Secondary exams with answers (Form 1 to 4)

Download Free latest exams with marking schemes for Form one to four. The termly  examinations cover all subjects and are available for free downloads, here. What is more? These examinations are in editable (word and pdf) formats. You can easily make necessary changes on these soft copy exams.

DOWNLOAD FORM 4 FREE LATEST EXAMS WITH MARKING SCHEMES

F4 CHEM PP1 QN

F4 CHEM PP1 MSS

F4 MATHS PP2 MS

F4 AGRI PP2 QN

F4 CRE PP1 MS

F4 BST PP1 QN

F4 AGRI PP1 QN

F4 KIS PP2 Q

F4 MATH PP1 QS

F4 MATH PP1 QN1

F4 MATH PP2 QN1

F4 MATHS PP1 MS

F4 MATHS PP2 QSTN

F4 PHY PP1 MARKING SCHEME

F4 PHY PP1 QN

F4 PHY PP2 QN

F4 PHY PP3 CONFIDENTIAL

F4 PHY PP2 MS

F4 PHYSICS PAPER 1 QUESTIONS

F4 PHY PP3 QN

F4 PHYSICS PP3 MS

F4 PHYSICS PP3 CONFIDENTIAL1

F4 PHYSICS PP3 QSTN

F4 BIO PP2 QN

F4 GEO PP1 MS

F4 CHEM PP2 QN

F4 BIO PP1 QN

F4 AGRI PP1 MS 

F4 AGRI PP2 MS

F4 BIO PP2 MS

F4 BIO PP1 MS

F4 BIO CONFIDENTIAL

F4 BST PP2 MS

F4 GEO PP2 MS

F4 GEO PP2 QN

F4 CHEM PP2 MS

F4 BIO PP3 MS

F4 BST PP1 MS (1)

F4 BST PP2 QN

F4 GEO PP1 QN

F4 CHEMISTRY P1 MSC

F4 CHEMISTRY P1 (1)

F4 CHEM PP3 MS

F4 CHEM PP3 QN

F4 ENG PP1 QN

F4 CRE PP2 MS

F4 CRE PP2 QN

F4 ENG PP3 MS

F4 CRE PP1 QN

F4 ENG PP2 QN

F4 ENG PP2 MS

F4 ENG PP3 QN

F4 HIST PP1 MS

F4 HIST PP1 QN

F4 HIST PP2 MS

F4 HIST PP2 QN

F4 HOMESCIENCE PP1 MS (1)

F4 HOMESCIENCE PP2 QSTN (1)

F4 KIS PP1 MS

F4 HOMESCIENCE PP3 QSTN (1)

F4 KIS PP2 MS

F4 KIS PP3 MS

F4 KIS PP1 Q

F4 KIS PP3 Q

DOWNLOAD FORM 3 FREE LATEST EXAMS WITH MARKING SCHEMES

F3 CHEM QN

F3 MATH MS

F3 BIO MS

F3 BIO QN

F3 AGRI MS

F3 AGRI QN

F3 BST QN

F3 BST MS

F3 CHEM MS

F3 ENG MS

F3 CRE MS

F3 PHY QN

F3 ENG QN

F3 CRE QN

F3 GEO MS

F3 KIS Q

F3 GEO QN

F3 KIS MS

F3 HIST MS

F3 HIST QN

F3 HOMESCIENCE -marking scheme

F3 HOMESCIENCE Q

F3 MATH QNS

F3 MATHS MS

F3 PHY MS

DOWNLOAD FORM 2 FREE LATEST EXAMS WITH MARKING SCHEMES

FORM 2 ALL SUBJECTS EXAMS, ASSIGNMENTS: FREE TERM 1-3 EXAMS & ANSWERS

Form 2 free complete exams for term 1-3

End of term 1, 2 and 3 Free Exams; Questions plus marking schemes for all forms

FORM 2 ENTRY EXAMS

F2 MATHS T1 SET 2

F2 HIST T1 SET 2

F2 KISW T1 SET 2

F2 PHYSICS T1 SET 2

F2 ENGLISH T1 SET 2

F2 CHEM T1 SET 2

F2 CRE T1 SET 2

F2 GEO T1 SET 2

F2 BIOLOGY T1 SET 2

F2 BUSINESS T1 SET 2

F2 AGRIC T1 SET 2

DOWNLOAD FORM 1 FREE LATEST EXAMS WITH MARKING SCHEMES

FORM 1 ENTRY EXAMS

FORM 1 ALL SUBJECTS EXAMS: TERM 1-3 FREE EXAMS & ANSWERS

Form 1,2,3 and 4 free exams downloads, all subjects- 2021

Form 1 to 4 free exams and marking schemes

Free Secondary School Exams and Marking schemes (Form 1 to 4)

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

Wangai Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Kandara Subcounty in Murang’a 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.  The School’s Official Phone Number Contact is: 0723166708

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Kandara Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Wangai Secondary School

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

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

Accomodation Type: Day  School.

Knec Code:  10226221

School’s Official Phone Number:  0723166708 ;

Email Address. Wangaisec@gmail.com

Total Number of Subjects Combinations Offered at the School: 10

Fees paid at Wangai 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.

Subject Combinations Offered at Wangai Secondary School

View all available subject combinations at this school

STEM

6
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2049
Agriculture,Business Studies,General Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1026
Advanced Mathematics,Business Studies,General Science
3 SubjectsSTEM

SOCIAL SCIENCES

4
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES

📍 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

ALL NATIONAL SCHOOLS IN KENYA

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects

Nkubu High School: National School’s Full Details

Meru School : National School’s Full Details

New list of all National Schools in Eastern Region {CBE Senior Schools}

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

Kaaga Girls High School : National School’s Full Details

St. Mary’s Girls High School Igoji : National School’s Full Details

Moyale Boys Secondary School : National School’s Full Details

Moi Girls High School Marsabit: National School’s Full Details

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

Moi Girls’ Secondary School-Mandera: National School’s Full Details

New list of all National Schools in Coast Region {CBE Senior Schools}

Mandera Secondary School : National School’s Full Details

Matiliku Secondary School : National School’s Full Details

Mukaa Boys’ High School: National School’s Full Details

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster

List of all the Boys’ national schools in Kenya; New list, their contacts, enrollment plus locations

New List of all Boys’ National Schools under CBC, CBE Curriculum

Mama Ngina Girls High School, the only girls’ national school in Mombasa County, relocated to ultra modern facilities

Chewoyet National School; full details, KCSE  Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

New List of all Girls’ National Schools under CBC, CBE Curriculum

New List of all National Schools under CBC, CBE Curriculum

List of all National Schools in Kenya; Location, Knec Code and Type

New List of all Mixed National Schools under CBC, CBE Curriculum

ALL EXTRA COUNTY SCHOOLS IN KENYA

List of best performing, top, extra county schools in Nakuru County

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

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

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

Best and top extra county secondary schools in Nyeri county

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

Best, top, Extra County Schools in Kirinyaga County

List of best performing Extra County schools in Machakos County

Nyeri County Best National, Extra County Secondary Schools

List of best Extra County secondary schools in Elgeyo Marakwet County

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

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

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

ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

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

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

St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

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

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

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

Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

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

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

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

Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

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

Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiaguthu Boys School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kianderi Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

Dr. Gitau Matharite Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

Koimbi Boys High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

Kirogo Boy’s High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

How to download 2020/2021 KUCCPS Admission letter to Kirinyaga University (KYU); 2020 KUCCPS Admission list pdf

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

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

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

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

Here are links to the most important news portals:

HOW TO DOWNLOAD THE UNIVERSITY ADMISSION LETTER

To download the Kirinyaga University (KYU) Admission letter;

  1. Access the KUCCPS Admission Letters Link at https://portal.kyu.ac.ke/student/PrintAdmissionLetter.aspx
  2. Enter your KCSE Index Number and click on ‘Display’. (Enter Your Index Number  in the format xxxxxxxxxxx/2019; whereby xxxxxxx is your index number and 2019 is your KCSE year)
  3. Print the Admission letter and read the instructions keenly. In case you have queries, please direct them to the University by using the official (provided) contacts on your admission letter.
THE UNIVERSITY ADMISSION LETTER

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

  • Your Admission Number
  • Your Name
  • Your Postal Address and other contact details
  • The Course you have been selected to pursue.
  • Reporting dates
  • What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
  • Fees payable and payment details
Other documents that can be downloaded alongside the Kirinyaga University (KYU) admission letter are:
  • Acceptance Form
  • Student’s Regulations Declaration
  • Accommodation Declaration
  • Medical Form
  • Emergency operation consent
  • Student Data sheet
  • Application for Hostel Form
  • Student Personal Details Form
  • University Rules and regulations
  • Fee programme structure

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

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

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

SPONSORED IMPORTANT LINKS:

CRE Grade 4 Lesson Plans Free Downloads

CRE Grade 4 Lesson Plans Free Downloads

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      
SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:
  1. identify good thoughts and feelings in his/her day to day life
  2. explain why we should not be angry or sin as stated in Ephesians 4:26
  3. desire to control emotions in their interactions with others

KEY INQUIRY QUESTIONS:

  1. What do you do when you feel angry or sad?
  2. How do you control your emotions

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.8-10

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Lead them to activity 6 on page 9 and guide them as they do it Probe them to list things that cause them to have emotions

  Biblical experience Guide the learners to activity 7 and guide them to find Ephesians 4:26 in the bible

Ask few learners to read the verse aloud in class

  Biblical explanation Emphasize that they should learn to control their emotions.

Link their response to the bible reading

  Application and response Ask learners questions

1.     What will you do if you feel sad

2.     What will you do to cope with anger Reinforce the desire responses

Caution them against taking revenge against those who wrong them

  Pupil’s Activity Memorise the memory verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  EXTENDED ACTIVITIES Draw picture of people different emotions

 

 

KEY INQUIRY QUESTIONS:

What are the effects of the choices you make?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.11-12

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Lead them to activity 6 on page 11 and guide them as they do it Probe them by asking what is a choice

  Biblical experience Guide the learners to activity 2 and read the story of Noah in the bible

Ask oral questions from the story of Noah

  Biblical explanation Teacher to guide the learners in explain the bible story

Link their response to the bible reading

  Application and response Ask learners questions

1.     have you made any wrong choices in the past

2.     what led you to make those choices Reinforce the desire responses

Guide them to understand the difference between right choices and wrong choices

  Pupil’s Activity Sing a song on page 13

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  Extended activities Make a poster of right and wrong choices

 

 

 

 

 

 

KEY INQUIRY QUESTIONS:

What are the effects of the choices you make?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.12-14

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions Learners to mention some of the choices they made a home

Probe them by asking what consequences follow

  Biblical experience Guide the learners to activity 2 and read the story of Noah

Ask oral questions from the story of Noah

  Biblical explanation Teacher to guide the learners in explain the bible story

Link their response to the bible reading

  Application and response Ask learners questions

1.     which choice make you happy

2.     what choices make people around you happy? Reinforce the desire responses

Teacher to emphasize the effects of their choices before making those choices

  Pupil’s Activity Sing a song on page 13

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  Extended activities Making posters of wrong and right choices

 

  1. identify personal choices that are acceptable to God
  2. discuss results of choices they make in their daily lives
  3. make right choices in their day to day lives
  4. acquire responsibility by making right choices

KEY INQUIRY QUESTIONS:

What are the effects of the choices you make?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.12-14

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions Learners to mention some of the choices they made a home

Probe them by asking what consequences follow

  Biblical experience Guide the learners to activity 2 and read the story of Noah

Ask oral questions from the story of Noah

  Biblical explanation Teacher to guide the learners in explain the bible story

Link their response to the bible reading

  Application and response Ask learners questions

1.     which choice make you happy

2.     What choices make people around you happy? Reinforce the desire responses

Teacher to emphasize the effects of their choices before making those choices

  Pupil’s Activity Sing a song on page 13

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  Extended activities Make a poster of effects of choices

 

  1. name family members in the nuclear family and identify members of the extended family
  2. draw a family tree and explain the relationships within the family
  3. respect members of the family for harmonious co-existence
  4. explain why it is important to honour parents as stated in Ephesians 6:1-3

KEY INQUIRY QUESTIONS:

  1. Who are your family members?
  2. Why should you respect family members?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.14-15

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Ask learners to say what a family is, and to distinguish the two types of families

Probe them their responses

  Biblical experience Guide the learners to activity 1 on page 16 and read bible verse

Ephesians 6:1-3

Ask oral questions from the reading of the bible verse

  Biblical explanation Guide the learners to revisit what they have learnt about the nuclear and extended families

Link the bible verse with the subtopic of the lesson Guide the learners to list their family members

  Application and response Ask learners questions

1.     Who is the head of the family

2.     How do family members treat each other

Encourage them to love all family members and appreciate them

  Pupil’s Activity Recite the bible verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Make a family journal

 

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic MY FAMILY – Family tree

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Name family members in the nuclear family and identify members of the extended family
  2. Draw a family tree and explain the relationships within the family
  3. Respect members of the family for harmonious co-existence
  4. Explain why it is important to honour parents as stated in Ephesians 6:1-3

KEY INQUIRY QUESTIONS:

  1. Who are your family members?
  2. Why should you respect family members? LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.15-17

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Ask learners to say what a family tree is, and to distinguish the two types of families, Teacher to probe their responses

  Biblical experience Guide the learners to activity 1 on page 16 and read bible verse

Ephesians 6:1-3

Ask oral questions from the reading of the bible verse

  Biblical explanation Guide the learners to revisit what they have learnt about the nuclear and extended families

Link the bible verse with the subtopic of the lesson Guide the learners to draw a family tree

  Application and response Ask learners questions

1.     How do you call brothers of your parents

2.     Who are your aunts?

Encourage them to love all family members and appreciate them

  Pupil’s Activity Recite the bible verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Make a family tree

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic MY FAMILY – respecting family members

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Name family members in the nuclear family and identify members of the extended family
  2. Draw a family tree and explain the relationships within the family
  3. Respect members of the family for harmonious co-existence
  4. Explain why it is important to honour parents as stated in Ephesians 6:1-3

KEY INQUIRY QUESTIONS:

  1. Who are your family members?
  2. Why should you respect family members? LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.18-20

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Learners to give reasons why they should respect family members Teacher to probe their responses

  Biblical experience Guide the learners to activity 1 on page 16 and read bible verse

Ephesians 6:1-3

Ask oral questions from the reading of the bible verse

  Biblical explanation Guide the learners to revisit what they have learnt about the nuclear and extended families

Link the bible verse with the subtopic of the lesson

Guide the learners to realise that respecting their parents is a command from God

  Application and response Ask learners to say things that happen when they respect their parents

Learners to recognise parents bring them blessings

Encourage them to love all family members and appreciate them

  Pupil’s Activity Recite the bible verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Make a family tree

 

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic Family relationships- protecting myself from sexual abuse

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Ammon and Tamar in 2 Samuel 13:4-14
  2. Take care when alone with people of the opposite sex
  3. Identify ways of protecting oneself from sexual abuse
  4. Recognize whom to report to if touched inappropriately/ sexually abused

 

KEY INQUIRY QUESTIONS:

  1. How should you protect yourself from sexual abuse?
  2. Whom do you report to if touched inappropriately?

 

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.20-23

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Direct learners to page 20 and ask them to define ‘sexual abuse’ Encourage them to share their thoughts about sexual abuse

  Biblical experience Guide the learners to read bible verse 2 Samuel 13:4-14

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson Discuss the story of Amnon and Tamar

Guide them to talk about the lessons they learn from the story

  Application and response Ask learners to mention some things they have been doing that could put them in danger of sexual abuse

Emphasize that they should not go to see people of the opposite sex in lonely or unsafe places

  Pupil’s Activity Direct learners to activity 4 page 23

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Practise singing the song ‘my body is a temple’

 

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic My body is the temple of the Holy Spirit

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Acquire the value of chastity and say no! to sexual sins
  2. Recognise that the body is the temple of the Holy Spirit as stated in 1 Corinthians 6:19
  3. Appreciate the body as a temple of the Holy Spirit and live a holy life

KEY INQUIRY QUESTIONS:

  1. How should you protect yourself from sexual abuse?
  2. Whom do you report to if touched inappropriately?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.23-25

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Direct learners to page 23 and ask them to first define temple Learners to discuss and share what they do if found themselves in the in a lonely place with a person of opposite sex

  Biblical experience Guide the learners to read bible verse 1 Corinthians 6:19

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson Emphasize that their bodies are temple of the holy spirit

Guide them to talk about the lessons they learn from the story

  Application and response Learners to identify ways in which they will take care of their bodies

Guide them to realize the need t live a chaste life

Emphasize on the need to protect themselves from sexual abuse

  Pupil’s Activity Direct learners to activity 4 page 25

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Practice singing the song ‘my body is a temple’

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic People to report to if touched inappropriately

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Acquire the value of chastity and say no! to sexual sins
  2. Recognise that the body is the temple of the Holy Spirit as stated in 1 Corinthians 6:19
  3. Appreciate the body as a temple of the Holy Spirit and live a holy life

KEY INQUIRY QUESTIONS:

  1. How should you protect yourself from sexual abuse?
  2. Whom do you report to if touched inappropriately?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.25-26

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Ask learners to explain what being touched inappropriately means Direct them to the Talking Point page 25

  Biblical experience Guide the learners to read bible verse 1 Corinthians 6:19

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson Emphasize that their bodies are temple of the holy spirit

Guide them to talk about the lessons they learn from the story

  Application and response Learners to identify people whom they can report to if touched inappropriately

Emphasize that they should report to people who they trust Guide them to realize the need to live a chaste life

Emphasize on the need to protect themselves from sexual abuse

  Pupil’s Activity Direct learners to activity 2 page 26

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Practice singing the song ‘my body is a temple’

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic Attributes of God

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. identify the attributes of God and revere Him
  2. appreciate God as a loving Father in their day to day lives

 

KEY INQUIRY QUESTIONS:

  1. Which are the attributes of God?
  2. Why should you know the attributes?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.27-30

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions Ask learners to say who God is

Direct them to page 27 to discuss Activity 1 in groups and present their findings in class

  Biblical experience Guide the learners to read bible verse Genesis chapter 1

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Guide the learners to understand the meaning of Attributes of God Emphasize to the learners that we praise, worshp and honour God because of his attributes

  Application and response Ask learners to show how they honour God Emphasize on the need to respect and honour God

Encourage them to live holy lives just like God

  Pupil’s Activity Direct learners to activity 2 page 28

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite the statement ‘l promise’

Answer questions in Assessment 3 on page 30

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Respect for the Holy Bible- Handling the Bible with respect

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Handle the Bible with respect as the inspired word of God
  2. Identify the books in the Old and New Testament
  3. Appreciate the Bible as a religious book

 

KEY INQUIRY QUESTIONS:

Why should you respect the Holy Bible?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.31-34

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Guide the learners on activity 1-2 on page 31 and ask them to give reasons why they should respect the Bible

Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Isaiah 49:16

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Emphasize that they should handle the Bible with respect since it is the holy word of God

Guide them to appreciate the Bible as a religious book

  Application and response Learners to say how they will handle the Bible at home and in church

Teacher to stress for them to be responsible and care for the Bible

  Pupil’s Activity Direct learners to activity 3 page 33

Demonstrate how to handle the Bible with respect Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memorize the statement ‘l promise’ on page 34

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Books of the Old Testament

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Handle the Bible with respect as the inspired word of God
  2. Identify the books in the Old and New Testament
  3. Appreciate the Bible as a religious book
  4. Play a game on naming some Books in the Old and New Testament
  5. Recite Isaiah 49:16 and desire to read the Holy Bible always

KEY INQUIRY QUESTIONS:

  1. Why should you respect the Holy Bible?
  2. Why is it important to know the books in the Bible?
  3. Why should you read your Bible always?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.34-37

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Guide the learners Talking Point on page 34 and involve them in answering the questions

Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Isaiah 49:16

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to remind learners about the two division of the Bible Guide them to appreciate the Bible as a religious book

  Application and response Guide the learners to recognize that they should read the Bible always

Teacher to stress for them to be responsible and care for the Bible when reading

  Pupil’s Activity learners to identify the books of the Old Testament as the teacher list them on the chalk board
  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memorize the statement ‘l promise’ on page 37

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Books of the New Testament

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Handle the Bible with respect as the inspired word of God
  2. Identify the books in the Old and New Testament
  3. Appreciate the Bible as a religious book
  4. Play a game on naming some Books in the Old and New Testament
  5. Recite Isaiah 49:16 and desire to read the Holy Bible always

KEY INQUIRY QUESTIONS:

  1. Why should you respect the Holy Bible?
  2. Why is it important to know the books in the Bible?
  3. Why should you read your Bible always?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.34-37

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Guide the learners Talking Point on page 34 and involve them in answering the questions

Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Isaiah 49:16

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to remind learners about the two division of the Bible Guide them to appreciate the Bible as a religious book

  Application and response Guide the learners to recognize that they should read the Bible always

Teacher to stress for them to be responsible and care for the Bible when reading

  Pupil’s Activity learners to identify the books of the New Testament as the teacher list them on the chalk board
  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memorize the statement ‘l promise’ on page 37

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Zacchaeus the tax collector

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Zacchaeus in Luke 19:2-10
  2. Recount how Zacchaeus changed his behaviour positively
  3. Demonstrate integrity when using money discuss why it is important to repent sins in order to be like Christ

KEY INQUIRY QUESTIONS:

  1. Why did Zacchaeus climb the sycamore tree?
  2. What happened after Zacchaeus climbed down from the tree?
  3. What should we do to be like Christ?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.38-39

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 38 and ask them to answer the questions

Teacher to reinforce relevant responses Observe pictures on page 38

  Biblical experience Guide the learners to read bible verse Luke 19:2-10

Ask oral questions from the reading of the bible verse Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Zaccheaus

  Application and response Emphasize the story of Zaccheaus stressing that Jesus loves us and ready to forgive us

Learners to identify the need to repent and treat other people fairly

  Pupil’s Activity Sing the song on page 40

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour a picture of Zacchaeus on a tree

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Zacchaeus the tax collector

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Zacchaeus in Luke 19:2-10
  2. Recount how Zacchaeus changed his behaviour positively
  3. Demonstrate integrity when using money discuss why it is important to repent sins in order to be like Christ

KEY INQUIRY QUESTIONS:

  1. Why did Zacchaeus climb the sycamore tree?
  2. What happened after Zacchaeus climbed down from the tree?
  3. What should we do to be like Christ?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.38-39

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 38 and ask them to answer the questions

Teacher to reinforce relevant responses Observe pictures on page 38

  Biblical experience Guide the learners to read bible verse Luke 19:2-10

Ask oral questions from the reading of the bible verse Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Zaccheaus

  Application and response Emphasize the story of Zaccheaus stressing that Jesus loves us and ready to forgive us

Learners to identify the need to repent and treat other people fairly

  Pupil’s Activity Sing the song on page 40

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour a picture of Zacchaeus on a tree

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Reasons why it is important to repent sin

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Zacchaeus in Luke 19:2-10
  2. Recount how Zacchaeus changed his behaviour positively
  3. Demonstrate integrity when using money discuss why it is important to repent sins in order to be like Christ

KEY INQUIRY QUESTIONS:

  1. Why did Zacchaeus climb the sycamore tree?
  2. What happened after Zacchaeus climbed down from the tree?
  3. What should we do to be like Christ?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.40-42

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson about Zacchaeus

Lead the learners to Activity 6 an guide them to do it in groups Ask oral questions based on the activity

Teacher to reinforce learners relevant answers

  Biblical experience Guide the learners to read bible verse Luke 19:2-10

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Zaccheaus

Encourage them to use money wisely and always heep the needy

  Application and response Emphasize the story of Zaccheaus stressing that Jesus loves us and ready to forgive us

Learners to identify the need to repent and treat other people fairly

Encourage learners to live a holy life just like Jesus

  Pupil’s Activity Copy summary notes
  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do assessment 2 on page 42

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Balaam’s donkey

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey
  2. Apply the story in their lives by obeying God’s instructions
  3. Acquire the value of love by speaking good things about others
  4. Acknowledge God’s greatness by revering Him in his/her day to day life

KEY INQUIRY QUESTIONS:

  1. Why did the donkey talk?
  2. Why should we obey God?
  3. What are the results of disobedience

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.43-45

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 43 and ask them to answer the questions

Teacher to reinforce relevant responses Observe and discuss pictures on page 44

  Biblical experience Guide the learners to read bible verse Numbers 22:1-6, 20-34 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Balaam’s donkey

  Application and response Emphasize the story of Balaam’s donkey by stressing that God wants us to obey Him

Learners to identify the need to love and bless others as opposed to cursing them

  Pupil’s Activity Guide the learners to do activity 2 in groups page 44

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour picture that show the story of Balaam’s donkey

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Balaam’s donkey

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey
  2. Apply the story in their lives by obeying God’s instructions
  3. Acquire the value of love by speaking good things about others
  4. Acknowledge God’s greatness by revering Him in his/her day to day life

KEY INQUIRY QUESTIONS:

  1. Why did the donkey talk?
  2. Why should we obey God?
  3. What are the results of disobedience

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.43-45

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 43 and ask them to answer the questions

Teacher to reinforce relevant responses Observe and discuss pictures on page 44

  Biblical experience Guide the learners to read bible verse Numbers 22:1-6, 20-34 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Balaam’s donkey

  Application and response Emphasize the story of Balaam’s donkey by stressing that God wants us to obey Him

Learners to identify the need to love and bless others as opposed to cursing them

  Pupil’s Activity Guide the learners to do activity 3 in groups page 45

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour picture that show the story of Balaam’s donkey

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – results of disobedience

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey
  2. Apply the story in their lives by obeying God’s instructions
  3. Acquire the value of love by speaking good things about others
  4. Acknowledge God’s greatness by revering Him in his/her day to day life

KEY INQUIRY QUESTIONS:

  1. Why did the donkey talk?
  2. Why should we obey God?
  3. What are the results of disobedience

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.45-47

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson of Balaam’s donkey by asking oral questions

Draw learners’ attention to Activity 5 page 45  to discuss why it is good to speak well of others in groups and present their findings Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Numbers 22:1-6, 20-34

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Balaam’s donkey

Emphasize that they should not speak ill of others or curse them Reiterate the need for them God, their elders and to obey laws

  Application and response Emphasize the story of Balaam’s donkey by stressing that God wants us to obey Him

Caution learners against gossiping others and teacher to lead them to see that doing so is disobedience towards God

  Pupil’s Activity Guide the learners to do activity 6 in groups page 46

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do assessment 3 page 47

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Samson kills a lion

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Judges 14: 5- 9 and retell the story of Samson
  2. Acknowledge God’s power in his/her life
  3. Trust in God to cope with the challenges of life

KEY INQUIRY QUESTIONS:

  1. How did Samson kill a lion?
  2. What do you do when faced with challenges?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.47-52

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 47 and ask them to answer the questions

Teacher to reinforce relevant responses Observe and discuss pictures on page 48

  Biblical experience Guide the learners to read bible verse Judges 14: 5- 9

Ask oral questions from the reading of the bible verse Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to explain that Samson killed the lion by tearing it apart with bare hands

Guide them to realize that Samson was able to do this because sent his power to Samson

  Application and response Emphasize the story of Samson kills the lion by stressing that God wants us have faith in Him because He is able to solve our problems

Learners to identify the need to be courageous when faced with challenges

  Pupil’s Activity Guide the learners to do activity 3 in groups page 49

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Modeling a lion

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Samson kills a lion

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Judges 14: 5- 9 and retell the story of Samson
  2. Acknowledge God’s power in his/her life
  3. Trust in God to cope with the challenges of life

KEY INQUIRY QUESTIONS:

  1. How did Samson kill a lion?
  2. What do you do when faced with challenges?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.47-52

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 47 and ask them to answer the questions, Teacher to reinforce relevant responses Observe and discuss pictures on page 48

  Biblical experience Guide the learners to read bible verse Judges 14: 5- 9 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to explain that Samson killed the lion by tearing it apart with bare hands

Guide them to realize that Samson was able to do this because sent his power to Samson

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the story of Samson kills the lion by stressing that God wants us have faith in Him because He is able to solve our problems

Learners to identify the need to be courageous when faced with challenges

  Pupil’s Activity Guide the learners to do activity 3 in groups page 49

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Writing a poem ‘Samson kills a lion’’

 

 

 

 

 

 

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Joseph interprets the dream

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 41:14-24, 28-30 and retell the story of Joseph interpreting the dream
  2. Apply the lessons learnt and trust in God’s wisdom
  3. Demonstrate an awareness that the fear of God is the beginning of wisdom

KEY INQUIRY QUESTIONS:

  1. What is a dream?
  2. What did Pharaoh dream about?
  3. How was the dream interpreted?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.52-53

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 52 and ask them to answer the questions, Teacher to reinforce relevant responses Observe and discuss pictures on page 53

  Biblical experience Guide the learners to read bible verse Genesis 41:14-24, 28-30 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson Teacher to guide pupils to describe the dreams of pharaoh

Guide them to realize that those who trust God’s wisdom become wise like Joseph

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the story of Joseph interprets Pharaohs’ dream that they should trust God’s wisdom

Learners to identify the need to trust God and fear God so as to receive wisdom

  Pupil’s Activity Guide the learners to recount the dreams that Pharaoh had.

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do activity 5 on page 55

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Joseph interprets the dream

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 41:14-24, 28-30 and retell the story of Joseph interpreting the dream
  2. Apply the lessons learnt and trust in God’s wisdom
  3. Demonstrate an awareness that the fear of God is the beginning of wisdom

KEY INQUIRY QUESTIONS:

  1. What is a dream?
  2. What did Pharaoh dream about?
  3. How was the dream interpreted?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.52-53

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Activity 1 page 52 and ask them to answer the questions, Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Genesis 41:14-24, 28-30 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson Teacher to guide pupils to describe the dreams of pharaoh

Guide them to realize that those who trust God’s wisdom become wise like Joseph

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the story of Joseph interprets Pharaohs’ dream that they should trust God’s wisdom

Learners to identify the need to trust God and fear God so as to receive wisdom

  Pupil’s Activity Guide the learners to recount the dreams that Pharaoh had.

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour a picture of Joseph standing before Pharaoh

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – The meaning of Pharaoh’s Dreams

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 41:14-24, 28-30 and retell the story of Joseph interpreting the dream
  2. Apply the lessons learnt and trust in God’s wisdom
  3. Demonstrate an awareness that the fear of God is the beginning of wisdom

KEY INQUIRY QUESTIONS:

  1. What is a dream?
  2. What did Pharaoh dream about?
  3. How was the dream interpreted?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.54-55

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 54 and ask them to answer the questions, Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Genesis 41:14-24, 28-30 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson Teacher to guide pupils to describe the dreams of pharaoh Guide them to realize that it is God that enabled Joseph to interpret the kings dream

Reiterate the meaning of the dreams, linking each dream to the Joseph’s interpretation

  Application and response Emphasize the story of Joseph interprets Pharaohs’ dream that they should trust God’s wisdom

Learners to identify the need to trust God and fear God so as to receive wisdom

  Pupil’s Activity Guide the learners to recount the dreams that Pharaoh had and its interpretation

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memories proverbs 1:7

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Patriarch –Abraham- the call of Abraham

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 12:1-5 and recount the call of Abraham
  2. Obey God’s instructions in his/her day to day life
  3. Mention his/ her name and it’s meaning for self-identity
  4. Appreciate God’s blessings in his or her life

KEY INQUIRY QUESTIONS:

  1. Why was the name Abram changed?
  2. Why is your name important?
  3. How did Abraham show obedience to God?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.56-57

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 56 and ask them to answer the questions, Teacher to reinforce relevant response

  Biblical experience Guide the learners to read bible verse Genesis 12:1-5 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to explain to the learners that god spoke to Abraham and instructed him to leave his ancestral land

Guide them to recognize that Abraham response demonstrated his Full trust in God and God’s promises

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize that just Abraham like Abraham they should also obey God and have faith in that He will always guide them

Learners to  identify the need to obey God’s will and instructions

  Pupil’s Activity Guide the learners to recite Genesis 12;3

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Role plays God’s call to Abraham

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Patriarch –God changes Abram’s name to Abraham

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 12:1-5 and recount the call of Abraham
  2. discuss Abram’s change of name to Abraham as outlined in Genesis 17:1-5
  3. Mention his/ her name and its meaning for self-identity
  4. Appreciate God’s blessings in his or her life

KEY INQUIRY QUESTIONS:

  1. Why was the name Abram changed?
  2. Why is your name important?
  3. How did Abraham show obedience to God?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg. 58-60

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson about the call of Abraham by asking oral questions

Draw learners’ attention to the Taking Point page 58 and ask them to answer the questions, Teacher to reinforce relevant response

  Biblical experience Guide the learners to read bible verse Genesis 17:1-5 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Guide the learners to appreciate the importance of their names in giving them identity them.

Reiterate the meaning of Abraham name’s

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the need for learners to obey God’s law and instructions, and put their trust in God

Learners to identify the need to obey God’s will and instruction

  Pupil’s Activity Recite the statement I promise on page 60

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do assessment 6 page 60

 

How to Apply For Kagumo TTC Admission

Kagumo TTC Online Course Application 2022/2023

Kagumo TTC Online Application 2022/2023 | Kagumo Teachers Training College Online Application is ongoing for the 2022/2023 academic year. Get all the details on how to apply below.

How to Apply For Kagumo TTC Admission

Application for Diploma in Teacher Education training under Regular ProgrammeApplicants receive the notice through the main newspapers and Media from Kenya Universities and Colleges Placement Service (KUCCPS).

Upon receipt of the shortlisted candidates from KUCCPS, the college invites the candidates to collect their admission letters and the joining instructions.

Check Out Kagumo Teachers Training College Courses & Entry Requirements before applying.

Application for Diploma in Teacher Education training under School Based Programme.

The College puts up a notice on the available training opportunities through local dailies and media.

The candidates then place requests either through physical dispatching of KCSE certificates or by sending their testimonials through our Online application form 

On processing of the candidate’s requests and subsequent admission letters, they are invited to collect their admission letters and the joining instructions.

For more details on Kagumo TTC Admission, contact the institution at:

Kagumo TTC Contact Address

Kagumo Teachers’ Training College

Email:  info@kagumocollege.ac.ke

kagumotc@yahoo.com ,  kagumotc@gmail.com

Telephone No. 0203500519  Mobile :  0701 972912
Address:  P.O. BOX 18, 10100 Nyeri

Location:  Kagumo – Kangaita Road, Nyeri, Kenya

KCSE best ranking secondary schools in Kajiado County

KCSE Best and Top Ranking Secondary Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Kajiado County? Below is a list of all the best Secondary Schools in Kajiado County. The list features the best schools plus their Knec codes.

Extra County High schools form the second level of secondary schools in Kenya; after National Schools.

For complete information on all schools in the country, visit the Schools’ Portal. Here you will find contact details, location, KCSE performance analysis and fees details for all schools in Kenya.

BEST SECONDARY SCHOOLS IN KAJIADO COUNTY

See also; List of all County secondary schools in Kenya

School  Code School Name Category Type Cluster
31515101 OLKEJUADO HIGH SCHOOL Extra County Boys C1
31515403 KILUANI NEWLIFE SECONDARY SCHOOL Extra County Boys C3
31545101 OLOITOKITOK SECONDARY SCHOOL Extra County Boys C1
31557204 ENOOMATASIANI GIRLS SECONDARY SCHOOL Extra County Girls C3
31557206 NAKEEL SECONDARY SCHOOL Extra County Boys C1
31567201 NOONKOPIR GIRLS SECONDARY SCHOOL Extra County Girls C1
31573106 OLOOSEOS SECONDARY SCHOOL Extra County Girls C3
31573201 NAJILE BOYS SECONDARY SCHOOL Extra County Boys C3

Moi Siongiroi Girls’ High Senior School: Full details, location, CBE Subjects Offered

Moi Siongiroi Girls’ High Senior School: Full details, location, CBE Subjects Offered

MOI SIONGIROI GIRLS’ SENIOR SCHOOL LOCATION.

Moi Siongoroi Girls‘ Secondary School is a religious organization sponsored girls boarding school located in Siongiroi Sub location, in Bomet County.

The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.

MOI SIONGIROI GIRLS’ SENIOR SCHOOL DETAILS SUMMARY

SCHOOL NAME:  –MOI SIONGIROI GIRLS’ SECONDARY SCHOOL

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

SCHOOL’S NATURE (Regular/  SNE):  –REGULAR

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED):  –GIRLS

REGION WHERE SCHOOL IS LOCATED:  –RIFT VALLEY

COUNTY  WHERE SCHOOL IS LOCATED: –BOMET

SUB COUNTY  WHERE SCHOOL IS LOCATED: –CHEPALUNGU

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –5NH8

SCHOOL’S KNEC CODE: –25551207

School Capacity: The National School can accomodate over 1,200 Students.

N/B: Explanation on the acronyms used:

  • Cluster which is the School’s Category. C1 is for National Schools.
  • UIC stands for Unique Institutional Code (UIC)/NEMIS Code
  • KNEC stands for the Kenya National Examinations Council (KNEC) Code that can be used to check the school’s results online.

HOW TO JOIN GRADE 10 AT MOI SIONGIROI GIRLS’ SENIOR SCHOOL

Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.

LIST OF ALL SUBJECTS AND PATHWAYS OFFERED AT MOI SIONGIROI GIRLS’ SENIOR SCHOOL

The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:

  • STEM PATHWAY, THAT IS DIVED INTO: PURE SCIENCES, APPLIED SCIENCES and TECHNICAL STUDIES
  • SOCIAL SCIENCES PATHWAY, THAT IS DIVED INTO: LANGUAGES & LITERATURE and HUMANITIES & BUSINESS STUDIES
  • ARTS & SPORTS SCIENCE PATHWAY, THAT IS DIVED INTO:  ARTS and SPORTS

Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum:

ARTS & SPORTS PATHWAY SUBJECTS

S/No// PATHWAY// TRACK// SUBJECTS

1.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Arabic

2.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Biology

3.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Business Studies

4.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Computer Studies

5.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, CRE/IRE/HRE

6.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Fasihi ya Kiswahili

7.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, French

8.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, General Science

9.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Geography

10.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, German

11.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, History & Citizenship

12.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Literature in English

13.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Mandarin

14.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Advanced Mathematics

15.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Sports & Recreation

16.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Arabic

17.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Biology

18.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Business Studies

19.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Computer Studies

20.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, CRE/IRE/HRE

21.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Fasihi ya Kiswahili

22.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, French

23.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, General Science

24.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Geography

25.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, German

26.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, History & Citizenship

27.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Literature in English,

28.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Mandarin

29.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Advanced Mathematics

30.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Sports & Recreation

31.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Theatre & Film

32.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Arabic

33.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Biology

34.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Business Studies

35.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Computer Studies

36.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, CRE/IRE/HRE

37.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Fasihi ya Kiswahili

38.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, French

39.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, General Science

40.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Geography

41.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, German

42.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, History & Citizenship

43.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Literature in English

44.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Mandarin

45.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Advanced Mathematics

46.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Sports & Recreation

47.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Arabic

48.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Business Studies

49.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Computer Studies

50.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, CRE/IRE/HRE

51.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Fasihi ya Kiswahili

52.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, French

53.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Geography

54.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, German

55.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, History & Citizenship

56.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Literature in English

57.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Mandarin

58.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Advanced Mathematics

59.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Media Technology

60.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Arabic

61.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Business Studies

62.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Computer Studies

63.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, CRE/IRE/HRE

64.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Fasihi ya Kiswahili

65.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, French

66.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Geography

67.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, German

68.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, History & Citizenship

69.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Literature in English

70.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Mandarin

71.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Advanced Mathematics

72.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Media Technology

73.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Arabic

74.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Computer Studies

SOCIAL SCIENCES PATHWAY

S/No// PATHWAY// TRACK// SUBJECTS

75.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, CRE/IRE/HRE

76.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Fasihi ya Kiswahili

77.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, French

78.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, General Science

79.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Geography

80.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, German

81.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Literature in English

82.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Mandarin

83.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Advanced Mathematics

84.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Arabic

85.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Computer Studies

86.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Fasihi ya Kiswahili

87.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, French

88.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, General Science

89.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Geography

90.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, German

91.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, History & Citizenship

92.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Literature in English

93.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Mandarin

94.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Advanced Mathematics

95.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Arabic

96.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Computer Studies

97.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Fasihi ya Kiswahili

98.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, French

99.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, General Science

100.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, German

101.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Literature in English

102.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Mandarin

103.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Advanced Mathematics

104.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Arabic

105.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Computer Studies

106.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Fasihi ya Kiswahili

107.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, French

108.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, General Science

109.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Geography

110.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, German

111.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Literature in English

112.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Mandarin

113.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Advanced Mathematics

114.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Arabic

115.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Computer Studies

116.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Fasihi ya Kiswahili

117.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, French

118.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, General Science

119.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, German

120.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Indigenous Language

121.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Literature in English

122.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Mandarin

123.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Advanced Mathematics

124.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Sign Language

125.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Arabic

126.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Business Studies

127.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Computer Studies

128.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, CRE/IRE/HRE

129.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Fasihi ya Kiswahili

130.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, French

131.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, General Science

132.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, German

133.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Literature in English

134.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Mandarin

135.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Advanced Mathematics

136.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Business Studies

137.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Computer Studies

138.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, CRE/IRE/HRE

139.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, General Science

140.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Geography

141.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, History & Citizenship

142.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Mandarin

143.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Advanced Mathematics

144.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Arabic

145.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Business Studies

146.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Chinese

147.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Computer Studies

148.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, CRE/IRE/HRE

149.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, French

150.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, General Science

151.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Geography

152.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, History & Citizenship

153.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Advanced Mathematics

154.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Business Studies

155.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Computer Studies

156.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, CRE/IRE/HRE

157.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, General Science

158.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Geography

159.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, History & Citizenship

160.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Advanced Mathematics

161.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Arabic

162.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Business Studies

163.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Computer Studies

164.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, CRE/IRE/HRE

165.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, French

166.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, General Science

167.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Geography

168.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, German

169.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, History & Citizenship

170.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Mandarin

171.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Advanced Mathematics

172.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Sign Language

173.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Arabic

174.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Business Studies

175.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Computer Studies

176.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, CRE/IRE/HRE

177.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Fasihi ya Kiswahili

178.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, French

179.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, General Science

180.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Geography

181.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, German

182.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, History & Citizenship

183.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Mandarin

184.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Advanced Mathematics

185.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Sign Language

186.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Arabic

187.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Business Studies

188.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Computer Studies

189.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, French

190.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Geography

191.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, History & Citizenship

192.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Mandarin

193.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Sign Language

194.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Business Studies

195.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Computer Studies

196.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, CRE/IRE/HRE

197.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, General Science

198.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Geography

199.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, History & Citizenship

200.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Mathematics

201.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Business Studies

202.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Computer Studies

203.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, CRE/IRE/HRE

204.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, French

205.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, General Science

206.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Geography

207.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, History & Citizenship

208.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Mandarin

209.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Advanced Mathematics

STEM PATHWAY SUBJECTS

S/No// PATHWAY// TRACK// SUBJECTS

210.STEM.APPLIED SCIENCES.Agriculture, Business studies, Aviation

211.STEM.APPLIED SCIENCES.Agriculture, Business studies, Biology

212.STEM.APPLIED SCIENCES.Agriculture, Business studies, Building Construction

213.STEM.APPLIED SCIENCES.Agriculture, Business studies, Chemistry

214.STEM.APPLIED SCIENCES.Agriculture, Business studies, Computer Studies

215.STEM.APPLIED SCIENCES.Agriculture, Business studies, Electricity

216.STEM.APPLIED SCIENCES.Agriculture, Business studies, General Science

217.STEM.APPLIED SCIENCES.Agriculture, Business studies, Geography

218.STEM.APPLIED SCIENCES.Agriculture, Business studies, Marine and fisheries

219.STEM.APPLIED SCIENCES.Agriculture, Business studies, Advanced Mathematics

220.STEM.APPLIED SCIENCES.Agriculture, Business studies, Metal work

221.STEM.APPLIED SCIENCES.Agriculture, Business studies, Physics

222.STEM.APPLIED SCIENCES.Agriculture, Business studies, Power Mechanics

223.STEM.APPLIED SCIENCES.Agriculture, Business studies, Woodwork

224.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Aviation

225.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Biology

226.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Building Construction

227.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Business Studies

228.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Chemistry

229.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Electricity

230.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, General Science

231.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Geography

232.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Home Science

233.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Marine & Fisheries

234.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Advanced Mathematics

235.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Metal Work

236.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Physics

237.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Power Mechanics

238.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Wood work

239.STEM.APPLIED SCIENCES.Agriculture, Geography, Aviation

240.STEM.APPLIED SCIENCES.Agriculture, Geography, Biology

241.STEM.APPLIED SCIENCES.Agriculture, Geography, Building Construction

242.STEM.APPLIED SCIENCES.Agriculture, Geography, Computer Science

243.STEM.APPLIED SCIENCES.Agriculture, Geography, Electricity

244.STEM.APPLIED SCIENCES.Agriculture, Geography, General Science

245.STEM.APPLIED SCIENCES.Agriculture, Geography, Marine & Fisheries

246.STEM.APPLIED SCIENCES.Agriculture, Geography, Advanced Mathematics

247.STEM.APPLIED SCIENCES.Agriculture, Geography, Metal Work

248.STEM.APPLIED SCIENCES.Agriculture, Geography, Physics

249.STEM.APPLIED SCIENCES.Agriculture, Geography, Power Mechanics

250.STEM.APPLIED SCIENCES.Agriculture, Geography, Wood work

251.STEM.APPLIED SCIENCES.Agriculture, Home Science, Aviation

252.STEM.APPLIED SCIENCES.Agriculture, Home Science, Biology

253.STEM.APPLIED SCIENCES.Agriculture, Home Science, Building Construction

254.STEM.APPLIED SCIENCES.Agriculture, Home Science, Business Studies

255.STEM.APPLIED SCIENCES.Agriculture, Home Science, Chemistry

256.STEM.APPLIED SCIENCES.Agriculture, Home Science, Electricity

257.STEM.APPLIED SCIENCES.Agriculture, Home Science, General Science

258.STEM.APPLIED SCIENCES.Agriculture, Home Science, Geography

259.STEM.APPLIED SCIENCES.Agriculture, Home Science, Marine & Fisheries

260.STEM.APPLIED SCIENCES.Agriculture, Home Science, Advanced Mathematics

261.STEM.APPLIED SCIENCES.Agriculture, Home Science, Metal Work

262.STEM.APPLIED SCIENCES.Agriculture, Home Science, Physics

263.STEM.APPLIED SCIENCES.Agriculture, Home Science, Power Mechanics

264.STEM.APPLIED SCIENCES.Agriculture, Home Science, Woodwork

277.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Aviation

281.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Biology

282.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Building Construction

283.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Chemistry

284.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Electricity

278.STEM.APPLIED SCIENCES.Computer Studies, Business studies, General Science

285.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Geography

279.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Marine & Fisheries

286.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Advanced Mathematics

287.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Metal Work

280.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Physics

288.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Power Mechanics

289.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Wood Work

265.STEM.APPLIED SCIENCES.Computer Studies, Geography, Aviation

266.STEM.APPLIED SCIENCES.Computer Studies, Geography, Biology

267.STEM.APPLIED SCIENCES.Computer Studies, Geography, Building Construction

268.STEM.APPLIED SCIENCES.Computer Studies, Geography, Chemistry

269.STEM.APPLIED SCIENCES.Computer Studies, Geography, Electricity

270.STEM.APPLIED SCIENCES.Computer Studies, Geography, General Science

271.STEM.APPLIED SCIENCES.Computer Studies, Geography, Marine & Fisheries

272.STEM.APPLIED SCIENCES.Computer Studies, Geography, Advanced Mathematics

273.STEM.APPLIED SCIENCES.Computer Studies, Geography, Metal Work

274.STEM.APPLIED SCIENCES.Computer Studies, Geography, Physics

275.STEM.APPLIED SCIENCES.Computer Studies, Geography, Power Mechanics B

276.STEM.APPLIED SCIENCES.Computer Studies, Geography, Wood work

290.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Aviation

291.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Biology

292.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Building Construction

293.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Business Studies

294.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Chemistry

295.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Electricity

296.STEM.APPLIED SCIENCES.Computer Studies, Home Science, General Science

297.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Geography

298.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Marine & Fisheries

299.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Advanced Mathematics

300.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Metal Work

301.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Physics

302.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Power Mechanics

303.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Wood Work

304.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Agriculture

305.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Aviation

306.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Building Construction

307.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Business Studies

308.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Chemistry,

309.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Computer Studies

310.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Electricity

311.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Geography

312.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Home Science

313.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Marine & Fisheries

314.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Metal Work

315.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Physics

316.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Power Mechanics

317.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Woodwork

318.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Agriculture

319.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Aviation

320.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Building Construction

321.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Business Studies

322.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Computer Studies

323.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Electricity

324.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Geography

325.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Home Science

326.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Marine & Fisheries

327.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Metal Work

328.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Physics

329.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Power Mechanics

330.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Wood Work

331.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Agriculture

332.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Aviation

333.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Building Construction

334.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Business Studies

335.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Computer Studies

336.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Electricity

337.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Geography

338.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Home Science

339.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Metal Work

340.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Power Mechanics

341.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Wood Work

342.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Agriculture

343.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Aviation

344.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Building & Construction

345.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Business Studies

346.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Computer Studies

347.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Electricity

348.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Geography

349.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Home Science

350.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Marine & Fisheries

351.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Metal Work

352.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Power Mechanics

353.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Woodwork

354.STEM.PURE SCIENCES.Biology, Chemistry, Agriculture

355.STEM.PURE SCIENCES.Biology, Chemistry, Aviation

356.STEM.PURE SCIENCES.Biology, Chemistry, Building Construction

357.STEM.PURE SCIENCES.Biology, Chemistry, Business Studies

358.STEM.PURE SCIENCES.Biology, Chemistry, Computer Studies

359.STEM.PURE SCIENCES.Biology, Chemistry, Electricity

360.STEM.PURE SCIENCES.Biology, Chemistry, Geography

361.STEM.PURE SCIENCES.Biology, Chemistry, Home Science

362.STEM.PURE SCIENCES.Biology, Chemistry, Metal Work

363.STEM.PURE SCIENCES.Biology, Chemistry, Power Mechanics

364.STEM.PURE SCIENCES.Biology, Chemistry, Wood Work

365.STEM.PURE SCIENCES.Biology, Physics, Agriculture

366.STEM.PURE SCIENCES.Biology, Physics, Aviation

367.STEM.PURE SCIENCES.Biology, Physics, Building Construction

368.STEM.PURE SCIENCES.Biology, Physics, Business Studies

369.STEM.PURE SCIENCES.Biology, Physics, Computer Studies

370.STEM.PURE SCIENCES.Biology, Physics, Electricity

371.STEM.PURE SCIENCES.Biology, Physics, Geography

372.STEM.PURE SCIENCES.Biology, Physics, Home Science

373.STEM.PURE SCIENCES.Biology, Physics, Metal Work

374.STEM.PURE SCIENCES.Biology, Physics, Power Mechanics

375.STEM.PURE SCIENCES.Biology, Physics, Wood Work

376.STEM.PURE SCIENCES.Chemistry, Physics, Agriculture

377.STEM.PURE SCIENCES.Chemistry, Physics, Aviation

378.STEM.PURE SCIENCES.Chemistry, Physics, Building Construction

379.STEM.PURE SCIENCES.Chemistry, Physics, Business Studies

380.STEM.PURE SCIENCES.Chemistry, Physics, Computer Studies

381.STEM.PURE SCIENCES.Chemistry, Physics, Electricity

382.STEM.PURE SCIENCES.Chemistry, Physics, Geography

383.STEM.PURE SCIENCES.Chemistry, Physics, Home Science

384.STEM.PURE SCIENCES.Chemistry, Physics, Metal Work

385.STEM.PURE SCIENCES.Chemistry, Physics, Power Mechanics

386.STEM.PURE SCIENCES.Chemistry, Physics, Wood Work

387.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Biology

388.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Chemistry

389.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Computer Studies

390.STEM.TECHNICAL STUDIES.Aviation, Business Studies, General Science

391.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Geography

392.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Home Science

393.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Marine & Fisheries

394.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Advanced Mathematics

395.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Media Technology

396.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Physics

397.STEM.TECHNICAL STUDIES.Aviation, General Science, Agriculture

398.STEM.TECHNICAL STUDIES.Aviation, General Science, Business Studies

399.STEM.TECHNICAL STUDIES.Aviation, General Science, Computer Studies

400.STEM.TECHNICAL STUDIES.Aviation, General Science, Home Science

401.STEM.TECHNICAL STUDIES.Aviation, General Science, Marine & Fisheries

402.STEM.TECHNICAL STUDIES.Aviation, General Science, Advanced Mathematics

403.STEM.TECHNICAL STUDIES.Aviation, General Science, Media Technology

404.STEM.TECHNICAL STUDIES.Aviation, General Science, Power Mechanics

405.STEM.TECHNICAL STUDIES.Aviation, Geography, Biology

406.STEM.TECHNICAL STUDIES.Aviation, Geography, Business Studies

407.STEM.TECHNICAL STUDIES.Aviation, Geography, Chemistry

408.STEM.TECHNICAL STUDIES.Aviation, Geography, Computer Studies

409.STEM.TECHNICAL STUDIES.Aviation, Geography, General Science

410.STEM.TECHNICAL STUDIES.Aviation, Geography, Home Science

411.STEM.TECHNICAL STUDIES.Aviation, Geography, Marine & Fisheries

412.STEM.TECHNICAL STUDIES.Aviation, Geography, Advanced Mathematics

413.STEM.TECHNICAL STUDIES.Aviation, Geography, Media Technology

414.STEM.TECHNICAL STUDIES.Aviation, Geography, Physics

415.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Biology

416.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Chemistry

417.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Computer Studies

418.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, General Science

419.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Geography

420.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Home Science

421.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Marine & Fisheries

422.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Advanced Mathematics

423.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Media Technology

424.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Physics

425.STEM.TECHNICAL STUDIES.Building Construction, General Science, Computer Studies

426.STEM.TECHNICAL STUDIES.Building Construction, General Science, Geography

427.STEM.TECHNICAL STUDIES.Building Construction, General Science, Home Science

428.STEM.TECHNICAL STUDIES.Building Construction, General Science, Marine & Fisheries

429.STEM.TECHNICAL STUDIES.Building Construction, General Science, Advanced Mathematics

430.STEM.TECHNICAL STUDIES.Building Construction, General Science, Media Technology

431.STEM.TECHNICAL STUDIES.Building Construction, Geography, Biology

432.STEM.TECHNICAL STUDIES.Building Construction, Geography, Chemistry

433.STEM.TECHNICAL STUDIES.Building Construction, Geography, Computer Studies

434.STEM.TECHNICAL STUDIES.Building Construction, Geography, Home Science

435.STEM.TECHNICAL STUDIES.Building Construction, Geography, Marine & Fisheries

436.STEM.TECHNICAL STUDIES.Building Construction, Geography, Advanced Mathematics

437.STEM.TECHNICAL STUDIES.Building Construction, Geography, Media Technology

438.STEM.TECHNICAL STUDIES.Building Construction, Geography, Physics

439.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Biology

440.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Chemistry

441.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Computer Studies

442.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Geography

443.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Home Science

444.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Marine & Fisheries

445.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Advanced Mathematics

446.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Media Technology

447.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Physics

448.STEM.TECHNICAL STUDIES.Electricity, General Science, Computer Studies

449.STEM.TECHNICAL STUDIES.Electricity, General Science, Home Science

450.STEM.TECHNICAL STUDIES.Electricity, General Science, Marine & Fisheries

451.STEM.TECHNICAL STUDIES.Electricity, General Science, Advanced Mathematics

452.STEM.TECHNICAL STUDIES.Electricity, General Science, Media Technology

453.STEM.TECHNICAL STUDIES.Electricity, Geography, Biology

454.STEM.TECHNICAL STUDIES.Electricity, Geography, Chemistry

455.STEM.TECHNICAL STUDIES.Electricity, Geography, Computer Studies

456.STEM.TECHNICAL STUDIES.Electricity, Geography, Home Science

457.STEM.TECHNICAL STUDIES.Electricity, Geography, Marine & Fisheries

458.STEM.TECHNICAL STUDIES.Electricity, Geography, Advanced Mathematics

459.STEM.TECHNICAL STUDIES.Electricity, Geography, Media Technology

460.STEM.TECHNICAL STUDIES.Electricity, Geography, Physics

461.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Biology

462.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Chemistry

463.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Computer Studies

464.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, General Science

465.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Geography

466.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Home Science

467.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Advanced Mathematics

468.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Media Technology

469.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Physics

470.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Computer Studies

471.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Home Science

472.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Advanced Mathematics

473.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Media Technology

474.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Biology

475.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Chemistry

476.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Computer Studies

477.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Home Science

478.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Advanced Mathematics

479.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Media Technology

480.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Physics

481.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Biology

482.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Chemistry

483.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Computer Studies

484.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Geography

485.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Home Science

486.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Marine & Fisheries

487.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Advanced Mathematics

488.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Physics

489.STEM.TECHNICAL STUDIES.Media Technology, General Science, Computer Studies

490.STEM.TECHNICAL STUDIES.Media Technology, General Science, Home Science

491.STEM.TECHNICAL STUDIES.Media Technology, General Science, Marine & Fisheries

492.STEM.TECHNICAL STUDIES.Media Technology, General Science, Advanced Mathematics

493.STEM.TECHNICAL STUDIES.Media Technology, Geography, Biology

494.STEM.TECHNICAL STUDIES.Media Technology, Geography, Chemistry

495.STEM.TECHNICAL STUDIES.Media Technology, Geography, Computer Studies

496.STEM.TECHNICAL STUDIES.Media Technology, Geography, Home Science

497.STEM.TECHNICAL STUDIES.Media Technology, Geography, Marine & Fisheries

498.STEM.TECHNICAL STUDIES.Media Technology, Geography, Advanced Mathematics

499.STEM.TECHNICAL STUDIES.Media Technology, Geography, Physics

500.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Aviation

501.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Biology

502.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Chemistry

503.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Computer Studies

504.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, General Science

505.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Geography

506.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Home Science

507.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Marine & Fisheries

508.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Advanced Mathematics

509.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Media Technology

510.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Physics

511.STEM.TECHNICAL STUDIES.Metal Work, General Science, Computer Studies

512.STEM.TECHNICAL STUDIES.Metal Work, General Science, Home Science

513.STEM.TECHNICAL STUDIES.Metal Work, General Science, Marine & Fisheries

514.STEM.TECHNICAL STUDIES.Metal Work, General Science, Advanced Mathematics

515.STEM.TECHNICAL STUDIES.Metal Work, General Science, Media Technology

516.STEM.TECHNICAL STUDIES.Metal Work, Geography, Biology

517.STEM.TECHNICAL STUDIES.Metal Work, Geography, Chemistry

518.STEM.TECHNICAL STUDIES.Metal Work, Geography, Computer Studies

519.STEM.TECHNICAL STUDIES.Metal Work, Geography, General Science

520.STEM.TECHNICAL STUDIES.Metal Work, Geography, Home Science

521.STEM.TECHNICAL STUDIES.Metal Work, Geography, Marine & Fisheries

522.STEM.TECHNICAL STUDIES.Metal Work, Geography, Advanced Mathematics

523.STEM.TECHNICAL STUDIES.Metal Work, Geography, Media Technology

524.STEM.TECHNICAL STUDIES.Metal Work, Geography, Physics

525.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Biology

526.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Chemistry

527.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Computer Studies

528.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, General Science

529.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Geography

530.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Home Science

531.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Marine & Fisheries

532.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Advanced Mathematics

533.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Media Technology

534.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Physics

535.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Computer Studies

536.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Home Science

537.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Marine & Fisheries

538.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Advanced Mathematics

539.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Media Technology

540.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Biology

541.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Chemistry

542.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Computer Studies

543.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Home Science

544.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Marine & Fisheries

545.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Advanced Mathematics

546.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Media Technology

547.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Physics

548.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Biology

549.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Chemistry

550.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Computer Studies

551.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, General Science

552.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Geography

553.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Home Science

554.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Marine & Fisheries

555.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Advanced Mathematics

556.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Physics

557.STEM.TECHNICAL STUDIES.Wood Work, General Science, Computer Studies

558.STEM.TECHNICAL STUDIES.Wood Work, General Science, Geography

559.STEM.TECHNICAL STUDIES.Wood Work, General Science, Home Science

560.STEM.TECHNICAL STUDIES.Wood Work, General Science, Marine & Fisheries

561.STEM.TECHNICAL STUDIES.Wood Work, General Science, Advanced Mathematics

562.STEM.TECHNICAL STUDIES.Wood Work, General Science, Media Technology

563.STEM.TECHNICAL STUDIES.Wood Work, Geography, Biology

564.STEM.TECHNICAL STUDIES.Wood Work, Geography, Chemistry

565.STEM.TECHNICAL STUDIES.Wood Work, Geography, Computer Studies

566.STEM.TECHNICAL STUDIES.Wood Work, Geography, General Science

567.STEM.TECHNICAL STUDIES.Wood Work, Geography, Home Science

568.STEM.TECHNICAL STUDIES.Wood Work, Geography, Marine & Fisheries

569.STEM.TECHNICAL STUDIES.Wood Work, Geography, Advanced Mathematics

570.STEM.TECHNICAL STUDIES.Wood Work, Geography, Media Technology

571.STEM.TECHNICAL STUDIES.Wood Work, Geography, Physics

Moi Siongiroi Girls’ High Senior School: Full details, location, CBE Subjects Offered

Tambach Teachers Training College

Construction started in1986, approximately a kilometer away from where the initial Tambach Teachers College was situated within the Government African College. His Excellency the Retired President, D.T. Arap Moi was the Head of institution from 1948 to 1954. In 1965, the college was amalgamated with Hunters tree T.T.C to form mosoriot T.T.C as per the Ominde Commission Report.

The college has held a total 22 Graduation Ceremonies since 1993.

Land

The college land acreage is approximately 85 acres.Out of this, 10 acres is occupied by Moi Tambach Primary School. Most of the land is occupied by buildings and playing fields. A small arable area has been developed into farmland for horticulture and zero grazing. The rest of the rocky and bushy areas are left for free grazing. Over 5000 trees have been planted in these areas

Within the complex are 24 classrooms, each of up to 45 learners’ capacity, 2 science laboratories, 2 home science rooms, art and craft workshops, two ICT laboratories, a Learning Resource Centre with a Library, Teaching and Learning Resources display room and 2 audio visual rooms, one of which is a complete studio.

The administration block at the entrance of the complex has several offices and a staff
room, all on the ground floor. Above these offices on the 1st floor are workrooms for members of the teaching staff.

PRINCIPAL’S OFFICE
THE NON- TEACHING STAFF
FINANCE, ACCOUNTS & PROCUREMENT

On both sides of the complex are hostels for male and female students separated by the dining hall and the kitchen. The college has enough ultra modern housing facilities for the teaching staff and this ensures their continuous availability

CONTACTS

PROGRAMMS OFFERED

PROGRAMME PRIMARY TEACHER EDUCATION (PTE) 

KNEC Certficate-Duration: 2years.

EARLY CHILDHOOD AND 

DEVELOPMENT EDUCATION (ECDE)

Admission eligibility(minimum requirements) Grade C (Plain) in the Kenya Certificate of Secondary Education (KCSE) KNEC Diploma-Duration:2years Grade C (Plain) in the Kenya Certificate of Secondary Education (KCSE) 

KNEC Certificate- Duration:2Years

KCSE Grade C- (Minus)

Face- to -face sessions First & Fourth Sessions: August- November (Face to face in August) Second & Fifth Sessions: November/December-March (Face to face in Nov/Dec) 

Third & Sixth Sessions: April-July (Face to face April)

NB:The Face to Face sessions last 4 weeks

First & Fourth Sessions: August- Nov/Dec (Face to face in August) Second & Fifth Sessions: January- April (Face to face in Nov/Dec) 

Third & Sixth Sessions: May-July (Face to face in April)

NB:The Face to Face sessions last 3 weeks

Take-Away assignments/Projects All trainees must take and complete holiday term papers, projects and Group discussion questions, as these constitute part of continuous evaluation tools and marks submitted to KNEC.
Payment of college fees All trainees must make necessary arrangements in advance to pay the requisite college fees before the commencement of each session.
Year 1:Term 1/Session 1-Kshs. 30,100/= Term 2/Session 2-Kshs 20,000/= Term 3/Session 3-Kshs 7,000/= 

Year 2: Term 1/Session 1-Kshs.30,000/= Term 2/Session 2-Kshs 23,000/= Term 3/Session 3-Kshs 10,000/=

Dip: Kshs 9,908/= per session Cert:Kshs 9,741/= per session
Examinations All students must sit for all the Continuous Assessment Tests, Mid Course, Mock and Primary Teachers Examination (PTE) as scheduled hereunder:
a)       CAT I&IV-First week of Nov/Dec session 

b)       CAT II-Final week of April Session

c)        Midcourse-First week of August session

d)       Mock PTE.-First week of April session

e)        PTE(KNEC)              -July/August

a)       CAT I&IV-Final week of August session 

b)       CAT II-Final week of Nov/Dec Session

c)        Midcourse-Final week of April session

d)       Mock –KECEPTIA-Final week of August session

e)        Final KNEC Exam-April

Teaching Practice Sessions There are three internally supervised 

Teaching Practice Sessions for each year group cohort. The final session shall in

Diploma: 1 Session for 1 full term 

Min no. of assessments-3

Academic Calender INFO
Download academic calendar in pdf form

Download pdf

Tambach TTC has an ideal environment coupled with modern infrastructure, that has enabled it realize its strategic goal core objective…

2023 KCSE Timetable download (knec latest revised/final copy)

2023 KCSE Timetable download (knec latest revised/final copy)

Here is the revised and final KCSE 2023 Timetable and instructions to candidates who will sit for their examinations in October/ November 2023.

2023 KCSE Timetable Final.pdf

According to the KCSE 2023 timetable, the candidates sit for their first theory paper on Monday 23/10/2023. The last examination day will be on FRIDAY 24/11/2023.

2023 KCSE Timetable Final Knec Download

TIMINGS OF PAPERS IN THE 2023 KCSE EXAMINATION AND INSTRUCTIONS TO SUPERVISORS, INVIGILATORS, TEACHERS & CANDIDATES

All first session examination papers will start at 8.00 a.m. The start time for second session examination papers is as indicated on the timetable; Will start at 2.00pm.

The time allowed for each paper is indicated against the name of the paper and NO EXTRA TIME IS TO BE ALLOWED.

In case of any discrepancy, the time stated on the question paper should be taken as the correct one.

Time for reading through questions is part of the time shown on the question paper except where special paper instructions indicate otherwise.

Supervisors and Invigilators are asked to ensure that candidates have written their names, index numbers and have signed on their answer scripts before they collect the answer scripts from each candidate while the candidates are advised to ensure that they only take the subjects they are registered for.

REVISED 2023 KCSE TIMETABLE DOWNLOAD.

Here is the Timetable as released by the Kenya National Examinations Council, KNEC.

2023-KCSE-Timetable-Final

KCSE 2023 KNEC Exams Timetable.


knec kcse timetable 2023,
kcse timetable 2023 november/december,
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Bondo Technical Training Institute Courses, Contacts, Fees, Location

Bondo Technical Training Institute, TTI, is a registered Public Technical and Vocational College (TVC) that is located in Siaya County, Bondo Sub-County, 5 kilometers along Barkowino Misori Road.

Bondo TTI courses offered

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

Bondo Technical Training Institute Courses Duration.

The TTI Diploma, Certificate and Artisan Courses have different durations, But generally as shown below:

  • Diploma Programs:

    The duration for diploma programs can vary. Some may be completed in two to three years, while others may take longer depending on the specific course and institution. 

  • Certificate Programs:

    Unlike Diploma Courses, Certificate programs typically have a shorter duration, often ranging from one to two years. 

  • Artisan Programs:
    Artisan programs also have varying durations, but are generally shorter than certificate programs, with some being completed in less than a year. 

Bondo Technical Training Institute Contacts

You can easily contact the Institute by using the official contacts below:
Bondo Technical Training Institute’s main contact information is: P.O. BOX 377– 40601, BONDO, and the phone number is +254 115 508 393. The email address is principal@bondotti.ac.ke.
Bondo Technical Training Institute

Bondo Technical Training Institute student portal/ Website

You can access the instution’s Student Portal/ Website by using this link: https://bondottiportal.ac.ke/

Bondo Technical Training Institute fee structure

The TTI Fees is subsidised by the Government. Students admitted through Kuccps also get fees bursary and loans from the Higher Education Loans Board (Helb) through the Higher Education Funding Model. Below is the general fees requirements for TTI courses:
  • Diploma Courses Fees: Ksh.67,189 per year to Ksh.72,076 per year.
  • Certificate Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
  • Artisan Courses Fees: between Ksh 56,000 to Ksh 67,189 per year

Bondo Technical Training Institute 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.

Technical Training Institute 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:

DETAILS ON ALL TTI INSTITUTIONS.

Godoma TTI TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


Mathenge TTI Admissions: Download Kuccps Admission Letters


Karen TTI Kuccps Course List, Requirements, Fees, Duration and Job Opportunities


Emining TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


Gitwebe TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


kARUMO TTI Kuccps Course List, Requirements, Fees, Duration & Job Opportunities


Kaelo TTI Kuccps Courses, Fees, Duration, Requirements, Application Form & Job Opportunities


Bumbe TTI Latest Kuccps Course List, Requirements, Fees & Duration


Chepalungu TTI Latest Kuccps Course List, Requirements, Fees & Duration


Bushiangala TTI Latest Kuccps Course List, Requirements, Fees & Duration


Gitwebe TTI Latest Kuccps Course List, Requirements, Fees & Duration


Godoma TTI Latest Kuccps Course List, Requirements, Fees & Duration


Bureti TTI Latest Kuccps Course List, Requirements, Fees & Duration


Katine TTI Kuccps Course List, Requirements, Fees, Duration & Job Opportunities


Endebess TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Emurua Dikirr TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Ekerubo Gietai TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Kuccps Final Course List for Ahmed Shahame Mwidani TTI; Course Codes, Fees, Requirements, Cluster Cut Off Points


KCPE 2011 ANSWERS, MARKING SCHEMES, FOR ALL SUBJECTS- OFFICIAL KNEC NEWSLETTER

KCPE- 2011 NEWS LETTER MARK ING SCHEMES
NUMBER MATHS ENGLISH KISWAHILI SCIENCE SST
1 C D D D B
2 C D A B C
3 D A B A C
4 C A C B B
5 D D B A A
6 B B A A A
7 A B B B B
8 D C A D B
9 D C C D A
10 D A A B C
11 B A C A A
12 D D C C C
13 C A A D D
14 A B D B D
15 B C D C C
16 D C B B D
17 C B C A B
18 B D A B C
19 A A B C D
20 D B D A D
21 B C C B A
22 A A B A B
23 B B A A B
24 D A D D B
25 C C B D
26 C D A D B
27 B D B A B
28 C C D C C
29 C B A D B
30 A C B B A
31 D D B D B
32 C A C C C
33 A B B A A
34 B B A D C
35 A A D B C
36 C A C C D
37 A A C D A
38 B B A D D
39 A C A B B
40 D A B A D
41 B D D C D
42 C B B A B
43 B C C D B
44 A B D C A
45 A D A B D
46 C A B A A
47 A D A C C
48 B C D C B
49 D C C A A
50 B A B C
51 A
52 C
53 A
54 A
55 A
56 C
57 A
58 C
59 B
60 C

Free schemes of work grade 4

DOWNLOAD FREE GRADE 4 TERM 2 SCHEMES OF WORK (11 WEEKS)

Download more Schemes of work and other teachers’ resources here; Teachers’ Free Resources Portal.

KISWAHILI GRADE 4 TERM 2 SCHEMES OF WORK

AGRICULTURE GRADE 4 TERM 2 SCHEMES OF WORK

SOCIAL STUDIES GRADE 4 TERM 2 SCHEMES OF WORK

ENGLISH GRADE 4 TERM 2 SCHEMES OF WORK

CRE GRADE 4 TERM 2 SCHEMES OF WORK

HOME SCIENCE GRADE 4 TERM 2 SCHEMES OF WORK

INDIGENOUS LANGUAGE GRADE 4 TERM 2 SCHEMES OF WORK

PE GRADE 4 TERM 2 SCHEMES OF WORK

MATHEMATICS GRADE 4 TERM 2 SCHEMES OF WORK

KISWAHILI GRADE 4 TERM 2 SCHEMES OF WORK

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TSC Wealth Declaration Online (Step-by-step Procedure)

[DECLARATION OF INCOME, ASSETS AND LIABILITIES INSTRUCTION MANUAL]

PART A (For all employees)

Step-by-step Procedure

1. Accessing the portal

All TSC employees can be users in the Teachers Online Services Information system. It is a webbased system and can be accessed through any browser preferably chrome or Mozilla Firefox.

To access the portal, go to TSC website www.tsc.go.ke, click on online services menu and go to
Teachers Online Services sub menu.

2 Or type www.teachersonline.go.ke on the browser and press enter on the keyboard to display the home page as demonstrated below. Click on the Declaration of Income, Assets and Liabilities link at the top of the page to proceed

Step Two: Creating Password

1. Enter your TSC number in the field provided and click on the Next button.
2. Provide your mobile number and VALID e-mail address.

Do not use another person’s e-mail. This is because you will need it for the purposes of:
i. Resetting your password in case you forget it.
ii. Confirmation of declaration submission as a copy will be sent to your email upon completion.

3. Set your preferred password and repeat to confirm. Click Next to move to the next step.

4. Enter Mobile Number Enter E-mail address.

5. Enter Preferred Password

Step Three: Logging into the System

1. Type in your TSC number in the TSC number textbox provided.
2. Enter your password and click on Log in button.

Step Four: General Information and Bio data

1. Read through the general information and click Next
2. Fill in the place of birth, marital status, postal and permanent address in the fields
provided. Click on the Next button below the page to save and proceed.

Step Four: Declaring Income, Assets and liabilities

1. Click on the appropriate tab to capture the liabilities, Income and Assets statements. Click on the Add/Save button below each category (liabilities, Income and Assets) to add more records.

Step Five: Capturing Spouse(s) and Dependants

a) Capturing Spouse(s) and dependants

Enter your spouse(s) and dependants’ details. Click on the Save button to proceed. One can capture more dependants by repeating the same process.

b) Dependants’ Declaration of Income, Assets and Liabilities

The list of dependants is on the right side of the window, click on Declare statement under Actions column on the far right. If not applicable, click Next to proceed.

Click on the appropriate tab to capture liabilities, income and assets statements for your spouse(s) and dependants. Click on the Add/Save button below each category (liabilities, Income and Assets) to add and save more records.

Click on the Next button to move to the next page.

Step Six: Capturing Other Information

1. Enter any other relevant information in the fields provided and click on the Save/Add button. If not applicable, click on the Next button to move to the next page.
Click to add/Save entry

Step Seven: Capturing witness details and Viewing declaration summary

1. Enter the witness details in the fields provided and click Save.
2. Click on the view Summary button to view your declaration. In case you need to make corrections, click on the appropriate menu on the left side of the window or use previous button to move back to the page you want to edit. Once you are satisfied, click on the Submit button to complete your declaration. A copy will be sent to your e-mail which you provided in step two (page 5) above.

Click to delete entry

PART B (For administrators)

Monitoring Declaration of Income, Assets and Liabilities

This can be used by administrators for actual monitoring of Income, Assets and
Liabilities.

Step One: Accessing the monitoring tool

Once you are logged in, click on monitor Income, Assets and Liabilities navigation link on the left side of the window.

Step Two: Capturing Reasons for Non-Compliance

1. Check the status of declaration on the Compliance column to verify compliance.
2. Give reasons for non-compliance by selecting the appropriate reason in the Non Compliance Reason column.
3. Click on the Save button at the bottom of the form to submit.

Managing User Password

a) Resetting Password

In case you forget your password, click on the Forgot password in step two (Page 5
above) as shown by the arrow below.

Enter your TSC No then click Continue button to re-set your password. Follow the instructions given in your e-mail to create a new password.
TSC Number

b) Changing Password

In case your password is compromised and you need to change, click on the drop down Arrow at the top of the right side of the window and click on the Profile menu.
The page below is displayed. Click on Account

The page below is then displayed. Enter the new password in the New password field and the old password in the Current password field. Click on the Save button to save. Use the new password next time you want to log in.

c) System Log Out

Ensure that you have logged out of the system when you are not using it for security reasons. To log out, Click on the drop down Arrow at the top of the right side of the window and click on Sign out menu as demonstrated below.

Enter new password
Click to log out

Please Call 0202892422, 0202892424(Integrity) or 0202892052(ICT) for support.

KCSE Top Schools Final Mocks Downloads: Maseno, Mang’u, Kereri, Starehe, Alliance, Kapsabet, Maranda

KCSE Top Schools Final Mocks Downloads: Maseno, Mang’u, Kereri, Starehe, Alliance, Kapsabet, Maranda

BIOLOGY PP1 FINAL GAUGE PREDICTION (1).pdf
BUSINESS PP1 FINAL GAUGE PREDICTION (1).pdf
AGRICULTURE PP2 FINAL GAUGE PREDICTION (1).pdf
BUSINESS PP2 FINAL GAUGE PREDICTION (1).pdf
CRE PP1 FINAL GAUGE PREDICTION (1).pdf
BIOLOGY PP2 FINAL GAUGE PREDICTION (1).pdf
GEOGRAPHY PP2 FINAL GAUGE PREDICTION (1).pdf
CRE PP2 FINAL GAUGE PREDICTION (1).pdf
BIOLOGY PP3 FINAL GAUGE PREDICTION (1).pdf
CHEMISTRY PP3 FINAL GAUGE PREDICTION (1).pdf
ENGLISH PP2 FINAL GAUGE PREDICTION (1).pdf
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CONSTITUTION AND CONSTITUTION MAKING HISTORY TOPICAL REVISION

CONSTITUTION AND CONSTITUTION MAKING

12.Name the body in charge of constitution making process in Kenya                 (1mk)

– Constitution of Kenya Review Commission (CKRC)

ANS 12 DIST 2

  1. Provision of the constitution which guarantees an individual the right to form a political party

– Freedom of Assembly and Association

1 x 1 = 1mk

ANS 15 DIST 3

21a.     Five functions of a constitution

  • Protects rights and freedom of a citizen and define their responsibilities
  • It’s the basic upon which the government is established
  • Defines the relationship between the governors and the governed
  • Spells out the legal framework from which the law of the country are made
  • Promote national unity 5 x 1 = 5 Marks

ANS 21a DIST 4

  1. Identify two disadvantages of a written constitution             (2mks)

–           It is not easy to amend

–           It tends to give judiciary to much power

–           They are rarely read and understood by ordinary citizens

–           The procedure for amending the constitution is slow and costly.

–           They sometimes invite disputes and disagreement in interpretation.                      2 x 1 = 2mks

ANS 13 DIST 6

 

  1. a) What were the activities of imperial British East Africa ( IBEA CO) between

1888 and 1895.                                                                                              ( 5 mks)

  1. i) It traded with the local communities promoted legitimate trade.
  2. ii) It established administrative posts / maintained  law and order / levying and collecting

taxes.

iii)       It discouraged slave trading.

  1. iv) It provided information about the interior of  East Africa.
  2. v) It built the Uganda
  3. vi) It secured the British sphere of influence / promoted the spread of western civilization.

vii)      It secured the British sphere of western civilization.

viii)     If suppressed African resistance against the British .

  1. ix) It pioneered the construction of roads / improved infrastructure.
  2. b) Explain five benefits of colonial Agriculture to the Africans in Kenya. ( 10 mks)
  3. i) African acquire title deed for their farms which were formally communally owned.
  4. ii) African learnt large scale agricultural production.

iii)       Africans acquired employment in the European farms.

  1. iv) New crops and animals were introduced to the Africans.
  2. v) Africans acquired new scientific methods of farming e.g use of  farming e.g use of

fertilizer.

  1. vi) Increased farm production enabled the Africans to start trade.

vii)      Africans  were able to access credit facilities using their title deeds.

viii)     Africans were able to access credit facilities using their title deeds.

  1. ix) Industrialization began as crops and animals products were to be processed.
  2. x) Africans moved to urban centre where they enjoyed better social amenities.
  3. xi) Colonial Agriculture led to rise of agriculture  institutions where African acquired

technical educations

xii)      Development of infrastructure facilities.                              ( any 5 x 2 = 10 mks)

ANS 20 DIST 7

 

 

  1. State the main constitutional amendment made in Kenya in 1991.             (1mk)
  2. i) Kenya was made a multiparty state/repealing of some section 2(A) of the constitution.

(Any 1 x 1 = 1mk)

ANS 15 DIST 9

 

19.a)–   Civic education is given to the people based on a national curriculum.

-The public is requested to come up with suggestions on changes they would wish be in                   the new constitution.

– The commissioners then write the report and recommendations.

– The report , recommendations and the draft constitution are then distributed to the        public for debating .

– The national constitution conference deliberates upon and adopts the draft                   constitution.

– Certain issues that cannot be resolved by the constitutional conference are referred to                  the people in a referendum

– The draft constitution is then enacted by parliament.                      (5×1= 5mks)

  1. b) i)  Inadequate funds to finance  the exercise
  2.  ii) Political interference in the whole exercise with selfish interests.

iii) Illiteracy among the people with some unable to read and write.

  1. iv) Lack of goodwill from the sitting government towards the whole exercise .
  1. External interference by the developed countries
  2. General apathy from the population towards the exercise.
  • Some stakeholders use money to buy people to support their stand/corruption.
  • Inadequate experts to manage the exercise. (5×2=10mks)

ANS 19 DIST 11

 

  1. – Section 2(A) of the Constitution amended.

– Multi – partism allowed

– Presidential term reduced to two five year term.

– Presidential winner to have 25% in five Provinces                                                                     (2×1=2mks)

  1. a)

– Historical background of a country.

– Geographical factors e.g. a country is made up of various islands.

– Religious beliefs of the people.

– Racial composition e.g. Africans, Asians, Arabs

– Cultures of the people.                                                                                             (3×1=3mks)

 

  1. b) – Not easily prone to tampering with by politicians.

– Is readily available for reference.

– Is clear and definite.

– Provides a smooth procedure of handing over power.

– Enables a government to operate favourably and in an orderly way.

– Recognizes people’s ethnic groups/is people friendly.

– Can easily incorporate the people’s traditions, conventions and customs.                        (6×1=12mks)

ANS 11, 22 DIST 12

 

9.State terms of constitutional reform of 1997

  1. i) The presidential terms were limited to two terms of five years each.
  2. ii) Political parties were given mandate to nominate member to parliament or   council depending on their party strength in the general election.

iii) KBC was mandated to give equally air wave to all political parties.

  1. iv) The chief act was done away with / repeal.
  2. v) If a political party wanted to hold a rally was to inform the police in area rather                             than getting permit from the D.C

22.(b) Five factors that have influenced constitutional changes since independence

  1. i) Ethic rivalries
  2. ii) Personality difference

iii)Ideological difference

iv)The desire to have wider representation in parliament

  1. v) External pressure from donors
  2. vi) Internal pressure from activitists

vii)The desire to consolidate power

ANS 9, 22b DIST 13

12.State two factors to consider when forming a constitution.                                          (2mks)

  • Historical background of a country.
  • Geographical factors
  • Religious beliefs of the people
  • Racial composition.

2 x 1 = 2 marks

ANS 12 DIST 14

20.(a) Identify three disadvantages off unwritten constitution. (3 mks)

  • It gives the court too much work as they try to search for constitutional principles in judicial decisions and customs.
  • Since it is not written in a single document it is not easy to protect the rights of individuals effectively compared to the written. It tends to be vague and indefinite.
  • It assumes that people are politically alert and conscious and will ensure their rights and freedoms are respected.

 

 

  • Discuss the provisions of the independent constitution in Kenya. (12mks)
  • Sharing of power between KADU/KANU a regional type of government provided for a post of governor general as a head of state on behalf of the queen.
  • National assembly that was bicameral house of representatives and the same.
  • Prime minister as the head of government provided for an independent electoral commission.
  • Judiciary had authority to interpret law.
  • Provided for the establishment of independent service commission to appoint, discuss, transfer and promote civil servants
  • Bill of rights which stipulated the rights and freedoms of the citizen.

ANS 20 DIST 15

 

 

 

  1. – The Judicial service commission.

– The public service commission.

– The electoral commission of Kenya.           3mks

 

ANS 8 DIST 16

 

 

  1. – Parliamentary system to republic/presidential system

– Bicameral parliament into unicameral

– Federalism was abolished

– A member of parliament who defects looses his parliamentary seat and seek re election

            (2 x 1=2mks)

ANS 4 DIST 17

 

 

  1. i) Rigid, can not be easily changed
  2. ii) Makes judiciary too powerful as it is the only organ that interprets the document
  • The procedure for amending the constitution is slow and expensive
  1. Some are too complex for ordinary citizens to understand because they are too detailed
  2. It is slow to respond to rapidly changing circumstances in the state due to its rigidity.

(2×1=2mks)

ANS 14 DIST 18

11.State the historic effects of the constitutional amendments made in 1982 in Kenya.

  • It made Kenya a one party state by law (dejure) KANU was instituted as the only lawful party in Kenya.

(1 x1 = 1mrk)

ANS 11, DIST 19

 

6          Identify two characteristics of a good constitution (2mks)

            – Must be definite

– Comprehensive

– durable and elastic (Flexible)

– protect fundamental rights of citizens

ANS 6 DIST 20

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