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GRADE-7-PRETECHNICAL-CONFIDENTIAL
A section of junior secondary school (JSS) teachers will be redeployed to work in senior schools early next year as the first Competency Based Curriculum (CBC) cohorts will transition to Grade 10.
This was revealed by a top TSC official who says immediate intervention measures are necessary to avert a looming staffing crisis in senior schools.
The revelation comes after the Education Cabinet Secretary (CS) Julius Ogamba admitted that government lacks specialized teachers in senior schools in readiness for the January transition.
Ogamba said some of the senior school learning areas do not have enough teachers.
He was speaking during a Citizen TV’s ‘Elimu Mashinani’ segment held in Kilifi on September 23, 2025.
Government is facing serious financial crunch and surgical measures are key to address existing education gaps.
However only serving junior school teachers handling specialized subjects and employed on permanent and pensionable (pnp) terms will be considered.
The plan comes at a time TSC want to upgrade primary school teachers popularly known as ‘P1 teachers’ to handle junior school classes.
The upgrading sponsored by World Bank will start in November this year and only P1 teachers who scored KCSE mean grade C+ and above and at least C+ in two teaching subjects will be trained.
Sources say the upgrading will take maximum of one year and the teachers will be allowed to handle Grades 7, 8 and 9 as they continue with training.
TSC has so far listed 38,849 primary school teachers who it says are qualified for the World Bank upgrading program.
To cover for the gap to be created by senior school redeployment the Commission is also recruiting a total of 24,000 junior school teachers on a one year internship term.
The teachers are currently concluding document verification exercise which will be followed by signing of TSC internship contract.
The teachers will be posted to schools in January 2025 to support the Competency Based Education (CBE).
The Education CS also noted that the government will hire another 16,000 teachers in 2026 for junior schools.
He however remained tight lipped on fate of senior schools that face dire teacher shortage.
TSC has previously said it needs sh70 billion to recruit 98,461 teachers for both junior secondary and high schools in order to address the current shortage.
The Commission has so far recruited 68,550 junior school teachers some on permanent and pensionable terms.
Former TSC CEO Nancy Macharia, while appearing before the Senate National Cohesion and Equal Opportunities Committee early this year said they would address staffing gaps if funded.
“I would like to inform the Senate that if TSC is allocated sh70 billion, we will be able to employ all the teachers needed in our schools. In Junior Secondary, we have a shortage of 72,442 teachers, while in Secondary schools under the 8-4-4 system, we have a shortage of 26,039 teachers,” said Macharia.
TSC recruited 9,000 teachers in the 2022/23 financial year, 39,550 teachers in the 2024/25 financial year and an additional 20,000 intern teachers in January 2025 making a total of 68,550 teachers.
Should TSC redeploy the teachers, it will be a huge relief for the jss teachers especially at a time when they are fighting for institution autonomy.
According to the teachers, only through autonomy will they realize better management of junior school resources, better management and clarity on career progression.
The teachers are accusing primary school headteachers of high handedness, corruption and incompetency.
Primary school headteachers are currently principals of junior schools in acting capacity.
TSC gave them a one year mandate to act as principals. The contract runs from1st January to 31st December 2025.
Ruiru Kihunguro Secondary School is a public Mixed Sub-County Level Day School that is located at Ruiru Subcounty in Kiambu County of Central Region, Kenya. The School’s Official Phone Number Contact is:
Country where found: Kenya.
Region: Central.
County: Kiambu.
Subcounty: Ruiru.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: Ruiru Kihunguro Secondary School
Sex: Mixed School.
School Cluster/ Level: Sub-County School whose Classification is C4.
Accomodation Type: Day School.
Knec Code: 11235119
School’s Official Phone Number:
Iruri Secondary School is a public Mixed Sub-County Level Day School that is located at Gatundu North Subcounty in Kiambu County of Central Region, Kenya. The School’s Official Phone Number Contact is: 0727616291.
Country where found: Kenya.
Region: Central.
County: Kiambu.
Subcounty: Gatundu North.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: Iruri Secondary School
Sex: Mixed School.
School Cluster/ Level: Sub-County School whose Classification is C4.
Accomodation Type: Day School.
Knec Code: 11236138
School’s Official Phone Number: 0727616291
NAME :……………………………………………………ADM NO……………….
CANDIDATE’S SIGNATURE………………………….DATE:………………….
BIOLOGY
FORM II
TIME: 2 HOURS
JOINT EVALUATION EXAMINATION
TERM 3
INSTRUCTIONS TO CANDIDATES
This paper consists of9 printed pages:
NB: Candidates should check the question paper to ensure that all the printed pages are printed as indicated and no question is missing.
FOR EXAMINER’S USE ONLY
| QUESTIONS | MAXIMUM SCORE | CANDIDATE’S SCORE |
| 1-19 | 80 |
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(b) In which part of the mitochondrion does aerobic respiration take place? (1mk)
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| Arteries | Veins |
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BIOLOGY FORM 2 MARKING SCHEME
Because the wolf and the dog do not belong to the same species hence they give rise to infertile offsprings.
solution having less solutes than solvent molecules compared to cell sap.
The RBC will be hypertonic to the solution. Water molecules from solution will move into RBC by osmosis. The cell swell, enlarge and burst since they lack cell wall.
i c pm m
32
Herbivorous/herbivory, they lack upper incisors and canines
(b) In which part of the mitochondrion does aerobic respiration take place? (1mk)
| Arteries | Veins |
| · Have narrow lumen | · Have a wide lumen |
| · Lack valves except at the base of the aorta and pulmonary artery | · Have valves at intervals |
| · Have thick elastic walls | · Have thin and less elastic walls |
A: Gill bar – hold gill filament and rakers in position
B: Gill rakes – protect delicate gill filament from damage
C: Gill filament site for gaseous exchange
Raises and lowers body tube over short distance to bring image into shaper focus.
J: Epidermis
P: cambium
M: xylem
A: bowman’s capsule
B: glomerulus filtrate
C: loop of henle
D: collecting duct
Ultrafiltration
CBC Grade 7 Visual Arts Schemes of Work Free Editable Word, PDF Downloads
GRADE 7 SCHEMES OF WORK
VISUAL ARTS ACTIVITIES
Grade 7 Visual curriculum Design
Top Scholar Visual Arts Grade 7 Teachers Guide/Learners Book
NAME OF THE TEACHER SCHOOL YEAR TERM III
| Week | LSN | strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Question(s) | Learning Experiences | Learning Resources | Assessment Methods | Refl |
| 1 | 1 | INDIGENOUS CRAFTS | Making a mask using papier mache | By the end of the lesson the learner should be able:
Knowledge a. Discuss samples of relief sculptures. Skill b. Prepare papier Mache for making a mask Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? 3. Why is an armature important in creating clay models? |
Learner is guided to:
• prepare the pulp with emphasis on; – selection of paper (recycled paper) – shredding – soaking – pounding – addition of adhesive |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.
TOP scholar Visual Arts P.b pg. 88 |
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| 2 | By the end of the lesson the learner should be able:
Knowledge a. Discuss samples of relief sculptures. Skill b. Prepare papier Mache for making a mask Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? Why is an armature important in creating clay models? |
Learner is guided to:
• prepare the pulp with emphasis on; – selection of paper (recycled paper) – shredding – soaking – pounding – addition of adhesive |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.
TOP scholar Visual Arts P.b pg. 88 |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss samples of relief sculptures. Skill b. Create a mask in low relief using papier Mache. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? Why is an armature important in creating clay models? |
Learner is guided to:
Create a low relief mask with the emphasis on; – balance – drying in a dry, cool and well aerated place – finishing (decorate by painting) |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding
TOP scholar Visual Arts P.b pg. 89-90. |
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| 2 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss samples of relief sculptures. Skill b. Create a mask in low relief using papier Mache. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? Why is an armature important in creating clay models? |
Learner is guided to:
Create a low relief mask with the emphasis on; – balance – drying in a dry, cool and well aerated place – finishing (decorate by painting) |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.
TOP scholar Visual Arts P.b pg. 89-90. |
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| 2 | Making an armature for modelling a sculpture in the round | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is armature? 3. Why is an armature important in creating clay models? |
Learner is guided to:
• make a sketch of an animal form and construct an armature with emphasis on; – size – materials (paper and strings) – balance |
Samples of clay models of sculpture in the round , pictures ,assortment of papers, strings.
TOP scholar Visual Arts P.b pg. 90-95. |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is armature? Why is an armature important in creating clay models? |
Learner is guided to:
• make a sketch of an animal form and construct an armature with emphasis on; – size – materials (paper and strings) – balance |
Samples of clay models of sculpture in the round , pictures ,assortment of papers, strings.
TOP scholar Visual Arts P.b pg. 90-95. |
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| 3 | 1 | Model a sculpture in the round | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How is stability achieved in sculpture?
2. Why is an armature important in creating clay models? |
Learner is guided to:
• model a sculpture in the round based on animal forms, using clay with emphasis on: – balance – solids – voids – planes – finishing (texturing) – drying in a dry, cool and well aerated place • display and critique own and others’ work |
Samples of clay models of sculpture in the round, pictures of animals, armature, clay.
TOP scholar Visual Arts P.b pg. 90-95. |
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| 2 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How is stability achieved in sculpture?
2. Why is an armature important in creating clay models? |
Learner is guided to:
• model a sculpture in the round based on animal forms, using clay with emphasis on: – balance – solids – voids – planes – finishing (texturing) – drying in a dry, cool and well aerated place • display and critique own and others’ work |
Samples of clay models of sculpture in the round, pictures of animals, armature, clay
TOP scholar Visual Arts P.b pg. 90-95. |
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| 3 | Designing armlets | By the end of the lesson the learner should be able to:
Knowledge a. Distinguish between ornaments and jewelry from samples. Skill b. Analyze materials and tools used in making wire armlets. Attitude c. Appreciate own and others armlets designs. |
1. What distinguishes jeweler from ornaments?
2. Why is it important to consider the choice of materials and tools when making jewelry? |
The learner is guided to:
• distinguish between ornaments and jewellery from virtual and actual sources with focus on; – function – materials – Tools |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammers, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 4 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. Distinguish between ornaments and jewelry from samples. Skill b. Create an armlet using wires for self-expression. Attitude c. Appreciate own and others armlets designs. |
1. What distinguishes jewelry from ornaments?
2. Why is it important to consider the choice of materials and tools when making jewelry?
|
The learner is guided to:
• distinguish between ornaments and jewellery from virtual and actual sources with focus on; – function – materials – Tools |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammers, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 2 | Making armlets | By the end of the lesson the learner should be able to:
Knowledge a. Name the materials and tools used in making wire armlets. Skill b. Create an armlet using wires for self-expression. Attitude c. Appreciate own and others armlets. |
1. What safety precautions should be observed when handling materials and tools used in making armlets?
2. How can one ensure that the armlets made from wire is safe for use? |
The learner is guided to:
• analyze materials and tools used in making a wire armlet with emphasis on; – suitable wire (pliable) – appropriate tools scissors, tin snips, hammer, pliers-, flat nose pliers, round nose pliers and wire cutters, pencil • design and create an armlet using wires with focus on; – design – size of the armlet – making the armlet – appropriate finishing (filing of the edges) |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammer, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Name the materials and tools used in making wire armlets. Skill b. Create an armlet using wires for self-expression. Attitude c. Appreciate own and others armlets. |
What safety precautions should be observed when handling materials and tools used in making armlets?
How can one ensure that the armlets made from wire is safe for use? |
The learner is guided to:
• analyze materials and tools used in making a wire armlet with emphasis on; – suitable wire (pliable) – appropriate tools scissors, tin snips, hammer, pliers-, flat nose pliers, round nose pliers and wire cutters, pencil • design and create an armlet using wires with focus on; – design – size of the armlet – making the armlet – appropriate finishing (filing of the edges) |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammer, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 5 | 1 | Designing earrings | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. observe samples of earrings. Attitude c. Appreciate own and others erring’s. |
What materials can be used to make earrings?
Why is it important to consider the finish and design while making earrings? |
The learner is guided to:
• study and analyze samples of earrings from virtual or actual sources made using natural materials with focus on; -design -materials used (inedible seeds, wood, horn, shells and animal hide) -finishing techniques |
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 2 | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. collect materials needed for the making of an earring. Attitude c. Appreciate own and others erring’s. |
What materials can be used to make earrings?
Why is it important to consider the finish and design while making earrings? |
The learner is guided to:
• study and analyze samples of earrings from virtual or actual sources made using natural materials with focus on; -design -materials used (inedible seeds, wood, horn, shells and animal hide) -finishing techniques
|
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 3 | Making earring | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. Make earrings using natural materials. Attitude c. Appreciate own and others erring’s. |
What safety precautions should be observed when handling materials and tools used in making earrings?
How would one effectively display earrings for self-expression? |
The learner is guided to:
• design and create earrings with emphasis on: – design – preparation of the materials (cleaning, cutting/drilling holes twisting, folding, sanding) – decoration (painting, incising, burning, varnishing, staining) – stringing the materials – finishing (clasps, hooks,stoppers, spacers,) |
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 6 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. Make earrings using natural materials. Attitude c. Appreciate own and others erring’s. |
What safety precautions should be observed when handling materials and tools used in making earrings?
How would one effectively display earrings for self-expression? |
The learner is guided to:
• design and create earrings with emphasis on: – design – preparation of the materials (cleaning, cutting/drilling holes twisting, folding, sanding) – decoration (painting, incising, burning, varnishing, staining) – stringing the materials – finishing (clasps, hooks,stoppers, spacers,) |
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 2 | Frame loom | By the end of the lesson the learner should be able to:
Knowledge a. Analyze samples of 2/2 twill weave structure. Skill b. Make a frame loom using mitre joints. Attitude c. Appreciate own and others work. |
What articles can be made using the weaving techniques?
How is a twill weave formed?
Why is a loom necessary for weaving?
|
The learner is guided to:
• analyze virtual or actual 2/2 twill weave samples with focus on: – materials and tools used – weave structure – weaving device (frame loom) • make a frame loom using mitre joints to be used in weaving with emphasis on: – alignment joints – nail spacing – sturdiness of the frame |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 115-119 |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Analyze samples of 2/2 twill weave structure. Skill b. Make a frame loom using mitre joints. Attitude c. Appreciate own and others work. |
What articles can be made using the weaving techniques?
How is a twill weave formed?
Why is a loom necessary for weaving?
|
The learner is guided to:
• analyze virtual or actual 2/2 twill weave samples with focus on: – materials and tools used – weave structure – weaving device (frame loom) • make a frame loom using mitre joints to be used in weaving with emphasis on: – alignment joints – nail spacing – sturdiness of the frame |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 115-119 |
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| 7 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. Analyze samples of 2/2 twill weave structure. Skill b. Make a frame loom using mitre joints. Attitude c. Appreciate own and others work. |
What articles can be made using the weaving techniques?
How is a twill weave formed?
Why is a loom necessary for weaving?
|
The learner is guided to:
• analyze virtual or actual 2/2 twill weave samples with focus on: – materials and tools used – weave structure – weaving device (frame loom) • make a frame loom using mitre joints to be used in weaving with emphasis on: – alignment joints – nail spacing – sturdiness of the frame |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 115-119 |
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| 2 | Preparing weaving materials | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Prepare recyclable materials for weaving. Attitude c. Appreciate own and others prepared weaving materials. |
How is a frame loom made?
Why should a frame loom be firm and sturdy?
Why are the nails on a frame loom fixed with part of the nails sticking out? |
The learner is guided to:
• select and reuse flexible weaving materials available in the locality, namely; – woolen yarn – Plain coloured cloth |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 120 |
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| 3 | Weaving using a frame loom | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Create a scarf in 2/2 twill weave using two colors. Attitude c. Appreciate own and others woven artwork. |
How is a frame loom made?
Why should a frame loom be firm and sturdy?
Why are the nails on a frame loom fixed with part of the nails sticking out? |
The learner is guided to:
• warp the loom in pairs, with emphasis on: – equal tension of warps • weave (2/2) a scarf in two colours on a frame loom, in pairs, taking into account the following weaving defects: – Waisting – Sagging
|
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 8 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Create a scarf in 2/2 twill weave using two colors. Attitude c. Appreciate own and others woven artwork. |
How can you ensure uniform tension of the warp on a frame loom?
How does waisting differ from sagging?
How can you prevent the wasting and sagging defects on a woven item? |
The learner is guided to:
• warp the loom in pairs, with emphasis on: – equal tension of warps • weave (2/2) a scarf in two colours on a frame loom, in pairs, taking into account the following weaving defects: – Waisting – Sagging
|
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 2 | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Create a scarf in 2/2 twill weave using two colors. Attitude c. Appreciate own and others woven artwork. |
How can you ensure uniform tension of the warp on a frame loom?
How does waisting differ from sagging?
How can you prevent the waisting and sagging defects on a woven item? |
The learner is guided to:
• warp the loom in pairs, with emphasis on: – equal tension of warps • weave (2/2) a scarf in two colours on a frame loom, in pairs, taking into account the following weaving defects: – Waisting – Sagging
|
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 3 | Finishing techniques | By the end of the lesson the learner should be able to:
Knowledge a. describe a 2/2 twill scarf weaved using two colors. Skill b. Apply finishing techniques on the woven scarf. Attitude c. Appreciate own and others woven artworks. |
Why should one finish a woven scarf?
Which techniques can be used to finish a woven scarf? |
The learner is guided to:
• explore and apply finishing techniques on the woven scarf with emphasis on; – knotting – tasseling (trimming /alignment, uniformity, colour alternation) • display and critique own and others’ work. |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 9 | END YEAR ASSESSMENT/CLOSING | ||||||||
Plans are underway to elevate Sang’alo Institute of Science and Technology into a national polytechnic by the Ministry of Education after meeting the necessary requirements.
Some National polytechnics in the country include Kisumu, Kabete, Meru, Mombasa, Nyeri, Kisii, Sigalagala, North Eastern and Kitale among others.
Speaking to press in her Office, the institute’s principal Loice Kuti said the management has put measures in place to elevate Sang’alo to a national Polytechnic so that it can serve more students and impact them with required skills. Kuti said that the government has embarked on a rebranding campaign to change residents’ mindsets about Technical training institutes, saying that there has been a lot of stigma on the people who used to take courses in these institutes in the past.
She said in order to attain Kenya vision 2030 and the big four agenda; housing, healthcare, manufacturing and food security in the country, the government now prefers technical courses which are hands on which are offered in Vocational training centres and technical training institutes.
She further said that Sang’alo Institute of Science and Technology (SIST) is a public institute situated in Bungoma County, seven kilometres from Bungoma town. The Institute which was established in 1977 has more than 500 acres of land that is adequate for it to be expanded to a national polytechnic.
The principal added that with an enrollment of 4,900 students before the outbreak of Covid-19 pandemic, the institution began by offering purely agricultural courses but later started offering other Technical and Business courses.
She affirmed that Sang’alo Institute promotes a cooperative, positive and safe learning environment which ensures that the education of each student is the heart of the institutes’ operation.
She added that the institute has advanced plans with GIZ Kenya to train youths in short courses, such as apiculture to give them knowledge in scientific bee keeping, whereby bees will be bred commercially in apiaries in places where there are sufficient bee pastures to produce honey the most valuable nutritional food and wax.
She added that the institute has ten beehives which will be increased with time so that youths can be taught modern apiculture skills.
“Through partnerships with the community, the Institute enables students to become responsible citizens who are productive members of the community,’’ she noted.
She noted that bees wax is used in the cosmetic and medical industry because it has medical value, it is also used in making candles, preparing shoe polish, furniture, coating for cheeses and as food additive.
“We have not operated at full capacity for we have 3,600 students right now. We have been forced to buy tents and these challenges have an expenditure which was not planned for as well as a change of culture, which is not easy to adjust to due to the outbreak of Covid-19,’’ she said.
Other programmes that the institutes offer include; dairy farming, rabbit keeping, poultry and intensive maize farming.
KUCCPS Student portal login student.kuccps.net for 2021/2022 Admission Application
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Kuccps 2021-2022 Diploma Programmes (Course codes, requirements and institutions)
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2021/ 2022 KUCCPS Admission letters for all universities and colleges
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Kisii National Polytechnic is located in Kisii town. It was initially founded as Gusii Institute of Technology on December 19, 1971. The institution was later moved from St. Vincent Centre in Kisii town to its current site in 1980.
The institution is registered with Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website. It is a government TVET institution under the Ministry of Education, State Department for Technical, Vocational Education and Training.
To contact Kisii National Polytechnic, you can use the following methods: phone, email, or postal mail. You can also visit the institution in person. The main phone number is 0700152177/075203130 .You can also use the email address principal@kisiipoly.ac.ke or visit their website at kisiipoly.ac.ke. Additionally, you can send mail to P.O. Box 222-40200, Kisii.
Apply directly to the College for consideration in a number of Diploma and Certificate Courses offered at the Polytechnic.
The Polytechnic offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):
The Polytechnic courses vary in duration, depending on the specific course. Generally, Craft Certificates take 1-2 years, while Diplomas can range from 2-3 years. Some short courses, like welding or baking, may be completed in a few weeks or months.
Check the specific Course fees details here:
To qualify for any course at Nyakach Technical Training Institute, you must first meet the requirements below;
After confirming that you qualify for a course at the Technical Training Institute, the second step is to apply to the National Polytechnic. There are two ways to apply to Vocational and Training Institute; physically collect the application letter from the institution’s admission office. Apply through the Kenya Universities and Colleges Central Placement Service (KUCCPS). As this is an online application, you must carefully follow the instructions given to ensure a successful application. The process is as given below;
You can get the admission letter to the Polytechnic 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.
Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:
Polytechnic graduates in Kenya have a wide range of career opportunities, primarily in technical and vocational fields. These include roles as trainers in TVET institutions, skilled workers in various industries like construction, manufacturing, and hospitality, and entrepreneurs who can leverage their skills to start their own businesses.
TVETA, for example, has advertised for positions like Public Relations Assistant/Receptionist.
Graduates with relevant experience can work in career guidance and counseling roles in institutions or with organizations like the Office of Career Services (OCS).
Some TVET institutions are also offering programs in project planning and management, which can lead to roles in project coordination and implementation.
The following fields are highly on demand and are worthy considering:
The rise of technology has increased demand for professionals in digital design, smart construction, and other related fields.
Skills in areas like journalism, interior design, fashion design, and media production are also in demand.
The growing focus on green and sustainable building practices opens up opportunities for professionals in these areas.
Following your placement, you are eligible for a Government scholarship, Loan and Bursary to assist with your educational expenses. If you need Government financial support, you MUST make an application for consideration through the official website www.hef.co.ke. In the case Government scholarship, Loan and bursary do not cover the entire cost of your program, the deficit will be met by your parent/guardian.
1. A valid email address
2. Valid telephone number (must be registered in your name to apply for a loan)
3. KCPE and KCSE index numbers and year of examination
4. Passport size photo
5. Copy of your National ID (for loan application)
6. College/University admission letter
7. Your parents’ registered telephone number
8. Your parents’ national ID number
9. Death certificate if any of your parents is deceased.
10. Your birth certificate.
11. Two guarantors’ (Can be your parents) ID numbers and registered telephone
KNEC has automated the management of contracted professionals across the various functional business areas with a view of improving efficiency and accountability.
This solution consists of a computer based system at KNEC that integrates various agencies and service providers to collect, verify and report on activities and personnel involved in the administration of national examinations (i.e. contracted professionals)
The contracted professionals system Link/ URL: http://cp2.knec.ac.ke
The Contracted Professionals System (CP2) is an integrated electronic system to automate the management of officers who are recruited to assist KNEC in administering the examinations.
The main aim of the system is to ensure that KNEC captures correct, accurate and timely details of all the personnel who are involved in the supervision, invigilation and management of examinations.
This will help KNEC to efficiently process claims for payments, monitoring attendance during the examinations period, accountability for the contracted professionals involved and streamline query resolutions.
The system complements the current declarations forms that are signed and filled by all the personnel involved. In addition, contracted professionals data requested is stored in a central database for ease of management.
All Contracted professionals are required to submit their details through the platform and apply for Job/ Vacancy based on the roles they play during the administration of various examinations in regards to the supervision, invigilation and management of each specific examination.
First time/ new users are the contracted professionals who have never registered in the online contracted professionals system. To register online, do the following:
Visit the KNEC contracted professionals’ web: http://cp2.knec.ac.ke and follow the following steps to register in the platform and their submit details.
Use the link/ URL http://cp2.knec.ac.ke/ to access the contracted professional website. You can do so by typing the link on the address bar of any browser (Firefox, internet explorer, Google chrome etc.) or by clicking the link.
3.1.3. Click the link: Create account to generate the interface for registering into the contracted professional system as shown in figure 2 below.
Enter your user name and password.
Click the link: Login to open the contracted professionals’ home page for filling in missing details, updating existing details, application for a vacancy and online submission.
Select the correct information by clicking the drop down Menus under the Jobs /vacancy. Search for the selected position, select, confirm and click submit to send application.
SMS password to 22262 and a new one will be sent to your phone. Use the password receive to login into the system.
Contracted professionals who have successfully registered and submitted profile details are required to proceed to the next step of applying for available vacancies. Job
vacancies are grouped for selection based the specific examination, activity type, duty station, position/ designation (role), county and sub county under portion “C”.
Select the drop downs labeled 1 to 6 under portion C above to perform the following tasks under each of them:
| LABEL | EXPECTED FEEDBACK |
| 1. Exam | Select the type of examination for your job application. E.g. KCPE, KCSE… |
| 2. Activity | Select the activity that you will be overseing. Eg. Supervision and Invigilation |
| 3. Duty station | Select the venue of the activity. E.g. Examination centre, distribution centre. |
| 4. Position | Select your role (Designation). E.G. Centre Manager, Invigilator, Clerk… |
| 5. County | Select the County where the activity will take place. E.g. Kisii, Baringo,Narok.. |
| 6. Sub county | Select the specific sub county within the county that you selected in ‘5’ |
| 7. Search button | Click the search button to generate the specific job based on your selection. |
The number of number of positions (job vacancies) available for for the selection made by a contracted professions will be displayed after clicking the search button.
The feedback message for the specific job that the contracted professional has selected showing the details and the number of positions available will be generated. E.g. “Invigilator:- Exam ….
If the details are inaccurate, for instance your meant to select and apply for supervisory position instead of invigilation, repeat the job application process.
Click on the highlighted feedback message to confirm the application for the job. The interface for confirmation will be generated. Proceed with the process step by step to completion.
The message “Thank you for submitting your application. The application shall be reviewed and you shall be notified shortly!” will be displayed.
Some contracted professionals may proceed with application and submission of details without verifying and notice they made a mistake. Eg. They selected the wrong examination or position. In this case, the application can be withdrawn by clicking the “withdraw Application” tab highlighted in read.
New application can be made once again following the same job application process.
Users are reminded to ensure they log out of the system when they are done with the application process. This is to avoid unauthorized access to third party(s) who may manipulate the information.
Centre Managers will also be issued with a username and password to login to the system. They will be able to view the officers assigned to their centres and subsequently record their attendance during the exam period.
This attendance records will, be used to process claims for all personnel.
Access to the system will also be provided to the TSC Sub County Directors for purposes of reviewing deployment details, confirming attendance records and redeployment of supervisors and invigilators.
Access to the system will also be provided to the SCDE office for purposes of reviewing deployment details, confirming attendance records and redeployment of officers (if need be).
Always read the error messages to make corrections where necessary. For instance, if you are registering as a new user and you had registered before, the error message in figure 10 below will be displayed.
Follow the instructions e.g. In this case, “send the word PASSWORD to 22262 to acquire your login credentials (user name and password)”.
NOTE: payments will only be made to officers who have submitted their details through the platform.
A comprehensive user manual is available on the KNEC website: www.knec.ac.ke
Contracted professionals should keep the details submitted up to date by login into the system to update where necessary. E.g. Change of work place, title or role, academic and professional qualification where need be.
Contracted professional should always login into the system to apply for job vacancies available for each examination they are involved in.
In the 2020 Kenya Certificate of Secondary Education (KCSE) ranking of schools for Kericho County, Moi Tea Girls High school emerged the overall top, best, school. The school managed to score an impressive mean score of 9.3.
See also; kcse 2020 list of top 100 schools
Kipsigis Girls High School scooped the second position with a mean score of 8.9 while, Kabianga High School clinched third spot with a mean score of 8.9
Get results and ranking for all schools here; KCSE results portal
| School Name | Mean Score | County |
| Moi Tea Girls | 9.3 | Kericho |
| Kipsigis Girls | 8.9 | Kericho |
| Kabianga School | 8.9 | Kericho |
| Litein High | 8.8 | Kericho |
| Tengecha Girls | 8.2 | Kericho |
| Tengecha Boys | 8.1 | Kericho |
| AIC Litein Girls | 8.1 | Kericho |
Check, the list below, to see how schools from this county ranked nationally in the KCSE 2020 examinations.
| Position | School Name | Mean Score | County |
| 1 | Kapsabet Boys | 10.51 | Nandi |
| 2 | Kenya High | 10.4 | Nairobi |
| 3 | Mang’u High | 10.28 | Kiambu |
| 4 | Alliance High | 10.18 | Kiambu |
| 5 | Light Academy | 10.05 | Nairobi |
| 6 | St Joseph Girls | 9.95 | TransNzoia |
| 7 | Murang’a High | 9.86 | Murang’a |
| 8 | St Bridgid | 9.85 | Transnzoia |
| 9 | Pangani Gilrs | 9.84 | Nairobi |
| 10 | Maranda High | 9.8 | Siaya |
| 11 | Strathmore School | 9.78 | Nairobi |
| 12 | MoiGirls Eldoret | 9.68 | UasinGishu |
| 13 | Friends school | 9.62 | Bungoma |
| 14 | Asumbi Girls | 9.6 | HomaBay |
| 15 | Moi Kabarak | 9.56 | Nakuru |
| 16 | Anestar Boys | 9.58 | Nakuru |
| 17 | Chemilil Academy | 9.55 | Kisumu |
| 18 | Kisima Sec | 9.5 | Nyandarua |
| 19 | Maseno School | 9.5 | Kisumu |
| 20 | Baricho High | 9.48 | Kirinyaga |
| 21 | Starehe Boys. | 9.43 | Nairobi |
| 22 | Kagumo High | 9.41 | Nyeri |
| 23 | Nairobi School | 9.41 | Nairobi |
| 24 | Moi Tea Girls | 9.3 | Kericho |
| 25 | Riokindo Boys | 9.3 | Kisii |
| 26 | Kiage Tumaini | 9.3 | Kisii |
| 27 | Lugulu Girls | 9.3 | Bungoma |
| 28 | Bishop Gatimu | 9.23 | Nyeri |
| 29 | Chepterit Girls | 9.2 | Nandi |
| 30 | Agoro Sare | 9.2 | HomaBay |
| 31 | Orero Boys | 9.2 | Homa Bay |
| 32 | Sheikh Khalifa | 9.1 | Mombasa |
| 33 | Kisii School | 9.1 | Kisii |
| 34 | Kanga High | 9.05 | Migori |
| 35 | Meru School | 9.03 | Meru |
| 36 | Lenana School | 8.92 | Nairobi |
| 37 | Kapsabet Girls | 8.92 | Nandi |
| 38 | Mary Mother | 8.9 | Laikipia |
| 39 | Kipsigis Girls | 8.9 | Kericho |
| 40 | Kabianga School | 8.9 | Kericho |
| 41 | Mbita High | 8.9 | Homa Bay |
| 42 | Butere Girls | 8.9 | Kakamega |
| 43 | Njiiri School | 8.87 | Muranga |
| 44 | Meteitei Secondary | 8.82 | Nandi |
| 45 | Bunyore Girls | 8.81 | Vihiga |
| 46 | Nakuru Boys | 8.8 | Nakuru |
| 47 | Litein High | 8.8 | Kericho |
| 48 | Kebirigo Boys | 8.8 | Nyamira |
| 49 | St Mary’s Igoji | 8.8 | Meru |
| 50 | Chogoria Girls | 8.8 | T.Nithi |
| 51 | Makueni Boys. | 8.75 | Makueni |
| 52 | Mbooni Girls | 8.74 | Makueni |
| 53 | St Anthony Boy | 8.73 | T Nzoia |
| 54 | Light Academy | 8.72 | Mombasa |
| 55 | Moi Naikarra | 8.7 | Narok |
| 56 | Nyambaria Boys | 8.7 | Nyamira |
| 57 | Oriwo Boys | 8.7 | Homa Bay |
| 58 | Segero Academy | 8.7 | U. Gishu |
| 59 | St Patrick Iten | 8.69 | E.Marakwet |
| 60 | Baringo High | 8.65 | Baringo |
| 61 | Nanyuki High | 8.63 | Laikipia |
| 62 | Machakos School | 8.62 | Machakos |
| 63 | Moi Girls | 8.6 | Nairobi |
| 64 | St Joseph Kitale | 8.6 | T.Nzoia |
| 65 | St Mary’s Kibabii | 8.57 | Bungoma |
| 66 | Chavakali High | 8.56 | vihiga |
| 67 | Mahiga Girls | 8.55 | Nyeri |
| 68 | Anin Girls | 8.5 | E.Marakwet |
| 69 | Ulanda Girls | 8.5 | Migori |
| 70 | Carmel Girls | 8.5 | Machakos |
| 71 | Nkubu High | 8.5 | Meru |
| 72 | Moi High Mbituri | 8.5 | Embu |
| 73 | Kakamega High sch | 8.48 | kakamega |
| 74 | Kisau Girls | 8.42 | Makueni |
| 75 | Ogande Girls | 8.4 | Homa Bay |
| 76 | Kaaga Girls | 8.4 | Meru |
| 77 | St Francis Rangala | 8.38 | Siaya |
| 78 | Edinburg School | 8.38 | Muranga |
| 79 | Nyangwa Boys | 8.34 | Embu |
| 80 | Kahuhia Girls | 8.33 | Muranga |
| 81 | Kyeni Girls | 8.32 | Embu |
| 82 | Sacho High School | 8.3 | Baringo |
| 83 | Moi Siongoroi | 8.3 | Bomet |
| 84 | Metkei Girls | 8.3 | E. Marakwet |
| 85 | St Francis Girls | 8.29 | Kiambu |
| 86 | Pioneer School | 8.25 | Muranga |
| 87 | Tengecha Girls | 8.2 | Kericho |
| 88 | Karima Girls | 8.2 | Nyandarua |
| 89 | Kabarnet Boys | 8.2 | Baringo |
| 90 | Chepkumia Secondary | 8.2 | Nandi |
| 91 | Memon Academy | 8.2 | Mombasa |
| 92 | Nyamira Girls | 8.2 | Siaya |
| 93 | Sironga Girls | 8.2 | Nyamira |
| 94 | St Joseph Rapogi | 8.2 | Migori |
| 95 | Ikuu Boys | 8.2 | T. Nithi |
| 96 | Tenwek High | 8.19 | Bomet |
| 97 | Butula Boys | 8.15 | Busia |
| 98 | Booker Academy | 8.14 | Kakamega |
| 99 | Nyeri High | 8.13 | Nyeri |
| 100 | Tengecha Boys | 8.1 | Kericho |
| 101 | AIC Litein Girls | 8.1 | Kericho |
List of all universities in Kenya: Contacts, Location
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INSTITUTION
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VC CONTACTS
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VC CONTACTS
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WEBSITES
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principalalupe@gmail.com
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principal@buc.ac.ke
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vc@chuka.ac.ke
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vc@cuk.ac.ke
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vc@dkut.ac.ke
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vc@egerton.ac.ke
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vc@gau.ac.ke
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vc@jooust.ac.ke
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vc@jkuat.ac.ke
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vc@kafu.ac.ke
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vc@karu.ac.ke
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vc@ku.ac.ke
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vc@kibu.ac.ke
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vc@kyu.ac.ke
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vc@kisiiuniversity.ac.ke
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principal@ksu.ac.ke
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vc@laikipia.ac.ke
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vc@mmarau.ac.ke
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vc@mksu.ac.ke
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vc@mnu.ac.ke
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vc@maseno.ac.ke
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vc@mmust.ac.ke
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vc@must.ac.ke
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vcmoi2009@gmail.com
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vc@mmu.ac.ke
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vc@mut.ac.ke
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vc@pu.ac.ke
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vc@rongovarsity.ac.ke
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vc@seku.ac.ke
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vc@ttu.ac.ke
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vc@tukenya.ac.ke
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vc@tum.ac.ke
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tharakauniversitycollege@chuka.ac.ke
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principal.tmuc@maseno.ac.ke
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principal-tuc@mmust.ac.ke
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vc@uoeld.ac.ke
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vc@embuni.ac.ke
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vc@kabianga.ac.ke
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vc@uonbi.ac.ke
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Kagumo High School is a public Boys’ National Level Boarding Senior School that is physically located at Nyeri Central Subcounty in Nyeri County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies. We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: +254700570450
Country where found: Kenya.
Region: Central.
County: Nyeri County.
Subcounty: Nyeri Central South Subcounty.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: Kagumo High School
Sex: Boarding School.
School Cluster/ Level: National School whose Classification is C1.
Accomodation Type: Boarding School.
Knec Code: 08200007
School’s Official Phone Number: +254700570450
Official Email Address for the School: kagumohigh@gmail.com.
Postal Address: P.O Box 69840 Kiganjo, Nyeri- Kenya.
Total Number of Subjects Combinations Offered at the School: 66 Subjects’ Combinations in various Pathways.
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.
To check the school’s Knec results, visit Knec Portal and search for the school by its name.
Aldai Technical Institute Stands has been established on a premise of arming our youth with necessary technical skills to allow them them to creatively and intuitively come with relevant technological solutions to solve problems facing our communities.
In so doing they become part of the solution in alleviating the challenges our communities are facing while making a living and building a sustainable future for themselves.
The TTI offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):
The TTI Courses have different duration as shown below:
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 typically have a shorter duration, often ranging from one to two years.
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.
Email: info@aldaitti.ac.ke,registrar@aldaitti.ac.ke
Phone number: 0700746828
Postal address: Box 149 – 30305, Kobujoi
Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:
Placed by Kuccps at Sigalagala National Polytechnic? The good news for you is that you can easily download and print your Sigalagala National Polytechnic Admission Letter online.
The Sigalagala National Polytechnic Kuccps Admission Letter is a must have document as you prepare to report for admission and orientation.
Visit the Sigalagala National Polytechnic Admission Letter Online Portal and get your letter today.
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JKUAT University Courses, requirements, contacts, fees, duration, portals, website and how to apply
KCA University Courses, requirements, contacts, fees, duration, portals, website and how to apply
Maseno University Courses, requirements, contacts, fees, duration, portals, website and how to apply
Meru University Courses, requirements, contacts, fees, duration, portals, website and how to apply
Pwani University Courses, requirements, contacts, fees, duration, portals, website and how to apply
Riara University Courses, requirements, contacts, fees, duration, portals, website and how to apply
Rongo University Courses, requirements, contacts, fees, duration, portals, website and how to apply
SEKU University Courses, requirements, contacts, fees, duration, portals, website and how to apply
UMMA University Courses, requirements, contacts, fees, duration, portals, website and how to apply
Dental NHIF/ SHIF Hospitals in Kenya: Kajiado County Comprehensive list of NHIF Dental Accredited Hospitals
| COUNTY | NHIF HOSPITAL CODE | HOSPITAL NAME | CATEGORY | SERVICE TYPE |
| KAJIADO | 80001786 | ST.MARY’S MISSION HOSPITAL | FAITH-BASED | IN & OUTPATIENT |
| KAJIADO | 80001727 | BEACON OF HOPE | PRIVATE | OUTPATIENT |
| KAJIADO | 66628771 | EDDMERC MEDICAL CENTRE | PRIVATE | OUTPATIENT |
| KAJIADO | 66628424 | VANTAGE MEDICAL CENTRE | PRIVATE | OUTPATIENT |
| KAJIADO | 666214577 | LANE CARE MEDICAL CENTRE | PRIVATE | OUTPATIENT |
| KAJIADO | 66628766 | CAREMAX HEALTH LIMITED | PRIVATE | OUTPATIENT |
| KAJIADO | *0021944 | MT.OLIVE SINAL HOSPITAL LTD. | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 8000873 | LANGATA HOSPITAL | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 2,911 | ENKITOK JOY NURSING HOME | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 8000258 | WAMA NURSING HOME | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 6662686 | ZAMZAM MEDICAL SERVICES | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 8000266 | FATIMA MISSION HOSPITAL | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 00214541 | SHREE SWAMINARYAN HOSPITAL | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 6662871 | ATHI-RIVER SHALOM COMMUNITY HOSPITAL | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 66628827 | BASPEN SYOKIMAU COTTAGE HOSPITAL | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 00028830 | CITY POINT GROUP OF HOSPITALS LTD | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 66622057 | FAVOUR MEDICAL SERVICES | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 66621471 | KITENGELA MEDICAL SERVICES-KAJIADO | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 00022824 | NAMUNYAK MEDICAL CENTRE | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 214545 | ST CRISPIN AFYA HOSPITAL LIMITED | PRIVATE | IN & OUTPATIENT |
| KAJIADO | 214699 | JOLYNN DENTAL CLINIC LIMITED | PRIVATE | SPECIALIZED OUTPATIENT |
| KAJIADO | 66622195 | DENSMILE DENTAL CLINIC-MLOLONGO | PRIVATE | SPECIALIZED OUTPATIENT |
Name:.………………………………………………………………Adm: ……….Class:………..
Index No: ………………….
Date:………………………..
101/1
ENGLISH
Paper 1 (Functional Skills, Cloze Test and Oral Skills).
Time: 2 Hours
MOKASA 2 JOINT EXAMINATIONS
Kenya Certificate of Secondary Education
101/1
ENGLISH
Paper 1 (Functional Skills, Cloze Test and Oral Skills)
Time: 2 Hours
Instructions to candidates
For examiner’s use only.
| Question | Maximum Score | Candidate’s Score |
| 1. | 20.
|
|
| 2. | 10. | |
| 3. | 30. | |
| Total | 60 |
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Probably no type of test question (i) ………………………….. students so much as an essay question. Usually they fear being (ii) …………………………… with questions that demand somewhat lengthy answers (iii) ……………………….. intelligible prose. Essay questions (iv) ……………………. are necessary because they test for the type (v) …………………… information that objective questions tend to ignore. (vi) ……………………….. essay questions enables the tester to determine a student’s ability to put facts into perspective and to draw subjective conclusions. You should (vii) ………………… an essay with the same care as you would any formal written (viii) ………………………. A careful reading of the question is indispensable. You must determine (ix) …………… what it is the question seeks to discover. It is also good practice to sketch out an (x) …………………… before you begin.
(a) Read the poem below and then answer the questions that follow.
Do not stand at my grave and weep
Do not stand at my grave and weep,
I am not there, I do not sleep.
I am in a thousand winds that blow,
I am the softly falling snow.
I am the gentle showers of rain,
I am the fields of ripening grain.
I am in the morning hush,
I am in the graceful rush
Of beautiful birds in circling flight,
I am the starshine of the night.
I am in the flowers that bloom,
I am in a quiet room.
I am in the birds that sing,
I am in each lovely thing.
Do not stand at my grave and cry,
I am not there. I do not die
(by Mary Elizabeth Frye)
i). Describe the rhyme scheme of this poem. (2 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………
ii).Identify any two sound patterns used in the poem above. (2 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
iii). How would you perform the last line of the poem? (3 marks)
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iv). Which words would you stress in the first line? (2 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………
(b) Your school is participating in a debate on the motion, “Technology has brought more harm than good.” How would your listeners lead to your failure in presentation? (4 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(c) State whether the following sentences would be said in a falling or raising intonation? (3 marks)
i).Will you take tea or coffee today?………………………………………………………………………….
ii). He who laughs last laughs the longest…………………………………………………..
iii).You don’t have to leave immediately, do you? …………………………………………
(d) Underline the silent letter in each of the following words. (3 marks)
(e) Complete the list below by providing another word pronounced in the same way as the ones below. (3 marks)
prays praise …………….………………
bight byte …………………………….
sees seas ………………….………….
(f) You recently attended an interview at Upendo Supermarket for the position of an accounts clerk. Unfortunately, you were not successful. What would have led to your failure? (4 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(g) You have just witnessed an accident. A matatu rammed into a stationary tractor. Many passengers have been seriously injured. The driver has requested you to call Kona Mbaya Police station and inform them about the accident.
Complete the following telephone conversation between you and the police officer on duty. (4 marks)
You:……………………………………………………………………………………………………………………………………………………………………………………………(1 mark)
Police officer: Yes. This is Kona Mbaya Police Station. Constable Kiraka speaking. Can I help you?
You: Yes, please. There has been a terrible accident.
Police officer: May I know who is calling please?
You:…………………………………………………………………………………………………………………………………………………………………………………………… (1 mark)
Police officer: Where has the accident taken place?
You: Along Kona Mbaya- Majengo road.
Police officer: What happened?
You:……………………………………………………………………………………………………………………………………………………………………………….……….…(1 mark)
Police officer: Really! Are there any casualties?
You:……………………………………………………………………………………………………………………………………………………………………………………………(1 mark)
Police officer: Don’t worry; we will be there as soon as possible. Meanwhile call the ambulance and alert Kona Mbaya hospital to be ready for casualties. Thank you very much Mr. Tumbo Mali for calling.
Any 1 trait and illustration (1mk identification 1mk illustration)
