarce, agroforestry is becoming more important.

Examples of common agroforestry trees and shrubs include:

  • Cajanus cajan
  • Grevillea robusta
  • Sesbania sesban
  • Calliandra calothyrsus
  • Casuarina equisetifolia
  • Leucaena leucocephala

 

 

Trees selected for agroforestry should have the following characteristics:

  • Able to grow fast.
  • Deep roots to minimize competition for nutrients.
  •  Should be preferably leguminous.

     Advantages

  • Trees reduce soil erosion in a given area.
  • Leguminous trees add nitrates into the soil thus improving the soil fertility.
  • Some trees can be used as livestock fodder to provide a high level of proteins.
  • They are important sources of wood fuel and timber.
  • There is maximum utilization of land.

Importance of Agriculture to the Economy of Kenya

 

  • Provides food to the population to meet nutritional requirements and to enable man to engage in other activities of farming.
  • Provides employment. This for example can be direct as a labourer in the farm, tea plucker or indirect for example, working in agricultural based industries.
  • Source of raw materials for industries for example cotton lint for textile industry.
  • Provides foreign exchange – through exporting agricultural produce.
  • Provides market for industrial goods ­agriculture is a consumer of the finished goods from agro-based industries.
  • Source of income – farmers as well as the government get revenue from the sale of agricultural produce and tax payment.

 

Factors Influencing Agriculture

Introduction

Agricultural production is influenced by external factors:

  • Human factors
  • Biotic factors
  • Climatic factors
  • Edaphic factors.

 

Human Factors

These are human characteristics which affect the way decisions are made and operations carried out.

  • Level of education and technology:
  • Skills
  • Technological ad van cements .
  • Human health/HIV-AIDS:
  • These affect the strength, the vigour, vision and the determination

to work.

  • HIV/AIDS is the biggest threat to human health today and has long

lasting effects on  agriculture, such as;

  • Shortage of farm labour.
  • Loss of family support.
  • Low living standards leading to despondency and hopelessness.
  • Increased criminal activities.
  • More time spent by the Government and NGO’s in Carring for the sick.
  • Economy;
  • Stability in the countries’ economy affect agricultural production.
  • Government Policy:
  • These are governmental laws which have been enacted to protect farmers, land and livestock.

              They include:

  • Food policy
  • Policies on control of livestock parasites and diseases.
  • Policies on marketing of both local and export products and others.
  • Transport and communication:
  • For agricultural goods to move from the farm to the consumers.
  • Cultural practices and religious beliefs:
  • These activities hinder important changes in a society that may bring agricultural development.
  • Market forces:
  • Demand and supply forces which affect prices of commodities in a free market.

Biotic Factors

These are living organisms which affect agricultural production.

  • Pests – Destructive organisms which destroy crops.
  • Parasites – These are invertebrates which live in or on other living organisms.
  • Decomposers – Organisms which act on plants and animal tissues to form
  • Pathogens – Micro-organisms which cause diseases.
  • Predators – Animals that kill and feed on other animals.
  • Pollinators – They transfer pollen grains from the stamens to the pistil of a flower.
  • Nitrogen fixing bacteria -They are micro-organisms which convert atmospheric nitrogen to nitrates ready for use by the plants.

 

Climatic Factors(weather elements).

  • Rainfall,
  • Temperature,
  • Wind,
  • Relative humidity
  •  Light.

Weather – Atmospheric conditions of a place at a given time period.

Climate – weather conditions of a place observed and recorded for a period of 30-40 years.

 

Rainfall

Supplies Water:

  • Which is necessary for the life process in plants and animals.
  • Which makes the plant turgid hence provides support.
  • Acts as a solvent for plant nutrients.
  • Cools the plant during transpiration.
  • Which is used as a raw material in photosynthesis.

   When plants lack enough water they respond in different ways as follows:

  • By closing the stomata to restrict water loss.
  • Hastens maturity.
  • Some will roll their leaves.

  Other plants have developed permanent adaptation to water stress such as:

  • Growing needle like leaves.
  • Develop fleshy leaves for water storage.
  • Develop long roots.
  • Wilting and death in extreme conditions.

Important Aspects of Rainfall:

  • Rainfall reliability;
  • This is the dependency on the timing of the onset of the rains.
  • Amount of rainfall;
  • Quantity of rain that falls in a given area within a given year.
  • Rainfall distribution ;
  • The number of wet months in a year.
  • Rainfall intensity;
  • Amount of rainfall that falls in an area within a period of 1 hour.

Temperature

  • This is the degree of hotness or coldness of a place measured in degrees Celsius.
  • Cardinal range of temperature ­ is the temperature required by plant to grow and thrive well.
  • Optimum range of temperatures – the best temperature for the best performance of plants.

 

Effects of Temperatures on Crop Production:

Low temperatures:

  • Slow the growth rate of crops due to slowed photosynthesis and respiration.
  • High incidences of disease infection.
  • Improves quality of crops such as tea and pyrethrum.

High Temperatures

  • Increase evaporation rate leading to
  • Wilting.
  • Hastens the maturity of crops.
  • Increase disease and pest infection.
  • Improves quality of crops such as pineapples, oranges and pawpaws.

Wind

Wind is moving air.

Good effects of wind include:

  • Seed dispersal
  • Cooling of land
  • Pollination in crops
  • Brings rain bearing clouds

 

Negative effects of wind:

  • Increases the rate of evaporation of water.
  • Causes lodging of cereals and distorts perennial crops.
  • Increases evapo-transpiration.
  • Spreads diseases and pests.
  • Destroys farm structures.

Relative humidity

  • The amount of water vapour in the air
  • Affects the rate of evapo-transpiration.
  • Forms dew which supplies soil with moisture under dry conditions.
  • High humidity induce rooting in cuttings.
  • Increases disease multiplication and spread.

 

Light

  • Provide radiant energy harnessed by green plant for photosynthesis.

 

Important aspects of light:

  • Light intensity ;
  • The strength with which light is harnessed by chlorophyll for photosynthesis.
  • Light duration;
  • The period during which light is available to plants per day.
  • Plant response to light duration is known as
  • Short-day plants require less than 12 hours of daylight to flower and
  • Long-day plants – require more than 12 hours of daylight to flower and seed.
  • Day-neutral plants require 12 hours of daylight to flower and seed.
  • Light wavelength;
  • This is the distance between two – successive crests of a wavelength.
  • It dictates the difference between natural and artificial light.
  • Chlorophyll absorbs certain wavelengths of light.

 

Edaphic Factors Influencing Agriculture

  • These are soil factors.
  • Soil is the natural material that covers the surface of the earth,
  • Made of weathered rock particles and decomposed animal and plant tissues, and on which plants grow.

Importance of Soil

  • Provides anchorage to the plants by holding their roots firmly.
  • Provides plants with mineral salts/ nutrients which are necessary for their growth.
  • Provide the plants with water.
  • Contains oxygen necessary for respiration of the plants and soil micro-organisms.

Soil Formation:

  • Soil is formed through weathering process.
  • Weathering is the breakdown and alteration of the parent rock near the surface of the earth to a stable substance.
  • Weathering process is a combination of disintegration (breakdown) and synthesis (build up) process.
  • Weathering process is continuous.

Types of Weathering

  • Physical weathering
  • Chemical weathering
  • Biological weathering

Agents of Weathering

 Physical Agents of Weathering

  • Include wind, water, moving ice and temperature.
  • Wind – carry materials which hit against each other to break into fragments.
  • Water – intensity of rainfall causes breakdown of rock.
  • Moving ice – has grinding effects which tear off rock particles.
  • Extreme temperature cause rocks to expand and contract suddenly peeling off their surface.

Chemical Weathering

  • Affects the chemical composition and structure of the rock.
  • Involves processes such as ;
  • Hydrolysis,
  • Hydration,
  • Carbonation
  • Hydration;
  • The process by which soluble minerals in the rocks absorb water and expand weakening the rock thus leading to disintegration.
  • Hydrolysis;
  • The process whereby water dissolves soluble minerals in the rock weakening it.

 

  • Oxidation;
  • The reaction of rock minerals with oxygen to form oxides which break easily.

 

  • Carbonation;
  • The process whereby carbonic acids formed when rain water dissolves carbon dioxide,
  • It reacts with calcium carbonates in limestone causing it to disintegrate.

 

Biological Weathering

 

This involves the action of living organisms, plants and animals on the rocks.

 

 

  • Burrowing animals, for example, termites and moles bring soil particles to the surface exposing them to other agents of weathering.

 

  • Big animals like, elephants, buffaloes, camels and cattle exert a lot of pressure on the rocks as they step on them due to their heavy weights causing the rocks to disintegrate.

 

  • Earthworms take part in the decomposition of plant matter with the soil particles.

 

  • Man’s activities like, mining and quarrying expose rocks to the surface during excavation. These activities breakdown large rocks into smaller rock particles.

 

  • Plant roots force their way through the cracks in the rocks thus widening and splitting them.

 

  • Humic acids formed when plant tissues decompose react with the rocks weakening them further.

 

  • Plant remains-decompose adding humus into the soil.

 

Factors influencing soil formation

 

  • Climate- (rainfall, temperature and wind)
  • Biotic factors – living organisms.

 

  • Parent material– Nature and properties of the original rock from which the soil is formed.

 

  • Time – length of time during which the soil forming processes have taken

 

  • Topography – influences the movement of disintegrated materials.

 

 

  • It is the vertical arrangement of different layers of soil from the ground surface to the bedrock.

 

  • These layers are also referred to as horizons.

 

  • The layers show differences in their contents and physical properties such as colour, texture and structure.

 

  • The layers include: organic matter region, top soil, sub-soil, weathered rocks and parent material.

 

Organic Matter Region

  • First layer of the soil found on the surface.
  • Made up of leaves and other plant remains at various stages of decomposition.
  • Some soil organisms may also be found here.

Top Soil

  • Has a dark colour due to the presence of humus.
  • Is rich in plant nutrients and well aerated.
  • It is a zone of maximum leaching (zone of eluviations)

Sub-Soil

  • It is compact and less aerated.
  • It is a zone of accumulation of leached material (zone of aluviation) from the top layers.
  • Deep rooted crops have their roots growing up to this region.
  • Hard pans normally form in this layer

Weathered Rocks

  • It is also called substratum.
  • Rocks at various stages of disintegration are found in this zone.
  • Most of the materials found in this zone originate from the parent rock.

 

Parent Rock

  • It exists as a solid mass which is un-weathered.
  • It is the source of the inorganic composition of the soil.
  • The water table is on the surface of this rock.

 

Soils Formed in Situ and Soils Deposited

  • Soil formed in the same place and remains there is said to be in situ.
  • However, soil can be formed due to deposition of soil particles carried from its original site of formation to another area which is usually in the lower areas of slopes.
  • Such soils are said to have been formed through deposition.

 

 

Soil Formed in Situ Soil Deposited
l.Has the colour of the parent rock 1. Has the characteristics of when: it came from.
2. Shallower 2. Deeper
3. Less rich in plant nutrients 3. Richer in plant nutrients
4. Easily eroded 4. Not easily eroded
5. Less silty 5. More silty
6. Have the same chemical composition 6. Differ in chemical composition from the
as that of the underlying parent rock. underlying parent rock.

 

Soil Depth

  • This is the distance between top soil layer and the bottom soil layer in a profile.
  • It dictates root penetration and growth
  • Deep soils are more suitable for crop growth since they contain more nutrients.
  • Have a larger surface are for root expansion.
  • Deep soils facilitate good drainage and aeration.

Soil Constituents

  • Organic Matter – Dead and decaying plants and animal remains
  • Living Organisms – Soil organisms and plant roots.
  • Micro-organisms (bacteria, protozoa and fungi)
  • Invertebrates -termites,
  • Earthworms and molluscs.
  • Higher animals – rodents and others.
  • Inorganic or Mineral Matter
  • Formed from the parent materials.
  • Supply plant nutrients
  • Form the skeleton and framework of the soil.
  • Air
  • Found in the pore spaces of the soil.
  • Used for root and organism respiration
  • Used for germination of seeds.
  • Helps in decomposition of organic matter.
  • Regulates soil temperature.
  • Regulates the movement of water through capillary action.

 

  • Water
  • Dissolves mineral salts
  • Maintain turgidity in plants.
  • Used for germination of seeds
  • Used by soil organisms.
  • Regulate soil temperature
  • Dictates the amount of air in the soil.

 

        Water in the soil exists in three forms namely:

  • Superfluous/Gravitational Water
  • Found in the large spaces (macro-pores) in the soil particles.
  • Held by gravitation forces.
  • When the pores are saturated, the soil is said to be waterlogged.
  • It moves and may cause leaching.

            

  • Hygroscopic Water
  • Water found in thin films on the soil particles.
  • Held by strong adhesive forces between water and soil particles.
  • Does not move and hence not available for plant use.

 

  • Capillary Water
  • Occupy micro-pores in the soil particles.
  • Held by cohesive forces between water molecules.
  • Moves through capillary action
  • Available to plants for use.

 

Soil Structure

  • This is the arrangement of soil particles in a soil horizon.
  • Types of Soil Structure
  • Single-grained
  • Crumby
  • Granular
  • Prismatic
  • Columnar
  • Platy
  • Blocky

 

 

Importance of Soil Structure on Crop Production

Soil Structure Influences

  • Soil aeration
  • Soil drainage and water holding capacity.
  • Plants root penetrability and anchorage.
  • Microbial activities in the soil.
  • Circulation of gases in the soil.

 

Farming practices which improve the soil structure are:

  • Application of inorganic manure into the soil.
  • Tilling the land at the right moisture content.
  • Crop rotation.
  • Minimum tillage.
  • Cover cropping.

Soil Texture

  • It refers to the relative proportion of the various sizes of the mineral particles of soil.

    Importance of Soil Texture on Crop Production;

  • Influences soil fertility
  • Affects the organic matter content
  • Influences the drainage of the soil.
  • Influences soil aeration.
  • Influences water holding capacity.
  • Influences the capillarity or movement of water in the soil.

 

Soil Textural Classes

 Sandy Soils

  • Made up largely of sand particles.
  • Have large pore spaces hence poor in water retention.
  • Easy to till (light soils).
  • Freely draining.
  • Low fertility due to leaching of minerals.
  • Easily erodible.

 Clayey Soils

  • Made up largely of clayey particles.
  • Have small pore spaces hence good in moisture retention.
  • Difficult to till (heavy soils).
  • Poorly ‘drained.
  • Expand when wet, crack when dry.
  • High capillary.
  • Rich in plant nutrients.

Loam Soils

  • About equal amounts of sand and clay.
  • Moderately good in both moisture and air retention.
  • Fertile soils.

Soil Colour

  • This depends on the, mineral composition of the parent rock and the organic matter content.
  • Soils containing a lot of iron are brownish, yellowing and reddish in colour.
  • Soils with a lot of silica are white.
  • Soils with a lot of humus are dark or grey.

Soil pH

  • This refers to the acidity or alkalinity of the soil solution/the concentration of hydrogen ions in the soil solution.
  • Soil pH is determined by the concentration of hydrogen ions (H+) or the hydroxyl ions (OH) in the soil solution.
  • A pH of less than 7 means that the soil is acidic.
  • A pH of more than 7 means that the soil is alkaline.
  • As the hydroxyl ions (OH) in the soil increase the soil becomes more alkaline.

 

Influence of Soil pH Crop Growth

  • It determines the type of crop to be grown in a particular area.
  • Most crops are affected by either very acidic or very basic soil pH.
  • Soil pH affects the choice of fertilizers and the availability of nutrients to crops.
  • At low pH the concentration of available iron and aluminium in the soil solution may increase to toxic levels, which is harmful to plants.
  • Very acidic or low pH inhibit the activity of soil micro-organisms.

Farm Tools and Equipment

 

Introduction

  • Farm tools and equipment perform specific jobs in the farm.
  • They make work easier and more efficient.
  • They can be classified according to their uses as follows:

 

Garden Tools and Equipment

 

  Tools Uses
1. Panga Cutting and shallow cultivation, making holes.
2. Jembe/hand hoe Cultivation, digging, shallow planting holes and trenches.
3. Fork iembe Cultivation, digging out roots, harvesting of root crops.
4. Rake Collecting trash, breaking large clods, levelling, removing stones
    from a seedbed and spreading organic manure.
5. Spade Scooping and carrying of soil, sand, concrete mixture and
    manure.
6. Spring balance Measuring weight.
7. Trowel Scooping seedlings during transplanting and .digging planting
    holes for seedlings.
8. Pruning hook Bending tall branches when pruning.
9. Secateur Cutting young stems and pruning branches.
10. Tape measure Measuring distances.
11. Axe Cutting big trees and roots and splitting logs of wood.
12. Soil auger Making holes for fencing posts.
13. mattock Digging hard soils
14. sprinklers Overhead irrigation.
15. Watering can Watering plants in nursery bed.
16. Wheel barrow Transportation of soil, fertilizers, farm produce, tools and equipment.
17. Levelling board For levelling a nursery bed.
18. Pruning saw Cutting old wood stems and pruning big branches.
19. Hose pipe For conveying water from a tap to where it is need.
20. Knap sack sprayer Applying agro-chemical by spraying.
21. Garden shear Trimming hedges.
22. Pruning knife Removal of small shoots.
23. Meter ruler Measuring distances.
24. Garden fork Shallow digging.

 

Livestock Production Tools and Equipment

 

  Tools Uses  
1. Drenching gun Administering liquid drugs to animals orally.  
2. Bolus gun/dosing gun Administering solid drugs or tablets to animals orally.  
3. Wool Shears Cutting off wool from sheep.  
4. Hypodermic syringe Administering drugs by injection for example in vaccination.  
5. Stirrup (bucket) pump Application of acaricide by hand spraying.  
6. Thermometer Taking body temperatures of farm animals.  
7. Burdizzo Used in bloodless method of castration.  
8. Halter Rope designed to restrain the animal.  
9. Trimming knife Cutting short the overgrown hooves.  
Elastrator Stretching rubber ring during castration, dehorning and docking  
    of lambs.  
Iron dehorner Applies heat on the horn bud to prevent growth of horns.  
Nose ring Fixed into the nose of a bull to restrain it.  
Strip cup Detecting mastitis in milk products.  
Trocar and cannula Relieving a bloated animal of gases particularly ruminants.  
Hard broom For scrubbing the floor.  
Ear notcher Making ear notches in livestock.  
        Bucket For holding milk during milking. ~
Milk chum For holding milk after milking.  
Milk strainer/sieve Removing foreign particles from milk for example hairs and sediments.  
       
        Rope Tying or tethering animals.  
        Milking stool Used by the milker to sit on while milking.  
Weighing balance Weighing milk after milking.  
 Teeth clipper Removal of canine teeth of piglets soon after birth.  
Chaff cutter Cutting fodder into small bits.  
 Dehorning wire Cutting grown horns.  
    ,  

 

 

Workshop Tools and Equipment

 

  Tools   Uses    
1. Spanner   Tightening and loosening nuts and bolts.  
2. Pliers   Cutting small wires and thin metal and gripping firmly.
3. Files   Sharpening tools, smoothening or shaping edges of metals,
4. Rasps   Smoothening and shaping of wooden structures.  
5. Chisels (wood)   Making grooves in wood.    
6. Cold chisel   Cutting and shaping metal.    
7. Screw drivers   Driving screws in or out of wood or metal.  
8. Saws .-      
  Cross cut saw   Cutting across the grain of wood.  
  Rip saw   Cutting along the grain of wood.  
  Hack saw Bow saw   Cutting metals.    
  Tenonlback saw   Cutting branches of trees.    
  Coping saw   Cutting Joints on wood and fine sawing.  
  Compass/keyhole saw   Cutting curves on thin wood.  
      Cutting either along or across the grain of wood especially
      when cutting key holes.    
9. Tin snip   Cutting metal sheets.    
10. Braces and bits.   Boring holes in wood. ,  
11. Drill and bits   Boring holes in metal work and woodwork. =
12. Hammer        
  Claw hammer   Driving in, removing and straightening nails.  
  Ball pein   Driving in nails, rivets and straightening metal. Also used
      on cold chisel    
13. Mallet   Hammering or hitting wood chisel.  
14. Jack plane   Fine finishing of wood.    
15. Scrappers/spokeshave   Smoothening curved surfaces of wood such as handles of
      jembes, axes.    
16. Measuring equipment   ~  
  Metre ruler   Measuring short length -.    
  Try square        
      Measuring length angles and to ascertain squareness.
17. Marking gauge   Marking parallel lines to the edge of wood.  
18. Fencing pliers   Cutting wires, hammering staples when fencing.  
19. Vice and clamps   Firmly holding pieces of work together.  

 

Tools Uses
20. Spirit level Measuring horizontal or vertical levels.
2l. Soldering gun Melting soldering rods when repairing or fabricating metal
    sheets.
22. Wire brush Brushing rough surfaces.
23. Divider Marking and laying out.
24. Centre punch Marking the point of drilling.
25. Paint brush Applying paint on surfaces.
26. Sledge hammer Ramming hardware, breaking stones.
27. Wire strainer Tightening wires during fencing.
28. Riveting machine Fix rivets when joining pieces of metal.
29. Claw bar Removing long nails from wood, straining fencing wires and
    digging fencing holes.

 

Plumbing and Masonry Tools

 

Tools Uses
l. Pipe wrench Holding, tightening and loosing metallic pipes.
2. Pipe cutter Cutting PVC pipes.
3. Levelling rod Levelling the floor during construction.
4. Mason’s trowel Placing mortar between construction stones and bricks.
5. Wood float Create a level surface on walls and floors.
6. Mason’s square Ascertain verticalness.
7. Plumb bob Spreading screed over floors and walls.
8. Shovel Mixing and scooping concrete or mortar, measuring cement.

 

Care and Maintenance of Tools and Equipment

Reasons for Maintenance

  • To increase durability.
  • To increase efficiency.
  • Reduce costs of replacement.
  • For safety of the user/avoid accidents.
  • Avoid damage to the tool.

Methods

  • Use tools for the right work.
  • Proper handling when using tools or equipment.
  • Clean and oil tools after work.
  • Keep tools in there right place.
  • Replace and repair worn-out parts
  • Sharpen cutting or digging edges
  • Grease moving parts to reduce friction
  • Use safety devices in the workshop to reduce accidents and breakages

 

CROP PRODUCTION 1

(Land Preparation)

 

Introduction

  • A piece of land which is prepared is known as seedbed.
  • A seedbed is a piece of land that is prepared ready to receive planting materials.

Seedbed Preparation

Reasons for Seedbed Preparation;

  • To enable water to infiltrate.
  • To kill weeds
  • To improve soil aeration.
  • To destroy pests and diseases.
  • To incorporate organic matter in the soil.
  • For easy planting.
  • To facilitate root penetration.

Operations in Land Preparation

Land Clearing

  • Clearing of land is necessary when:
  • Opening up a virgin land.
  • A stalk growing crop was previously plan
  • There is long interval between primary and secondary cultivation.
  • Land was left fallow for a long time.

Procedure

  • Tree felling and removal of stumps and roots.
  • Burning
  • Slashing
  • Use of chemicals.

     Note: Burning should be avoided where possible since it;

  • Leads to loss of organic matter,
  • Kills soil organisms
  • Destroys soil structure and plant nutrients.

 

Primary Cultivation

  • This is the initial breaking of land.
  • It is done early before the onset of the rains to:
  • Give time for soil organisms to act on organic matter.
  • Allow gaseous exchange to take place, thus carbon dioxide diffuses out of the soil while oxygen enters into the soil.
  • Allow other operations to take place in time.

Reasons for primary cultivation:

  • Remove weeds.
  • Burry organic matter.
  • Open up soil for infiltration of water and air.
  • Expose pests and disease causing organisms.
  • Soften the soil for easy planting.

Operations in primary cultivation

  • Hand digging ;

     Use of hand tools ;

  • Jembes,
  • Mattocks,
  • Fork-jembes.
  • Mechanical cultivation ;

   Use of mouldboard ploughs;

  • Disc ploughs,
  • Chisel ploughs,
  • Subsoilers
  • Rippers.
  • Use of OxPloughs ;

    Which can be drawn by;

  • Oxen,
  • Donkeys,
  • Camels

Depth of Cultivation

  Depends on:

  • The type of crop to be planted/size of seed.
  • The implements available.
  • The type of soil.

Choice of Implement

   Determined by:

  • The condition of land.
  • The type of tilth required/type of crop.
  • Depth of cultivation.

 

 

 

Secondary Tillage

  • These are refinement practices on the seedbed that follow primary cultivation.
  • It is also known as harrowing.

Reasons for secondary Tillage:

  • To remove the germinating weeds.
  • To break soil clods to produce required tilth.
  • To level the seedbed for uniform planting.
  • To incorporate organic matter/manure into the soil.

 

Factors determining number of secondary cultivation:

  • Soil moisture content.
  • Size of the planting materials.
  • Condition of the soil after primary cultivation.
  • Slope of the land.

 

Tertiary Operations:

  • Ridging ;
  • The process of digging soil on a continuous line and heaping on one side to produce a furrow and a bund (ridge).
  • It is important for root crops, to allow root expansion and for soil and water conservation.
  • Rolling:
  • It is the compaction of the soil to produce a firm surface which increases seed-soil contact and prevents wind erosion.
  • Levelling;
  • Production of an even, uniform surface which promotes uniform planting.

 

Subsoiling:

  • This is deep cultivation into the subsoil layer to break up any hardpan which might have developed.

It is done for the following reasons:

  • To facilitate drainage.
  • Bring up leached nutrients to the surface.
  • Increase aeration of the soil.
  • To improve root penetration.
  • The implements used include chisel plough and subsoilers.

 

Minimum Tillage:

  • This is the application of a combination of farming practices with the aim of reducing the disturbance of the soil.

Examples of which include:

  • Use of herbicides.
  • Mulching and cover-cropping.
  • Timely operations to prevent weed infestation.
  • Strip cultivation.
  • Uprooting and slashing of weeds.

Reasons for Minimum Tillage

  • To reduce cost of cultivation.
  • To control soil erosion.
  • To preserve soil moisture.
  • To prevent root exposure and damage.
  • To reconstruct destroyed soil structure.

Water Supply, Irrigation and Drainage

 

Introduction

  • Water is a very important natural resource.
  • It is necessary for both crops and livest

Uses of water in the farm;

  • Cleaning equipment.
  • Irrigation in dry areas.
  • Processing farm produce, for example, co
  • Drinking by livestock and m
  • Mixing agro-chemicals such as acaricide, fungicides and herbicides.
  • Providing power in water mills to grind grain crop
  • Cooling engines.
  • Construction work.

 

Sources of Water in the Farm

Three major sources of water in the farm:

  • Surface water:

 Includes water from;

  • Rivers,
  • Streams
  • Dams.
  • Ground water:

Includes water from;

  • Springs,
  • Wells
  • Borehole
  • Rain water:

This is water tapped in various ways such as;

  • Rooftops
  • Rock surface, when it is raining and stored in various ways.

 

Collection and Storage of Water

  • Dams:
  • These are structures constructed across rivers and channel
  • They collect and store water for use during the dry season.
  • Weirs:
  • These are structures constructed across rivers to raise the water level for easy pump
  • Unlike in the dams water flows over the barrier created across the river.
  • Water Tanks:
  • These are structures made of concrete, stone, metal sheets and plastics.
  • They store water from rain or that which has been pumped from other sources.
  • Tanks should be covered to prevent contamination from dust.

 

Pumps and Pumping of Water

  • Pumping is the lifting of water from one point to another by use of mechanical force.
  • Water is pumped from the various sources and then conveyed to where it is required for use or storage.

       Types of Water Pumps

Used to lift water from its source.

  • Centrifugal pumps
  • Piston or reciprocating pumps
  • Semi-rotary pumps and
  • Hydram

Conveyance of Water

  • This is the process of moving water from one point, usually the source or point of storage to where it will be used or stored.
  • Piping;
    • This is where water is moved through pipes.

The common types of pipes include:

  • Metal pipes
  • Plastic pipes
  • Hose pipes
    • Use of Containers:
      • In this case water is drawn and put in containers .
      • drums, jerry cans, pots, gourds, tanks and buckets .
      • Which are carried by animals, bicycles, human beings and vehic

 

 

  • Use of Canals:
  • In this case water is conveyed from a high point to a lower one along a gradual slope to avoid soil erosion.
  • Water conveyed through this way is mostly used for irrigation and livestock.

Water Treatment

  • Raw water contains impurities which may be dissolved, floating or suspended in water.

These impurities are grouped into three categories, namely:

  • Physical impurities: these are dissolved impurities detected by colour, taste and smell.
  • Chemical impurities: these are dissolved impurities detected by use of chemical analysis.
  • Biological impurities: these are microorganisms in water such as bacteria, viruses and algae.

 

Importance of Treating Water

  • To kill disease causing microorganisms such as cholera and typhoid bacteria that thrive in dirty water.
  • To remove chemical impurities such as excess fluoride which may be harmful to human beings.
  • To remove smells and bad taste.
  • To remove sediments of solid particles such as soil, sand and sticks.

Methods of Treating Water

  • Aeration: this is the removal of smell and odour from water by fine spraying or bubbling of air.
  • Sedimentation: this is where water is put in large containers so that solid particles such as sand, metal and others can settle at the bottom.
  • Filtration: this is passing water through fine granular materials to remove solid particles and biological substances.
  • Coagulation: addition of chemicals which precipitate impurities and help in softening of hard water.
  • Chlorination: Sterilization to destroy disease causing organisms.

 

Irrigation

  • It is the artificial application of water to crops in dry areas or where water is not enough.
  • It is one of the methods of land reclamation in case of arid and semi arid areas.

Factors to Consider in Identifying and Assessing the Potential of Land for Irrigation Development

  • Topography of the land
  • Soil type
  • Type of crop to be grown
  • Water availability
  • Human factors such as skill, capital availability and economic activities.

Types of Irrigation

  • Surface irrigation:
  • This includes flood irrigation and basin irrigation.
  • It is used in flat areas.
  • The problem with this method is loss of water through seepage.
  • It also increases soil salinity.
  • Sub-surface Irrigation:
  • This involves the use of porous pipes or perforated pipes.
  • It is used in slopy areas and where water is inadequate.
  • Overhead or Sprinkler Irrigation:
  • It is used in any area which is not steep.
  • Drip or Trickle Irrigation:
  • It is used where water is little and in relatively sloppy and flat areas.

Drainage

  • This is a method of removing excess water or lowering the water table from a marshy water-logged land.
  • It is also a method of land reclamation.

      Importance of Drainage as a Method of Land Reclamation

  • To increase soil aeration.
  • To raise soil temperature.
  • To increase microbial activities in the soil.
  • To reduce toxic substances from the soil.
  • To increase soil volume for exploitation by plant roots.

     Methods of Drainage

  • Use of open ditches.
  • Use of underground drain pipes.
  • French drains.
  • Cambered beds.
  • Pumping out water from the soil.
  • Planting tree species which absorb a lot of water for example eucalyptus.

Water Pollution

  • This is the process by which harmful substances get into the water.
  • The harmful substance is referred to as a pollutant.

 

Agricultural practices which pollute water include:

  • Use of inorganic fertilizers.
  • Use of pesticides.
  • Poor cultivation practices such as over cultivation, cultivating along the river banks.
  • Overgrazing which leads to erosion of soil thus causing siltation in water sources.

 

Methods of Preventing Water Pollution

  • Soil conservation measures which minimize soil losses through erosi
  • Fencing off the water sour
  • Adopting organic farming practices for example controlling pests and weed using non-chemical techniques.
  • Planting grass along river banks to minimize siltation in rivers.
  • Proper disposal of empty chemical containers.

 

Soil Fertility I

(Organic Manures)

Introduction

  • Soil fertility is the ability of the soil to provide crops with the required nutrients in their proper proportions.

Characteristics of a Fertile Soil

  • Good depth – Good soils give roots greater volume to obtain plant nutrients and provide strong anchorage.
  • Good aeration – for the respiration of plant roots and use by soil organisms.
  • Good water holding capacity – ensures provision of adequate water for plant growth.
  • Proper drainage – ensures provision of adequate air for plant growth.
  • Correct soil pH – different crops have different soil pH requirements.
  • Adequate nutrients supply – it should supply the required nutrients in the correct amounts and in a form available to plants.
  • Free from excessive infestation of soil borne pests and diseases.

How soil loses fertility

  • Leaching: vertical movement of dissolved minerals from the top to the lower horizons of the soil profile.
  • Soil erosion – The removal and carrying away of the top fertile soil from one place to another.
  • Monocropping – This is the practice of growing one type of crop on a piece’ of a land over a long time.
  • Continuous cropping – crops take away a lot of nutrients from the soil which are never returned.
  • Growing crops continuously without giving the soil time to rest makes the soil infertile.
  • Change in soil pH – changes in soil pH affect the activity of soil microorganisms as well as the availability of soil nutrients.
  • Burning of vegetation – burning of vegetation cover destroys organic matter. It also exposes the soil to the agents of soil erosion.
  • Accumulation of salts – soils with a lot of salts are said to be saline. State of having too much salt in the soil is referred to as soil salinity.
  • Salts accumulation cause water deficiency in plants. It may also lead to change in soil pH.

Maintenance of Soil Fertility

Soil fertility is maintained through the following methods:

  • Control of Soil Erosion ;
  • Terracing,
  • Contour cultivation,
  • Strip cropping,
  • Cut off drains
  • Planting cover crops.
  • Crop Rotation ;
  • Practice of growing different crops on the same field in different seasons in an orderly sequence.
  • Control of Soil pH :
  • Application of liming materials such as limestone, quicklime, magnesium carbonate and slaked lime if the soil is acidic.

 

  • Application of acidic fertilizers if the soil is alkaline.
  • Application of manures.
  • Proper drainage;

       Done through:

  • Breaking hard pan.
  • Construction of water channels.
  • Growing crops on cambered bed
  • Pumping out water from the soil.
  • Weed control:
  • Use of herbicides.
  • Slashing
  • Mulching
  • Use of proper farming practices such as early planting, correct spacing and cover crops.
  • Intercropping
  • Farming practice where different crops species are grown together in the field.
  • Minimum Tillage;
  • Use of herbicides.
  • Uprooting of weeds.
  • Slashing weeds
  • Mulching
  • Strip cultivation.
  • Use of Inorganic Fertilizer ;
  • Chemical compounds manufactured to apply specific plant nutrients for example calcium ammonium nitrate (CAN).

 

 

  • Use of Manure;
  • Well decomposed manures release nutrients into the soil and increase its water holding capacity.

Organic Manures

  • Manures are derived from plants and animal remains.
  • They supply organic matter to the soil which after decomposition releases plant nutrients.
  • The end product of this decomposition is known as humus.
  • It influences soil chemical properties and soil temperature.
  • Manures supply a wide range of essential plant nutrients.

Importance of Organic Matter in the Soil

  • Increases the soil water holding capacity of the soil.
  • Improves soil fertility by releasing a wide range of nutrients into the soil.
  • Provides food and shelter for soil micro-organisms.
  • Improves the soil structure.
  • Buffers soil pH/moderates soil pH.
  • Reduces the toxicity of plant poisons in the soil.
  • Moderates soil temperature by its dark colour.

Limitations in the Use of Manure

  • They are bulky – low nutritive value per unit volume.
  • Laborious in application and transport.
  • They spread diseases, pests and weeds.
  • Loss of nutrients if poorly stored.
  • If not fully decomposed crops may not benefit from them.

Types of Organic Manures

  • Green manure.
  • Farm yard manure.
  • Compost manure

Green Manure

  • Made from green plants which are grown for the purpose of incorporating into the soil.

  Characteristics of plants used for preparation for green manure:

  • Have fast growth rates.
  • Have high nitrogen content.
  • Capable of rotting quickly.
  • Capable of growing in poor conditions.

Preparation of Green Manure

  • Plant the green manure crop in the field.
  • Allow the crop to grow up to flowering stage.
  • Incorporate it into the soil through ploughing.
  • Allow the crop to decompose for two weeks.
  • Prepare the field for planting the major crop.

 

Reasons why green manure is not commonly used/limitations:

  • Most of the plants used as green manure are food crops.
  • Green manure crops may use most of the soil moisture.
  • Most of the nutrients are used up by soil micro-organisms in the process of decomposing the green manure.
  • Planting of the major crop is delayed.

 

Farm Yard Manure (FYM)

  • Is a mixture of animal waste and crop residues used as beddings in animal houses.

Factors that Determine the Quality of FYM

  • The types of the animals used.
  • Types of food eaten
  • Types of litter used.
  • Method of storage.
  • Age of farmyard manure.
  • Age of the animals used.

Preparation of FYM

  • Provide beddings in the houses of farm animals.
  • Animals deposit their droppings and urine on the beddings.
  • Animals mix them through trampling.
  • The beddings together with dung are removed and heaped under shed to decompose.
  • After sometime, the materials decompose and FYM is formed.
  • It can then be used in the farm

 

Compost Manure

  • Is manure prepared from heaped (composted) organic materials.

 

Factors to consider in selecting site for making compost manure:

  • A well drained place.
  • Direction of the prevailing wind.
  • Size of the farm.
  • Accessibility.

Preparation of Compost Manure

Two methods:

  • Four heaps method
  • Indore Method (Pit Method)

 

Indore Method (Pit Method)

Procedure ;

  • Select a sheltered place with a shade and near the field.
  • Dig a pit with the dimension 1.2m x 1.2m x 1.2m.
  • Place the materials in the following order:
  • Hedge cuttings or maize stalks to a depth of 30cm as a foundation
  • A layer of grass, green weeds or leaves and kitchen wastes to 30cm.
  • A well rotten manure/poultry droppings.
  • Wood ash and phosphatic fertilizers.
  • A layer of topsoil to introduce micro­organism for the decomposition of organic remains.
  • Note: Some water should be sprinkled to the materials to initiate the decomposition   process and regulate temperatures.

 

Four heaps method:

Procedure

  • Clear the site.
  • Level the site
  • Four posts 2m high are fixed 1.2m apart from four corners of the heap.
  • Fix wood planks on the sides.
  • Materials are placed in two heaps as in the pit method,
  • The two heaps make up heap 1.
  • After 3-4 weeks, the decomposed material from heap 1 is transferred to heap II.
  • After another 3 – 4 weeks the material is transferred to heap III.
  • After 3-4 weeks it is ready for use in the farm.

Indicators of well decomposed manure

  • Absence of bad odour.
  • Materials are lighter.
  • Manure is brown in colour.

Advantages of Compost Manure

  • One does not have to own livestock in order to prepare it.
  • A lot of manure can be produced within a short time.
  • A variety of materials can be used in its preparation.
  • Uses locally available materials thus cheaper than the artificial fertilizers.
  • Improves the soil structure.

Limitations of Compost Manure

  • It releases nutrients slowly into the soil.
  • Large quantities of compost manure are required to supply enough plant nutrients.
  • Its preparation is labour intensive.
  • It may induce soil-borne pests and diseases.

 

Livestock Production:

(Common Breeds)

 

Introduction

  • The term livestock is used to refer to all domesticated animals.
  • These animals include cattle, sheep, goats, poultry, pigs, rabbits, camels, bees, fish and donkeys.

The importance of keeping livestock:

  • Source of food.
  • Source of income.
  • Cultural values.
  • Source of animal power.
  • Provision of raw materials for industries.
  • Farmyard manure from the animals is used in maintaining soil fertility.
  • Cattle dung is used in the production of biogas.

Cattle Breeds

  • Cattle can be classified into two groups based on their origin.

     These are;

  • Indigenous cattle.
  • Exotic cattle.

Indigenous Cattle

  • Zebus

They are small in size and with a distinct hump and  include:

  • Nandi,
  • Bukedi
  • Maasai cattle.
  • The Borana
  • These are the cattle kept in the Northern parts of Kenya.
  • They are larger than the Zebus.
  • Indigenous cattle are hardy hence able to tolerate the harsh environmental conditions in the tropics.
  • They are the major suppliers of beef in Kenya.

Exotic Cattle  

  • Foreign cattle from the temperate regions.
  • They have distinct breed characteristics and are classified into various breeds.

 

General characteristics:

  • They have no humps.
  • They have low tolerance to high temperatures hence popular in cool climates of the Kenya highlands ..
  • They are highly susceptible to tropical diseases.
  • They have fast growth rates leading to early maturity.
  • They are good producers of both meat and milk.
  • They cannot walk for long distances.
  • They have short calving intervals of one calf per year if well managed.

 

Exotic cattle breeds fall under the following groups:

  • Dairy cattle breeds.
  • Beef cattle breeds.
  • Dual purpose breeds.

Dairy Cattle Breeds

  • They include;
  • Friesian,
  • Ayrshire,
  • Guernsey

Characteristics of Dairy Cattle

  • Wedge or triangular in shape.
  • Large stomach.
  • Docile with mild temperament.
  • Large, well suspended udders and teats.
  • Lean bodies.
  • Lean and smooth neck.
  • Large and long mammary milk wells and veins.
  • Cylindrical; uniform and well spaced teats.
  • Wide and well set hindquarters to accommodate the udder.

Friesian-Holstein (largest of all dairy breeds)

  • Origin: Holland
  • Colour: Black and white
  • Size: Cow weighs 550-680kgs Bull weighs 950 kg.
  • Highest milk producers of all dairy breeds about 9150 kg per lactation but with least butterfat content; 3.5%

 

Ayrshire

  • Origin: Scotland
  • Colour: White with brown markings.
  • Size: Cow weighs 360-590kgs Bulls weighs 500-720kg.

    Conformation:

  • Straight top lines, horns are long and face upwards.
  • Milk production is second to Friesian about 61OOkg per lactation with butter content of about 4%.

Guernsey

  • Origin: Guernsey Island off the coast of France.
  • Colour: Yellowish brown to red with white legs, switch and girth ..
  • Size: Bulls 540-770kg. Cow weighs 450- 500kgs

     Conformation:

  • Udders are less symmetrical.
  • Average milk production is about 5185kg per lactation with a butterfat content of 4.5% hence the yellow colour of milk.

Jersey (smallest of all the dairy breeds)

  • Origin: England
  • Colour: Yellow brown with black muzzle and switch.
  • Size: Bulls weigh 540-700kg. Cow weighs 350-450kgs

     Conformation:

  • Dished forehead, have straight top-line and level rumps with sharp w
  • Have protruding black eyes.
  • Average milk production 1270kg per lactation of butterfat content 5%.
  • They tolerate high temperatures.

Beef Cattle

Examples:

  • Aberdeen Angus,
  • Hereford,
  • Shorthorns,
  • Galloway,
  • American Brahman,
  • charolais
  • Santa Getrudis.

Characteristics of Beef Cattle

  • Blocky or square conformation.
  • Have thick muscles or are well fleshed.
  • Early maturing.
  • Deep chest and girth and short legs.
  • Straight top and lower lines.

AberdeenAngus

  • Origin: North East Scotland.
  • Colour: Black
  • Shape: Cylindrical, compact and deep; It is polled.

    Size:

  • Mature bulls weigh 900kg.
  • Mature cows weigh 840kgs.
  •  It is found in Timau area of Kenya

Hereford

  • Origin: Engla
  • Colour: Deep red and white-faced.
  • Size: Average weight of bulls is 1000kg.
  • Cows weigh 840kgs.
  • It is found in areas such as Naivasha.

Shorthorn

  • Origin: England.
  • Has easy fleshing ability
  • Colour: Red, Roan or white
  • Shape: Cylindrical, compact and deep.
  • It is polled.

      Size:

  • Bulls weigh 700-900kg,
  • cows weigh 545-630kgs.

Galloway

  • Origin: Scotland.
  • Colour: Black
  • Kept in the highland areas like Molo in Kenya.

Charolais

  • Origin: France.
  • Colour: Creamy white.
  • Size: Bulls weigh 1200kg, cows weigh 1000kgs.
  • It is found in ranches in Laikipia District.

Dual Purpose Breeds

    Examples: Sahiwal, Red Poll and Simmental.

Sahiwal

  • Origin: India and Pakistan ..
  • Colour: reddish brown.
  • Size: Bulls weigh 650kg,  and cows 400kg.
  • Milk production averages 2700-3000 per lactation with a butter fat content of 3.7%.
  • It has a pendulous udders which does not let down milk easily.
  • It is therefore said to be a difficult milker.
  • It is kept in semi-arid areas such as Naivasha.

    Red Poll

  • Origin: England.
  • Colour: Deep red with a white nose.
  • Conformation: Polled-deep girth and short legs.
  • Kept in semiarid areas such as Nakuru, Mogotio.

  Simmental

  • Origin:
  • Colour: Light red and white patches on the head.

Conformation:

  • It has broad and straight back, with well-sprung ribs and deep girth.
  • It is well fleshed at rear quarters, well suspended udders and large teats.

Sheep Breeds:

Purpose of Keeping Sheep;

  • Meat (mutton).
  • Wool production.

Exotic Sheep

  • Wool breeds -for example merino.
  • Dual purpose- for example Corriedale, Romney marsh.
  • Mutton breeds -for example Hampshire Down, Dorpers.

Merino

  • Origin: Spain

Characteristics:

  • It has white face and its lips and nostrils are pink in colour.
  • Rams have horns which are spiral in shape.
  • It is susceptible to foot rot, worm and respiratory diseases.

Corriedale

  • Origin: New Zealand.
  • Size: Rams 85 – 90kg. Ewes 60– 85 kg
  • This is a dual-purpose breed with white open face and white spots on the legs.
  • It is hornless and hardy.

Romney Marsh

  • Origin: England.
  • Size: Rams 100 – 115kg.
  • Ewes 84- 100 kg
  • It is a dual-purpose breed which s hornless with wide poll and black nostrils and lips.
  • It is average in prolificacy.
  • It is resistant to foot rot diseases and worm infestation.

Hampshire Down

  • Origin: England.
  • Size: Rams 125kg.
  • Ewes 80-100 kg
  • It is a mutton breed which is early maturing, hardy and prolific.
  • Fleece is of poor quality because of the black fibres.
  • Lambing percentage is 125-140.

Dorper

  • Is a crossbreed of Dorset horn and black head Persian sheep.
  •  It is mutton breed.

Dorset Horn

  • Dual purpose breed of sheep.
  • Indigenous Breeds of Sheep
  • Their bodies are covered with hair.
  • Their classification is based on their tails and their names vary according to different tribes.

Characteristics;

  • Thin tailed sheep found in West Africa.
  • Fat tailed such as Maasai sheep.
  • Fat rumped sheep.

Maasai Sheep

  • Found in South Western Kenya and Northern Tanzania.
  • Size: Ram 38kg,
  • Ewe 20-30kg.
  • Colour: Red and brown.
  • These are early maturing with long legs and small pointed horns.

Black Head Persian Sheep

  • Origin: South Africa
  • Colour: White with black head and neck.
  • It is polled with a big dewlap, fat rump and a curved tail..

Goats

Goats well adapted to a wide range of environmental conditions because of the following characteristics:

  • They feed on a wide range of vegetation.
  • They require very little amount of water.
  • They are tolerant to high temperatures.
  • They are fairly resistant to diseases.
  • They can walk long distances without losing weight.

Indigenous  Goat Breeds

  • Galla (white in colour). Adult female can weigh 25kg.
  • Somali (Boran): Found in Northern Kenya (white in colour).
  • Turkana/Samburu: (Long hair and bearded.
  • Mubende: (Black) (40-45kg). These are small and hardy and are kept for meat and milked by the pastoralists.

Exotic Breeds

Boer goat

  • Origin: South Africa
  • Colour: White
  • Has long ears and long hair on their bodies.

Anglo-Nubian

  • Origin: North East Africa
  • Colour: Roan and White
  • These have long legs, lopped ears and are polled.
  • They produce 1-2 litres of milk per , day.

Jumnapari

  • Origin: India
  • Colour: White, black and fawn.
  • They are horned, have large lopped ears
  • Produce 1-1.5_litres of milk per day.

Toggenburg

  • Origin: Switzerland
  • Colour: White patches on the body, white stripes on the face and neck.
  • Erect forward pointing ears and polled.
  • Can produce 2-3 of milk per day.

Saanen

  • Origin: Switzerland.
  • Colour: White
  • They have erect, forward pointing ears and polled.
  • Can produce 2-3 Iitres of milk per day.

Angora

  • Origin: Angora in Asia.
  • Colour: White
  • It is kept for wool production.

French alpine. Pigs

Characteristics:

  • They are sparsely haired and therefore cannot withstand cold.
  • Pigs wallow when it is hot due to absence of sweat glands.
  • They breathe fast when it is hot.
  • They have bristles instead of hair.

 

Breeds

Large White

  • Origin: Britain
  • _ Kept for bacon and pork production.
  • Long, large and white in colour.
  • Ears straight and erect.
  • Has dished face and snout.
  • Most prolific and with good mothering ability.
  • Fairly hardy.

Landrace

  • Origin: Denmark
  • White and longer than large white. _
  • Ears drooping.
  • Good for bacon production.
  • Very prolific with good mothering ability. _
  • Requires high level of management.

Wessex Saddle

  • Back Origin: England
  • Colour: Black with white forelegs and shoulders.
  • Straight snout and drooping ears. _
  • Good for bacon and pork.
  • Good for keeping outdoors.
  • Excellent mothering instincts.

Other pig breeds include:

  • Berkshire,
  • Middle-white
  • Duroc  Jersey pig.

Pigs can be crossed to obtain hybrids or crosses.

Advantages of Crosses

  • Increased litter size. _
  • Early maturing.
  • _ Increase in body length.
  • _ High proportion of lean meat to fat.

Poultry Breeds

There are three types of chicken breeds:

  • The light breeds kept for egg production.
  • The heavy breeds kept for meat production.
  • Dual purpose breeds – kept for both eggs and meat production.

Characteristics of Light Breeds

  • Never go broody hence poor sitters.
  • Excellent layers (over 220 eggs per year).
  • Poor meat producers (hens can attain 2kg; cocks 3kgs)
  • Very nervous and exhibit high degree of cannibalism.
  • Hen’s comb is large and bent over one eye and cock’s comb is large with 5 – 6 serrations.

      Examples:

  • Leghorns,
  • Anconas,
  • Silkies,
  • Minorcas.

Characteristics of Heavy Breeds

  • Can lay few eggs and provide good meat as broilers.
  • Can go broody.
  • Heavier and bigger in size.
  • Grow fast.

      Examples:

  • Light Sussex,
  • Cornish Dark
  • White.

Characteristics of DualPurpose Breeds

  • Go broody.
  • Have good meat.
  • Disease resistant (do not require high standard of management).
  • Rarely exhibit cannibalism.

 

        Examples: Rhode Island Red.

Hybrids

  • These are developed by crossing two different breeds.
  • They are superior in performance.
  • Can attain 2kg in 56 days for broilers and layover 200 eggs per year for layers.

Examples:

  • Shavers,
  • Thombers -Isabrown.

Rabbits

Kept for the following reasons:

  • To provide meat, fur, hair or wool.
  • To provide skin for leather.
  • To provide manure.
  • As pet ani
  • Used for research purposes.

Breeds

  • Californian white: white, very prolific black ears, nose and feet).
  • New Zealand white: (white with pink eyes – good for meat).
  • Flemish giant (dark grey – good for meat).
  • Angora rabbit (white, kept for wool production).
  • Chinchillah (greyish, kept for its fur).
  •  Earlops (white with droopy ears).
  • Kenya white (white, smallest of breeds).

Camels

       Kept for;

  • Transport,
  • Racing,
  • To provide milk, meat and wool.

There are two species of camels.

Dromedary (Camelus dromedarius)

  • Origin: Arabia and Syria
  • Are single humped, have light body
  • Good for racing and rapid transport.

Bacterian (Camelus bacterianus)

  • Origin: Central Asia
  • Has double humps, heavier and has shorter legs.
  • Can live in cold regions hence its thick and long coat acts as insulation.
  • Capable of shedding the coat during spring.

Terms used to describe livestock in different age, sex and use.

 

Livestock   Adult Replacement Stock Young Users)
Species Male Female Male Female One  
Cattle Bull Cow Bullock Heifer Calf Dairy – milk

Beef-meat

 

Sheep Ram Ewe Ram Hogget Lamb Mutton – meat

Wool sheep -wool

Goat Buck or Doe or Buck Doe Kid Dairy – milk
      Billy Nanny   Mutton – meat
Pigs Boar Sow Boar Gilt Piglet Pork – meat
            Bacon -cured
Poultry Cock Hen Cockerel Pullet Chick Broilers – meat
            Layers – eggs
Rabbits Buck Doe Buck Doe Kindling Meat
Camel Bull Cow Bull Heifer Calf Pack, trained for
            riding, racing milk,
            meat, fur

 

Agricultural Economics I

(Basic Concepts and Farm Records)

 

Introduction

  • Economics is the study of how man and society chooses to allocate scarce productive resources to produce various commodities, over time, and distribute them among various consumers in society.
  • It attempts to explain how man can best use the limited resources to produce goods and services which satisfies his needs with minimum wastage or loss of these resources

 Example;

  • food,
  • clothing
  • shelter
  • Agricultural economics is therefore defined as a science that aims at maximizing output while minimizing costs by combining the limited supplies of goods and services for use by the society over a certain period of ti
  • These are;
  • land,
  • capital,
  • labour
  • management

Basic economic Principles

Scarcity

  • Economic scarcity means resources are limited in supply relative to demand.
  • This principle implies that there is no time that man can have enough resources to satisfy all his need or desires

Choice/Preference

  • Human wants are many and varied and means of satisfying them are limited.
  • Therefore, man has to make a choice among the alternatives in order to use the resources available.
  • Man does this by satisfying the most pressing needs first.
  •  This is called scale of preference.

Opportunity Cost

  • Opportunity cost is the revenue forgone from the best alternative.
  •  It exists only where there are alternatives.
  • Where there are no alternatives the opportunity cost is equal to zero.
  • Opportunity cost helps in decision making.

Farm Records

  • Farm records are documents kept in the farm
  • They show farm activities carried out over a long period of time
  • Or information kept in the farm in written form, about the farm and all activities in it.

Uses of Farm Records

  • Show the history of the farm
  • Show whether the farm is making a profit or loss.
  • Show all the assets and liabilities of the farm which can be used to value the farm.
  • Help in supporting insurance claims on death, theft, fire or loss of farm assets.
  • Help in tax assessment to avoid over taxation.
  • Used as a guide in planning and budgeting.
  • Helps to detect losses or theft in the farm.
  • Make it easy to share profits or losses in partnerships.
  • Help in settling disputes among heirs to estate if the farmer dies without a will.
  • Provide labour information on terminal benefits for a worker.

Type of Farm Records

  • Production Records – Show the total yield and yield per unit of each enterprise.
  • Inventory Records – A record of all permanent and consumable goods in the farm.

Consumable Goods Inventory

 

Date Commodity Quantity Date Issued to Quantity balallce
  Item         Stock

Field Operation Records – Show in details all field practices carried out together with the input used for all the crop enterprises.

  • Breeding Records
  • Show all the breeding activities in the farm.
  • From these records it is possible to select the prolific animals and cull the infertile ones.
  • Feeding Records – A record of the types of feeds used in the farm and their quantities.
  • Health Records
  • Indicates the health conditions of the animals in the farm.

              From these records it is possible to:

Select and cull animals on health grounds.

Available Jobs for NYS Graduates Abroad: Salary, How To Apply

NATIONAL YOUTH SERVICE

EMPLOYMENT LIAISON LINKAGES

EMPLOYMENT OPPORTUNITIES FOR NYS GRADUATES ABROAD (MIDDLE EAST)

There exists job openings for National Youth Service graduates (Men) in the Middle East (Qatar, Kuwait and Dubai) as per the following positions.

Description Basic Salary

(Kshs)

Positions available
Administrative Assistant 72k 25
Carpenter 52k 225
Electrician 52k 218
General Maintenance Worker 43k 89
HVAC Mechanic 65k 206
Material Handling Laborer 36k 106
Plumber 52k 129
Recreation Specialist 59k 91
Warehouseman I 45k 93
Security Guards 86K 300

 

Apart from the above package ,the employer will provide housing ,transport to and from their work stations.

 IMPORTANT

The employer will cater for the following ;

1.) Visa Expenses

2.) The Cost of travel(Air ticket) 3.) Medical expenses

4.) Embassy Clearance

5.) Certificate of Good Conduct

JOBS

1.) Administrative Assistant Job Summary:

Administrative Assistant is responsible for providing comprehensive administrative, secretarial support- related tasks for the manager

responsible in submitting various reports Job requirements

  • A National youth service Graduate.
  • A Diploma /Certificate in Business administration or any business-related course
  • Must be detail oriented and demonstrate the ability to manage multiple tasks simultaneously Accountable and transparent, Creative and team player
  • Must possess excellent written and verbal communication skills, strong analytical and problem-solving skills.
  • Microsoft Office Proficient, Advanced Excel, Smart Card Access

2.) Carpenter.

Job Summary:

Constructs, erects, installs, and repairs structures and fixtures of wood, plywood, and wallboard, using carpenter’s hand tools and power tools, and conforming to building codes. Studies blueprints, sketches, or building plans for information pertaining to type of material required, such as lumber or fiberboard, and dimensions of structure or fixture to be fabricated

Job requirements

  • A National youth service Graduate.
  • Craft Certificate in Carpentry/Trade certificate in Carpentry and Joinery
  • Experienced with Carpentry/Woodworking
  • Knowledgeable in shop safety, Atlas

3.) Electrician Job Summary:

Responsible for maintenance and repairs on electrical systems and equipment who Ensures that all tasks are performed in accordance with local Environmental, Safety & Health directives. Addresses customer concerns in a prompt, professional and courteous manner and Captures data on maintenance work order requests and preventative maintenance inspection forms.

Job requirements

  • A National youth service Graduate.
  • Diploma in Electrical and Electronics Engineering, Craft Certificate In Electrical And Electronics Engineering/ Artisan in electrical

wireman grade I or II or any electrician related course.

  • Exhibits superior workmanship and focuses on a quality end product
  • Follow Standard Operating Procedures (SOPs) to ensure all tasks are accomplished correctly and safely.

4.) General Maintenance Worker Job Summary:

Performs the full range of organization-level maintenance, scheduled and unscheduled repairs and maintenance, troubleshooting, and diagnostic tests on power generation equipment. Prepares appropriate maintenance forms and records for accountability. Maintains accountability and serviceability of assigned tool sets and equipment. Implements

lock-out/tag-out procedures and other safety protocols. Job requirements

  • Diploma in Electrical and Electronics Engineering, Craft Certificate In Electrical And Electronics Engineering/ Artisan in electrical wireman grade I or II or any electrician related course.
  • Exhibits superior workmanship and focuses on a quality end product
  • Follow Standard Operating Procedures (SOPs) to ensure all tasks are accomplished correctly and safely.

5.) HVAC Mechanic Job Summary:

The HVAC Mechanic will install, repair, and maintain heating, ventilation, and air conditioning (HVAC) systems.

Job requirements

  • A National youth service Graduate.
  • NVCET Artisan In Refrigeration And Air Conditioning or equivalent

required/Vocational/technical school training or apprenticeship required.

  • Follow Standard Operating Procedures (SOPs) to ensure all tasks are accomplished correctly and safely.
  • Ability to read operation and repair manuals for HVAC
  • Ability to use power and hand tools
  • Excellent problem-solving and analytical skills.

6.) Material Handling Laborer Job Summary:

Material Handlers are integral warehouse workers. The main material handler duties revolve around placing incoming orders on shelves and picking merchandise according to specific customer requirements. As a Material Handler, you’ll also monitor inventory and communicate any shortages

Job requirements

  • A National youth service Graduate.
  • Diploma in Supplies management
  • Computer skills
  • Basic knowledge of using warehouse management systems
  • Ability to use the Microsoft Office Suite applications such as Excel, Word and PowerPoint
  • Ability to work unsupervised

7.) Plumber

Job Summary:

Maintains and repairs pipes systems, plumbing fixtures, and appurtenances. Installs, tests, troubleshoots, and repairs pipe systems designed to conduct the flow of water, sewage, and industrial wastes.

Job requirements

  • A National youth service Graduate.
  • A Craft Certificate In Plumbing /Artisan In Plumber Pipe Fitter Grade I or II
  • Self driven with an eye for details.

8.) Recreation Specialist Job Summary:

oversees and coordinates the operations and services of assigned community recreation programs including sports, aquatics, youth, seniors, instructional classes, or recreation programs, events, and activities; assesses needs, plans, implements, supervises and evaluates program instructors and other program staff on the job

Job requirements

  • A National youth service Graduate.
  • Experience in physical education/Physical Training (PT)
  • Familiar with a variety of recreation programs, techniques
  • Ability to motivate and lead people
  • Strong management, organization, communication and problem-solving skills

9.) Warehouseman I. Job Summary:

storing materials, picking, packing and scanning orders. The goal is to increase efficiency, profitability and customer satisfaction.

Job requirements

  • A National youth service Graduate.
  • Craft Certificate in Supplies management
  • Computer skills
  • Basic knowledge of using warehouse management systems
  • Ability to use the Microsoft Office Suite applications such as Excel, Word and PowerPoint
  • Ability to work unsupervised

10.)    Guard II. Job Summary:

  • Patrol the premises and check surveillance feeds consistently
  • Report safety issues, such as fire hazards, vandalism and suspicious or criminal activity
  • Avert inventory losses by reporting missing items, inconsistencies and damaged property
  • Warn patrons of possible rule-breaking, and eject those who violate rules or cause disturbances

Job requirements

  • A National youth service Graduate.
  • Computer savvy
  • Emotional intelligence and good character judgment
  • English Verbal and written communication skills
  • Listening skills
  • Willingness to learn and enforce safety procedures
  • Comfort with directing people or taking up leadership responsibilities
  • Ability to operate emergency equipment and detection devices

HOW TO APPLY

Click on the link to apply https://forms.gle/WQYh5MmAdYexJrXu9

Wishing you all the best.

EMPLOYMENT LIAISON OFFICE NATIONAL YOUTH SERVICE

Higher Education Funding Model: Ultimate Guide

The government has launched the New Higher Education Funding(NHEF) model for both scholarships and loans for students placed by Kenya Universities and Colleges Central Placement Service (KUCCPS).

The NHEF model takes effect with the admission of the 2022 Kenya Certificate of Secondary Education (KCSE) candidates into universities and colleges for the 2023-24 financial year.

The new funding framework seeks to offer students whose households are at the bottom of the pyramid equal opportunity in accessing university education and technical and vocational education and training (TVET).

Funding will be based on four criteria; choice of the programme, household income band, affirmative performance and government priority areas.

A Means Testing Instrument (MTI) will be applied to scientifically determine the need levels of students.

The instrument has eight variables, which have been used over the years and have been strengthened and linked to other databases to boost reliability.

The eight variables include parents’ background, gender, course type, marginalisation, disability as well as family size and composition.

By combining these variables, it is envisaged that the State will be able to determine the needs of the various households and fund them appropriately.

Under the new model, funding will be student-centred and be apportioned according to their levels of need classified into four; vulnerable, extremely needy, needy and less needy.

Higher Education Funding Model

The Model: Variable Scholarship and Loan Funding Based on Means Testing

  1. For Universities education, funding will be based on the actual cost of the program with the following sources of funding:
    • Government Scholarship – an average of 61%;
    • Government Loan – an average of 5%;
    • Household contribution – an average of 5%.
  2. Student-centred funding for TVET education in the new model:
    • Funding is student-centred;
    • Funding is based on actual cost of the program;
    • Government Scholarship – an average of 58%;
    • Government Loan – an average of 32%;
    • Household contribution – an average of 10%.
  3. Distribution of scholarships and loans to distinct categories of TVET students:
    • Vulnerable: Scholarship 80%; Loan 20%; Household
    • Extremely Needy: Scholarship 70%; Loan 30%; Household
    • Needy: Scholarship 50%; Loan 30%; Household 20%.
    • Less Needy: Scholarship 32%; Loan 48%; Household 20%.
  4. Criteria for identification of students to be funded
    • Academic performance on KCSE
    • Affirmative action:
      • Marginalized as defined by Commission on Revenue Allocation (CRA);
      • Persons living with
    • Household income bands classified according to the monthly household incomes outlined below;
      • Vulnerable – 0;
      • Extremely Needy – 23,671 per month and below;
      • Needy – 23,672 to Ksh.70,000;
      • Less Needy – 70,001 to Ksh. 200,000.
    • National priority areas for Human Capital Development in the country. The following are some of the current Government national priority areas: Agriculture; Animal Health; Climate Change; Medicine; Environment; Technology; Engineering; Applied Sciences; Nutrition and Dietetics; Blue Economy,
  5. Determining Students’ level of need

The Means Testing Instrument (MTI) to scientifically determine students’ level of need assigns varied weights and scores students based on the following eight parameters:

  • Parent’s background – orphan, single parents, both parents,
  • Gender – male or
  • Course type – STEM, Arts, national priority area etc
  • Previous school type – private or
  • Expenditure on education – siblings in high school/tertiary
  • Family size and composition – number of children; polygamous/monogamous; age of
  • Marginalisation – students/institutions in marginalized counties
  • Disability – any form of
  1. Placement and Funding
    • Placement by Kenya Universities and Colleges Central Placement Service (KUCCPS) shall not be linked to funding of students. The Universities Act of 2012 Section 56 part 1 (a) to be emended
    • Admission of government-sponsored students harmonized to start in August/ September for uniformity and alignment to the Government Financial
  2. Access to funding by students
    • Actual programme cost shall be disclosed to the student during the application process on the KUCCPS portal;
    • Students will be eligible to apply for financial assistance including Government Scholarships, loans and bursaries upon receiving an admission letter from the respective University/ TVET;
    • All other funding and sponsorships provided by the National Government Constituency Development Fund, County Government and other sponsors to be centrally coordinated to avoid multiple funding of the same
  3. Universities to have diversified funding streams
    • Student financing: Scholarships/loans/bursaries;
    • Research funding;
    • Capital Infrastructure Grants;
    • Fee for services such as Consultancy
  4. Budget Policy Statement
    • Universities’ vote book budget line to be amended from the current 43 to one line referred to as – University Students Scholarships;
    • University Students Scholarships to be apportioned and disbursed by the Universities Fund as stipulated in the Universities Act,
  5. Review of the Model
    • The University funding policy and framework to be reviewed to determine fees for different categories of students: government sponsored, privately sponsored, and, foreign students;
    • Universities will be required to declare and publicise the actual cost of their programmes;
    • No public University shall levy additional charges or raise fees without the approval of the Universities Fund Board;
    • Kenya National Bureau of Statistics (KNBS) to provide input for reviewing the funding model every year.

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

Nzeluni Girls Secondary School is a girls’ only boarding Secondary School, located in Central Mwingi, Mwingi Town, Mwingi North Constituency in Kitui County; within the Eastern Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

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

NZELUNI 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.

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

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

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NZELUNI 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: Nzeluni Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 13339301
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 130 – 90400 Mwingi, Kenya
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
NZELUNI GIRLS SECONDARY SCHOOL’S BRIEF HISTORY

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

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

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

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BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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NZELUNI GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

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

NZELUNI GIRLS SECONDARY SCHOOL
NZELUNI GIRLS SECONDARY SCHOOL
NZELUNI GIRLS SECONDARY SCHOOL

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PHYSICS UNIFORM CIRCULAR MOTION REVISION QUESTIONS

UNIFORM CIRCULAR MOTION

  1. A light inextensible string of length L is fixed at its upper end and support a mass m at the other end. m is rotated at horizontal plane or radius r as shown. The maximum tension the string can withstand without breaking is 2N.  Assuming the string breaks when the radius is maximum, calculate the velocity of the mass when the string breaks, given that L 1.25m, and m= 0.1kg.
  2. The diagram below shows a mass m, which is rotated in a vertical circle. The speed of the mass is gradually increased until the string breaks. The string breaks when the mass is at its lowest position A and at a speed of 30ms-1. Point a is 5m above the ground.
  3. a) Show on the diagram.
  4. i) The initial direction of the mass at the point the string breaks.
  5. ii) The path of the mass from A until it strikes the ground at a point b.
  6. b) Calculate;
  7. i) The time the mass takes to reach the ground after breaking off.
  8. ii) The horizontal distance the mass travels before it strikes the ground.

iii) The vertical velocity with which the mass strikes the ground.

  1. State the principle by which a speed governor limits the speed of a vehicle.
  2. The rear wheel of a certain car has a diameter of 40cm. At a certain speed of the car, the wheel makes 7 revolutions per second. A small stone embedded in the tyre tread flies off initially at an angle of 450 to the ground. Determine the initial velocity of the pebble (take p = 22/7)
  3. a) Explain why a pail of water can be swung in a vertical circle without the water pouring out.
  4. b) A car of mass 1,200kg is moving with a velocity of 25m/s around a flat bend of radius 150m. Determine the minimum frictional force between the tyres and the road that will prevent the car from sliding off.
  5. a) The fig shows the diagram of a set up to investigate the variation of centripetal force with the radius r of the circle in which a body rotates. Describe how the set up can be used to carry out the investigation

 

 

 

 

 

 

 

 

 

 

  1. b) The table shows results obtained from an investigation similar to the one in part (a)
Mass, m(g) 60 50 40 30 20
Radius, r (cm) 50 41 33 24 16

 

  1. i) Plot a graph of force, F (y-axis) on the body against the radius r (in metre)
  2. ii) Given that the mass of the body is 100g, use the graph to determine the angular velocity.
  3. A small object moving in a horizontal circle of radius 0.2m makes 8 revolutions per second. Determine its centripetal acceleration.
  4. (a) Define the term angular velocity.

(b) A body moving with uniform angular velocity found to have covered an angular distance 170 radians in t seconds. Thirteen seconds later it is found to have covered a total angular distance of 300 radians. Determine t

(c) Fig. 8 shows a body of mass m attached to the centre of rotating table with a string whose tension can be measure. (This device for measuring the tension is not shown in the figure).

 

 

 

 

The tension, T, on the string was measured for various values of angular velocity,

The distance r of the body from the centre was maintained at 30cm. Table 1 shows the results obtained.

Table 1

Angular Velocity (rads -1) 2.0 3.0 4.0 5.0 6.0
Tension T (N) 0.04 0.34 0.76 1.30 1.96
  1. i) Plot the graph of T (y-axis) against W2
  2. ii) From the graph, determine the mass, m, of the body given that T= mw2r-C where C is a constant

iii) Determine the constant C and suggest what it represents in the set up.

  1. A child of mass 20kg sits on a swing of length 4m and swings through a vertical height of 0.9m as shown in the figure below.

 

 

 

 

 

 

Determine the:

  1. i) Speed of the child when passing through the lowest point.
  2. ii) Force exerted on the child by the seat of the swing when passing through the lowest point.
  3. a) State what is meant by centripetal acceleration?
  4. b) Figure 12 shows masses A, B and C placed at different points on a rotating table. The angular velocity, @ of the table can be varied.

 

 

 

 

 

 

  1. i) State two factors that determine whether a particular mass slides off the table or not.
  2. ii) It is found that masses slide off at angular velocities @A, @ @c of in decreasing order.
  3. c) A block of mass 200g is placed on a frictionless rotating table while fixed to the centre of the table by a thin thread. The distance from the centre of the table to the block is 15cm. If the maximum tension the thread can withstand is 5.6N, determine the maximum angular velocity the table can attain before the thread cuts.

 

  1. Find the maximum speed with which a car of mass 100kg can take a corner of radius 20m if the coefficient of friction between the road and the tyres is 0.5.
  2. An object of mass 0.5kg is rotated in a horizontal circle by a string 1m long. The maximum tension in the string before it breaks is 50N. Calculate the greatest number of revolutions per second the object can make.
  3. An astronaut is trained in a centrifuge that has an arm length of 6m. If the astronaut can stand the acceleration of 9g. What is the maximum number of revolutions per second that the centrifuge can make?
  4. A small body of 200g revolves uniformly on a horizontal frictionless surface attached by a cord 20cm long to a pin set on the surface. If the body makes two revolutions per second. Find the tension of the cord.
  5. A circular highway curve on a level ground makes a turn 900. The highway carries traffic at 120km/h. Knowing that the centripetal force on the vehicle is not to exceed 1/10 of its weight, calculate the length of the curve.
  6. A turntable of record player makes 33 revolutions per minute. What is the linear velocity of a point 0.12m from the center?
  7. An object 0.5kg on the end of a string is whirled around in a vertical circle of radius 2m, with a speed of 10m/s. What is the maximum tension in the string?
  8. a) Define centripetal force.
  9. b) A particle revolves at 4 HZ in a circle of radius 7cm.Calculate its.
  10. i) Linear Speed.
  11. ii) Angular velocity.   (Take
  12. c) A 150g mass tied to a string is being whirled in a vertical circle of radius 30cm with uniform speed. At the lowest position, the tension in the string is 9.5N.Calculate,
  13. i) The speed of the mass.
  14. ii) The tension in the string when the mass is at the uppermost position of the circular path. (Take g = 10m/s2).
  15. a) Define angular velocity.
  16. b) Figure 6 shows an object of mass 2.0 kg whirled in a vertical circle of radius 0.7m at a uniform speed of 50ms-1

Figure 6

(i)        Determine:

I           the centripetal force on the object.

II          the tension in the string when the object is at A.

III        the tension in the string when the object is at B

(ii)       The speed of rotation is gradually increased until the string snaps. At what point is the string likely to snap? Explain

  1. c) A centrifuge is used to separate cream from milk. A particle of cream has a smaller mass than a particle of milk. Explain how the centrifuge does the separation.
  2. (a) The figure below shows an object of mass 0.2kg whirled in vertical circle of radius 0.5m at uniform speed of 5m/s

 

Determine the tension in the string at

(i) Position A

(ii) Position B

(iii) At what point is the string likely to cut. Explain

  1. (a) Define the term angular velocity

(b) A body moving with uniform angular velocity is found to have covered an angular distance of 170 radians in t seconds. Thirteen seconds later it is found to have covered a total angular distance of 300 radians. Determine t.

(c) The figure below shows a body of mass m attached to the centre of rotating table with a string whose tension can be measured

 
 

 

 

 

 

 

 

The tension, T, on the string was measured for various values of angular velocity. The distance r of the body from the centre was maintained at 30cm. the table below shows the results obtained

Angular velocity (rad s-1) 2.0 3.0 4.0 5.0 6..0
Tension, T (N) 0.04 0.34 0.76 1.30 1.90
(Angular velocity)2 2          
  • Complete the table above

(ii)       Plot the graph of T (y-axis) against 2

  • From the graph, determine the mass, m, of the body, given that T = m2r – c, where c is a constant.
  • Determine the constant c and suggest what it represents.
  1. The setup in figure 5 below shows a 50g mass being whirled on a horizontal circular path and balanced by hanging mass M.

Figure 5

Rotich used the above setup to investigate the variation of periodic time, T and the radius, r of the path of the 50g mass and obtained the result shown in the table 1.

Radius, r (m) 0.50 0.41 0.33 0.24 0.16
Periodic time, T (s) 0.99 0.90 0.81 0.69 0.56
T2 (s2)          

 

(a)       Complete the table

(b)       Use table 1 above to draw the graph of T2 against r on the grid provided

(c)      From the equation , determine from the graph the value of the force, F that keeps the 50g mass in the horizontal circular path (i.e m = 50g)

  1. a) Distinguish between centripetal  and centrifugal  force
  2. b) The figure shows a motor  used by a student  in the laboratory  to investigate  the variation  of speed  and force  on a 10.0 kg  mass kept  at a fixed  distance  r from  the centre  of the rotation

 

 

 

 

 

 

 

 

 

 

The speed corresponding forces were entered in the table as shown below.

 

V2(M/S2) 0.2 0.4 0.8 1.4 2.2 3.0 3.4 3.6
F(N) 0.6 1.2 2.4 4.08 6.48 8.90 10.0 10.7

 

On the grid provided , plot  a graph  of F (y- axis ) against  v

  1. ii) calculate the slope of the graph

iii) Given that F = mv 2 find  the radius of the rotor

r

  1. State two factors that affect the centripetal force on a body dencibly  circular  motion
  2. a) A body in a uniform circular motion experience acceleration despite having          constant  Explain                                                                                      (2mk)
  3. A car travelling with uniform speed on a level circular path is likely to experience         skidding experience                                                                               (2 mk)
  4. The figures below shows a 40g wooden block being whirled with uniform speed in a horizontal circular path of radius . If it takesseconds to describe an area of length

 

Figure 6

  • Identify the forces acting on the wooden block
  • Determine the linear velocity of the block
  • Determine the centripetal force
  1. An object of mass 0.5kg is attached to one end of a light inextensible string and whirled in a vertical circle of radius 1.0m and centre O as in figure 8

If the tension on the string when the object is at the lowest position, A is 13.0N

Calculate;

  • The velocity V of the object
  • The tension on the string when the object is at the highest point C of the circle
  • Explain why a pail of water can be swung in a vertical circle without the water pouring out
  1. A string of negligible mass has a metal ball tied at the end of the string 100cm long and the ball has a mass of 0.04kg. The ball is swinging horizontally, making 4 revolutions per second.

Determine;

  1. a) the angular velocity in radian/second
  2. b) the angular acceleration
  3. c) The tension on the string
  4. d) The linear velocity

(b)      A centrifuge is used to separate three liquid by rotating it in circular path

Arrange the density of the liquids in descending order (highest to lowest)

  1. a) Define angular displacement.
  2. b) A stone having a mass of 1.5 kg is whirled round on the end of a string in a horizontal circle as shown below. The speed of the stone is V m/s and the radius of the circle is 0.8m.

 

 

 

            Calculate:

(i)        The tension, T in the string given that it makes an angle of 37° with the horizontal

plane of the circle.

(ii)       The value, of the velocity, V.

(iii)      The periodic time, T, of the motion.

  1. c) In circular motion, there is acceleration and yet the speed is constant.

Explain.

  1. a) Explain why the moon is said to be accelerating when revolving around the earth at constant speed
  2. b) When is a satellite said to be in a “parking orbit”?
  3. c) A mass of 0.5kg is rotated by a string at a constant speed V in a vertical circle of radius 1m. The maximum tension in the string is 50N.
  4. i) Indicate on the diagram in figure 11 the positions for the maximum tension(1mk)

Figure 11

 

  1. ii) Write an expression for this maximum force experienced

iii)       Use your expression to determine the value of V

  1. iv)       Hence determine the minimum tension in the string
  2. (a) Distinguish between angular and linear velocity.

(b) Explain why bodies in circular motion undergo acceleration even when their speed is constant.

  • A particle moving along a circular path of radius 5cm describes an arc length of 2cm every second. Determine:-
    1. Its angular velocity.
    2. Its periodic time.
  • A stone of mass 40g is tied to the end of a string 50cm long and whirled in a vertical circle at 2 revolutions per second. Calculate the maximum tension in the string.
  • The figure below shows a container with small holes at the bottom in which wet clothes have been put.

 

 

 

 

 

 

 

 

 

When the container is whirled in air at high speed, it is observed that the clothes dry faster. Explain how the rotation of the container causes the clothes to dry. (3 mks)

  1. a) Define the term angular velocity
  2. b) The diagram below shows a spring tied to an object of mass M and made to rotate in a circular path of radius r.

Figure 9

Fig 9

  1. i) What provides the force that keeps the object moving in the circle
  2. ii) The speed of the object is constant, why is there acceleration

iii)       Although there is a force acting on the object, no work is done on the object. Explain

  1. iv) If the object is whirled faster and faster, what will happen to the

reading of the spring balance. Give an explanation for your answer

  1. c) The object used above of mass 0.5kg is then whirled in a vertical circle at 5m/s as shown in the figure below.

Figure 10

Fig 10

Calculate the tension in the string when the object is at the position shown

  1. Figure 9 shows a pail of water being swung in a vertical circle.

    

                 Fig. 9

 

 

 

 

 

 

 

 

 

Explain why the water does not pour out when the pail is at position A as shown.

  1. a) State two important factors to be considered when setting the banking angle of a road.
  2. b) A ball of mass 2kg is whirled a the end of a string in a horizontal circular path at a Speed of 5ms-1. if the string is 2.0m long find.
  3. i) the angular velocity of the
  4. ii) the tension in the string.

(b) In an experiment to investigate the relationship between centripetal force (F) and angular velocity (w) for a body of mass 2 kg moved in a circle of diameter 120cm ,the graph below was drawn

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Determine the linear velocity when the centripetal force is 5N.

  1. c) (i) The figure below shows a ball being whirled in a clockwise direction in a vertical plane.

Sketch on the figure the path followed by the ball if the strings cuts when the ball is at position A.

 

 

 

 

 

 

 

 

(ii) A body having uniform motion in a circular path is always accelerating. Explain.

  1. d) (i) The figure below shows a trolley moving on a circular rail in a vertical plane. Given that the mass of the trolley is 250g and the radius of the rail is 1.5m

 

 

 

 

 

 

 

 

 

 

 

(i)  Determine the minimum velocity at which trolley passes point X.

(ii) If the trolley moves with a velocity of 4m/s as it passes point Z, Find

Find

(I) angular velocity at this point

(II) The force exerted on the rails at this point.

  1. (a) A stone of mass 450g is rotated in a vertical circle at 3 revolutions per second. If the string has a length of 1.5m, determine:

(i) The linear velocity.

(ii) The tension of the string at positions A, and B

A

Fig.2

 

 

O

 

 

 

 

 

 

(b) A stone is whirled with uniform speed in horizontal circle having radius of 10cm. it takes the stone 10 seconds to describe an arc of length 4cm.

(i) The angular velocity ω.

(ii) The period time T.

(c) State two factors affecting centripetal force.

  1. (a) Define the term angular velocity

(b) The graph below was obtained when an experiment to investigate the variation of the centripetal force, F, with the radius, r of the circle on which a body rotates was performed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

From the graph, determine the angular velocity, w of the body given that m = 100g and

F = mw2r + c where c is a constant.

(c) Explain why the moon is said to be accelerating when revolving around the earth at

constant speed.

(d) Figure 7 below shows a ball whirled in a clockwise direction in a vertical plane.

Fig 7

 

 

 

 

 

 

 

 

(i) Sketch on the diagram above (fig. 7), the path followed by the ball if the string cuts when the ball is at position Q.

(ii) State two ways in which the centripetal force on the ball in its circular motion, would be

reduced.

  1. The figure below shows the path of a stone attached to a string whirled in a space in a horizontal circle.

 

 

 

 

 

 

 

Sketch on the diagram the path the body follows if the string breaks when the body is at the position shown.

  1. a) A body moving in a circular path at constant speed is said to be accelerating.
  2. b) Figure 10 below shows a bucket filled with water moving round in a vertical circular path of radius 1m

 

 

 

 

 

 

 

Fig 10

If the mass of water is 5kg and the speed of the bucket is 20m/s;

  1. i) Explain why the water is not falling down when the bucket arrives at point C of the Circular path.
  2. ii) What is the net force on water at point C.?

iii)   Show by calculation that this net force is greater at point A than at point C.

  1. iv) Calculate the value of the angular velocity
  2. (a) A stone is whirled in a vertical circle as shown in figure 8 below. A, B,C and D are various positions of the stone in its motion.
A  

 

B   

 

 

D  
w

    Fig. 8

 

C

 

 

 

 

The stone makes 2 revolutions per second in a circle of radius 0.4m, and has a mass of 100g.

(i) Calculate:

I The angular velocity

II The centripetal force

(ii) At C where the stone has acquired a constant angular speed, the string cuts. On the same diagram (figure 8), sketch the path of the stone.

(iii) The stone takes 0.5 seconds to land on the ground. How high is point C above the ground.

(iv) How far does it travel horizontally before hitting the ground.

(b) A bullet of mass 200g traveling at a velocity of 600m/s hits a bag of sand of mass 29.8 kg hanging from a support as shown in figure 9 below. The bullet embeds itself in the sand and the bag swings to the right and rises through a vertical height, h (cm).

Calculate the vertical height, h that the bag and the bullet rises.

 

 

 

 

Bullet

 

 

 

  1. A lead shot of mass 40g is tied to a string of length 70cm. It is swung vertically at 5 revolutions per second.

(a) Determine;

(i)Periodic time

(ii) Angular velocity

(iii) Linear velocity

(iv) Maximum tension in the string.

(b) The figure 5 below shows a container with small holes at the bottom in which wet clothes have been put. When the container is whirled in air at high speed as shown, it is observed that the clothes dry faster. Explain how the rotation of the container causes the clothes to dry faster.

 

 

 

 

Holes

Fig 5

 

 

Wet clothes
Container

 

 

 

 

 

  1. a) (i) Differentiate between centripetal and centrifugal forces.

(ii) What provides the centrifugal force needed to make a car travel round in a bend of unbanked road?

(b) Below is a diagram of an aircraft of mass 2000kg together with the pilot performing some air maneuvers in a vertical plane.

 

 

 

 

 

 

If the radius of the circular path is 40m and the aircraft is moving at a velocity of 200ms-1. Calculate

(i) The external force F1 provided by the air at point C.

(ii) The external force F2 provided by the air at point B.

(c) (i) Define dynamic lift.

(ii) A horizontal pipe of radius 2.0cm. At one end, gradually increases in size so that its radius is 5 cm at the other end. Water is pumped into the smaller end at a velocity of 8.0ms-1. Find the velocity of water at the wider end.

  1. a) State 2 factors that affect the magnitude of centripetal force of an object moving a long a curved path.
  2. b) A stone is tied to a light string of length 0.5m if the stone has a mass of 20g and is swung in a vertical circle with a uniform angular velocity of 6 revolutions per second determine:
  3. i) The period, T
  4. ii) The tension of the string when the stone is at

(I)     bottom of the swing

  1. II) The top of the swing

III)    Linear velocity

  1. The figure 2 below shows a body of mass 1000Kg which moves along a circular path in vertical plane.

If the radius of the circular path is 10m and the body moves with a velocity of 200ms-1, calculate the force which acts on the body at point C.

  1. a) Define angular velocity.
  2. b) Figure 6 shows an object of mass 2.0 kg whirled in a vertical circle of radius 0.7m at a uniform speed of 50ms-1

Figure 6

(i)        Determine:

I           the centripetal force on the object.

II          the tension in the string when the object is at A.

III        the tension in the string when the object is at B

(ii)       The speed of rotation is gradually increased until the string snaps. At what point is the string likely to snap? Explain

  1. c) A centrifuge is used to separate cream from milk. A particle of cream has a smaller mass than a particle of milk. Explain how the centrifuge does the separation.
  2. (a) The figure below shows an object of mass 0.2kg whirled in vertical circle of radius 0.5m at uniform speed of 5m/s

 

Determine the tension in the string at

(i) Position A

(ii) Position B

(iii) At what point is the string likely to cut. Explain

  1. A wooden block mass 200g is placed at distance of 9cm from the centre of a turn table. When the turn table is rotated at a constant angular velocity the block begins to slide off the table. If the frictional force between the block and the turn table is 0.8N, determine:
  2. a) (i) The linear speed of the block.

(ii)       the angular velocity of the turn table.

(c)       Explain why a body moving with uniform speed in circular motion is said to accelerate.

(b)       An object of mass 0.5kg is attached to one end of a light inextensible string and whirled up in vertical circle of radius 1.0m and centre 0 as shown in figure below such that the lowest point A is at the height of 4 m from the ground.

If the tension on the string when the object is at the lowest point A is 13.0N, calculate.

(i)       The velocity V of the object.

(ii)      The tension on the string when the object is at the

(i) Highest point C of the circle.

(ii)       Point B of the circle.

(iii)     If the string was to break when the objects is at the lowest point A of the circle. Sketch on the diagram the path traced by the object until it hits the ground.

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FORM 4 KISWAHILI SCHEMES OF WORK PDF

AZIMIO LA KAZI

KIDATO CHA NNE

MUHULA WA I

          ASILIA

  1. KLB
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi

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JUMA KIPINDI  

SOMO

 

SHABAHA

 

MBINU

 

VIFAA

 

ASILIA

 

MAONI

1 4-6 KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO  
2 5-6 Fasihi

Hadithi fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na lugha

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
3 1 Kusikiliza na kuzungumza

Fasihi simulizi na fasihi andishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuweza kubainisha sifa za fasihi simulizi na fasihi andishi pamoja na tofauti, aidha tanzu zake

 

Majadiliano

Kuuliza na kujibu maswali

 

Jedwali

Utendaji wa wanafunzi

C. Kuhenga

Fasihi simulizi na tamathali za usemi

KLB BK 4 UK 4-19

Chem BK 4 UK 4

 
  2 Isimu Jamii

Maana, lugha na mawasiliano

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana ya isimu jamii, umuhimu wake, maana ya lugha, dhima na uhusiano kati ya mawasiliano na lugha

 

Kujadiliana

Kusikiliza

Kuuliza maswali

 

Vifaa halisi

Picha na michoro

 

I.I Odeon a M. Geoffrey

Fani ya isimu jamii UK 1-8

 
  3 Sarufi

Vivumishi, ngeli za majina na upatanishi wake

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvibainisha vivumishi vya sifa, vionyeshi, idadi na kuvitumia pamoja na ngeli mbalimbali katika sentensi

 

Kuuliza

Kusikiliza

Kujibu maswali

 

Jedwali, kadi zenye vivumishi vya sifa vionyeshi na idadi

 

Chem BK4 UK 102

KLB BK4 UK 26-27

Nkwera: Fasihi na sarufi UK 28

 
  4 Kusoma

Matangazo

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa sauti matangazo kwa ufasaha na utaratibu tofauti

Kuyatofautisha matangazo hayo

 

Kutafuta matangazo mbalimbali

Kubainisha sifa zake

 

Nakala za matangazo ya redio nay a kuandikwa

 

Chem. UK 102

KLB BK4 UK 26

 
  5 Kuandika

Barua rasmi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua sehemu muhimu za kuzingatia na kuzitilia maanani ili kuweza kutunga barua nzuri ipasavyo

 

Maelezo, kujadiliana na kuandika barua

 

Nakala za barua rasmi

 

Chem. UK 32

KLB BK4 UK 8-15

Mwongozo wa uandishi wa insha

 
  6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti ya hadithi, dhamira, maudhui, lugha na wahusika katika hadithi

 

 

 

Kujadiliana

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
4 1 Kuandika insha ya methali Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha maana bayana na batini, visa katika kubuni insha inavyostahiki

 

Utendaji wa wanafunzi

 

Mifano ya insha za methali

 

Chem. UK 66

KLB BK4 UK 28-29,

16-17

 
  2 Kusikiliza na kuzungumza Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuelewa taarifa, kudondoa mambo muhimu kwa kuzingatia matamshi bora na lugha

 

Utendaji wa wanafunzi

Kuuliza na kujibu maswali

Majadiliano

 

Vifaa halisi

Picha na michoro

 

Tuki: kamusi sanifu

KLB BK4 UK30-32

 
  3 Sarufi

Nomino/jina

Kufika mwisho wa funzo mwanafunzi aweze;

Utambuzi wa aina mbalimbali za nomino, kuzitolea mifano katika sentensi sahihi

 

Kusikiliza

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 5

KLB BK4 UK 32-35

F.V. Nkwera

 
  4 Kusoma kwa mapana

Magazeti

Kufika mwisho wa funzo mwanafunzi aweze;

Kuwa staid katika usomaji

Kuzingatia matamshi bora

Kudondoa hoja za kitaifa na kimataifa na zinazohusiana na janga la ukimwi

 

Majadiliano na usomaji wa magazeti

 

Taifa Leo

Majira

Majarida Ya Kiswahili

Katika maktaba

 

Magazeti ya magktaba

KLB BK4 UK 35-37

 
  5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui na wahusika katika hadithi fupi

 

Kujadiliana

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
5 1 Kuandika

Muhtasari

Kufika mwisho wa funzo mwanafunzi aweze;

Uzingativu wa kanuni za muhtasari

Kudondoa hoja muhimu bila kubadili maana na kuandika muhtasari

 

Kusoma makala

Kudondoa hoja muhimu na kuandika muhtasari

 

Fungu la ufupisho

 

KLB BK4 UK 37-38

Tuki

Kamusi sanifu

 
  2 Kusikiliza na kuzungumza:

Mtandao

Kufika mwisho wa funzo mwanafunzi aweze;

Kuweza kuwasiliana kwa mtandao na kutambua istilahi zinazohusiana na mtandao

 

Majadiliano

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 137

KLB BK4 UK 39-41

Tuki

Kamusi sanifu

 
  3 Sarufi

Vitenzi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvitanbua na kutaja aina zake na kuweza kuvitungia sentensi

Kutambulisha vitenzi

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 39

KLB BK4 UK 43-46

 

 
  4 Kuandika

Memo

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambulisha aina mbalimbali za meme na kuandika ujumbe kwa kutumia meme

 

Maswali

Majadiliano

Kujibu maswali

 

Tarakilishi

Rununu

Nukilishi

 

Chem. UK 78

KLB BK4 UK 46-50

 
  5 Isimu Jamii

Hadhi na chimbuko la lugha ya Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kuweza kuelewa hadhi ya lugha ya Kiswahili na chimbuko la lugha hii katika upwa wa pwani ya Afrika mashariki

 

Majadiliano

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 9-21

 
  6 Fasihi

Hadithi fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na matumizi ya lugha

 

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
6 1 Kusikiliza na kuongea

Methali na misemo

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi sahihi, kuelewa maana, methali zilizo sawa na zenye maaana kinzani

 

Majadiliano

Kuuliza na kujibu maswali

 

Vinasa sauti

Picha na michoro

 

Kamusi ya methali

Kamusi ya misemo

 
  2 Kusoma kwa ufahamu

Haki za binadamu

Kufika mwisho wa funzo mwanafunzi aweze;

Matamshi sahihi, kuelewa maana, msamiati ili kuweza kujibu maswali ipasavyo

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki

Kamusi sanifu

KLB BK4 UK 56-58

 
  3 Sarufi

Viwakilishi

Kufika mwisho wa funzo mwanafunzi aweze;

Aina za viwakilishi zitambulishwe na ziweze kutumika katika umoja na wingi ipasavyo katika mwasiliano

 

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 17

KLB BK4 UK 58-60

Oxford BK4 UK

 
  4 Isimu Jamii

Dhana ya lahaja za Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa dhana ya lahaja za Kiswahili, zinakotumika na lafudhi zake ipasavyo

Majadiliano

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 27-32

 
  5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa ipasavyo

 

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
7 1 Kuandika

Tahakiki

Kufika mwisho wa funzo mwanafunzi aweze;

Utambuzi wa vipengele vya tahakiki na kuvitumia ipasavyo katika zoezi la kutahakiki taarifa

 

Kusikiliza

Kuuliza maswali

Kujadiliana

 

Tamthilia

Riwaya

Diwani ya ushairi na hadithi fupi

 

KLB BK4 UK 75-78

Rejea zote

 
  2-3 Fasihi

Hadithi fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui mbinu za kisanaa na wahusika katika hadithi fupi

 

Kujadiliana

Kuuliza

Kujibu maswali baada ya hadithi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
  4 Kusikiliza na kuongea

Mafumbo

Kufika mwisho wa funzo mwanafunzi aweze;

Kuimarisha matamshi bora

Kunoa akili

Kumakinika katika ufumbuzi na utatuzi wa matatizo/mafumbo

 

Kushiriki katika ufumbuzi

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 71

KLB BK4 UK 79-81

 
  5 Fasihi simulizi

Lakabu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi bora

Kuwa watambuzi na wachunguzi ili kuweza kuunda na kutumia lakabu ipasavyo

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na bango lenye picha

 

Chem. UK 60

KLB BK4 UK 79-81

 
  6 Kusoma

Viwanda

Kufika mwisho wa funzo mwanafunzi aweze;

Kusomakuimarisha matamshi bora na kuweza kuujua na kuutumia ipasavyo

Kujibu maswali ipasavyo

 

Kusoma

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Tuki

Kamusi sanifu

KLB BK4 UK 84-88

 
8 1 Sarufi

Viunganishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvitambua na kuvitumia kwa usahihi katika mazungumzo na pia kwenye sentensi ipasavyo

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Jedwali

Vifaa halisi

Picha na bango lenye picha

 

F.V Nkwera

Sarufi na Fasihi

Chem. UK 97

KLB BK4 UK 88-89

 
  2 Kusoma

Wavuti

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora

Kutambua maana ya wavuti na istilahi zake na kuzitumia ipasavyo

 

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki

Kamusi sanifu

KLB BK4 UK 89-91

 
  3 Kuandika

Simu na Memo

Kufika mwisho wa funzo mwanafunzi aweze;

Kudurusu kuhusu sehemu muhimu za simu, memo na kuzibainisha ili kuweza kudhihirisha matumizi yake ipasavyo katika mtungo

 

Kusikiliza

Kuuliza na kujibu maswali

Kutunga mtungo

 

Vifaa halisi

Picha na bango lenye picha

 

Chem. UK 193

KLB BK4 UK 91-93

Mwongozo wa insha

 
  4 Isimu Jamii

Usanifishaji wa Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa sababu na jinsi Kiswahili kilivyosanifishwa baada ya kumaizi maana ya usanifishaji

Kujadiliana

 

Majadiliano

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 33-37

 
  5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
9 1 Kusikiliza na kuongea

Bungeni

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi bora

Kustawisha mawasiliano na itifaki, aidha istilahi sahihi za bunge

 

Kusoma kwa sauti

© Education Plus Agencies

Kujadiliana

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Chem. UK 61

KLB BK4 UK 94-97

 
  2 Kusoma

Kumbukumbu za mkutano

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora, kuelewa msamiati, kumudu kuandika kumbukumbu za mkutano ipasavyo

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Nakala za kumbukumbu za mkutano

 

Chem. UK 169

KLB BK4 UK 97-99

 
  3 Sarufi

Vielezi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua aina mbalimbali za vielezi na kuvitumia katika sentensi na mawasiliano

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Chati ya vielezi

Utendaji wa wanafunzi

 

Chem. UK 75-76

KLB BK4

UK 100-101

Nkwera 24-26

 
  4-6 LIKIZO FUPI  
10 1-2 LIKIZO FUPI  
  3 Kusoma

Riwaya teule

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuelewa mambo yahusuyo riwaya, kujadili maudhui, kiini, wahusika na mbinu za kisanaa na za lugha

 

Kusoma

Kujadiliana

 

Vitabu vya riwaya (hadithi)

 

Chem. UK 55, 65

KLB BK4 UK 102

 
  4 Isimu Jamii

Maendeleo ya Kiswahili nchini Kenya

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili imepiga nchini Kenya ipasavyo

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 38-51

 
  5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
11 1 Sarufi

Vihusishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha aina mbalimbali za vihusishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano

 

Kusikiliza

Kutunga sentensi

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 108

KLB BK4 UK 110

 
  2 Sarufi

Vivumishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha aina mbalimbali za vivumishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano

 

Kusikiliza

Kutunga sentensi

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 108

KLB BK4 UK 110

 
  3 Isimi Jamii

Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 52-58

 
  4 Isimi Jamii

Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 52-58

 
  5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
12 1 Kusoma

Mashairi huru

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha tofauti ya mashairi, arudhi na huru

Kuyachambua bila utatanishi

 

Kukariri shairi

Kusikiliza

Kuuliza na kujibu maswali

 

Makala ya majarida ya kiswahili

 

Chem. UK 113, 173

KLB BK4 UK 114

Tuki: Kamusi sanifu

 
  2 Kuandika

Utungaji wa kisanii

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia kanuni za utunzi wa mashairi huru na kuweza kutunga mashairi mazuri

Kusikiliza

Kuuliza maswali

Kuweza kutunga mashairi mazuri yaliyo na maudhui

 

Mifano ya mashairi huru

 

Chem. UK 173

KLB BK4 UK 114

Mwongozo wa utunzi

 
  3 Sarufi

Vihisishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha aina mbalimbali za vihisishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano

 

Kusikiliza

Kutunga sentensi

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 213

KLB BK4

UK 110-111

Nkwera

 
  4 Kusikiliza na kuzungumza

Mjadala

Kufika mwisho wa funzo mwanafunzi aweze;

Mada ya mjadala

Kuigiza mazungumzo na kuweza kuwasilisha hoja kwa ufasaha

 

Kujadiliana na kuelekezwa

 

Chati

Mchoro na picha

 

KLB BK4

UK 115-117

 
  5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

 
13 1 Kusoma

Utandawazi

Kufika mwisho wa funzo mwanafunzi aweze;

Kukuza ustadi wa kuso,a kwa ufasaha

Kujadili msamiati na kuutumia katika sentensi

 

Kusikiliza

Kuuliza na kujibu maswali

 

Ramani ya ulimwengu

Michoro na picha

 

Chem. UK 160

KLB BK4

UK 117-119

Tuki: Kamusi sanifu

 
  2 Sarufi

Mwingiliano wa maneno

Kufika mwisho wa funzo mwanafunzi aweze;

Kuyatambua maneno/istilahi ziundazo sentensi na kuzitumia ipasavyo kwa ufasaha

 

Kuitunga sentensi

Kuuliza na kujibu maswali

Kufanya zoezi

 

Chati na michoro

 

KLB BK4 UK 76-77

 
  3 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kushiriki katika kutoa mchango/hoja za kujibu swali lolote katika nyanja yoyote ya fasihi

Kujadiliana

Kuuliza na kujibu maswali

Kushiriki kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Maswali ya kudurusu ya riwaya, tamthilia, ushairi na hadithi fupi

 
  4 Ushairi

Bahari/aina za ushairi

Kufika mwisho wa funzo mwanafunzi aweze;

Kudfurusu kwa kukumbuka na kutaja ainana sifa za bahari hizi za ushairi

Kuchambua ushairi ipasavyo na kutambulisha bahari yake

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Mashairi

 

E. Kezilahabi

Kunga za Ushairi

Malenga wa Ziwa kuu

 
  5-6 Isimu Jamii

Changamoto zinazokabili Kiswahili nchini na mikakati ya kuimarisha

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha mikakati inayokikabili Kiswahili kwa sasa nchini Kenya

Kujadiliana na pia kubainisha mikakati ya kuzitatua

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 52-55

 
14 1 Kusikiliza na kuzungumza

Matamshi bora (kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka irabu na konsonanti vizuri ipasavyo na kuweza kuzitambulisha

Kutamka

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. BK1 UK 3-8

KLB BK1 UK 16

Oxford BK1 UK 1-3

 
  2 Kusikiliza na kuzungumza

Matamshi bora (kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha ala za kutamkia, irabu zinakotamkwa hali kadhalika konsonanti

Kutambulisha aina za konsonandi

 

 

Kutunga sentensi sahihi

 

Vifaa halisi

Picha na michoro

 

Chem. BK1 UK 3-8

KLB BK1 UK 16

Oxford BK1 UK 1-3

 
  3 Sarufi

Kuakifisha

(kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha alama za kuakifisha na kuweza kuzitumia ipasavyo katika maandishi

 

Kusikiliza

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. BK1 UK 20,37,69,92,131,138,

180,196

KLB BK1 UK 22-23

 
  4 Isimu Jamii

Sajili katika muktadha isiyo rasmi

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza na kuelewa

Kubainisha sajili na sifa za lugha ya nyumbani, hospitali,  sokoni, mkahawani na mazungumzo ya kawaida

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 88-92

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
15   MITIHANI  

 

AZIMIO LA KAZI

KIDATO CHA NNE 

MUHULA WA II

            ASILIA

  1. KLB
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi
JUMA KIPINDI  

SOMO

 

SHABAHA

 

MBINU

 

VIFAA

 

ASILIA

 

MAONI

1 3-6 KUFUNGUA  
2 1 Kusoma kwa Mapana Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa ufasaha na kueleza nafasi ya Kiswahili katika utandawazi

Majadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Ramani ya dunia

Makala yanayohusu utandawazi

KLB BK 2

UK 121-123

Makala magazetini

Tuki: Kamusi sanifu

 
  2 Kuandika

Utungaji wa kuiamilifu

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua sehemu muhimu za hotuba na kuweza kutunga insha kwa kuzizingatia

 

Kuhotubia

Kujadiliana

Kufanya zoezi

 

Nakala za hotuba

Vinasa sauti

 

KLB BK4 UK

123-124

Mwongozo wa mwalimu

 
  3 Sarufi

Mwingiliano wa maneno

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua istilahi ziundazo sentensi na kutambua nafasi zake katika sentensi pia kuzitumia kwa ufasaha

 

Kutunga sentensi

Kuuliza na kujibu maswali

 

Chati na michoro

 

KLB BK4 UK 76-77

Chem BK4 UK 76-77

 
  4 Kusikiliza na kuzungummza

Miriga

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi bora ya lugha, kutaja miriga, umuhimu wake na mafunzo katika jamii

 

Kusikiliza

Kuuliza maswali na kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

I. Ikarabati

KLB BK4 UK 80

 
  5 Isimu Jamii

Mazungumzo ya kawaida nay a biashara

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa sifa, lugha na matumizi ya sajili ya mazungumzo ya kawaida nay a biashara

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK

I. Ikarabati UK 77-82

 
  6 Fasihi simulizi

Utani

Kufika mwisho wa funzo mwanafunzi aweze;

Kwa kuzingatia matamshi bora kueleza ain za utani na kuweza kuzitumia ipasavyo katika mazungumzo

 

Kusimilia visa

Kuigiza na kufanya zoezi

 

Kinasa sauti

KLB BK4

UK 158-160

Hellenistic Publishers

Mwongozo wa fasihi simulizi

 
3 1 Isimu Jamii

Kusoma kwa mapana

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kueleza sifa na sajili ya lugha ya madukani nay a sokoni

Kubainisha tofauti ya sajili hizo

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK

I. Ikarabati UK 82-86

 

 

 
  2 Fasihi Simulizi

Mighani

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa, kueleza na kutaja mighani mbalimbali na mafunzo yake katika jamii

 

Kujadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mwongozo wa mwalimu

KLB BK4 UK 125

Chem BK4 UK 162

 
  3 Kusoma

Vinyago vya Bosi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka maneno ipasavyo

Kuelewa msamiati

Kushiriki katika mjadala na kutumia msamiati huu kwa ufasaha

 

Kusoma

Kujadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki: kamusi sanifu

Mwongozo wa mwalimu

KLB BK4

UK 125-129

 
  4 Sarufi

Miundo ya sentensi za Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana ya sentensi, KN, KT na kuweza kuzingatia sehemu hizo za sentensi

 

Maelezo

Kuuliza na kujibu maswali

 

Jedwali

Michoro

Makala mbalimbali

 

F.V Nkwera

KLB BK4 UK 131

Chem BK4

UK 188-189

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
4 1 Isimu Jamii

Sajili ya nyumbani na hospitalini

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kueleza sifa na sajili ya lugha ya nyumbani na hospitalini

Kubainisha tofauti za kipekee za sajili hizo

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 88-92

 

 
  2 Fasihi Simulizi

Visakale

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa, kueleza na kutaja visakale mbalimbali na mafunzo yake, umuhimu wake katika jamii

 

Masimulizi

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

Kanda za kunasia sauti

 

KLB BK4 UK 125

Chem BK4 UK 164

I. Ikarabati UK

 

 
  3 Kusoma

Wajibu wa Kiswahili kitaifa na kimataifa

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kujadili na kutaja nafasi ya Kiswahili kama lugha ya kitaifa na kimataifa

 

Kusoma

Kusikiliza

Kujibu maswali

 

Makala mbalimbali na vinasa sauti

 

Mwongozo wa mwalimu

KLB BK4

UK 131-134

 
  4 Kuandika

Insha ya masimulizi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuandika kwa unadhifu masimulizi kwa kuzingatia mantiki katika kufafanua vipengele vya insha

 

Kusikiliza

Kusimulia

Kuchambua vipengele

Kufanya zoezi

 

Nakala za masimulizi mbalimbali

 

Mwongozo wa mwalimu

KLB BK4 UK 134

Chem BK4 UK 219

 

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
5 1 Isimu Jamii

Maabadini na mahakamani

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kueleza sifa na sajili ya lugha ya maabadini na mahakamani

Kubainisha tofauti za kipekee za sajili hizo

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 95-98

 

 
  2 Kusikiliza na Kuzungumza

Hotuba

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzitambulisha na kujadili sehemu za hotuba kwa kuzingatia matamshi bora

 

Majadiliano

Maigizo

Kufanya zoezi

 

Itendaji wa wanafunzi darasani

Mwongozo wa mwalimu

KLB BK4

UK 135-136

Chem BK4 UK 90

 
  3 Kusoma

Uvumbuzi

Kufika mwisho wa funzo mwanafunzi aweze;

Kukuza staid za kusoma kwa matamshi bora

Kujadiliana msamiati na kutumia ipasavyo katika sentensi

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi katika vikundi

 

Utendaji wa wanafunzi

 

F. Nkwera

KLB BK4

UK 136

Chem BK4 UK

 
  4 Sarufi

Yambwa na chagizo

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa maana ya istilahi hizo na kuzitumia ipasavyo kimazungumzo na katika sentensi

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi katika vikundi

 

Vifaa halisi

Picha na michoro

 

F. Nkwera

KLB BK4

UK 141-143

Chem BK4 UK 189

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
6 1 Fasihi Simulizi

Tamthilia

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Tamthilia teule

Mwongozo wa mwalimu

KLB BK4 UK 143

Chem BK4 UK 100

 
  2 Isimu Jamii

Sajili ta darasani na muktadha wa kituo cha polisi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na lueleza sifa za sajili hizo

Kubainisha sifa za kipekee katika kujibu maswali

 

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 100-102

 

 
  3 Kuandika

Matangazo

Kufika mwisho wa funzo mwanafunzi aweze;

Kuandika na kutoa matangazo kwa kuzingatia kaida zake

Kuandaa matangazo mazuri

 

Kutaja

Kuandaa

Kuandika

 

Matangazo

Mabango

Vifaa halisi

 

Mwongozo wa mwalimu

KLB BK4 UK 143

 
  4 Kusikiliza na Kuzungumza

Ulumbi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuimarisha msamiati bora na kukuza ukakamavu wa kuzungumza hadharani

 

Kutoa mifano ya ulumbi

 

Utendaji wa wanafunzi

Mwongozo wa fasihi simulizi

KLB BK4

UK 146-150

Chem BK4 UK 197

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
7 1 Kusikiliza na kuzungumza

Soga

Kufika mwisho wa funzo mwanafunzi aweze;

Kuimarisha matamshi bora kwa kuzingatia matamshi mwafaka na kuweza kumakinika kikakamavu

 

Kutoa mifano ya soga

 

Utendaji wa wanafunzi

Mwongozo wa mwalimu

KLB BK4

UK 146-150

Chem BK4 UK 82

 
  2 Kuandika

Ratiba

Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja matukio

Kujadili na kuweza kuandika ratiba kwa kuzingatia kanuni zake mwafaka

 

Kujadili

Kuuliza na kujibu maswali

Kuandaa ratiba

 

Nakala za ratiba mbalimabli

Mwongozo wa mwalimu

KLB BK4

UK 143-145

Chem BK4 UK 216

 
  3 Kusoma

Ufisadi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuimarisha matamshi bora

Kujadili msamiati

Kutunga sentensi na kutanmbua athari za ufisadi katika jamii

 

Kutaja visa

Kuuliza na kujibu maswali

Kujadiliana

 

Vifaa halisi

Picha na michoro

 

Tuki: Kamusi sanifu

KLB BK4

UK 150-153

Mwongozo wa mwalimu

 
  4 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
  5-6 LIKIZO FUPI  
8 3 Sarufi

Virai

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua kirai na aina za virai

Kutunga sentenzi sahihi kwa kuvitumia kwa ufasaha bila tatizo

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

 

Jedwali

Picha na vifaa halisi

 

F. Nkwera

KLB BK4

UK 153-154

Chem BK4 UK 176

 
  4 Kuandika

Insha ya mawazo na maelezo

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua sifa zake na kuweza kuandika insha hiyo kikamilifu

 

Kutaja kanuni zihusikanazo na insha hizo

 

Nakala za insha za mawazo

Mwongozo wa mwalimu

KLB BK4 UK 157

Chem BK4

UK 181, 135

 
  5-6 Fasihi Simulizi

Malumbano ya utani

Kufika mwisho wa funzo mwanafunzi aweze;

Kwa kuzingatia matamshi kueleza aina za utani na kuutumia ipasavyo katika mazungumzo

 

Kusimulia visa

Kuigiza na kufanya zoezi

 

Kinasa sauti

 

Mwongozo wa fasihi simulizi

KLB BK4

UK 158-160

 
9 1 Kusoma

Haki za watoto

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa sauti na kwa ufasaha

Kuutumia msamiati

Kujibu maswali kawa ufasaha

 

Kujadiliana

Kusoma na kujibu maswali

 

Vifaa halisi

Picha na michoro

Tuki: Kamusi sanifu

KLB BK4

UK 161-162

Mwongozo wa mwalimu

 
  2 Sarufi

Vishazi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa maana na kuvitumia ipasavyo katika sentensi na kufanya zoezi

 

Kutoa mifano

Kusikiliza

Kuuliza maswali

Kufanya zoezi

 

Michoro ya mtawi kwenye chati

Mwongozo wa mwalimu

KLB BK4

UK 163-164

Chem BK4 UK 177

 
  3 Fasihi Simulizi

Mashairi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutofautisha mashairi ya arudhi na huru, kuyaghani kwa mahadhi mbalimbali na kueleza maudhui yaliyomo

 

Kughani mashairi

Utendaji wa wanafunzi

Kujadiliana

Kujibu maswali

 

Shairi la arudhi na huru

 

Hellenistic E.P

Mwongozo wa fasihi simulizi

Sikate tamaa

 
  4 Kuandika

Maelezo na maelekezo

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua sifa zake na kuweza kuandaa na kutunga maelekezo mazuri yasiyopotosha

 

Kubainisha kanuni za maelezo

Kutunga insha nzuri ufaayo

 

Mifano ya insha

 

Kiswahili Fasaha BK4 UK 166

Chem BK4 UK 101

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
10 1 Isimu Jamii

Sajili ya viwandani nay a bungeni

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kueleza sifa za sajili hizo

Kubainisha sifa za pekee katika kujibu maswali

 

 

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 104-105

 

 
  2 Fasihi Simulizi

Mawaidha

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa maana ya mawaidha, umuhimu wake na kuweza kutoa mawaidha kwa hadhira bila utatanishi

 

Kuigiza

Maelezo

Kuuliza na kujibu maswali

 

Waalikwa kutoa mawaidha

Mwongozo wa fasihi simulizi

KLB BK4

UK 168-169

Chem BK4 UK 209

 
  3 Bahari za Ushairi Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa maana na miundo mbalimbali ya ushairi

Kuchambua muundo na mtindo, sanaa na uhuru wa ushairi

 

Kughani

Kuuliza na kujibu maswali

 

Kunga za ushairi

 

A Mohamed

Kunga za Ushairi

Sikate Tamaa

 
  4 Kusoma kwa ufahamu

Sokoni

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kufafanua maana ya msamiati uliotumika

Kujibu maswali

 

Kusoma

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

Tuki: Kamusi sanifu

KLB BK4

UK 169-171

Mwongozo wa mwalimu

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
11 1 Sarufi

Uchanganuzi wa sentensi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuchanganua sentensi kwa kuzingatia aina za maneno, kishazi, kirai, kundu nomino na kundi tenzi

Kufanya zoezi

 

Kupambanua sentensi kwa:

– Mistari

– Michoro/jedwali

– Matawi

 

Utendaji wa wanafunzi

Michoro na majedwali

 

Mwongozo wa mwalimu

KLB BK4

UK 171-174

Chem BK4 UK 198

 
  2 Sarufi

Uchanganuzi wa sentensi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuchanganua sentensi kwa kuzingatia aina za maneno, kishazi, kirai, kundu nomino na kundi tenzi

Kufanya zoezi

 

Kupambanua sentensi kwa:

– Mistari

– Michoro/jedwali

– Matawi

 

Utendaji wa wanafunzi

Michoro na majedwali

 

Mwongozo wa mwalimu

KLB BK4

UK 171-174

Chem BK4 UK 198

 
  3 Kusoma kwa mapana

Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua jinsi lugha ilivyo na mawasiliano ya kisayansi na kiteknolojia

Kutumia msamiati wake ipasavyo

 

Kusoma

Kujadiliana

Kutoa mapendekezo

Kuhakiki hoja

 

Majarida

Magazeti

Utendaji wa wanafunzi

 

Tuki: Kamusi sanifu

KLB BK4

UK 174-175

Mwongozo wa mwalimu

 
  4 Kuandika

Tahadhari

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana na umuhimu wa tahadhari/onyo/ilani kwa kuzingatia kanuni zake

Kuandika tahadhari ipasavyo

 

Kujadilaiana

Kutaja aina

Kufanya zoezi

 

Picha, michoro, mabango, magazeti, vifaa halisi

 

Mwongozo wa mwalimu

KLB BK4

UK 175-176

Chem BK4 UK 103

 
  5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

 
12 1 Isimu Jamii

Sajili ya lugha ya kiutawala

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kueleza sifa za sajili ya kiutawala

Kubainisha sifa zake za pekee

Kujibu maswali

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 107

 

 
  2 Sarufi

Kipozi na kitondo

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha maana ya istilahi hizo na kuweza kuzionyesha na kuzitumia ipasavyo

Kueleza

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

I. Ikarabati

UK 99-100

KLB BK4

UK 168-170

Chem BK4 UK

 
  3 Kusoma

Usanifishaji wa Kiswahili (Kenya)

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kuelewa na kuzieleza hatua zilizopitiwa hadi lugha ya Kiswahili kusanifishwa nchini Kenya

Kujadiliana

Kusikiliza

Kuuliza maswali

Kufanya utafiti

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

K.W. Wamitila

Chem BK4 UK 293

 
  4 Fasihi

Lakabu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa maana na matumizi ya lakabu

Kubainisha umuhimu wake katika jamii

 

Kusikiliza

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Ngure: Fasihi Simulizi

KLB BK4 UK 80

Chem BK4 UK 169

 
  5-6 Kuandika

Kumbukumbu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuandika kwa unadhifu kumbukumbu kwa kuzingatia kanuni zake ipasavyo kama namna ya kudurusu

 

Kusikiliza

Kuuliza maswali

Kufanya zoezi

 

Mifano ya nakala za kumbukumbu

 

Mwongozo:

Kamusi sanifu

Chem BK4 UK 169

 
13 1 Sarufi

Uchanganusi wa sentensi

(Kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kuchanganua sentensi kwa kutambulisha KN + KT na vipashio vyake kwa matawi, mistari na jedwali ipasavyo

 

Kujadiliana

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

I. Ikarabati

UK 98-107

KLB BK4 UK 171

Chem BK4 UK 196

 
  2 Sarufi

Uchanganusi wa sentensi

(Kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kuchanganua sentensi kwa kutambulisha KN + KT na vipashio vyake kwa matawi, mistari na jedwali ipasavyo

 

Kujadiliana

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

I. Ikarabati

UK 98-107

KLB BK4 UK 171

Chem BK4 UK 196

 
  3 Fasihi Simulizi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kudurusu ulumbi, soga, malumbano ya utani, mawaidha, maigizo, ngomezi, nyimbo, mighani, majigambo, tondozi na pembezi

 

Kujadiliana maana, siaf na umuhimu

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

KLB BK4 UK 96,102, 108,116,130,137,144

Jarida la fasihi simulizi

 
  4-6 MITIHANI  

 

AZIMIO LA KAZI

KIDATO CHA NNE 

MUHULA WA III

  ASILIA

  1. KLB
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi
JUMA KIPINDI  

SOMO

 

SHABAHA

 

MBINU

 

VIFAA

 

ASILIA

 

MAONI

1 3-6 KUFUNGUA NA KUSAHIHISHA KAZI YA LIKIZO  
2 1 Kusoma

Haki za binadamu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuimarisha staid za matamshi bora, kujadili msamiati, kutunga sentensi na kutambua haki za binadamu

 

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki: Kamusi sanifu

Chem BK4 UK 185

Mwongozo wa mwalimu

 
  2 Fasihi Simulizi

Mighani

Kufika mwisho wa funzo mwanafunzi aweze;

Kwa kuzingatia matamshi bora, kughani na kubainisha umuhimu wa mighani

 

Majadiliano

Kughani

 

Vifaa halisi

Picha na michoro

Mwongozo wa fasihi sanifu

Chem BK4 UK 150

I. Ikarabati

UK 164-167

 
  3 Sarufi

Uakifishaji

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha alama za kuakifisha na kuzitumia ipasavyo katika mazungumzo au dayalojia

 

Majadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

KLB BK4 UK 203

Chem BK4 UK 156

 
  4 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kudurusu maswali ya fasihi simulizi, riwaya, tamthilia na ushairi

 

Kuuliza na kujibu maswali

Majadiliano

 

Nakala za maswali

 

Nakala za vitabu teule vya fasihi

 
  5 Kuandika

Meme na barua meme

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha nukulishi au kipepesi/faksi, mdahalishi na barua za rununu

Kubainisha faida za huduma hizo

Kusikiliza

Kuuliza na kujibu maswali

Majadiliano

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

I. Ikarabati UK 4

KLB BK4 UK 50

Chem BK4 UK 214

 
  6 Isimu Jamii

Sajili ya kitaaluma

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa sifa na msamiati utumikao katika sajili ya kitaaluma na kuweza luutumia ipasavyo katika mawasiliano

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 111

Tuki: kamusi sanifu

 
3 1 Fasihi simulizi Maigizo Kufika mwisho wa funzo mwanafunzi aweze;

Kwa kuzingatia matamshi bora, kuigiza vipera vya maigizo ipasavyo na kuweza kubainisha umuhimu wake

 

Kujadiliana

Kuigiza

 

Vifaa halisi

Picha na michoro

Mwongozo wa fasihi sanifu

Chem BK4 UK 175

I. Ikarabati

UK 164-167

 
  2 Sarufi

Mzizi wa kitenzi na viambishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kudurusu tena – mzizi wa kitenzi na viambishi na kuweza kuvitumia ipasavyo katika sentensi

 

Kusikiliza

Kuuliza maswali

Majadiliano

 

Vifaa halisi

Picha na michoro

 

Chem BK4

UK 204-206

I. Ikarabati UK 8

KLB BK4 UK 43

 
  3 Kusikiliza na Kuongea

Maigizo

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadili mambo muhimu yanayozingatiwa katika maigizo na kushiriki ipasavyo kuigiza

 

Kusikiliza

Kuigiza

Kujadiliana

 

Vifaa halisi

Picha na michoro

 

Chem BK4

I. Ikarabati UK

KLB BK4

UK 177-179

 
  4 Kusoma

Katiba ya wanyama

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa ufasaha

Kujadili msamiati na kuutungia sentensi ipasavyo

 

Kusoma taarifa

Kujadiliana

Kutunga sentensi

 

Picha za wanyama

Viungo vya miili yao

 

Tuki: Kamusi sanifu

KLB BK4

UK 180-183

 
  5 Fasihi

Ushairi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kuchambua dhamira, maudhui, mbinu za lugha na wahusika bila utatanishi

 

Kusoma

Kujadiliana

Kuuliza na kujibu maswali

 

Mazingira ya shule

Maleba

Vifaa vya bandia

 

Malenga wa ziwa kuu

Kunga za ushairi

Sikate Tamaa

 
  6 Kuandika

Wasifu

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana, kujadili aina na mambo muhimu yazingatiwayo na kuweza kuandika mtungo mzuri

 

Kusikiliza

Kujadiliana

Kuandika wasifu

 

Nakala za wasifu

 

Chem BK4 UK 122

I. Ikarabati UK

KLB BK4 UK 187

 
4 1 Sarufi

Mnyambuliko wa vitenzi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua vitenzi vya asili ya kigeni

Kuvinyambua katika hali mbalimbali na katika sentensi

 

Kusikiliza

Kuuliza na kujibu maswali

 

Jedwali

Vifaa halisi

Picha na michoro

 

Chem BK4 UK 39

I. Ikarabati UK 8

KLB BK4

UK 183-185

 
  2 Isimu Jamii

Daktari na mgonjwa

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa sifa na msamiati utumikao katika muktadha wa mahojiano kati ya daktari na mgonjwa na kueleza

 

Kujadiliana

Kuigiza

Kuuliza na kujibu maswali

 

Maleba

Mahambo

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 112

 
  3 Fasihi

Ushairi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kuchambua dhamira, maudhui, mtindo, muundo na bahari za ushairi ipasavyo

 

Kusoma

Kujadiliana

Kuuliza na kujibu maswali

 

Ushairi

Vifaa halisi

Picha na michoro

 

Malenga wa ziwa kuu

Kunga za ushairi

Sikate Tamaa

 
  4 Kusikiliza na Kuzungumza

Ulevi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora

Kutambulisha madhara ya ulevi na kupendekeza njia za kukabiliana na uraibu huo

 

Maelezo

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki: Kamusi sanifu

KLB BK4

UK 188-190

 
  5 Kusoma

Uandishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kujadili na kutoa maana ya msamiati

Kueleza hatua za shughuli za uandishi na kuweza kuandika ipasavyo

 

Kusoma

Kuuliza na kujibu maswali

Majadiliano

 

Picha na matbaa

Picha za uandishi wa Kiswahili

 

Tuki: Kamusi sanifu

KLB BK4

UK 190-194

Chem BK4 UK 110

 
  6 Fasihi Simulizi Kufika mwisho wa funzo mwanafunzi aweze;

Maana, dhima, umuhimu, tofauti na vipera vya fasihi simulizi viweze kueleweka ipasavyo

 

Kujadiliana

Kuuliza na kujibu maswali

 

Mifano ya kazi za fasihi

 

H.E Facilitators

Mwongozo wa fasihi simulizi

Chem BK4 UK 127

 
5 1 Sarufi

Nyakati na hali

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua viambishi viwakilishi na hali

Kuvitumia katika sentensi katika hali yakinishi na hali kanushi

 

Maelezo

Kutunga sentensi

Kuuliza na kujibu maswali

 

Jedwali

Vifaa halisi

Picha na michoro

 

KLB BK4

UK 194-197

 
  2 Kuandika

Utungaji wa kisanii

Kufika mwisho wa funzo mwanafunzi aweze;

Kukuza staid za kuandika kisanii

 

Maelezo

Kusoma na kuandika

 

Makala ya mashairi ya arudhi

Tuki: Kamusi sanifu

KLB BK4 UK 197

Chem BK4 UK 47

 
  3 Kusikiliza na kuzungumza

Ngomezi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua na kueleza maana na aina za ngomezi

Kufafanua matumizi ya ngomezi katika jamii

 

Kujadiliana

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mwongozo wa fasihi simulizi

KLB BK4 UK 199

Chem BK4 UK 221

 
  4 Isimu Jamii

Makosa katika matumizi ya lugha

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa dhana ya makosa ya lugha, nyanzo vyake na aina za makosa katika lugha na kuyakosoa

 

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 116-120

 
  5 Kusoma

Makala kutoka kwa wavuti

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma makala yaliyoteuliwa kutoka kwenye wavuti kwa ufasaha na kuweza kujibu maswali

 

Kusoma

Kuuliza na kujibu maswali

 

Makala

Vifaa halisi

Picha na michoro

 

Tuki: Kamusi sanifu

KLB BK4

UK 204-206

Chem BK4 UK 160

 

 

 
  6 Fasihi Simulizi

Mazungumzo

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana na aina mbalimbali za mazungumzo na kubainisha umuhimu wake katika jamii

 

Kujadiliana

Kufanya zoezi

 

Aina mbalimbali za mazungumzo

 

Mwongozo wa fasihi simulizi

Ngure

Fasihi simulizi

 
6 1 Kuandika

Muhtasari

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma, kufafanua maana ya msamiati uliotumika

Kujibu maswali ya ufupisho bila utatanishi

 

Kusoma taarifa

Kujibu maswali ya ufupisho

 

Makala ya ufupisho

 

Tuki: Kamusi sanifu

KLB BK4

UK 199-201

 
  2 Sarufi

Sentensi

Uundaji wa maneno, uunganishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kudurusu – aina za sentensi, uchanganuzi na uundaji wa maneno yenye shina moja na kuyatungia sentensi sahihi

 

Kisikiliza

Kuuliza na kujibu maswali

 

Jedwali

Vifaa halisi

Picha na michoro

 

Chem BK4 UK 225

I. Ikarabati

KLB BK4

UK 211-213

 
  3 Fasihi Simulizi

Viungo muhimu vya riwaya

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvitambua, kuchambua riwaya teule na kukuza staid ya kusoma kwa kina – dhamira, maudhui, wahusika, mandhari na muundo

 

Kujadiliana

Maigizo

Kuimba

Kuuliza na kujibu maswali

 

Riwaya teule

 

Chem BK4 UK 42,55, 65, 31,22,8

I. Ikarabati

KLB BK4

UK 213-215

 
  4 Kusikiliza na kuzungumza

Maghani na majigambo

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa ufasaha, kutambua aina zake na kughaniana kisha kutofautisha na maghani

 

Kueleza

Kughani

Kuuliza na kujibu maswali

 

Utendaji wa wanafunzi

Mwongozo wa fasihi simulizi

NgureFasihi simulizi

KLB BK4

UK 216-218

 
  5 Kusikiliza na kuzungumza

Tondozi na pembezi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua aina za tondozi na pembezi, kuweza kuzitofautisha na kufanya zoezi

 

Utambuzi wa aina za tondozi na pembezi

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

Mwongozo wa fasihi simulizi

NgureFasihi simulizi

KLB BK4

UK 216-218

 
  6 Kusoma

Fasihi na mazingira ya sasa

Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja na kutambua vipera vyake na kuvitumia kama ipasavyo kutambua umuhimu wake

 

Kueleza

Kuuliza na kujibu maswali

 

Vitu halisi na utendaji wa wanafunzi

 

Ngure: Fasihi simulizi

I. Ikarabati

UK 229-230

 
7 1-6 MAANDALIZI KWA MTIHANI WA KITAIFA  
8   MTIHANI WA KITAIFA  

 

Kamburaini Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Kamburaini Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Kieni East Subcounty in Nyeri County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on:  (+254)0717001971

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Nyeri County.

Subcounty: Kieni East Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Kamburaini Secondary School

Sex: Mixed, (Boys’ and Girls’)  School.

School Cluster/ Level: Sub-County School whose Classification is C4.

Accomodation Type: Day  School.

Knec Code:  08210203

School’s Official Phone Number:   (+254)0717001971

Official Email Address for the School: KamburainiSecondarySchool@gmail.com.

Postal Address: P.O. Box 184 – 10105 Naromoru, Kenya.

Total Number of Subjects Combinations Offered at the School: 6 Subjects’ Combinations in various Pathways.

Fees paid at Kamburaini Secondary School

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Kamburaini Secondary School Profile & Information

Complete overview of academic programs and school details

KAMBURAINI SEC

Location- NYERI
Sex- MIXED
Category- REGULAR
Cluster- C4

Kamburaini Secondary School’s Pathways and Subjects.

2- STEM

3- Social Sciences

1- Arts & Sports

Subject Combinations Offered at Kamburaini 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: SS2009
Business Studies,Christian Religious Education,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1081
Fasihi ya Kiswahili,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES

STEM

2
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM

ARTS & SPORTS SCIENCE

1
SPORTSCode: AS2014
Advanced Mathematics,Biology,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

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New List of all National Schools under CBC, CBE Curriculum

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ALL EXTRA COUNTY SCHOOLS IN KENYA

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Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category

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Nyeri County Best National, Extra County Secondary Schools

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How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

ALL SENIOR SCHOOLS IN KENYA.

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

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

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

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Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

Kiriani 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: +254722626729 or 0722341778 

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: Kiriani 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:  10228406

School’s Official Phone Number:  +254722626729 or 0722341778 ;

Email Address. kiriainigirlshigh@yahoo.com .

Total Number of Subjects Combinations Offered at the School: 13

Subject Combinations Offered at Kiriani Mixed Secondary School

View all available subject combinations at this school

STEM

8
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2040
Advanced Mathematics,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1034
Advanced Mathematics,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1004
Advanced Mathematics,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2081
Agriculture,Biology,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2086
Agriculture,Chemistry,Home Science
3 SubjectsSTEM

SOCIAL SCIENCES

4
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2018
Fasihi ya Kiswahili,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2009
Business Studies,Christian Religious Education,Literature in English
3 SubjectsSOCIAL SCIENCES

ARTS & SPORTS SCIENCE

1
SPORTSCode: AS2022
Fasihi ya Kiswahili,General Science,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

📍 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

Mumias West TVC Courses, Contacts, Fees, Location and How To Apply

Mumias West Technical and Vocational College (Mumias West TVC) is located in Ibinda Village, approximately two kilometers from Musanda shopping center along the Musanda-Mumias road in Mumias West sub-county, Kakamega County, KenyaIt was established and began admitting its first students in September 2018. 
Here’s a more detailed breakdown: 
  • Location:
    The college is situated in Mumias West sub-county, Kakamega County, Kenya.
  • Specifics:
    It’s specifically located at Ibinda Village, about 2 kilometers from Musanda shopping center along the Musanda-Mumias road.
  • Establishment:
    The first group of trainees joined the college in September 2018, marking the official opening of the institution.
  • Governance:
    Mumias West TVC is a government-sponsored institution managed by a board of governors.

The institution is registered with the Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website. It is a government TVET institution under the Ministry of Education, State Department for Technical, Vocational Education and Training.

Mumias West Technical and Vocational College Contacts

To contact Mumias West Technical and Vocational College (TVC), you can use the following contact information:
  • Phone: +254743956097
  • Email: mumiaswesttvc@gmail.com
  • Postal Address: P.O Box 571-50102 MUMIAS 

Mumias West TVC Approved Diploma and Certificate Programs

Apply directly to the College for consideration in a number of Diploma nd Certificate Courses.

Mumias West Technical and Vocational College (Mumias West TVC) offers a variety of courses, including those in Mechatronics, Electrical, ICT, Business, Social Work, and Hospitality. They also offer Diploma, Certificate, and Artisan level courses. Specifically, the college provides training in areas like Mechatronics Engineering, Electrical Installation, Mechanical, Building Technology, Agriculture, Business, and Hospitality. 
Here’s a more detailed breakdown:
Technical Courses:
  • Mechatronics Engineering: This program integrates mechanical, electrical, and computer engineering, focusing on areas like robotics, automation, and smart systems.
  • Electrical and Electronic Engineering: Includes electrical installation courses at various levels.
  • Mechanical Engineering .
  • Building Technology .
  • Agriculture . 
Other Courses:
  • ICT (Information and Communication Technology): This  encompasses various aspects of computer and digital technology.
  • Business: This includes courses like Human Resource Management, Marketing, and Accounting.
  • Hospitality: This includes food and beverage services, likely with practical training in the college’s kitchen.
  • Social Work: This area focuses on social welfare and community development.
  • Beauty and Fashion .
  • Welding .
  • Plumbing .
  • Masonry .
  • Automotive . 
Levels of Training:
Mumias West TVC offers training at different levels, including: 
  • Artisan: Basic skills training.
  • Certificate: More in-depth training than artisan level.
  • Diploma: Advanced technical training.
Focus Areas:
  • Hands-on practical experience:
    The college emphasizes practical training in specialized workshops and labs. 
  • Industry relevance:
    The curriculum is designed to equip students with skills needed for the job market. 
  • Integration of ICT:
    Mumias West TVC aims to integrate ICT into all aspects of its training and management systems. 
Additional Information:
  • The college is a recognized center of excellence for Mechatronics Engineering. 
  • They also offer courses in areas like Artificial Intelligence and Computer Vision, although these might be specialized modules within the broader ICT program. 
  • The Technical and Vocational Education and Training Authority (TVETA) has inspected the college for course approvals. 

Mumias West Technical and Vocational College Kuccps Approved Courses

The TVC offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):

  1. Diploma In Accountancy
  2. Electrical Technician Level 6
  3. Building Technician Level 5
  4. Diploma In Mechanical Engineering (Production Option)
  5. Electrical Installation Level 5
  6. Automotive Engineering Level 6
  7. Fashion And Design Level 5 (Cbet)
  8. Craft In Mechatronics Engineering
  9. Craft Certificate In Mechanical Engineering (Production Option)
  10. Diploma In Electrical & Electronics Technology (Power)
  11. Craft Certificate In Plumbing
  12. Supply Chain Management Level 5
  13. Social Work Level 5
  14. Artisan In Hair Dressing & Beauty Therapy Level 4 ( Cdacc )
  15. Artisan In Fashion Design & Garment Making Level 4 ( Cdacc )
  16. Artisan In Electrical And Electronics Technology
  17. Artisan In Plumbing Level Four(Tvet-Cdacc)
  18. Artisan In Automotive Level 4
  19. Automotive Engineering Level 5
  20. Plumbing Technician Level 4
  21. Craft In Plumbing
  22. Office Administration Level 5
  23. Office Administration Level 6
  24. Fashion Design Technology Level 6
  25. Hair Dressing Level 4
  26. Plumbing Level 5
  27. Masonry Level 4
  28. Supply Chain Management Level 6

Mumias West Technical and Vocational College (TVC) Fees Structure

At Mumias West Technical and Vocational College (TVC), the registration fee is Ksh 500, according to their brochure. This fee is paid through MPESA Pay Bill. The brochure also mentions that the total program fee is Ksh 124,000, which can be paid in installments with an initial investment of Ksh 36,890.

Generally, Total fees per year is Kshs 67,189 · The Government gives a capitation of Kshs. 30,000 per year per trainee.

Mumias West TVC Courses Duration.

TVC (Technical and Vocational College) courses vary in duration, depending on the specific course. Generally, Craft Certificates take 1-2 years, while Diplomas can range from 2-3 yearsSome short courses, like welding or baking, may be completed in a few weeks or months.

Examples of course durations:
  • Craft Certificate:
    • Building Technology: 1 year 6 months (Module I & II)
    • Carpentry & Joinery: 2 years
    • Plumbing: 3 months
    • Welding & Fabrication: 8 weeks
  • Diploma:
    • Building Construction Technology: 3 years
    • Human Resource Management: 3 years
    • General Agriculture: 3 years
    • Automotive Engineering: 3 years
  • Short Courses:
    • Welding/Fabrication: 12 weeks
    • MIG Welding: 8 weeks
    • TIG Welding: 8 weeks
    • Cake Baking and Decoration: 2 months

Factors affecting course duration:

  • Level of the course:Certificates are typically shorter than Diplomas.
  • Specific trade or field:Different trades may have varying durations.
  • College or institution:Some institutions may have slightly different program structures.
  • Intake schedule:Some courses have specific intake periods (e.g., January, May, September).

Check the specific Course fees details here:

Mumias West TVC online application

Applications and placement to the TVC are done through the Kenya Universities and Colleges Central Placement Service (KUCCPS) Portal. To apply for placement through KUCCPS, you need to access the student’s portal on the KUCCPS website and log in using your KCSE index number, year of examination, and passwordOnce logged in, you can explore available programs and institutions, and then submit your preferred choices. Start your application by clicking on this Kuccps Student Portal Link.
You can also apply directly to the institution for admission.
 
The Minimum requirements are: C- for diplomas, D+ for craft certificates and E for artisan courses. But, different Courses may have more specific requirements.

Mumias West Technical and Vocational College Admission Letter.

You can get the admission letter to the TTI by visiting the Kuccps Student Portal, Instituion’s Website and by paying a physical visit to the Tertiary institution. But, the best, quickest and most convenient application method is via the Kuccps portal.

All Technical Training Institute Diploma, Certificate and Artisan Courses Fees 

Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:

Career Opportunities for TVC Graduates

TVC graduates in Kenya have a wide range of career opportunities, primarily in technical and vocational fieldsThese include roles as trainers in TVET institutions, skilled workers in various industries like construction, manufacturing, and hospitality, and entrepreneurs who can leverage their skills to start their own businesses. 

The Career opportunities for Technical and Vocational Training Colleges’ Graduates include:

1. TVET Trainer/Lecturer:

  • Many TVET institutions are actively seeking qualified trainers to teach in various disciplines. 
  • Opportunities exist at both the certificate and diploma levels, requiring specific qualifications and often pedagogy training. 
  • Examples include positions at institutions like the Kenya School of TVET, The Eldoret National Polytechnic, and various other TVC institutions. 

2. Skilled Trades and Technical Roles:

  • Graduates can find employment in various industries that require technical skills, such as:
    • Construction: Building, plumbing, electrical installation, etc.
    • Manufacturing: Machine operation, fabrication, maintenance, etc.
    • Hospitality: Food and beverage service, catering, housekeeping, etc.
    • Agriculture: Agri-business, farm management, animal health, etc.
    • ICT: Hardware and software support, networking, web development, etc.
  • The demand for skilled workers in these sectors is constantly growing. 

3. Entrepreneurship:

  • TVC graduates can use their skills to start their own businesses. Examples include:
    • Fashion and design: Tailoring, dressmaking, fashion design.
    • Cosmetology: Hairdressing, beauty therapy, nail art.
    • Automotive: Mechanics, panel beating, auto electrical work.
    • Hospitality: Catering services, food vending, event planning.
  • The government encourages entrepreneurship through various initiatives and support programs. 

4. Other Job Opportunities:

  • Public Relations and Receptionist:

    TVETA, for example, has advertised for positions like Public Relations Assistant/Receptionist. 

  • Career Counseling and Guidance:

    Graduates with relevant experience can work in career guidance and counseling roles in institutions or with organizations like the Office of Career Services (OCS). 

  • Project Management:

    Some TVET institutions are also offering programs in project planning and management, which can lead to roles in project coordination and implementation. 

5. Specific Fields in Demand:

The following fields are highly on demand and are worthy considering:

  • Digital Skills:

    The rise of technology has increased demand for professionals in digital design, smart construction, and other related fields. 

  • Creative Industries:

    Skills in areas like journalism, interior design, fashion design, and media production are also in demand. 

  • Sustainable Practices:

    The growing focus on green and sustainable building practices opens up opportunities for professionals in these areas. 

6. Government Initiatives:

  • The Ministry of Education, State Department for TVET actively seeks to recruit qualified trainers and other staff. 
  • Various government agencies and institutions offer internship and training programs to support TVET graduates. 

TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE

The annual tuition fee for TVET courses at many Kenyan Technical and Vocational Colleges (TVCs) is Ksh 67,189This includes a government capitation of Ksh 30,000 per trainee, leaving a balance of Ksh 26,420 to be paid by the student, which can be paid in installments. Additionally, students may be eligible for a HELB loan of Ksh 40,000. Other potential costs include KUCCPS registration fees, industrial attachment fees, and examination fees. 

TVC Fees Structure Per Year.
TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE

GOVERNMENT SCHOLARSHIP AND LOAN FOR TVC STUDENTS.

Following your placement, you are eligible for a Government scholarship, Loan and Bursary to assist with your educational expenses. If you need Government financial support, you MUST make an application for consideration through the official website www.hef.co.ke. In the case Government scholarship, Loan and bursary do not cover the entire cost of your program, the deficit will be met by your parent/guardian.

REQUIREMENTS FOR APPLICATION FOR TVC FUNDING

1. A valid email address
2. Valid telephone number (must be registered in your name to apply for a loan)
3. KCPE and KCSE index numbers and year of examination
4. Passport size photo
5. Copy of your National ID (for loan application)
6. College/University admission letter
7. Your parents’ registered telephone number
8. Your parents’ national ID number
9. Death certificate if any of your parents is deceased.
10. Your birth certificate.
11. Two guarantors’ (Can be your parents) ID numbers and registered telephone

DETAILS ON ALL TTI/ TVC INSTITUTIONS.

Maasai Mara TVC Courses, Contacts, Fees, Location and How To Apply


Lunga Lunga TVC Courses, Contacts, Fees, Location and How To Apply


Loima TVC Courses, Contacts, Fees, Location and How To Apply


Lodwar TVC Courses, Contacts, Fees, Location and How To Apply


Limuru TVC Courses, Contacts, Fees, Location and How To Apply


Likoni TVC Courses, Contacts, Fees, Location and How To Apply


Lari TVC Courses, Contacts, Fees, Location and How To Apply


Lang’ata TVC Courses, Contacts, Fees, Location and How To Apply


Lamu East TVC Courses, Contacts, Fees, Location and How To Apply


Laisamis TVC Courses, Contacts, Fees, Location and How To Apply


Laikipia North TVC Courses, Contacts, Fees, Location and How To Apply


Kongoni TVC Courses, Contacts, Fees, Location and How To Apply


Kitutu Masaba TVC Courses, Contacts, Fees, Location and How To Apply


Laikipia East TVC Courses, Contacts, Fees, Location and How To Apply


Kitutu Chache TVC Courses, Contacts, Fees, Location and How To Apply


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Exam integrity increased this year; Fewer Cheating Cases Reported

Basic Education Principal Secretary (PS) Dr. Belio Kipsang has stated that integrity issues in this year’s exams has been drastically reduced with early exposure which was the biggest challenge having been fully contained.

Dr. Kipsang said the new arrangement put in place where the centre managers pick exams from the containers twice in a day instead of just once as was the case earlier has eliminated early exposure to exams since there is no time for the papers to be opened before students sit for the examination.

“The managers pick the second paper of the day from the containers as they drop the students’ answer scripts of the first paper and in doing this, there is no time to tamper with this second paper of the day as before,” the PS said.

Dr. Kipsang also noted that his ministry has been working together with the security and the Information and Communications (ICT) departments in ensuring malpractices in this year’s exams were at a bare minimum.

To this end, he revealed that the ICT officials have managed to infiltrate and block all online sites that have previously been used to provide early exposure to exams and other malpractices.

“Out of 11,000 centre managers, only seven have been found to be involved in examination malpractices and have accordingly been suspended and investigations are ongoing for the law to take its’ course,” He said.

Some of the suspended centre managers or principals are from High Schools including Nyambaria High School in Nyamira County, Gekomoni Secondary School,  Gekonge High School and Sironga Girls High School, all in Upper Nyanza region.

The suspended school heads were alleged to have aided in incidents of exam malpractice in their schools using mobile-phones.

The PS was speaking at Naivasha Girls’ Secondary School in Naivasha on Friday when inspecting the handling of the ongoing exams by centre managers and other stakeholders in the examination process.

Kipsang announced that they have already started marking the Kenya Certificate of Primary Education (KCPE) examination in order to release the exam results in good time to allow parents ample time to prepare to take them to Secondary School in January.

He also observed that measures have been put in place to ensure students in the flood-hit areas of the country sit for  exams with several helicopters having been put on standby to assist in delivering exams to exam centres.

Kenya National Examination Council (KNEC) Chief Executive Officer (CEO) Dr. David Njeng’ere who had accompanied the PS said since 2016, the biggest challenge they have had with exams is early exposure, especially of the second paper of the day, which has completely been eliminated this year with the new arrangement to have centre mangers to pick exams twice a day.

This year 903,260 candidates are sitting for Kenya Certificate of Secondary Education (KCSE) examinations in the country.  This is an increase from 884,122 candidates who sat for the 2022 KCSE exams.

The exam is being undertaken across 11,000 centres under the supervision of the centre managers. KCSE exams which started on Monday, November 6 are expected to end on November 24.

According to data from the Ministry of Education, the marking of the Kenya Certificate of Primary Education (KCPE) and Kenya Primary School Education Assessment (KIPSEA) has commenced with candidates set to receive their exam results before the Christmas holiday.

There were a total of 1,415,315 KCPE and 1,282,574 KIPSEA candidates who sat for the 2023 exams that began on October 30 and were completed on November 1, 2023.

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