Category Archives: Latest Education News

A category dedicated to all education news in Kenya and other countries across the world. This is your one stop location for all news related to the education sector.

KCPE 2021 exams latest news

Education Cabinet Secretary Prof. George Magoha on Monday supervised the commencement of this year’s national exams assuring the nation that the examination is well secured and its integrity is unquestionable.
 Speaking at Kianjau primary school in Thika, Kiambu County after launching the start of the national exams today, Magoha said there has not been any exam leakage and that they are on high alert to avoid cheating in exam rooms.
 He said the exam is well guarded by two policemen in each centre and a number of government officials to safeguard its integrity and that should anything on the contrary crop up, it should be reported to authorities.
The CS said the exams have been prepared taking into consideration that candidates spent six months at home due to Covid-19 pandemic, and that candidates should not worry.

“It is all systems go for candidates. We know they are well prepared for the exams and that there should be no cause for alarm. All government agencies have taken charge of the exams and we assure the nation that it is well secured. It is an extraordinary exam as the first-time candidates are sitting for exams after being away from class for seven months,” he said.

The CS at the same time assured candidates especially those in private schools who were not registered for the final exams that they will not be locked out of the exams.

This comes after reports from the Nyanza region that some private schools failed to register its candidates for KCSE despite collecting registration fees from their parents.

He warned those involved that they will be punished ruthlessly.

“All candidates must take the exams without being penalized. Every other child who presents himself to the exam room as a candidate must sit for the exam even if it means photocopying a question paper for them. Afterwards, the government will deal firmly without fear or favour with those crooks who still think it is business as usual,” he added.

Basic Education PS Julius Jwan (Standing, right) monitors the start of the Math exam paper at Kisii Central Primary school on Day One of the 2020 KCPE exams.

Tight Security 

In Nakuru County the tests kicked off smoothly on Monday morning, amid tight measures to curb cheating.

A total of 54,751 candidates are sitting the examinations in 1,061 centres according to County Commissioner Erastus Mbui Mwenda.

Speaking when he supervised the opening of examination containers at Kapkures Deputy County Commissioner’s offices, Mbui said a total of 2,122 security personnel had been deployed to man the examination centres in all the 11 sub-counties.

“The security officers are expected to guard the papers both in examination centres and the containers at the county and sub county levels.

They will also accompany head teachers who also double up as centre managers to collect the exam papers from the storage containers every morning and in the evening when the papers are returned to the containers for collection,” stated Mr Mwenda.

He assured parents and candidates that a command centre has been set up at county headquarters from where all security operations will be monitored and coordinated.

The administrator warned that the government had tighten surveillance to stop possible use of face masks and other gadgets to facilitate cheating and early exposure of the exam papers.

See also; How to download the 2020 KCPE results for the whole school

Meanwhile Rift Valley Regional Commissioner George Natembeya has said that high level security teams have been deployed in the volatile spots in Baringo, Turkana, Laikipia, Samburu and Elgeyo Marakwet ahead of the KCPE examinations.

He dismissed fears that ongoing heavy rains in some parts of the region might disrupt the examinations adding that the government was adequately prepared.

Addressing the press after touring several examination centres in Nakuru, Natembeya said counties with potential flooding challenges that might require special attention had been mapped out.

A total of 330,000 candidates will sit for the three-day exam in Rift Valley Region that starts with Mathematics on Monday morning. English language and Composition tests are scheduled for mid-morning and afternoon respectively.

On Tuesday, the candidates will tackle Science, Kiswahili and Insha before completing the test with Social Studies and Christian Religious Education on Wednesday.

Natembeya confirmed that all the candidates from over 10 Schools flooded with water from Lakes Baringo and Bogoria had been successfully relocated to other examination centres to ensure they do not miss KCPE.

Some of the affected schools are Loruk, Sokotei, Ng’ambo, Kiserian, Salabani and Lake Baringo. Others are Ng’enyin, Noosukro, Rugus, Lorok, Leswa, Sintaan and Lake Bogoria Primary Schools.

He also stated that all the candidates from a primary school in Marishioni within Njoro Sub-County, which was demolished during evictions from Eastern Mau Forest, will write their examinations at the nearby Daraja Primary School.

The Regional Commissioner affirmed that all students including those that are pregnant, the sick, and disabled, would be given special treatment to ensure they comfortably sit for the national exams without any problems.

“Any child who has the capacity to sit for the exams, the government will ensure that the examination is taken to the child. Those who have given birth and are still breastfeeding will be allowed to come along with their children whereby they will be allocated appropriate environments.

We have advised school managers to support the girls in cases of emergencies by taking them to nearby dispensaries,” he disclosed.

TSC CEO Nancy Macharia leads collection of KCPE Examination materials at Kisumu Central DCCs offices on Monday afternoon. She urged invigilators to get the Covid-19 jab, since they are front line workers.

No major hitch

Close to 34,071 Kenya Certificate Primary Education candidates in Migori County started the exams on Monday with the assurance of a smooth exercise from security agencies.

The Suna East Deputy County Commissioner Kibe Maguta speaking after the dispatch of the first day exams said enough government vehicles were available to deliver exams to all examination centres.

Maguta said the government has good vehicles that will deliver exams in time despite adverse rainy condition currently.

He said all exam centres were protected areas adding that security personnel were manning them to ensure learners sit their exams without any problems.

All schools in Suna East had their exams dispatched by 7 am, a scenario Maguta described as remarkable.

Maguta was speaking at county headquarters. Also present were County Teachers Service Commission Director Beatrice Lukaka among other senior education and security officers.

Last week Regional Director of Education Willy Machocho met with county security agencies and education officials at Migori Teachers College ground to discuss best approaches on exam security.

During that meeting, Machocho warned that those handling exams should do it with a lot of caution to avoid cases where exam rules are compromised.

Speaking during the same meeting, Migori County Commissioner Mr Boaz Cherutich assured that all necessary security measures had been taken to prevent exams malpractices.

TSC sounds the alarm regarding the severe teacher shortage in JSS and senior schools.

The education sector may be heading toward a disaster following disclosures by the Teachers Service Commission (TSC) that it is grappling with a significant shortfall of 98,281 teachers.

The commission’s Chief Executive Officer Nancy Macharia announced yesterday that there was a shortage of qualified and trained teachers due to inadequate budget allocations for the same.

Speaking before the National Assembly Constitutional Implementation Oversight Committee, Macharia informed MPs that the lack of financial resources to hire teachers has resulted in a teacher shortage in public schools, thereby obstructing children’s right to obtain basic quality education as guaranteed by article 43 of the constitution.

“The current teachers’ deficit is 98,261, which includes Junior Secondary School (JSS) educators. However, this figure is expected to increase next year with the introduction of senior schools. TSC has not reached the optimal number of teachers since its inception, thus highlighting the necessity for more budget allocations,” she remarked.

The Committee also learned that this shortfall has created teaching gaps in the new learning areas brought in under the Competency-Based Curriculum (CBC). These include subjects such as media technology, woodwork, jewelry and ornament creation, sculpture, leather craft, marine and fisheries technology, general science, and indigenous languages.

Simultaneously, the CEO expressed worry regarding the “widespread” establishment of new schools without an appropriate budget for teacher recruitment. She added that this has resulted in challenges such as schools sharing identical names and being located too closely to one another.

To address this, she suggested in her presentation, “Increase the budget for hiring teachers to fulfill the staffing requirements of the newly established schools. Enhance coordination among key stakeholders, including sponsors, investors, and politicians to ensure the planned establishment of new schools and the expansion of existing ones. ”

The committee, led by Runyenjes MP Karemba Muchangi, declared that a lack of funding has also impeded the appropriate promotion of teachers.

“As of December last year, only 200,022 teachers were eligible for promotion because they had spent three years or more in one grade, with others joining the teaching profession annually,” she explained.

This was in response to an inquiry from Tiaty MP William Kamket who questioned the recent promotion process and its criteria.

The topic of medical coverage for teachers was also raised, with MPs wanting to know why they could not access services and sometimes had to pay out of pocket.

Macharia, however, stated that once again, budget constraints were the culprit.

“Our commission needs about Sh54 billion for the scheme, but we are only allocated Sh20 billion. . . that is why sometimes when teachers go to hospitals, they may not receive services; it’s not that they lack coverage but because there is no budget provision,” she noted.

The MPs further expressed worries over the recent promotion of over 25,000 teachers by the commission, pointing out that in certain regions, new college graduates had been appointed well before those who had graduated several years ago.
“In Arid and Semi-Arid Lands (ASALS) where there is a significant shortage of teachers, it is observed that since we hire based on local proximity, recent graduates apply and may find themselves on the payroll,” stated Macharia.

Committee chair Karemba instructed that the CEO provide a report on the distribution of teachers throughout the nation.

At the same time, the commission’s CEO faced allegations yesterday of relinquishing her authority over teacher appointments to politicians through the improper distribution of employment letters to them.

Macharia asserted that the claims were false and she had merely encountered them in the “news”.

“…I came across this in the news. If you visit our website, you will see the manner in which we conduct our recruitment. Nonetheless, I feel concerned because these issues tarnish TSC’s reputation very badly,” she remarked.

The issue was raised by Matungu MP Oscar Nabulindo, who inquired why cabinet secretaries have been handing out employment letters during political events.

Chairperson Karemba called for the correction of this situation.

“I think we are creating a very poor standard if the political class has to handle the recruitment of teachers. It is our responsibility to put an end to this problem. ”

TSC sounds the alarm regarding the severe teacher shortage in JSS and senior schools.

Moi High School Kabarak KCSE 2020-2021 results analysis, grade count and results for all candidates

Moi High School Kabarak SCHOOL KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)-  Moi High School Kabarak is a top performing high school located in Nakuru County, Kenya. Here is the KCSE 2020 results analysis for the school.

Moi High School Kabarak has always maintained a good run in the KCSE examinations over the years. For instance, in the 2019 Kenya Certificate of Secondary Education (KCSE) examination results the school emerged among the top 100 schools in the whole country.

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Moi High School Kabarak managed a mean score of 9.88 in the 2019 KCSE examinations.. Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

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MOI HIGH SCHOOL KABARAK KCSE 2020 RESULTS ANALYSIS AND MEAN GRADE SUMMARY

We have analysed results for Moi High School Kabarak in the KCSE 2020 examinations. Get the school’s KCSE 2020/2021 results and all schools in the country plus candidates in the official Knec results portal, here; KCSE 2020-2021 OFFICIAL RESULTS PORTAL.

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The 2021 KCSE results portal.

We have more KCSE 2020-2021 articles for you here;

KCSE 2020-2021 Top 100 Schools nationally

KCSE 2020-2021 Top 100 schools per county

QUICK KNEC LINKS

KCSE/KCPE ONLINE RESULTS PORTAL

KCSE PORTAL

THE KNEC KCSE PORTAL

KNEC PORTAL LOGIN.

THE KNEC CBA PORTAL

KNEC SCHOOL EXAMS PORTAL

KNEC PORTAL FOR KCPE RESULTS

THE KCPE KNEC PORTAL FOR PRIMARY SCHOOLS.

KNEC EXAMINERS PORTAL

THE KNEC CONTRACTED PROFESSIONALS PORTAL

THE KNEC CBA PORTAL

KNEC EXAMINERS LOGIN PORTAL

KNEC PORTALS

THE KNEC LCBE PORTAL

THE OFFICIAL KNEC WEBSITE

Government Finally Releases Sh. 23 Billion Capitation Funds For Schools

The government has released Sh. 23 billion capitation to public secondary schools ending the prolonged financial crisis which threatened to disrupt operations at the institutions.

Education Cabinet Secretary (CS) Ezekiel Machogu said the funds will be deposited in the schools’ accounts before the end of the week.

This comes as a relief to secondary school heads across the country who have been up in arms over the delay. Thus Machogu said the release of the funds signified the government’s commitment to the education sector and refuted claims that the allocations had been slashed.

The capitation for Secondary schools, he said remained Sh. 22, 240 per student adding that the government remained committed to releasing the funds to ensure success of education Programmes in the country.

“We have not reduced the capitation. This is a constitutional matter and it is in the interest of the government that this allocation is not reduced,” he said.

Speaking at Henry Kosgey Kibukwo Secondary School in Tinderet Sub-County, Machogu asked secondary school heads to ensure prudent expenditure of the funds.

The government, he added, has made great strides in improving the quality of education in the country. Furthermore, he pointed out the employment of 56,750 teachers last year which he said has greatly addressed under-staffing issues across the country.

This financial year, he said more funds have been set aside to employ an additional 20, 000 teachers to bridge existing gaps.

His Ministry, he said, was on course on the implementation of the Competency Based Curriculum (CBC) with the bulk of challenges that faced its rollout addressed.

The government, he said, has set aside Sh. 3.39 billion and an additional Sh. 9 billion from the World Bank (WB) to construct classrooms for grade 9.

Through the initiative, he said, the government targets to construct 15, 040 classrooms by the year 2025.

“This will address all the infrastructural gaps we have now and ensure that as our learners proceed to grade 9 they have enough classrooms,” he said.

The CS who was flanked by Tinderet MP Julius Melly, Emgwen MP Josses Lelmengit, and Tinderet Deputy County Commissioner Esther Oyugi among other leaders said his Ministry will support Henry Kosgey Kibukwo Secondary School with Sh. 10 million to build more classrooms.

The school plans to construct a state of the art tuition block which once completed will have 10 classrooms, a computer laboratory, a library and administration office.

On his part, Tinderet MP Julious Melly lauded the government for releasing the capitation funds saying it will go a long way in facilitating the smooth running of education programmes in secondary schools.

He urged the Ministry on Education to strive to release the funds on time to ensure that learning goes on uninterrupted.

“I am in government and I understand the challenges we have in generating revenue but let us strive to send this money in good time to facilitate smooth running of schools,” he said.

Bachelor of Renewable Energy Technology & Management 2024/2025  Kuccps Cutoff Points, Cluster Points Per University

Bachelor of Renewable Energy Technology & Management 2024/2025  Kuccps Cutoff Points, Cluster Points Per University

SN PROG CODE INSTITUTION NAME PROGRAMME NAME 2024 2016 2017 2018 2019 2020 2021 2023
BACHELOR OF SCIENCE (RENEWABLE ENERGY TECHNOLOGY AND MANAGEMENT)
1 1053626 JARAMOGI OGINGA ODINGA UNIVERSITY OF SCIENCE AND TECHNOLOGY BACHELOR OF SCIENCE (RENEWABLE ENERGY TECHNOLOGY AND MANAGEMENT) 15.982 32.987 25.319 30.309 16.9 16.787 15.982
SN PROG CODE INSTITUTION NAME PROGRAMME NAME 2024 2016 2017 2018 2019 2020 2021 2023

How to check KUCCPS placement results and admission letters for KCSE candidates, all applicants

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Important KMTC Links

Presser: HELB makes changes to loan repayment remittance schedules

The Higher Educations Loans Board, HELB, has made changes towards the remittance of the repayment schedules by employers. See full details, below:

Narok County Best National, Extra-County Secondary Schools For 2024 form One Selection, Admissions

Narok County prides itself with some of the best and top performing National, Extra County and County Secondary schools in Kenya. In this guide, we have Selected and ranked these schools based on performance at KCSE examinations and school facilities.

In this post, we have collected for you a list of all the schools in the County. This site also provides complete information on all individual schools here. Get specific and individual schools’ KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website and KNEC Code details here: Schools’ Portal.

This is the latest updated list of all the best, top National, Extra County and County schools in the County at the KCSE Exams:

2022 KCSE PERFORMANCE OF THE SCHOOLS

Position Nationally Name of School Region County Mean Score Mean Grade Type
213 OLKIRIANE SECONDARY SCHOOL Rift Valley NAROK 7.768 B-{minus) Mixed
230 Bishop Colin Davies Senior Rift Valley Narok 7.6 B-{minus) Mixed
381 NKARETA SECONDARY Rift Valley NAROK 6.2889 C (plain) Mixed

2021 KCSE PERFORMANCE OF THE SCHOOLS

 

The schools have the best facilities and perform very well at the KCSE examinations.

Consider joining these schools to get the best services, education and performance at the KCSE examinations.

Get a list of all the schools in the County below:

32500015 OLE TIPIS GIRLS SECONDARY SCHOOL National Girls
32500016 KILGORIS BOYS SECONDARY SCHOOL National Boys
32516101 NAROK HIGH SCHOOL Extra County Boys
32516102 MAASAI GIRLS SECONDARY SCHOOL Extra County Girls
32516103 ST. MARY’S GIRLS SECONDARY SCHOOL-NAROK Extra County Girls
32516107 NKARETA SECONDARY SCHOOL County Mixed
32516108 MASIKONDE SECONDARY SCHOOL Sub County Mixed
32516111 SENCHURA SECONDARY SCHOOL County Mixed
32516112 ENTONTOL SECONDARY SCHOOL County Mixed
32516113 KIMELOK SECONDARY SCHOOL Sub County Mixed
32516201 SAKUTIEK SECONDARY SCHOOL County Mixed
32516202 OLCHORRO SECONDARY SCHOOL County Mixed
32516301 OLOKURTO SECONDARY SCHOOL Sub County Mixed
32516302 OLORROPIL SECONDARY SCHOOL Sub County Mixed
32516303 OLPUSIMORU SECONDARY SCHOOL Sub County Mixed
32516304 KISIRIRI SECONARY SCHOOL County Mixed
32516305 NTIMAMA DAY MIXED SECONDARY SCHOOL Sub County Mixed
32516306 OLOKIRIKIRAI SECONDARY SCHOOL County Mixed
32516307 ENABELIBEL SECONDARY SCHOOL Sub County Mixed
32516309 OLMARIKO SECONDARY SCHOOL Sub County Mixed
32519102 SOSIO SECONDARY SCHOOL County Mixed
32519103 KILGORIS GIRLS SECONDARY SCHOOL Extra County Girls
32519104 POROKO FRIENDS SECONDARY SCHOOL County Mixed
32519105 OSONKOROI SECONDARY SCHOOL Sub County Mixed
32519106 MUTENKUAR DAY SECONDARY SCHOOL Sub County Mixed
32519107 ENDOINYO – ONKOPIT SECONDARY SCHOOL Sub County Mixed
32519108 OLTANKI SECONDARY SCHOOL Sub County Mixed
32519109 SANKALE SECONDARY SCHOOL Sub County Mixed
32519110 JEESUN RYU ADVENTIST MISSION SCHOOL- OSINONI Sub County Mixed
32519111 OLALUI SECONDARY SCHOOL Sub County Mixed
32519201 ENOOSAEN BOYS SECONDARY SCHOOL County Boys
32519202 NKARARO SECONDARY SCHOOL Sub County Mixed
32519203 ENOOSAEN GIRLS SECONDARY SCHOOL County Girls
32519204 SHANKOE SECONDARY SCHOOL County Mixed
32519205 OLEREKO SECONDARY SCHOOL Sub County Mixed
32519206 SIKAWA SECONDARY SCHOOL Sub County Mixed
32519207 MASURURA SECONDARY SCHOOL Sub County Mixed
32519301 SHARTUKA SECONDARY SCHOOL County Boys
32519302 OLMELIL SECONDARY SCHOOL County Mixed
32519303 PIRRAR GIRLS SECONDARY SCHOOL (KILGORIS) County Girls
32519304 ROMOSHA SECONDARY SCHOOL Sub County Mixed
32519305 SHARTUKA A.I.C GIRLS SECONDARY SCHOOL County Girls
32519306 KAPUNE SECONDARY SCHOOL Sub County Mixed
32519401 EMARTI SECONDARY SCHOOL County Mixed
32519501 ONGATA BARRIKOI SECONDARY SCHOOL County Boys
32519502 SIRIA HIGH SCHOOL County Boys
32519503 OLDONYO-OROK SECONDARY SCHOOL Sub County Mixed
32519504 SIRIA GIRLS’ SECONDARY SCHOOL County Girls
32519505 OLORUKOTI SECONDARY SCHOOL Sub County Mixed
32519506 MASHANGWA SECONDARY SCHOOL Sub County Mixed
32519507 KONDAMET SECONDARY SCHOOL Sub County Mixed
32519508 ONGATA BARRIKOI GIRLS SECONDARY SCHOOL County Girls
32546101 SAGAMIAN SECONDARY SCHOOL Sub County Mixed
32546102 SAIRE SECONDARY SCHOOL Sub County Mixed
32546103 CHORONOK MIXED SECONDARY SCHOOL Sub County Mixed
32546201 SOGOO HIGH SCHOOL County Mixed
32546202 OUR LADY OF ANGELS MARINWA GIRLS SECONDARY SCHOOL Sub County Girls
32546203 NKARONI SECONDARY SCHOOL County Mixed
32546204 SIWOT SECONDARY SCHOOL Sub County Mixed
32546205 TENGECHA ESOIT SECONDARY SCHOOL Sub County Mixed
32546206 KAPKATET MIXED SECONDARY SCHOOL Sub County Mixed
32546207 MARINWA SECONDARY SCHOOL Sub County Mixed
32546208 TUMOIYOT MIXED SECONDARY SCHOOL Sub County Mixed
32546209 NAISUDORI MIXED DAY SECONDARY SCHOOL Sub County Mixed
32546301 MELELO SECONDARY SCHOOL County Mixed
32546302 OLPUKOTI SECONDARY SCHOOL County Mixed
32546303 OLMEKENYU HIGH SCHOOL County Mixed
32546304 OLE NKAPUNE MIXED DAY SECONDARY SCHOOL Sub County Mixed
32546305 ENOOSOGON MIXED DAY SECONDARY SCHOOL Sub County Mixed
32546306 OLE MUNA SECONDARY SCHOOL Sub County Mixed
32546401 OLOLULUNG’A SECONDARY SCHOOL Extra County Boys
32546402 ONGATA OLOIREN MIXED DAY SECONDARY SCHOOL Sub County Mixed
32546403 OLOLOIPANG’I SECONDARY SCHOOL Sub County Mixed
32546404 OLKIRIANE SECONDARY SCHOOL County Mixed
32546405 OLTARAKWAI SECONDARY SCHOOL Sub County Mixed
32546406 ENAKISHOMI MIXED DAY SECONDARY SCHOOL Sub County Mixed
32546407 ENKARE NAIROWUA GIRLS SECONDARY SCHOOL County Girls
32546408 OLASHAPANI GIRLS SECONDARY SCHOOL Sub County Girls
32546409 KOTOLIAN SECONDARY SCHOOL Sub County Mixed
32546501 NAROOSURA MIXED SECONDARY SCHOOL County Mixed
32546601 LOITA MIXED SEC SCHOOL County Mixed
32560101 KAPWERIA SECONDARY SCHOOL Sub County Mixed
32560103 NDAMAMA SECONDARY SCHOOL Sub County Mixed
32560104 ABOSI SECONDARY SCHOOL County Girls
32560105 SIMOTWET SECONDARY SCHOOL Sub County Mixed
32560106 KAMERMERU SECONDARY SCHOOL Sub County Mixed
32560107 MABWAITA SECONDARY SCHOOL Sub County Mixed
32560108 TAKITECH HIGH SCHOOL Sub County Mixed
32560109 KISIARA SECONDARY SCHOOL Sub County Mixed
32560110 KELONGET HIGH SCHOOL Sub County Mixed
32560111 KURESIET SECONDARY SCHOOL Sub County Mixed
32560201 EMURUA DIKIRR SECONDARY SCHOOL Extra County Boys
32560202 MURKAN SECONDARY SCHOOL Sub County Mixed
32560203 KILETIEN SECONDARY SCHOOL Sub County Mixed
32560204 KABOLECHO SECONDARY SCHOOL County Girls
32560205 MOKONDO HIGH SCHOOL Sub County Mixed
32560206 OLPOPONGI SECONDARY SCHOOL Sub County Mixed
32560207 CHEPKOIYET SECONDARY SCHOOL Sub County Mixed
32560208 CHESMA HIGH SCHOOL Sub County Mixed
32560209 ILKERIN SECONDARY SCHOOL Sub County Mixed
32560210 KAPSASIAN SECONDARY SCHOOL Sub County Mixed
32560211 KURONGURIK MIXED DAY&BOARDING SECONDARY SCHOOL Sub County Mixed
32560212 CHEBITOIK MIXED DAY SECONDARY SCHOOL Sub County Mixed
32560213 ILKERIN GIRLS SECONDARY SCHOOL Sub County Girls
32560214 SOSIANA SECONDARY SCHOOL Sub County Mixed
32560215 CHEBULU SECONDARY SCHOOL Sub County Mixed
32560216 LELAGOIN SECONDARY SCHOOL Sub County Mixed
32560217 LELECHONIK SECONDARY SCHOOL Sub County Mixed
32560218 KOISAGAT HIGH SCHOOL Sub County Mixed
32560219 KIBISORWET SECONDARY SCHOOL Sub County Mixed
32560220 CHERAMGOI SECONDARY SCHOOL Sub County Mixed
32560221 CHANGINA SECONDARY SCHOOL Sub County Mixed
32560222 CHILANI SECONDARY SCHOOL Sub County Mixed
32560223 CHEPKISA SECONDARY SCHOOL Sub County Mixed
32581101 MAASAI MARA SECONDARY SCHOOL County Boys
32581103 NKORKORRI BOYS SECONDARY SCHOOL County Boys
32581104 LEMEK NAMUNYAK GIRLS SECONDARY SCHOOL County Girls
32581105 OLKINYEI SECONDARY SCHOOL Sub County Mixed
32581201 MOGOIYUET SECONDARY SCHOOL County Mixed
32581202 ILMOTIOOK SECONDARY SCHOOL County Mixed
32581203 NGIITO SECONDARY SCHOOL County Mixed
32581204 OLOOMIRANI BOYS SECONDARY SCHOOL Extra County Boys
32581205 SALABWEK SECONDARY SCHOOL County Mixed
32581206 ENELERAI HIGH SCHOOL Sub County Mixed
32581207 KUTO SECONDARY SCHOOL Sub County Mixed
32581208 OLCHORRO OIROIWUA SECONDARY SCHOOL Sub County Mixed
32581209 BISHOP COLIN DAVIES SENIOR SCHOOL Sub County Mixed
32581211 RONGENA MIXED DAY SECONDARY SCHOOL Sub County Mixed
32581212 AGANGA MIXED DAY SECONDARY SCHOOL Sub County Mixed
32581213 OLOOMIRANI GIRLS SECONDARY SCHOOL County Girls
32581215 LALUK MIXED DAY SECONDARY SCHOOL Sub County Mixed
32581216 OLEREUT SECONDARY SCHOOL Sub County Mixed
32581217 MASESE SECONDARY SCHOOL Sub County Mixed
32581218 CHEMWOKTER SECONDARY SCHOOL Sub County Mixed
32581219 SAMOEI KIPTENDEN GIRLS SECONDARY SCHOOL Sub County Girls
32581220 KUTETE MIXED DAY SECONDARY SCHOOL Sub County Mixed
32581221 PIMBINIET MIXED SECONDARY SCHOOL Sub County Mixed
32581222 EMORIJOI MIXED DAY SECONDARY SCHOOL Sub County Mixed
32581301 MOI NAIKARRA SECONDARY SCHOOL Extra County Mixed
32581302 SEKENANI GIRLS SECONDARY SCHOOL County Girls
32581303 OLDERKESI SECONDARY SCHOOL Sub County Mixed
32581304 TALEK BOYS SECONDARY SCHOOL County Boys
32581305 TALEK GIRLS SECONDARY SCHOOL County Girls
32581306 SIANA GIRLS HIGH SCHOOL Sub County Girls
32582101 EOR-EKULE SECONDARY SCHOOL County Mixed
32582102 SALEITA SECONDARY SCHOOL Sub County Mixed
32582103 ENOOSEYIA SECONDARY SCHOOL Sub County Mixed
32582201 NTULELE SECONDARY SCHOOL County Mixed
32582301 ST ANTHONYS SECONDARY SCHOOL County Mixed
32582302 KIPISE HILLS SECONDARY SCHOOL County Mixed
32582303 KEEKONYOKIE SECONDARY SCHOOL Sub County Mixed
32582401 OLASITI SECONDARY SCHOOL County Mixed
32582402 SUSWA GIRLS SECONDARY SCHOOL County Girls

2024 Kuccps Cluster Requirements for Cluster 5 – Engineering, Engineering Technology & Related Courses

2024 Kuccps Cluster Requirements for Cluster 5 – Engineering, Engineering Technology & Related Courses

CLUSTER SUB-             PROGRAMMES AND SUBJECT REQUIREMENTS

CLUSTER

5   Subject 1

MAT ALTERNATIVE A

Subject 2 PHY Subject 3 CHE Subject 4

Subject 4 BIO or any GROUP III or any GROUP IV or any GROUP V

  5A MAT ALTERNATIVE A – C+ PHY – C+ CHE – C+ ENG/KIS – C+
Bachelor of Engineering (Aeronautical Engineering)                                                                    Bachelor of Science (Civil and Structural Engineering)

Bachelor of Engineering (Chemical and Process Engineering)                                                      Bachelor of Science in Civil Engineering

Bachelor of Engineering (Civil & Structural Engineering)                                                             Bachelor of Science (Civil Engineering)

Bachelor of Engineering (Civil and Structural Engineering)                                                          Bachelor of Science (Electrical and Communication Engineering)

Bachelor of Engineering (Civil Engineering)                                                                                 Bachelor of Science (Electronic and Computer Engineering)

Bachelor of Engineering (Electrical and Electronics                                                                                                      Bachelor of Science in Electronic and Computer Engineering Engineering)

Bachelor of Engineering (Electrical and Electronic                                                                                                     Bachelor of Science (Mechanical and Industrial Engineering) Engineering)

Bachelor of Engineering (Electrical and Telecommunication                                                                                                           Bachelor of Sciences (Mechanical & Manufacturing Engineering) Engineering)

Bachelor of Engineering (Mechanical & Production                                                                      Bachelor of Science in Mechanical Engineering

Engineering)

 

 

 

 

 

CLUSTER SUB-

CLUSTER

DEGREE PROGRAMMES CLUSTERS

PROGRAMMES AND SUBJECT REQUIREMENTS

Bachelor of Engineering (Mechanical and Production Engineering)

Bachelor of Engineering (Mechanical Engineering)

Bachelor of Engineering (Industrial and Textile Engineering)

 

Bachelor of Science (Mechatronic Engineering)

 

 

Bachelor of Science (Mechanical Engineering)

 

Bachelor of Engineering (Industrial and Textile Engineering) Bachelor of Science (Electrical and Electronic Engineering)

 

Bachelor of Science (Aerospace Engineering)

 

Bachelor of Science in Electrical and Electronics Engineering                                                                                                                                                     Bachelor of Engineering (Chemical Engineering)

Bachelor of Science (Electrical & Electronics Engineering)                                                                                                                                                     Bachelor of Science (Marine Engineering)

Bachelor of Science in Water and Environmental Engineering                                                                                                                                                     Bachelor of Science in Marine Engineering

 

Bachelor of Science (Agricultural Engineering)

Bachelor of Science (Petroleum Engineering)

Bahelor of Science in Mining and Mineral Process Engineering

 

5B                MAT ALTERNATIVE A – C (PLAIN)

Bachelor of Science (Analytical Chemistry With Management) Bachelor of Science in Analytical Chemistry

Bachelor of Science (Analytical Chemistry)

Bachelor of Science in Analytical Chemistry With Computing

PHY – C (PLAIN)

CHE – C+

Bachelor of Science (Industrial Chemistry With Management) Bachelor of Science (Industrial Chemistry, With IT)

Bachelor of Science in Industrial Chemistry Bachelor of Science (Industrial Chemistry)

 

Bachelor of Science Chemistry (Inorganic, Physical and Organic Options)                                                                                                                                                     Bachelor of Science (Petroleum Chemistry)

Bachelor of Technology in Applied Chemistry (Analytical & Industrial Options)                                                                                                                                                     Bachelor of Technology (Industrial and Applied Chemistry)

5C                MAT ALTERNATIVE A – C (PLAIN)                                                  PHY – C (PLAIN)                   CHE – C (PLAIN)

Bachelor of Science (Control and Instrumentation)                                                                                                                                                     Bachelor of Science (Renewable Energy and Environmental Physics)

Bachelor of Science Instrumentation & Control                                                                                                                                                     Bachelor of Science in Renewable Energy and Environmental Physics

Bachelor of Science in Control and Instrumentation                                                                                                                                                     Bachelor of Science (Renewable Energy)

Bachelor of Science (Microprocessor Technology and Instrumentation)                                                                                                                                                     Bachelor of Science (Renewable Energy Technology and Management)

Bachelor of Science (Instrumentation & Control Engineering)                                                                                                                                                     Bachelor of Science (Applied Bioengineering)

Bachelor of Science (Telecommunication and Information Engineering)                                                            Bachelor of Science in Applied Bioengineering Bachelor of Science in Telecommunication and Information Engineering                                                            Bachelor of Science (Biomedical Engineering)

Bachelor of Science (Telecommunication & Information Technology)                                                                                           Bachelor of Science (Renewable Energy and Bio-fuels Technology) Bachelor of Science (Manufacturing Engineering & Technology)                                                                                           Bachelor of Science (Renewable Energy and Biofuels Technology)

Bachelor of Science (Applied Optics and Lasers)                                                    Bachelor of Science (Energy Technology) Bachelor of Science (Electronics)

Bachelor of Science Engineering Physics Bachelor of Science in Engineering Physics

5D               MAT ALTERNATIVE A – C+                                                            PHY – C+                   CHE – C+                                                                                     BIO – C+

Bachelor of Science (Agricultural and Biosystems Engineering) Bachelor of Engineering (Agricultural & Bio-systems Engineering) Bachelor of Science (Agricultural & Bio-systems Engineering) Bachelor of Science in Agricultural and Biosystems Engineering

5E                MAT ALTERNATIVE A – C+                                                            PHY – C+                   CHE – C+

Bachelor of Technology (Civil Engineering Technology) Bachelor of Technology in Electrical and Electronic Engineering Bachelor of Technology in Medical Engineering

Bachelor of Industrial Technology

Bachelor of Science (Renewable Energy and Technology) Bachelor of Science in Renewable Energy and Technology

Bachelor of Technology in Renewable Energy & Environmental Physics Bachelor of Technology (Chemical Engineering)

5F                ENG – C (PLAIN)                                                                          PHY – C+                   MAT ALTERNATIVE A & CHE – C+

Bachelor of Education in Technology (Civil Engineering) Bachelor of Education in Technology (Mechanical Engineering)

 

Bachelor of Education in Technology (Electrical & Electronics Engineering)

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Education Ministry Asks Schools to apply afresh for Free Education (FDSE) Funds

RE: IMPLEMENTATION OF FREE DAY SECONDARY EDUCATION (FDSE)

To enhance efficiency in the programme, there is need to update data on schools in this programme. In this regard, all secondary schools are required to fill afresh the application form for the FDSE program.me. The application will be made on the form provided and relevant copies of documentation required attached. The completed forms and attached data should reach this office on or before 26th May, 2023.

The reason for such exercise is to be able to ascertain the number of learners not in NEMIS yet they are in class register and capture·new school characteristics like Principals and school names that may have changed over time.

The purpose of this communication i.s to request you to coordinate this exercise and ensure that all the schools submit their application forms. Every County Director of Education is expected to collect the forms. verify the details and submit them to the Director Secondary Education.

Here is the application form for schools: FDSE Application Form For Schools.

TSC Score Sheet For Teachers’ Promotions; New scoring guide 2021

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[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/TSC-PROMOTION-INTERVIEWS-SCORE-SHEET.xlsx” viewer=”microsoft”]

Primary schools in Tharaka Nithi County; School name, Sub County location, number of Learners

Primary schools in Kenya are the entry level for all learners seeking education. The Primary schools in Kenya are either public or private; which are mixed, boys’ or girls’ schools. The schools are at the same time established as Boarding or Day schools. Day schools offer access to education for learners from the immediate surrounding while Boarding schools, on the other hand, admit learners from within and outside the immediate surroundings. For Public schools, the Government provides universal free basic education to the learners.

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Here is the full list of Primary schools in Tharaka Nithi County

Tana RiverTANA RIVERWENJE
CountySub CountyPrimary Schools
Tharaka-NithiMAARARMC GIANKANJA PRIMARY SCHOOL
Tharaka-NithiMAARACHOGORIA BOYS
Tharaka-NithiMAARACHOGORIA COMPLEX
Tharaka-NithiMAARACHOGORIA GIRLS
Tharaka-NithiMAARADEB IRIGA
Tharaka-NithiMAARAEAPC MAARA MIXED DAY/BOARDING
Tharaka-NithiMAARAEGAKIRAMBA
Tharaka-NithiMAARAGAKETHA
Tharaka-NithiMAARAGIAMPAMPO
Tharaka-NithiMAARAGIANCHUKU
Tharaka-NithiMAARAGITARE
Tharaka-NithiMAARAGITUJA
Tharaka-NithiMAARAGITUNTU
Tharaka-NithiMAARAIKAME
Tharaka-NithiMAARAIKINDU
Tharaka-NithiMAARAIKUMBO
Tharaka-NithiMAARAIRUMA
Tharaka-NithiMAARAIRURI
Tharaka-NithiMAARAITARA
Tharaka-NithiMAARAJEDIEL KIRATHE
Tharaka-NithiMAARAKAARE
Tharaka-NithiMAARAKABAIKUBU
Tharaka-NithiMAARAKABUI
Tharaka-NithiMAARAKAGANJO
Tharaka-NithiMAARAKAGIRA
Tharaka-NithiMAARAKAGITI PRIMARY
Tharaka-NithiMAARAKAGONGO
Tharaka-NithiMAARAKAGONGO GACHEKE
Tharaka-NithiMAARAKAIRUNI
Tharaka-NithiMAARAKAIRUNI SPECIAL
Tharaka-NithiMAARAKAJIAMBAKI
Tharaka-NithiMAARAKAJIATHITU
Tharaka-NithiMAARAKAJIUNDUTHI
Tharaka-NithiMAARAKALEWA
Tharaka-NithiMAARAKAMACHUKU
Tharaka-NithiMAARAKANINI
Tharaka-NithiMAARAKANORO
Tharaka-NithiMAARAKARIAKOMO
Tharaka-NithiMAARAKARIAN GICHUE SATLITE
Tharaka-NithiMAARAKARIANI
Tharaka-NithiMAARAKARIGINI
Tharaka-NithiMAARAKARIMBA
Tharaka-NithiMAARAKARUMBI
Tharaka-NithiMAARAKATHANGAWE
Tharaka-NithiMAARAKATHARAKA
Tharaka-NithiMAARAKAUNI
Tharaka-NithiMAARAKIAIRUGU
Tharaka-NithiMAARAKIAMAOGO
Tharaka-NithiMAARAKIANJAGI
Tharaka-NithiMAARAKIANJUKI
Tharaka-NithiMAARAKIEGANGURU
Tharaka-NithiMAARAKIENI
Tharaka-NithiMAARAKIINI
Tharaka-NithiMAARAKIINI DAY FULL
Tharaka-NithiMAARAKIINI GIRLS BOARDING
Tharaka-NithiMAARAKIMUCHIA
Tharaka-NithiMAARAKIRARO
Tharaka-NithiMAARAKIRIANI
Tharaka-NithiMAARAKIRINDINI
Tharaka-NithiMAARAKIRUMI
Tharaka-NithiMAARAKITHITU
Tharaka-NithiMAARAKIURANI
Tharaka-NithiMAARAKLINGONI
Tharaka-NithiMAARAM EKORANI
Tharaka-NithiMAARAMAATHA
Tharaka-NithiMAARAMAGUMA
Tharaka-NithiMAARAMAGUNDU
Tharaka-NithiMAARAMAKENGI
Tharaka-NithiMAARAMAKURI
Tharaka-NithiMAARAMARIMA
Tharaka-NithiMAARAMAUTINI
Tharaka-NithiMAARAMBIRONI
Tharaka-NithiMAARAMBOGORI
Tharaka-NithiMAARAMIKUU
Tharaka-NithiMAARAMINUGU
Tharaka-NithiMAARAMUGONA
Tharaka-NithiMAARAMUKUI
Tharaka-NithiMAARAMUMBUNI
Tharaka-NithiMAARAMUNGA
Tharaka-NithiMAARAMURAGA DAY AND BOARDING
Tharaka-NithiMAARAMURAGARA
Tharaka-NithiMAARAMURUNGA
Tharaka-NithiMAARAMUTHAMBI
Tharaka-NithiMAARAMUTIIGURU
Tharaka-NithiMAARAMUTINDWA
Tharaka-NithiMAARAMWIMBI BOARDING
Tharaka-NithiMAARANDINTUNE
Tharaka-NithiMAARANDUMBINI
Tharaka-NithiMAARANDUNGURI
Tharaka-NithiMAARANGAITA
Tharaka-NithiMAARANGERU
Tharaka-NithiMAARANGERU ELITE
Tharaka-NithiMAARANGURUKI
Tharaka-NithiMAARANICA BISHOP EZEKIEL KITHURI PRY SCHOOL
Tharaka-NithiMAARANKAJARI
Tharaka-NithiMAARANKANGANI
Tharaka-NithiMAARANKUNDI
Tharaka-NithiMAARANKURURU
Tharaka-NithiMAARANTAKANI
Tharaka-NithiMAARANTATUA
Tharaka-NithiMAARANTUMU BOARDING
Tharaka-NithiMAARANTURIRI
Tharaka-NithiMAARAPCEA MURAGA
Tharaka-NithiMAARARUGONGONI
Tharaka-NithiMAARARUGUTA
Tharaka-NithiMAARARUREA
Tharaka-NithiMAARAST ANSELM MURURI BOARDING
Tharaka-NithiMAARAST AUGUSTINE MAJIRA
Tharaka-NithiMAARAST PETERS KERIANI
Tharaka-NithiMAARATHIGAA
Tharaka-NithiMAARAUKURUNI
Tharaka-NithiMAARAWILLIES
Tharaka-NithiMAARAWIRU
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Tharaka-NithiMERU SOUTHGACUURI
Tharaka-NithiMERU SOUTH*$7,781,t
Tharaka-NithiMERU SOUTHGICHENGE
Tharaka-NithiMERU SOUTHGITOGOTO
Tharaka-NithiMERU SOUTHGOODHOPE DAY/BOARDING PRY
Tharaka-NithiMERU SOUTHIBIRIGA
Tharaka-NithiMERU SOUTHIBITHE
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Tharaka-NithiTHARAKA NORTHKAMAGAJIU
Tharaka-NithiTHARAKA NORTHKAMAGUNA
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Tharaka-NithiTHARAKA NORTHKAMATUMO
Tharaka-NithiTHARAKA NORTHKAMWATHU
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Tharaka-NithiTHARAKA NORTHKARAMBANI
Tharaka-NithiTHARAKA NORTHKARANGARE
Tharaka-NithiTHARAKA NORTHKARETHANI
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Tharaka-NithiTHARAKA NORTHKARUGUARU
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Tharaka-NithiTHARAKA NORTHNTORONI
Tharaka-NithiTHARAKA NORTHRIAMIKUU
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Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

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  • SCHOOL’S NAME: St Cecilia Girls High School, Misikhu
  • SCHOOL’S TYPE: Girls’ only secondary school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in Namarambi location, Bungoma County; within the Western region of Kenya.
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  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
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METALS FORM 4 CHEMISTRY NOTES FREE

METALS

Objectives

By the end of this topic the learner should be able to:

(a)  Name the chief ores of certain metals.

(b)  Describe and explain the general methods used in the extraction of metals from their ores.

(c)  Select and describe suitable methods of extraction of certain metals from their ores.

(d)  Describe and explain physical and chemical properties of some metals.

(e)  State and explain various uses of these metals and their alloys.

(f)  Describe the effects of the industrial production processes of metals on the environment.

METALS

Some metals occur naturally in a free uncombined state while others are found combined with other elements. Compounds in which metals can be extracted are called ores.

Chief Ores of Metals

An ore from which a metal can be obtained on a commercial scale is referred to as the chief ore.

The table below gives the chief ores of some common metals.

Metal Ores of the metal Formula of ores
Sodium Sodium chloride NaCl
  Rock salt*  
Aluminium Bauxite* Al2O3. 2H2O
  Mica K2Al2.Si6O6
  Corundum Al2O3
Zinc Zinc blende* ZnS
  Calamine* ZnCO3
  Zinc oxide ZnO
Iron Haematite* Fe2O3
  Magnetite Fe3O4
  Siderite FeCO3
  Pyrite FeS2
Copper Copper pyrites* CuFeS2
  Malachite CuCO3Cu(OH)2
  Cuprite Cu2O
  Azurite Cu3(OH)2(CO3)2
Lead Galena* PbS
  Cerussite PbCO3
  Anglesite PbSO4

* Chief ore

Before any extraction process is carried out, qualitative and quantitative analysis is done to determine the metal present and the quantity of the metal in the ore.

 

General Methods of Extraction

Extraction of metals involves several stages. The stages involved include:

(a)  Mining the metal ores from the earth’s crust.

(b)  Concentrating the ores to remove most of the impurities. The process of concentrating an ore          may include:

(i)   Removing any magnetic materials with a magnet.

(ii)  Dissolving the mineral in a suitable solvent.

(iii) Washing with water to remove earthy matter.

(iv) Froth flotation. The ore is ground into a fine powder. It is then mixed with water containing special oils such as pine oil as frothing agents.A froth rich in minerals is formed at the top while the impurities sink to the bottom. The froth is skimmed and dried. Copper pyrites, zinc blende and galena one concentrated this way.

(c)  Roasting the ore to obtain metal oxides.

(d)  Reducing the oxide using suitable reducing agents to obtain the desired metals.

(e)  In case of more reactive metals, electrolytic extraction is applied.

The method of extraction of a metal depends on the metal’s reactivity. The most reactive metals such as sodium are obtained by electrolysis. The less reactive metals such as iron are extracted by reduction of their oxides using suitable reducing agents.

This can be summarized in the table below.

Metal Main ore Main constituent compound in ore Methods of extraction
Sodium Rock salt Sodium chloride, NaCl Electrolysis of molten sodium chloride.
Aluminium Bauxite Hydrated aluminium oxide, Al2O3.2H2O Electrolysis of aluminium oxide in molten cryolite.
Zinc Zinc blende Zinc sulphide, ZnS Roasting in air followed by reduction of zinc oxide by carbon
Iron Haematite Iron (III) oxide, Fe2O3 Reduction of iron (III) oxide by carbon (II) oxide.
Copper Copper pyrites Copper (II) sulphide, CuFeS2 Heating copper sulphide in regulated amounts of air to form copper (II) oxide,

Reduction of copper (II) oxide by the copper sulphide.

Malachite Basic copper (II) carbonate, CuCO3.Cu(OH)3 Heating in air followed by reduction by carbon.

 

Sodium

Occurrence

Sodium occurs as dissolved chloride in sea water and salt lakes. It also occurs as a double salt, NaHCO3.Na2CO3.2H2O (trona) in salty lakes in the Rift valley such as Lake Magadi. Sodium also occurs as rock salt (solid sodium chloride) at various places and as saltpetre (solid sodium nitrate).

Saltpetre is mainly found in Chile, hence its common name, Chile saltpetre. The chief ore from which sodium is extracted is rock salt.

Extraction

Sodium metal is extracted by the Down’s process where molten sodium chloride is electrolysed.

  • The Down’s cell consists of an iron shell lined with heat bricks on the outside to maintain the high temperature so that the electrolyte does not crystallise.

At the centre of the cell is a carbon anode surrounded by a steel cathode.

  • Calcium chloride is added to the sodium chloride to lower the melting point of sodium chloride from about 800°C to 600°C. This is economical because it saves on electricity used in heating.

During electrolysis, sodium metal forms at the cathode whereas chlorine gas forms at the anode.

At the Anode At the cathode
2Cl(aq)  Cl2(g) + 2e 2Na+(aq) + 2e 2Na(l)
  • A steel diaphragm is suspended between the electrodes to prevent sodium and chlorine from recombining.

Molten sodium is less dense than molten sodium chloride, hence it rises to the top of the cathode from where it is periodically removed. However, chlorine is not allowed into the atmosphere because it is a poisonous gas and hazardous to the environment.

Liquid calcium metal may also be produced at the cathode. However, calcium liquid does not mix with sodium liquid as it is much denser. In addition, calcium has a higher melting point compared to sodium. During cooling, calcium crystallises first leaving liquid sodium which is trapped.

Uses of Sodium

  1. Manufacture of sodium compounds such as sodium cyanide (NaCN) and sodium peroxide (Na2O2). Sodium cyanide is used in the extraction of gold.
  2. An alloy of sodium with lead is used in the manufacture of tetraethyl lead (Pb(C2H5)2 used as an anti-knock additive in petrol. This has been discontinued as use of leaded fuel has been phased out.
  3. Making an alloy of sodium and potassium which is used as a coolant in nuclear reactors because the alloy is a liquid over a wide range of temperatures.
  4. Sodium vapour is used in street lamps which give yellow orange light.
  5. Sodium is used as a reducing agent in some reactions such as reduction of titanium(IV) chloride to form titanium metal.
  6. Sodium hydroxide, a compound of sodium, is used in the manufacture of detergents, paper glass and artificial silk.

 

 

Aluminium

 

Occurrence

Chief ore is bauxite (Al2O3.2H2O) found in France, South America, Jamaica and Ghana.

Bauxite ore has impurities of iron(III) oxide and silica (SiO2). Other ores are mica(K2Al2Si6O6) and corundum (Al2O3).

Extraction

Aluminum is extracted by the electrolytic method because it is a reactive metal.

The ore is concentrated before it is electrolysed.

Bauxite is ground into a fine powder and then dissolved in hot concentrated sodium hydroxide under pressure.

The amphoteric aluminium oxide and acidic silicon (IV) oxide dissolve in the base while iron(III) oxide which is insoluble in the base is filtered out as red mud.

Al2O3(s) + 2OH(aq) + 3H2O(s)  2[Al(OH)4](aq)

SiO2(s) + 2OH(aq)  SiO32–(aq) + H2O(g)

Carbon(IV) oxide gas is bubbled through the filtrate to precipitate the aluminium hydroxide.

2[Al(OH)4] (aq) + CO2(g)  2Al(OH)3(s) + CO32–(aq) + H2O(l)

Alternatively, aluminium hydroxide may be precipitated by seeding process using pure aluminium hydroxide crystals

The Aluminium hydroxide is then heated to obtain aluminium oxide, (Al2O3).

2Al(OH)3(s)  Al2O3(s) + 3H2O(l)

The Aluminium oxide is dissolved in molten cryolite (Na3,AlF6) to lower its melting point from 2015°C to around 800°C to save on the amount of heat needed to melt it.

The molten mixture is then electrolysed in a steel tank lined with graphite which acts as the cathode. Graphite rods dipping into the electrolyte act as the anode.

During electrolysis, aluminium is deposited at the cathode and oxygen is liberated at the anode.

 

 

At the anode At the cathode
6O2– 6O(g) +12e 4Al3+(l) + 12e-  4Al(s)
6O(g)  3O2(g)  

At the high temperature of about 800°C, the oxygen evolved reacts with the carbon electrode to form carbon(IV) oxide. This corrodes the carbon anode which should be replaced from time to time.

Uses of Aluminium

  1. An alloy of aluminum and magnesium is used in making parts of aeroplanes, railway trucks, trains, buses, tankers, furniture and cars because of its low density. Aluminium can easily be stretched due to its low tensile strength;therefore, its alloys such as duralumin are used as they are light, hard and strong. Duralumin is used in the construction of aircraft and car window frames.
  2. For cooking vessels such as sufurias, because it is a good conductor of heat. It is NOTeasily corroded by cooking liquids because of the unreative coating of aluminium oxide.
  3. For making overhead cables, because it is light and is a good conductor of electricity.
  4. As a reducing agent in the thermite process in the extraction of some elements such as chromium, iron, cobalt, manganese and titanium.

Cr2O3(s) +2Al(s)  2Cr(s) + Al2O3(s)

  1. Corundum (emery) is a natural oxide of aluminium which is useful as an abrasive.

 

Iron

 

Occurrence

Iron is the second most abundant metal after aluminium. The chief ore is haematite (Fe2O3). The other ores are Magnetite (Fe3O4) and siderite (FeCO3).

The ores of iron contain silica (SiO2) and aluminium oxide as impurities.

Extraction

Iron is usually extracted from its oxides or siderite. When extracting iron from siderite, the ore is first roasted in air to convert it toiron(II) oxide which is the stable oxide of iron.

The siderite (carbonate) is first decomposed by heat to form iron(II) oxide and carbon(IV) oxide.

FeCO3(s) FeO(s) +CO2(g)

Iron(II) oxide is then oxidised by oxygen in the atmosphere to form iron(III) oxide. (haematite).

4FeO(s) + O2(s)  2Fe2O3(g)

Iron(III) oxide is also mined as the ore. The iron(III) oxide obtained by either method is ground into a powder then mixed with limestone and coke then fed into a furnace from the top.

The mixture is heated by blasts of hot air at temperatures of between 800°C – 1000°C from the bottom of the furnace.

The blast furnace is about 30 m high. It is made of steel and the inner side is lined with bricks made from magnesium oxide which conserve heat energy in order to maintain the optimum temperature needed for the reduction of iron(III) oxide.

 

In the blast furnace three important reactions take place.

  1. At the bottom of the furnace, coke (carbon) is oxidised to carbon(IV) oxide. The reaction raises the temperature of the furnace to 1600 °C since it is exothermic.

C(s) + O2(g)  CO2(g) ∆Hθ = – 393 kJ mol-1

  1. In the middle part of the furnace, carbon (IV) oxide is reduced by coke to carbon(II) oxide and the temperature drops to about 1000°C since the reaction is endothermic.

CO2(g) + C(s)  2CO(g) ∆Hθ = –283 kJ mol-1

  1. At the upper part of the furnace where the temperature has fallen to about 700 °C, iron(III) oxide is reduced to iron metal. Both carbon and carbon(II) oxide act as reducing agents.

2Fe2O3(s) + 3C(s)  4Fe(l) + 3CO2(g)

Fe2O3(s) + 3CO(g)  2Fe(s) + 3CO2(g)

Carbon(II) oxide is the main reducing agent because of the large surface that is in contact with the iron(III) oxide.

The iron produced falls to the lower part of the furnace where the temperatures are high enough to keep it molten. The carbon(IV) oxide produced is recycled.

The limestone fed into the furnace alongside coke and iron(II) oxide is decomposed by heat in the furnace to form calcium oxide and carbon(IV) oxide.

CaCO3(s) CaO(s) + CO2(g)

Calcium oxide being basic reacts with acidic and amphoteric oxide in the furnace to form slag.

CaO(s) + SiO2(s)  CaSiO3(l)

CaO(s) + Al2O3(s)  CaAl2O4(l)

The slag formed is tapped off at a higher level of the furnace because of its lower density.

The iron obtained from the blast furnace is 90–95% pure and it is called “pig Iron”. The main impurities in pig iron are carbon, silicon, manganese, sulphur and phosphorus, depending on the composition of the original ore.

These impurities considerably affect the properties of iron by making it less hard and brittle as well as lowering the melting point of the iron.

 

 

 

 

Uses of Iron

Cast Iron (Pig Iron)

This is the name given to the iron after it has been produced in the blast furnace. It contains about 3–5% carbon 1% silicon and 2% phosphorus. Although this type of iron has the disadvantages of being very brittle, it is extremely hard and is used in making furnaces, gates drainage pipes, engine blocks, iron boxes, etc. An important use of cast iron is the manufacture of wrought iron and steel railings for balconies.

Wrought Iron

Contains about 0.1% carbon. It is malleable and thus can be easily forged (moulded) and welded. It is used to make iron nails, iron sheets, horse shoes and agricultural implements, wrought iron is becoming less important due to increased use of mild steel.

Steel

The name is given to many different alloys whose main component is iron. The other substances may be carbon, vanadium, manganese, tungsten, nickel and chromium. Mild steel contains about 0.3% carbon. Special steel contains a small percentage of carbon together with other substances.

Mild steel is used to make nails, car bodies, railway lines, ship bodies, gliders, rods for reinforced concrete, pipes. Mild steel contains 99.75% iron and 0.75% carbon. It is easily worked on.

Stainless steel

Stainless steel contains 74% iron, 18% chromium and 8% nickel. Stainless steel containing 10–12% chromium and some nickel is used to make cutlery, sinks and vats. Steel containing 5–18% tungsten is used for making high speed cutting and drilling tools because it is tough and hard.

Cobalt Steel

This contains about 97.5% iron and 2.5% cobalt. It is tough and hard. It is highly magnetic and so it is used to make electromagnets.

 

Zinc

 

Occurrence

It occurs in many parts of the world as calamine (zinc carbonate), zinc blende (zinc sulphide).  Zinc blende is often found mixed with galena (PbS). The chief ores of zinc are calamine and zinc blende.

Extraction

The ore is concentrated by froth floatation. The concentrated ore is then roasted to form the metal oxide.

In the case of calamine, carbonate decomposes to zinc oxide and carbon(IV) oxide.

ZnCO3(s) ZnO(s) +CO2(g)

In the case of zinc blende, two reactions occur:

(i)   Zinc sulphide is roasted in air to produce zinc oxide and sulphur(IV) oxide gas.

2ZnS(s) + 3O2(g)  2ZnO(s) +2SO2(g)

(ii)  The impurity, lead(II) sulphide in the ore produces lead(II) oxide and sulphur(IV) oxide.

2PbS(s) + 3O2(g)  2PbO(s) + 2SO2(g)

Zinc metal may be obtained from the oxide either by reduction using carbon or carbon monoxide or it may be converted to zinc sulphate and electrolysed.

 

 

(a)  Reduction using carbon and carbon(II) oxide

Zinc oxide from the roaster is mixed with coke and limestone and heated in a blast furnace where it is reduced to zinc.

ZnO(s) + C(s)  Zn(g) +CO(g)

ZnO(s) + CO(g)  Zn(g) +CO2(g)

The limestone decomposes into calcium oxide and carbon(IV) oxide.

The carbon(IV) oxide is reduced by coke to carbon(II) oxide.

CO2(g) + C(s)  2CO(g)

The carbon(II) oxide and the coke are the reducing agents.

Zinc has a boiling point of 913°C. At the furnace temperatures which are maintained above 1,000°C, zinc exists in vapour form. The zinc vapour leaves at the top of the furnace with the hot gases.

It is cooled very rapidly to 600°C by mixing it with a spray of molten lead. The lead spray condenses the zinc and prevents it from being re-oxidised.

At this temperature liquid zinc separates and settles above the molten lead since it is less dense and is run off.

The zinc can be purified by distillation. The lead produced during the extraction is a liquid at the furnace temperatures and it trickles to the bottom of the furnace from where it is taped off. Calcium oxide combines with silica and is removed as slag.

 

(b)  Electrolytic Extraction of Zinc

The zinc oxide obtained from the roaster is converted to zinc sulphate.

ZnO(s) + H2SO4(aq)  ZnSO4(aq) + H2O(l)

Any lead oxide present reacts with the acid to form lead(II) sulphate which is insoluble and is therefore precipitated.

PbO(s) + H2O4(aq)  PbSO4(s) + H2O(l)

The zinc sulphate is then dissolved in water and the solution electrolysed. The cathode is made of lead containing 1% silver and the anode is made of aluminium sheets. The electrode reactions are:

Cathode

Zinc ions are discharged.

2Zn2+(aq) + 4e Zn(s)

If graphite electrode were used, hydrogen gas would have been evolved instead. Zinc is stripped off the cathode regularly. The metal is about 99.5% pure.

Anode

Hydroxide ions are discharged in preference to sulphate ions.

4OH(aq)  2H2O(l) +O2(g) + 4e

Over 80% of zinc is extracted by the electrolytic methods.

Flow-chart to summarise the extraction of zinc

 

Uses of Zinc

  1. Zinc is used to galvanise iron to prevent it from rusting.
  2. To make brass, an alloy of copper and zinc.
  3. Making of outer casing in dry batteries.

 

Lead

Its chief ore is galena(PbS). Other ores of less industrial importance are cerussite (PbCO3) and anglesite (PbSO4).

Extraction

The ore is first ground into a fine powder and then concentrated through froth floatation. The concentrated ore is then roasted in air to obtain lead(II) oxide and sulphur(IV) oxide.

2PbS(s) + 3O2(g)  2PbO(s) +2SO2(g)

The lead(II) oxide from the roaster is mixed with coke and calcium carbonate (limestone). The mixture is then heated in a blast furnace.

The lead(II) oxide is reduced by the coke to lead.

2PbO(s) +C(s)  Pb(s) +CO2(g)

Iron is added to the blast furnace to reduce any remaining lead sulphide to lead.

Fe(s) + PbS(s) FeS(l) + Pb(s)

Calcium oxide combine with silica to form calcium silicate.

CaO(s) + SiO2(s)  CaSiO3(l)

Theiron(II) sulphide and calcium silicate form slag which is tapped off separately from the lead. The lead produced by the method is not pure.

Pure lead is obtained by blowing a blast of air through the molten impure lead. Oxygen in the air oxidises the impurities into compounds which are less dense than lead. These compounds float on the molten lead and are skimmed off.

 

 

 

 

 

 

More pure lead can be obtained by electrolysis.Thecathode is made of a pure strip of lead while the impure lead is made the anode. At the cathode, lead is deposited while at the anode lead dissolves.

 

 

At the cathode: Pb2+(aq) + 2e Pb(s)

At the anode: Pb(s)  Pb2+(aq) + 2e

 

Uses of Lead

  1. Manufacture of storage batteries (lead acid accumulators) .
  2. It is used in ammunition (shot and bullets) and as a constituentof solder, type metal, bearing alloys, fusible alloys, and pewter.
  3. In heavy and industrial machinery, sheets and other parts made from lead compoundsmay be used to dampen noise and vibration.
  4. Lead PipesLead pipes due to its corrosion resistant properties are used for carriage of corrosive chemicals at chemical plants.
  5. Lead Sheet is used in the building industry for flashings or weathering to prevent water penetration & for roofing and cladding. By virtue of its resistance to chemical corrosion, Lead Sheet also finds use for the lining of chemical treatment baths, acid plants and storage vessels.
  6. Because lead effectively absorbs electromagnetic radiationof short wavelengths, it is used as a protective shielding around nuclear reactors, particle accelerators, X-ray equipment, and containers used for transporting and storing radioactive materials.

 

Copper

Occurrence

Copper ores include, pyrites (CuFeS2), cuprite (Cu2O2), chalcocite (Cu2S) and malachite (CuCO3.Cu(OH)2. It also occurs in uncombined state in various parts of the world such as Canada, USA, Zambia, Tanzania and the Democratic Republic of Congo (DRC).

Impurities in copper ores may include traces of gold and silver.

The chief ore of copper is copper pyrites.

 

Extraction

Copper is mostly extracted from copper pyrites. The ore is first crushed into a fine powder and concentrated by froth flotation. The concentrated ore is then roasted in a limited supply of air to obtain copper(I) sulphide and iron(II) oxide

2CuFeS2(s) + 4O2(g)  Cu2S(s) + 2FeO(s) + 3SO2(g)

Silica (SiO2) is then added and the mixture is heated in the absence of air. The silica reacts with iron(II) oxide to form iron(II) silicate which separates out as a slag leaving behind the copper(I) sulphide.

FeO(l) + SiO2(l)  FeSiO3(l)

The copper(I) sulphide is then heated in a regulated supply of air where some of it is converted to copper(I) oxide.

2Cu2S(l)) + 3O2(g)  2Cu2O(l) + 2SO2(g)

The copper(I) oxide then reacts with the remaining copper(I) sulphide to form copper metal and sulphur(VI) oxide.

Cu2 S(l) + 2Cu2O(l)  6Cu(l) + SO2(g)

The sulphur(IV) oxide produced in the process is either fed into adjacent sulphuric(IV) acid plant or scrubbed using calcium hydroxide.

SO2(g) + Ca(OH)2(aq)  CaSO3(s) + H2O(l)

The copper obtained in this process is about 97.5% pure. This is called blister copper.

It is refined by electrolysis to obtain 99.8% pure copper. During the refining, stripes of pure copper are used as the cathode whereas the anode is made of the impure copper. Copper(II) sulphate solution is used as the electrolyte.

 

 

During electrolysis, the impure copper anode goes into solution as copper ions while copper metal is deposited on the pure copper cathodes.

At the anode: Cu(s)  Cu 2+(aq) + 2e

At the cathode Cu2+ (aq) + 2e–  Cu(s)

Traces of gold and silver collect as a sludge at the bottom of the electrolytic cell.

Where copper carbonate is the chief ore, it is roasted first to obtain copper(II) oxide.

CuCO3 (s) CuO(s) +CO2(g)

The copper(II) oxide is then reduced to copper metal using coke and carbon(II) oxide as reducing agents.

2CuO(s) + C(s)  Cu(s) + CO2(g)

CuO(s) + CO(g)  Cu(s) + CO2(g)

 

Uses of Copper

  1. Making electrical wires and contacts in switches, plugs and sockets because copper is a good conductor of electricity. Pure copper is necessary for this use because impurities increase electrical resistance.
  2. Making soldering instruments due to its high thermal conductivity.
  3. Making alloys such as brass (Cu and Zn), bronze (Cu and Sn), German silver (Cu, Zn and Ni), etc.
  4. Making coins and ornaments.

 

 

 

Properties of Some Metals

 

Physical Properties of Metals

Physical properties of metals depend on the size of the atoms, their electron arrangement and the crystal lattice.

  • Metals generally have high melting and boiling points due to strong metallic bonds.
  • They are good conductors of both heat and electricity due to the presence of delocalised valence electrons in the metallic lattice. The number of delocalised electrons and their ease of movement within the lattice account for the difference in electrical conductivity.
Metal Melting point (°C) Boiling point (°C) Thermal& Electrical conductivity Density (gcm-3) Malleability Ductility
Sodium 97.8 890 Good 0.97
Aluminium 660 2 470 Very good 2.70 Malleable Ductile
Zinc 1 535 3 000 Good 2.86 Malleable Ductile
Iron 420 907 Good 2.14 Malleable Ductile
Copper 1083 2 395 Very good 8.90 Malleable Ductile
  • The metals generally have high densit Differences in density in metals are mainly due to different atomic masses, packing of the atoms in the metallic lattice and the size of the atoms.
  • Metals can be pressed into sheets and also drawn into wires. These properties are referred to as malleability and ductility

 

Chemical Properties of Metals

 

Reactions with air

Freshly cut or polished surfaces of metals have a shiny appearance. Sodium rapidly tarnishes in dry air forming sodium oxide.

4Na(s) + O2(g)  2Na2O(s)

In moist air, both sodium metal and sodium oxide react with water vapour to form sodium hydroxide.

2Na(s) + 2H2O(l)  2NaOH(aq) + H2(g)

Na2O(s) + 2H2O(l)  2NaOH(aq)

The resulting alkali absorbs acidic carbon(IV) oxide in the air to form sodium carbonate.

2NaOH(aq) + CO2 (g)  Na2CO3 (aq) + H2O(l)

When heated in air sodium readily burn with a yellow flame to form mainly sodium peroxide.

2Na(s) + O2(g)  Na2O2(s)

Polished aluminium is immediately coated by aluminium oxide. If heated to 800 °C, aluminium burns to form aluminium oxide and aluminium nitride.

4Al(s) +3O2(g)  2Al2O3(s)

2Al(s) + N2(g)  2AlN(s)

Zinc tarnishes very slowly in air due to the formation of zinc oxide. When heated, zinc burns to form zinc oxide

2Zn(s) + O2(g)  2ZnO(s)

Iron rusts in the presence of moist air to form hydrated iron(III) oxide, Fe2O3.H2O(s).

3Fe(s) + 2H2O(l) + 3O2(g)  2Fe2O3.H2O(s)

When heated, iron reacts with oxygen to form tri-iron tetraoxide, Fe3O4.

3Fe(s) + 2O2(g)  Fe3O4(s)

Copper forms a black coating of copper(II) oxide when heated in air. Finely divided copper burns with a blue flame to form copper(II) oxide.

 

Reactions with cold water and steam

 

Sodium reacts vigorously with cold water liberating hydrogen gas.The resulting solution is alkaline(basic). The alkaline solution is sodium hydroxide.

2Na(s) + 2H2O(l)  2NaOH + H2 (g)

Aluminium, zinc and iron do not readily react with cold water.

Aluminium does not react with cold water because of a thin layer of aluminium oxide on its surface. If the thin layer of aluminium oxide is removed, aluminium reacts with cold water very slowly liberating hydrogen gas.

Copper does not react with cold water.

Aluminium, zinc and iron react with steam liberating hydrogen gas and forming metals oxides.

2Al(s) + 3H2O(g)  Al2O3(s) + 3H2(g)

Zn(s) + H2O(g) ZnO(s) + H2(g)

3Fe(s) + 4H2O(g)  Fe3O4(s) + 4H2(g)

Copper does not react with steam at all.

Among the metals discussed, sodium is the most reactive while copper is the least reactive.

 

Sodium                                   Most reactive

Aluminium

Zinc                                         Decreasing order of reactivity

Iron

Copper                                  Least Reactive

 

The position of aluminium is not easy to determine in this experiment because its reaction with cold water and steam are impaired due to the presence of an oxide coating.

During the reaction between the metal and water, the reactive metals displace hydrogen to form the hydroxides of the metals.

Copper does not react with water because it is low in the reactivity series.

If hydrogen is put together with metals in order of reactivity, its position would be higher than that of copper.

Sodium                                   Most reactive

Aluminium

Zinc                                         Decreasing order of reactivity

Iron

Hydrogen

Copper                                  Least Reactive

 

Reaction with chlorine

 

Hot sodium metal reacts with chlorine to form white fumes of sodium chloride.

2Na(s) + Cl2(g)  2NaCl(s)

Hot copper glows red in chlorine gas forming brown copper(II) chloride which turns green in the presence of moisture.

Hot zinc reacts with chlorine gas to form white zinc chloride.

Zn(s) + Cl2(g)  ZnCl2(s)

Hot iron glows red in chlorine gas. This is because the reaction is exothermic. During the reaction brown fumes are observed. The fumes solidify on the cooler parts of the tube to form black crystals of iron(III) chloride.

Fe(s) + 3Cl2(g)  2FeCl3(s)

Hot aluminium burns in chlorine to form a white solid which sublimes and condenses on the cooler parts of the apparatus.

2Al(s) + 3Cl2(g)  2AlCl3(s)

Both iron(III) chloride and aluminium chloride are observed to fume when exposed in damp air. This is because both chlorides are readily hydrolysed by water vapour to produce hydrogen chloride gas.

FeCl3(s) + 3H2O(l) Fe(OH)3(s) + 3HCl(g)

AlCl3(s) +3H2O(l) Al(OH)3(s) + 3HCl(g)

 

Reactions with acids

 

Polished aluminium reacts very slowly with dilute hydrochloric acid to liberate hydrogen gas and form aluminium chloride.

2Al(s) + 6HCl(aq)  2AlCl3(aq) + 3H2(g)

There is no apparent reaction between aluminium and dilute sulphuric(VI) acid.

There is also no apparent reaction between aluminium and nitric(V) acid at any concentration. This is because nitric(V) acid is a strong oxidising agent. A thin layer of aluminium oxide forms on the metal surface immediately it comes into contact with the acid.

 

Aluminium reduces hot concentrated sulphuric(VI) acid to sulphur(IV) oxide and is itself oxidized to aluminium sulphate.

2Al(s) + 6H2SO4(l)  Al2(SO4)3(aq) + 6H2O(l) + 3SO2(g)

Iron reacts with both dilute hydrochloric acid or sulphuric (VI) acid to liberate hydrogen gas.

Fe(s) + 2HCl(aq)  FeCl2(aq) + H2(g)

Fe(s) + H2SO4(aq)  FeSO4(aq) + H2(g)

Iron reduces hot concentrated sulphuric(VI) acid to sulphur(IV) oxide and is itself oxidised to iron(II) sulphate.

2Fe(s) + 6H2SO4(s)  Fe2(SO4)3 + 6H2O(l) + 3SO2(g)

Dilute nitric(V) acid reacts with iron to form a mixture of nitrogen(I) oxide and nitrogen(II) oxide.

There is no apparent reaction between iron and concentrated nitric(V) acid. The concentrated acid oxidises iron and forms a thin layer of impervious tri-iron tetraoxide, Fe3O4, which prevents further reaction.

 

Zinc reacts with both dilute hydrochloric acid and sulphuric(VI) acid to liberate hydrogen gas.

Zn(s) + 2HCl(aq)  ZnCl2(aq) + H2(g)

Zn(s) + H2SO4(aq)  ZnSO4(aq) + H2(g)

Zinc reduces concentrated sulphuric(VI) acid to sulphur(IV) oxide gas and is itself oxidised to zinc sulphate.

Zn(s) + 2H2SO4(l)  ZnSO4(aq) + 2H2O(l) + SO2(g)

Zinc reacts with 50% concentrated nitric(V) acid to liberate nitrogen (II) oxide gas.

3Zn(s) + 8HNO3(aq)  3Zn(NO3)2(aq) + 4H2O(l) + 2NO(g)

Copper does not react with dilute hydrochloric acid, dilute sulphuric(VI) acid or very dilute (less than 50%) nitric(V) acid. It however reacts with nitric(V) acid at 50% concentration to liberate nitrogen(II) oxide.

3Cu(s) + 8HNO3(aq) Cu(NO3)2(aq) + 4H2O(l) + 2NO(g)

With concentrated nitric(V) acid and sulphuric(VI) acid, nitrogen(IV) oxide and sulphur(IV) oxides are produced respectively.

Cu(s) + 4HNO3(l) Cu(NO3)2(aq) + 2H2O(l) + 2NO2(g)

Cu(s) + 2H2SO4(l)  CuSO4(aq) + 2H2O(l) + 2SO2(g)

 

Effects of Extraction of Metals on the Environment

Extraction of metals leads to land pollution, air pollution and water pollution.

Mining of the ores from the ground may lead to gaping holes being left in the ground if not refilled with earth. If undesired earthy material accompanying the ores are carelessly disposed of, it may lead to serious land pollution.

Roasting of the ores, reduction of the oxide and electrolysis of chlorides leads to evolution of gaseous by-products such as sulphur(IV) oxides, carbon(IV) oxide gas and chlorine gas. These gaseous products could lead to air pollution if allowed to escape into the atmosphere This could lead to acid rain effects.

The gaseous by-products such as chlorine gas and sulphur(IV) oxide gas are fed into hydrochloric acid and sulphuric(VI) acid plants respectively.

Solid by-products such as slag could lead to land pollution if not disposed off safely. Conversely, solid by products can be disposed off carefully by either burning them or making other uses of them. For example, slag may be used in carpeting roads.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review Exercises

 

  1. 2006 Q 21
  • Explain why the metals magnesium and aluminium are good conductors of electricity.                   (1 mark)
  • Other than cost, give two reasons why aluminium is used for making electric cables while magnesium is not                               (2 marks)

 

  1. 2006 Q 6 P2

The extraction of iron from its ores takes place in the blast furnace. Study it and answer the questions that follow.

  • Name:
  • One of the substances in the slag; (1 mark)
  • Another iron ore material used in the blast furnace; (1 mark)
  • One gas which is recycled. (1 mark)

 

  • Describe the process which leads to the formation of iron in the blast furnace.                   (3 marks)
  • State the purpose of limestone in the blast furnace. (2 marks)

 

  • Give a reason why the melting point of the iron obtained from the blast furnace is 1200 °C while that of pure iron is 1535 °C       (1 mark)
  • State two uses of steel (2 marks)

 

  1. 2007 Q 19 P1

The flow chart below shows steps used in the extraction of zinc from one of its ores.

  • Name the process that is used in step 2 to concentrate the ore. (1 mark)
  • Write an equation for the reaction which takes place in step 3.       (1 mark)
  • Name one use of zinc other than galvanizing.       (1 mark)
  1. 2007 Q 3 P2

The flow chart below shows a sequence of chemical reactions starting with copper study it and answer the questions that follow.

  • (a) In step 1, excess 3M nitric acid was added to 0.5g of copper powder.
  • State two observations which were made when the reaction was in progress                                     (2marks)
  • Explain why dilute hydrochloric acid cannot be used in step 1             (1mark)
  • Write the equation for the reaction that took place in step 1 (1mark)
  1. Calculate the volume of 3M nitric that was needed to react completely with 0.5g of copper powder. (Cu = 63.5)                                         (3 marks)

 

  • Give the names of the types of reactions that took place in steps 4 and 5. (1 mark)

 

  • Apart from the good conductivity of electricity, state two other properties that make it possible for copper to be extensively used in the electrical industry. (2marks)

 

  1. 2008 Q 28 P1

During the extraction of aluminium from its ores; the ore is first purified to obtain alumina.

 

  • Name
  • Substance C1 (1 mark)
  • Process D1 (1 mark)
    • Give two reasons why aluminium is used extensively in the making of cooking pans. (1 mark)

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. 2009 Q 7 P2

Iron is obtained from hematite using a blast furnace shown in figure 5 below.

 

  • Four raw materials are required for the production of iron. Three of these are iron oxide, hot air and limestone. Give the name of the fourth raw material. (1 mark)

 

  • Write an equation for the reaction in which carbon (IV) oxide is converted into carbon (II) oxide.                   (1 mark)

 

  • Explain why the temperature in the region marked Y is higher than of the incoming hot air.                               (2 marks)

 

  • State one physical property of molten slag other than density that allows it to be separated from molten iron as shown in the figure 5.       (1 mark)

 

  • One of the components of the waste gases is Nitrogen (IV) oxide. Describe the adverse effect it has on the environment.       (2 marks)

 

  • Iron from the blast furnace contains about 5% carbon

(i) Describe how the carbon content is reduced                                     (2 marks)

(ii) Why is it necessary to reduce the carbon content?                          (1 mark)

 

 

  1. 2010 Q 6 P2

The melting and boiling points of zinc are 419 °C and 907 °C respectively.

One of the ores of zinc is zinc blende. To extract zinc, the ore is first roasted in air before feeding it into a furnace.

 

  • (i) Write the formula of the main zinc compound in zinc blende. (1 mark)

(ii)  Explain using an equation why it is necessary to roast the ore in air before introducing it into the furnace.                                                                              (2 marks)

 

 

  • The diagram below shows a simplified furnace used in the extraction of zinc. Study it and answer the questions that follows:
  • Name two other substances that are also introduced into the furnace together with roasted ore.               (1 mark)
  • The main reducing agent in the furnace is carbon (II) oxide. Write two equations showing how it is formed.               (2 marks)
  • In which physical state is zinc at point Y in the furnace? Give a reason. (1 mark)
  • Suggest a value for the temperature at point X in the furnace. Give a reason. (1 mark)
  • State and explain one environmental effect that may arise from the extraction of zinc from zinc blende               (2 marks)
  • Give two industrial uses of zinc. (1 mark)

 

 

  1. 2011 Q 27 P1

The flow chart below shows some processes involved in the industrial extraction of zinc metal.

  • Name one ore from which zinc is extracted. (1 mark)
  • Write the equation of the reaction taking place in unit II. (1 mark)
  • Name two uses of zinc metal. (1 mark)
  1. 2012 Q22 P1

Aluminium is both malleable and ductile.

(a)       What is meant by?

(i)         Malleable:                                                                                          (1 mark)

(ii)        Ductile                                                                                                            (1 mark)

(b)       Stateone use of aluminium based on:

(i)         malleability                                                                                        (½ mark)

(ii)        ductility                                                                                              (½ mark)

 

  1. 2013 Q22 P1

(a)         Name two ores from which copper is extracted.                                    (1 mark)

(b)         During extraction of copper metal, the ore is subjected to froth flotation. Give a reason why this process is necessary.                                                   (1 mark)

(c)         Name one alloy of copper and state its use.                                              (1 mark)

 

  1. 2014 Q10 P1

One of the ores of copper has formula, CuFeS2.

(a)         Describe how iron in the ore is removed during concentration of copper metal.                                                                                                                                       (1 mark)

(b)         State two environmental problems associated with extraction of copper metal.                                                                                                                                       (2 marks)

  1. 2014 Q6 P2, 2016 P2 Q12.

The diagram below represents a set-up of an electrolytic cell that can be used in the production of aluminium

(a)          One the diagram, label the anode.                                                                       (1 mark)

(b)          Write the equation for the reaction at the anode.                                              (1 mark)

 

(c)          Give a reason why the electrolytic process is not carried out below 950 °C.(1 mark)

 

(d)          Give a reason why the production of aluminium is not carried out using reduction                   process.                                                                                                          (1 mark)

(e)          Give two reasons why only the aluminium ions are discharged.                       (2 marks)

 

(f)           State two properties of duralumin that makes it suitable for use in aircraft industry.                                                                                                                                              (1 mark)

(g)          Name two environmental effects caused by extraction of aluminium.            (2 marks)

 

  1. 2015 Q2 P1

(a)         Name the raw material from which sodium is extracted.                         (1 mark)

(b)         Give a reason why sodium is extracted using electrolysis.                       (1 mark)

(c)         Give two uses of sodium metal.                                                                 (1 mark)

 

  1. 2015 Q16 P1

The flow chart below shows various reactions of aluminium metal. Study it and answer the questions that follow.

(a)       (i)         Other than water, name another reagent that could be R.                   (1 mark)

(ii)        Write the formula of reagent Q.                                                     (1 mark)

(b)       Write an equation or the reaction in step 5.                                                         (1 mark)

 

  1. 2017 P1 Q27.

(a)       Name two ores in which sodium occurs.                                                  (1 mark)

(b)       During extraction of sodium using the down’s process, calcium chloride is added                                 to the ore. Give a reason for the addition of calcium chloride.                     (1 mark)

(c)       State two uses of sodium.                                                                            (1 mark)

 

 

  1. 2017 P2 Q6.

The following steps were used to analyse a metal ore.

  • An ore of a metal was roasted in a stream of oxygen. A gas with a pungent smell was formed which turned acidified potassium dichromate (VI) green.
  • The residue left after roasting was dissolved in hot dilute nitric(V) acid. Crystals were obtained from the solution.
  • Some crystals were dried and heated. A brown acidic gas and a colourless gas were evolved and a yellow solid remained.
  • The solid was yellow when cold.
  • The yellow solid was heated with powered charcoal. Shiny beads were formed.

 

(a)         Name the:

(i)         Gas formed when the ore was roasted in air;                               (1 mark)

(ii)        Gases evolved when crystals in step (iii) were heated;              (2 marks)

(iii)       Yellow solid formed in step (iii);                                                       (1 mark)

(iv)      Shiny beads in step (iv).                                                                   (1 mark)

 

(b)          The yellow solid from procedure (iii) was separated, dried, melted and the melt                                  electrolysed using graphite electrodes.

(i)         Describe the observations made at each electrode.                 (2 marks)

(ii)        Write the equation for the reaction that took place at the anode.             (1 mark)

 

(c)        Some crystals formed in step (ii) were dissolved in water, and a portion of it reacted with potassium iodide solution. A yellow precipitate was formed. Write an ionic equation for this reaction.                                                                           (1 mark)

 

(d)        To another portion of the solution from (f), sodium hydroxide solution was added drop by drop until there was no further change. Describe the observation made.                                                                                                                               (1 mark)

(e)          To a further portion of the solution from (f), a piece of zinc foil was added.

(i)         Name the type of reaction taking place.                                         (1 mark)

(ii)        Write an ionic equation for the above reaction.                             (1 mark)

 

  1. 2018 P1 Q 20.

(a)         Zinc reacts with hydrochloric acid according to the following equation.

Zn(s) + 2HCl (aq) ZnCl2(aq) + H2(g)

Identify the reducing agent. Give a reason for the answer.                              (2 marks)

 

(b)         Iron sheets are dipped in molten zinc to prevent rusting. Name this process.                                                                                                                                                          (1 mark)

 

  1. 2018 P1 Q24.

(a)          Name two ores of iron.                                                                                (1 mark)

(b)          Describe how the amount of iron in a sample of iron(III) oxide can be determined.                                                                                                                                      (2 marks)

 

  1. 2019 P1 Q3.

The flow chart in Figure 1 represents some stages in the extraction of copper metal. Study it and answer the questions that follow.

(a)         Identify:

(i)         The copper ore;                                                                                (1 mark)

(ii)        Process B;                                                                                           (½ mark)

(iii)       Solid C.                                                                                               (½ mark)

(b)         Write an equation for the reaction that forms the slag.                          (1 mark)

 

  1. 2019 P2 Q2.

(a)          Zinc occurs mainly as zinc blende. Name one other ore from which zinc can be                                   extracted.                                                                                                      (1 mark)

(b)          The flow chart in Figure 2 shows the various stages in the extraction of zinc metal. Study it and answer the questions that follow.

  • Write an equation for the reaction which occurs in the roasting chamber.                            (1 mark)
  • Describe the process that takes place in the blast furnace.    (3 marks)
  • Explain why molten lead is added to the condenser.    (1 mark)
  • State two uses of zinc.                (1 mark)
  • Give one reason why the extraction of zinc causes pollution to the environment. (1 mark)

 

(b)       Explain the observations made when zinc metal is added to hot sodium hydroxide.                                                                                                                                          (2 marks)

Kuccps Diploma in Cooperative Management Course List, Codes, Clusters, Colleges and Cutoff Points

Kuccps Diploma in Cooperative Management Course List, Codes, Clusters, Colleges and Cutoff Points

  PROGRAMME

CODE

 

INSTITUTION NAME

 

PROGRAMME NAME

    DIPLOMA IN CO-OPERATIVE MANAGEMENT  
1 1239810 NYERI NATIONAL POLYTECHNIC DIPLOMA IN CO-OPERATIVE MANAGEMENT
2 1276810 RIFT VALLEY INSTITUTE OF SCIENCE AND TECHNOLOGY DIPLOMA IN CO-OPERATIVE MANAGEMENT
3 1382810 MICHUKI TECHNICAL TRAINING INSTITUTE DIPLOMA IN COOPERATIVE MANAGEMENT
4 1084810 SIGALAGALA NATIONAL POLYTECHNIC DIPLOMA IN CO-OPERATIVE MANAGEMENT
5 1067810 COAST INSTITUTE OF TECHNOLOGY DIPLOMA IN COOPERATIVE MANAGEMENT
6 1072810 MATHENGE TECHNICAL TRAINING INSTITUTE DIPLOMA IN COOPERATIVE MANAGEMENT
7 1277810 MUKIRIA TECHNICAL TRAINING INSTITUTE DIPLOMA IN CO-OPERATIVE MANAGEMENT
8 1237810 ELDORET POLYTECHNIC DIPLOMA IN COOPERATIVE MANAGEMENT
9 1450810 MITUNGUU TECHNICAL TRAINING INSTITUTE DIPLOMA IN COOPERATIVE MANAGEMENT
10 1268810 KENYA TECHNICAL TEACHERS COLLEGE DIPLOMA IN CO-OPERATIVE MANAGEMENT
11 1104810 OL’LESSOS TECHNICAL TRAINING INSTITUTE DIPLOMA IN CO-OPERATIVE MANAGEMENT
12 1076810 P.C KINYANJUI TECHNICAL TRAINING INSTITUTE DIPLOMA IN COOPERATIVE MANAGEMENT
13 1099810 KAIBOI TECHNICAL TRAINING INSTITUTE DIPLOMA IN COOPERATIVE MANAGEMENT
14 1083810 MERU NATIONAL POLYTECHNIC DIPLOMA IN CO-OPERATIVE MANAGEMENT
15 1065810 KISII NATIONAL POLYTECHNIC DIPLOMA IN CO-OPERATIVE MANAGEMENT
16 1074810 KISUMU POLYTECHNIC DIPLOMA IN COOPERATIVE DEVELOPMENT
17 1101810 KITALE NATIONAL POLYTECHNIC DIPLOMA IN COOPERATIVE MANAGEMENT
18 1080810 CO-OPERATIVE UNIVERSITY OF KENYA DIPLOMA IN CO-OPERATIVE MANAGEMENT
19 1064810 KABETE NATIONAL POLYTECHNIC DIPLOMA IN CO-OPERATIVE MANAGEMENT
20 1085810 KISIWA TECHNICAL TRAINING INSTITUTE DIPLOMA IN CO-OPERATIVE MANAGEMENT
21 1106810 RAILWAY TRAINING INSTITUTE DIPLOMA IN CO-OPERATIVE MANAGEMENT
22 1216810 SANG’ALO INSTITUTE OF SCIENCE AND TECHNOLOGY DIPLOMA IN COOPERATIVE MANAGEMENT
23 1048810 KIIRUA TECHNICAL TRAINING INSTITUTE DIPLOMA IN CO-OPERATIVE MANAGEMENT
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KNEC Application for statement of KCSE, KCPE, PTE examination results form

APPLICATION FOR EXAMINATIONS RESULTS CERTIFICATION FORM

Applying for the Kenya National Examinations Council (KNEC) examinations results? Here is the form to use. Download the form below.

READ THIS FORM CAREFULLY AND UNDERSTAND THE REQUIREMENTS AND CONDITIONS FOR EXAMINATIONS RESULTS CERTIFICATION BEFORE FILLING.

1.0            DETAILS OF FEES PAYABLE:

1.1            The fees required for issuance of examinations results certification is KES 5220/= (five thousand two hundred and

twenty only) inclusive of VAT per examination results certification.

1.2         The fees should be paid at the KNEC collection accounts in the following banks:

(i)      Equity Bank                                               (iii) National Bank of Kenya

(ii) Co-operative Bank of Kenya                          (iv)  Kenya Commercial Bank

(KNEC bank deposit slips are available in these banks. General bank deposit slips are not acceptable)

2.0          PASSPORT PHOTOGRAPH

2.1         The applicant will be required to submit one colour passport size photograph.

3.0          NOTES

3.1          Applicants are advised NOT to make any payment before their documents are verified by KNEC.

3.2          The examination results certification letter once issued is NOT replaceable.

3.3          KNEC does NOT accept Cheques/Money orders/Postal orders.

3.4          Processing of the examination results certification takes sixty (60) working days.

3.5           For Post School Examinations (Business, Technical & Teacher) all the copies of result slips for all the modules/Parts for modular courses sat MUST be attached.

3.6           Clients MUST prove that their certificates are lost/destroyed before applying for an examinations results certification.

3.7           Examination results certification should be collected In person by the owner upon presentation of the original

National Identity Card/Passport.  Minors should be accompanied by one of the parents /official guardians with their original National Identity Card and original birth certificate of the minor.

3.8           Examination results certification that will NOT have been collected within TWO                  (2) years from the date of application will be disposed of without further communication and NO refund shall be given.

3.9           Incomplete application forms will be declined.

3.10         Applicants who do NOT meet the requirements for issuance of examination results certification but have paid shall be refunded the money upon presentation of all original bank slips. The bank slips must be presented within twelve

(12) months from date of deposit.

3.11         Bank slips presented after the twelve (12) months from the date of banking will NOT BE ACCEPTED and there will be NO REFUND.

3.12          The Names on the National ID/Passport/Birth certificate MUST match with those used during the examination.

Applicants who have changed their names legally MUST attach the legal documents used to change the name. E.g. marriage certificate for women or a copy of Kenya gazette in which the changed name appears. (Original) NOTE: Sworn Affidavits are NOT acceptable.

3.13        A Confirmation from the registrar of persons on the identity of the applicant MUST be obtained and submitted to

KNEC at the point of application (Original)

3.14         Applications with differing examination details will be declined.

4.0              PERSONAL DETAILS:

4.1            Name of applicant

4.2           School/College/Examination Centre Name

4.3            Name of examination:                                                                                               Year

4.4            Full index number                                                                           Series:                 (March/July/November/December) cilck one

4.5            National ID /Passport Number or Birth certificate for those under 18 yrs.

4.6            Applicant’s Address

Tel No/Mobile No

E-mail address

Signature of applicant

5.0              DOCUMENTS TO ATTACH:

KNEC officer to tick YES if attached or ND if not)

5.1          Copy of certificate(s) or Result slip(s). Result slips are applicable for all examinations except                Yes                [                ]                No                [ CPE & KCPE up to year 2012;               (KCPE result slips from year 2013 printed from the KNEC website/system are acceptable) (mandatory).

5.2          Letter of recommendation addressed to CEO, KNEC from the head teacher of school                Yes                [                ]                No                [                ]

attended or from CDE/SCDE for private candidates and for candidates whose schools have

closed down/changed status. (Original) (mandatory)

5.3          Sworn legal affidavit on certificate loss; (Original) (mandatory)               Yes               [               ]               No               [               ]

5.4          Letter of recommendation addressed to KNEC from employer where applicable; (Original)            Yes            [ ]                No                [                ]

5.5          Police Abstract indicating loss of certificate (s);              (Original) (Mandatory)                Yes                                                                                                             [ ]                No                                                                                                              (                1

5.6         A confirmation from the Registrar of persons on the identity of the applicant;               Yes               [ ]               No               [               ]

(Original) (Mandatory)

5.7          Copy of National ID/Passport or Birth certificate for those under 18 years.               Yes               [               ]               No               [               ]

(The birth certificate to be accompanied by copy National Identity card for at least one of the parent) (Mandatory)

5.8          KNEC Bank Deposit slips: Submit the original computer generated bank slips together with                Yes                [                ]                No                [ the handwritten copy. (Original)

5.9              One colour passport size photograph.                      Yes                      [                      No                      [                      ]

6.0             FOR OFFICIAL USE:

6.1              (I)               Application accepted/rejected:

(ii)               Reason (if rejected):

6.2              KNEC officer processing application:

Designation:                                                Signature:                                                  Date:

Download the Application for statement of examination results form – KNEC.

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The KCPE Knec Portal login and candidates registration at https://www.knec-portal.ac.ke/kcpe

Knec Login; Complete Guide for Knec Portals Login

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List of all County Boys Schools in Kenya; School KNEC Code, Name, County Location and other details

County Schools in Kenya form the third tier of secondary schools; after National and Extra County schools, respectively. The schools admit students from majorly within the country. Admissions to these schools is done online by the Ministry of Education. The Schools are either of Mixed or single sex type.

For complete information on all schools in Kenya, including best private and public schools, please visit this link: Schools Portal; Complete guide to all schools in Kenya

Here are links to the most important news portals:

Here is a list of all County Boys schools in Kenya:

There are a number of County Boys Schools established across the 47 counties in Kenya. Here are the schools, per county;

SCHOOL CODE SCHOOL NAME CATEGORY TYPE COUNTY
01115105 MWAKICHUCHU SECONDARY SCHOOL County Boys Taita Taveta
01115203 MWAGHOGHO SECONDARY SCHOOL County Boys Taita Taveta
02127101 TARU SECONDARY SCHOOL County Boys Kwale
02127102 MAZERAS HIGH SCHOOL County Boys Kwale
03106101 ALLIDINA VISRAM HIGH SCHOOL County Boys Mombasa
03106103 TUDOR DAY SECONDARY SCHOOL County Boys Mombasa
03106116 SERANI SECONDARY SCHOOL County Boys Mombasa
03106122 TONONOKA SECONDARY SCHOOL County Boys Mombasa
03106125 MVITA BOYS SECONDARY SCHOOL County Boys Mombasa
03106133 MAKUPA BOYS SECONDARY SCHOOL County Boys Mombasa
03108201 LIKONI SECONDARY SCHOOL County Boys Mombasa
03108217 BUBUBU BOYS SECONDARY SCHOOL County Boys Mombasa
04102101 KILIFI TOWNSHIP SECONDARY SCHOOL County Boys Kilifi
04107102 GEDE SECONDARY SCHOOL County Boys Kilifi
04107108 KAKUYUNI BOYS SECONDARY SCHOOL County Boys Kilifi
04111103 MARIAKANI SECONDARY SCHOOL County Boys Kilifi
4116101    GANZE BOYS SECONDARY SCHOOL County Boys Kilifi
04129201 LUTSANGANI  BOYS SECONDARY SCHOOL County Boys Kilifi
06130101 LAMU BOYS SECONDARY SCHOOL County Boys Lamu
07209107 MURUAKI SECONDARY SCHOOL County Boys Nyandarua
07215201 MIHARATI SECONDARY SCHOOL County Boys Nyandarua
07215223 KIPIPIRI SCHOOL County Boys Nyandarua
08210301 NDATHI SECONDARY SCHOOL County Boys Nyeri
08217103 KIARITHA-INI HIGH SCHOOL County Boys Nyeri
08217104 GIAKAIBII SECONDARY SCHOOL County Boys Nyeri
08218201 RUTHAGATI HIGH SCHOOL County Boys Nyeri
08218207 KIAMARIGA SECONDARY SCHOOL County Boys Nyeri
08219105 ST.AUGUSTINE GIKONDI BOYS SECONDARY SCHOOL County Boys Nyeri
08220202 WATUKA SECONDARY SCHOOL County Boys Nyeri
09203408 KARIA SECONDARY SCHOOL County Boys Kirinyaga
09203427 NJEGA BOYS SECONDARY SCHOOL County Boys Kirinyaga
09222102 MUTIGE SECONDARY SCHOOL County Boys Kirinyaga
09239106 ST. MARY’S KAGIO BOYS HIGH SCHOOL County Boys Kirinyaga
09239109 MWEA BOYS SECONDARY SCHOOL County Boys Kirinyaga
10204201 ST. PAULS BOYS HIGH SCHOOL,GATHUKI – INI County Boys Murang’a
10208204 IGIKIRO SECONDARY SCHOOL County Boys Murang’a
10226212 KIRANGA SECONDARY SCHOOL County Boys Murang’a
10226226 ST PETERS KANDARA BOYS SECONDARY SCHOOL County Boys Murang’a
10228201 WAHUNDURA HIGH SCHOOL County Boys Murang’a
10228402 KIRU SECONDARY SCHOOL County Boys Murang’a
10229207 KIRURI SECONDARY SCHOOL County Boys Murang’a
10234112   MBUGITI SECONDARY SCHOOL County Boys Murang’a
10234206 GIACHUKI SECONDARY SCHOOL County Boys Murang’a
10234410 CHOMO SECONDARY SCHOOL County Boys Murang’a
10238107 KOIMBI SECONDARY SCHOOL County Boys Murang’a
11205206   RIABAI HIGH SCHOOL County Boys Kiambu
11211301 NGENIA HIGH SCHOOL County Boys Kiambu
11211305 THIGIO BOYS SECONDARY SCHOOL County Boys Kiambu
11212102    ITURU HIGH SCHOOL County Boys Kiambu
11212103   MURURIA SECONDARY SCHOOL County Boys Kiambu
11212108   KIMUNYU SECONDARY SCHOOL County Boys Kiambu
11230315  KIKUYU BOYS HIGH SCHOOL County Boys Kiambu
11230401    KIKUYU DAY SECONDARY SCHOOL County Boys Kiambu
11231101 GATAMAIYU BOYS HIGH SCHOOL County Boys Kiambu
11231201    LARI BOYS  SECONDARY SCHOOL County Boys Kiambu
11232301 KOMOTHAI BOYS HIGH SCHOOL County Boys Kiambu
11232302   GATHIRU-INI SECONDARY SCHOOL County Boys Kiambu
11232303  J G KIEREINI SECONDARY SCHOOL County Boys Kiambu
11233303   ST. PAUL’S GATUANYAGA SECONDARY SCHOOL County Boys Kiambu
11236102   KAIRI SECONDARY SCHOOL County Boys Kiambu
11236111 GATUNGURU SECONDARY SCHOOL County Boys Kiambu
11236119 MAKWA SECONDARY SCHOOL County Boys Kiambu
11241002   KIRANGARI HIGH SCHOOL County Boys Kiambu
11241012   KAHUHO UHURU HIGH SCHOOL County Boys Kiambu
12301713 MUVUTI SECONDARY SCHOOL County Boys Machakos
12301722 MUINDI MBINGU SECONDARY SCHOOL County Boys Machakos
12301795 KATELEMBO CENTRE OF EXECELLENCE BOYS HIGH County Boys Machakos
12314102 MIU BOYS SECONDARY SCHOOL County Boys Machakos
12314202 MBAIKINI BOYS HIGH SCHOOL County Boys Machakos
12314204 MWALA SCHOOL County Boys Machakos
12315601 KATANGI SECONDARY SCHOOL County Boys Machakos
12329102 MITABONI HIGH SCHOOL County Boys Machakos
12345502 KINYUI BOYS SECONDARY SCHOOL County Boys Machakos
12363305 KYANGALA SECONDARY SCHOOL County Boys Machakos
13317102 IKANGA BOYS SECONDARY SCHOOL County Boys Kitui
13317112 KYATUNE BOYS’ HIGH SCHOOL County Boys Kitui
13328104 KIMANGAO BOYS SECONDARY SCHOOL County Boys Kitui
13338101 MUI SECONDARY SCHOOL County Boys Kitui
13338201 NGUNI SECONDARY SCHOOL County Boys Kitui
13338301 NUU SECONDARY SCHOOL County Boys Kitui
13339302 NZELUNI BOYS SECONDARY SCHOOL County Boys Kitui
13344103 ST. AUGUSTINE KANYANGI SECONDARY SCHOOL County Boys Kitui
13353101 KATULANI SECONDARY SCHOOL County Boys Kitui
13360103 KAUMA SECONDARY SCHOOL County Boys Kitui
14303202 ST.JOSEPH’S SECONDARY SCHOOL-MTETU County Boys Embu
14341401 KARABA BOYS SECONDARY SCHOOL County Boys Embu
15304107 KIRIGE HIGH SCHOOL County Boys Meru
15304110 NTHIMBIRI SECONDARY SCHOOL County Boys Meru
15304202 CHUGU BOYS SECONDARY SCHOOL County Boys Meru
15304205 THUURA SECONDARY SCHOOL County Boys Meru
15318102 NKANDO SECONDARY SCHOOL County Boys Meru
15318302 KEERU SECONDARY SCHOOL County Boys Meru
15318307 KATHERI HIGH SCHOOL County Boys Meru
15318308 GITHONGO SECONDARY SCHOOL County Boys Meru
15319103 NKUENE MIXED SECONDARY SCHOOL County Boys Meru
15319106 KATHERA SECONDARY SCHOOL County Boys Meru
15319107 MIKUMBUNE SECONDARY SCHOOL County Boys Meru
15319202 NDAGENE SECONDARY SCHOOL County Boys Meru
15319206 IGOKI BOYS’ SECONDARY SCHOOL County Boys Meru
15319208 IGANDENE SECONDARY SCHOOL County Boys Meru
15319214 KITHANGARI BOYS SECONDARY SCHOOL County Boys Meru
15319303 MIRURIIRI BOYS SECONDARY SCHOOL County Boys Meru
15327102 ST. LUKE’S SECONDARY SCHOOL County Boys Meru
15327108 KIANJAI SECONDARY SCHOOL County Boys Meru
15337303 ANTUAMBUI SECONDARY SCHOOL County Boys Meru
15349101 ST. CYPRIAN BOYS’ HIGH SCHOOL County Boys Meru
15349102 KARAMA SECONDARY SCHOOL County Boys Meru
15361101 AKAIGA SECONDARY SCHOOL County Boys Meru
15362115   AKIRANG’ONDU SECONDARY SCHOOL County Boys Meru
15364201 KIIRUA BOYS SECONDARY SCHOOL County Boys Meru
16305302 SAKUU HIGH SCHOOL County Boys Marsabit
16320401 HON. ISACKO MEMORIAL BOYS HIGH SCHOOL County Boys Marsabit
16321101 LAISAMIS SECONDARY SCHOOL County Boys Marsabit
16358101 NORTH HORR SECONDARY SCHOOL County Boys Marsabit
17356101 MERTI SECONDARY SCHOOL County Boys Isiolo
18307204 ST. PAUL’S KYAMUTHEI SECONDARY SCHOOL County Boys Makueni
18323301 ITETANI SECONDARY SCHOOL County Boys Makueni
18323311 IMALE SCHOOL County Boys Makueni
18324304 GIGIRI NZEENI LIONS BOYS SECONDARY SCHOOL County Boys Makueni
18325101 JOANNA CHASE SECONDARY SCHOOL County Boys Makueni
18336102 THOMEANDU SECONDARY SCHOOL County Boys Makueni
18336103 KILUNGU BOYS HIGH SCHOOL County Boys Makueni
18346103 KITETA BOYS SECONDARY SCHOOL County Boys Makueni
18346106 NDULUKU SECONDARY SCHOOL County Boys Makueni
18347410 MBIINI SECONDARY SCHOOL County Boys Makueni
18347505 KITAINGO BOYS’ SECONDARY SCHOOL County Boys Makueni
18347506 ABC MAIANI BOYS HIGH SCHOOL County Boys Makueni
18347513 KIONGWANI BOYS HIGH SCHOOL County Boys Makueni
19313102 GATUNGA SECONDARY SCHOOL County Boys Tharaka Nithi
19326209 NGERU SECONDARY SCHOOL County Boys Tharaka Nithi
19326210 NTURIRI BOYS` SECONDARY SCHOOL County Boys Tharaka Nithi
20402001 EASTLEIGH HIGH SCHOOL County Boys Nairobi
20402002 ST. TERESA’S BOYS County Boys Nairobi
20403001 JAMHURI HIGH SCHOOL County Boys Nairobi
20403002 DR. RIBEIRO PARKLANDS SCHOOL County Boys Nairobi
20403003 PUMWANI SECONDARY SCHOOL County Boys Nairobi
20404001 LANG’ATA HIGH SCHOOL County Boys Nairobi
20405005 MUTUINI HIGH SCHOOL County Boys Nairobi
20406007 KANGEMI HIGH SCHOOL County Boys Nairobi
20406012 NAIROBI MILIMANI SECONDARY SCHOOL County Boys Nairobi
20409025 RUAI BOYS SECONDARY SCHOOL County Boys Nairobi
21501301 ELIYE BOYS SECONDARY SCHOOL County Boys Turkana
21501501 KERIO SECONDARY SCHOOL County Boys Turkana
21524103 ST. JOSEPH’S LAPUR BOYS SECONDARY SCHOOL County Boys Turkana
21525201 AGC LOKICHAR BOYS SECONDARY SCHOOL County Boys Turkana
21525203 KAKALEL BOYS SECONDARY SCHOOL County Boys Turkana
21548104 A.I.C KATILIA BOYS SECONDARY SCHOOL County Boys Turkana
21548106 NAMORTUNGÁ BOYS SECONDARY SCHOOL County Boys Turkana
21549101 KAKUMA SECONDARY SCHOOL County Boys Turkana
21549201 SONG’OT BOYS SECONDARY SCHOOL County Boys Turkana
21550102 TURKWEL BOYS SECONDARY SCHOOL County Boys Turkana
21550103 LOIMA BOYS SECONDARY SCHOOL County Boys Turkana
22502202 KIRISIA SECONDARY SCHOOL County Boys Samburu
23503301 SABOTI SECONDARY SCHOOL County Boys Trans Nzoia
23528104 ST CHRISTOPHER’S SCHOOL County Boys Trans Nzoia
23528109 ST. PAUL’S BOYS HIGH SCHOOL-SINOKO County Boys Trans Nzoia
23528201 ST. FRANCIS BOYS HIGH SCHOOL SUWERWA County Boys Trans Nzoia
23529101 KOLONGOLO SECONDARY SCHOOL County Boys Trans Nzoia
23529102 FRIENDS BOYS SCHOOL – KWANZA County Boys Trans Nzoia
23529108 KOBOS SECONDARY SCHOOL County Boys Trans Nzoia
23529110 ST. MAURICE HIGH SCHOOL – LUNYU County Boys Trans Nzoia
24504107 ST. AUGUSTINE CHEPKOPEGH BOYS’ SECONDARY SCHOOL County Boys West Pokot
24505106 KAMITO BOYS’ SECONDARY SCHOOL County Boys West Pokot
24505302 KARENGER BOYS SECONDARY SCHOOL County Boys West Pokot
24530301 KASEI BOYS  SECONDARY SCHOOL County Boys West Pokot
24531202 CHEPTULEL BOYS SECONDARY SCHOOL County Boys West Pokot
24568102 ST. DANIEL COMBONI KAPTABUK BOYS SEC. SCHOOL County Boys West Pokot
25508110 MUGANGO SECONDARY SCHOOL County Boys Bomet
25533102 MOI MINARIET BOYS SECONDARY SCHOOL County Boys Bomet
25533105 KIMOLWET SECONDARY SCHOOL County Boys Bomet
25533111 NGARIET BOYS SECONDARY SCHOOL County Boys Bomet
25533201 GELEGELE   HIGH  SCHOOL County Boys Bomet
25551102   SIGOR SECONDARY SCHOOL County Boys Bomet
25551201 CHEBUNYO SECONDARY SCHOOL County Boys Bomet
25551203 KIPSUTER SECONDARY SCHOOL County Boys Bomet
25551206 OLBUTYO BOYS SECONDARY SCHOOL County Boys Bomet
25563201 KIPKORIR SALAT SECONDARY SCHOOL County Boys Bomet
25563203 SOTIT SECONDARY SCHOOL County Boys Bomet
26509113 A.I.C LESERU BOYS SCHOOL County Boys Uasin Gishu
26577105 KIMONING SECONDARY SCHOOL County Boys Uasin Gishu
26578036 KERINGET SECONDARY SCHOOL County Boys Uasin Gishu
27537333 MAGEREZA ACADEMY County Boys Nakuru
27565404 CHEPTUECH SECONDARY SCHOOL County Boys Nakuru
27570205 COULSON SECONDARY SCHOOL County Boys Nakuru
28512106 KIPCHIMCHIM SECONDARY SCHOOL County Boys Kericho
28522405 TULWET SECONDARY SCHOOL County Boys Kericho
28522407 KABARTEGAN HIGH SCHOOL County Boys Kericho
28522503 CHEPLANGET SECONDARY SCHOOL County Boys Kericho
28522506 KIPTEWIT BOYS HIGH SCHOOL County Boys Kericho
28522507 KAPSOGUT BOYS HIGH SCHOOL County Boys Kericho
28522541 RORET BOYS HIGH SCHOOL County Boys Kericho
28539102 TAITA TOWETT SECONDARY SCHOOL County Boys Kericho
28539303 CHEPKECHEI SECONDARY SCHOOL County Boys Kericho
28553207 CHEMAMUL BOYS SECONDARY SCHOOL County Boys Kericho
28571101 KIMASIAN SECONDARY SCHOOL County Boys Kericho
28571601 CHEPSIR BOYS HIGH SCHOOL County Boys Kericho
28575101 KIPTERE BOYS SECONDARY SCHOOL County Boys Kericho
28575102 KAKIBEI SECONDARY SCHOOL County Boys Kericho
28575105 ST.THOMAS MINDILILWET SECONDARY SCHOOL County Boys Kericho
29523112 BISHOP MAKARIOS BOYS – KESENGEI County Boys Nandi
29523301 ACK ST. MARK’S KAPTUMO BOYS HIGH SCHOOL. County Boys Nandi
29540101 KABIYET BOYS SECONDARY SCHOOL County Boys Nandi
29541102 SOCHOI SECONDARY SCHOOL County Boys Nandi
29542301 TINDERET SECONDARY SCHOOL County Boys Nandi
29579301 KAPTEL BOYS HIGH SCHOOL County Boys Nandi
29579801 MOI HIGH SCHOOL ,SIRGOI County Boys Nandi
30555106 THOME BOYS SECONDARY SCHOOL County Boys Laikipia
30555301 NGOBIT SECONDARY SCHOOL County Boys Laikipia
31515106 ENKORIKA SECONDARY SCHOOL County Boys Kajiado
31515108 NKOILE BOYS HIGH SCHOOL County Boys Kajiado
31545102 ILKISONKO SECONDARY SCHOOL County Boys Kajiado
31545303 ENKII BOYS’ SECONDARY SCHOOL County Boys Kajiado
31566101 MASHUURU SECONDARY SCHOOL County Boys Kajiado
31573203 PCEA ILNGAROOJ BOYS SECONDARY SCHOOL County Boys Kajiado
32519201 ENOOSAEN BOYS SECONDARY SCHOOL County Boys Narok
32519301 SHARTUKA SECONDARY SCHOOL County Boys Narok
32519502 SIRIA HIGH SCHOOL County Boys Narok
32546203 NKARONI SECONDARY SCHOOL County Boys Narok
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Open University of Kenya Bachelor of Business and Entrepreneurship Course Requirements, Fees

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BACHELOR OF BUSINESS AND ENTREPRENEURSHIP
CLUSTER 2 – BUSINESS, HOSPITALITY & RELATED

 
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MINIMUM ENTRY REQUIREMENTS

CLUSTER SUBJECT 1 ENG / KIS
CLUSTER SUBJECT 2 MAT A / MAT B
CLUSTER SUBJECT 3 BIO / PHY / CHE / BIO / GSC / HAG / GEO / CRE / IRE / HRE
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AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2022 CUT-OFF 2021 CUT-OFF 2020 CUT-OFF
AFRICA INTERNATIONAL UNIVERSITY 1119298 BACHELOR OF SCIENCE IN ENTREPRENEURSHIP KSH 188,050 21.444 22.544 22.361
BOMET UNIVERSITY COLLEGE 1700299 BACHELOR OF SCIENCE (ENTREPRENEURSHIP STUDIES) KSH 183,600 21.444 22.544 22.361
CHUKA UNIVERSITY 1105299 BACHELOR OF ENTREPRENUERSHIP AND ENTERPRISE MANAGEMENT KSH 204,000 21.444 22.544 22.361
CO-OPERATIVE UNIVERSITY OF KENYA 1080297 BACHELOR OF SCIENCE IN ENTREPRENEURSHIP KSH 183,600 21.444 22.544 22.361
EGERTON UNIVERSITY 1057298 BACHELOR OF ENTREPRENEURSHIP AND SMALL BUSINESS MANAGEMENT KSH 209,700 21.444 22.544
JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY 1249298 BACHELOR OF ENTREPRENEURSHIP KSH 183,600 21.444 22.544 22.361
KARATINA UNIVERSITY 1244299 BACHELOR OF SCIENCE IN ENTREPRENEURSHIP KSH 224,570 21.444 22.544 22.361
KISII UNIVERSITY 1087299 BACHELOR OF ENTREPRENUERSHIP AND MANAGEMENT KSH 206,635 21.444 22.544 22.361
MAASAI MARA UNIVERSITY 1165298 BACHELOR OF SCIENCE IN ENTREPRENEURSHIP KSH 204,000 21.444 22.544 22.361
MASENO UNIVERSITY 1229299 BACHELOR OF BUSINESS ENTREPRENEURSHIP , WITH IT KSH 183,600 21.444 22.544 22.361
MOI UNIVERSITY 1253299 BACHELOR OF SCIENCE (ENTREPRENEURSHIP STUDIES) KSH 183,600 21.444 22.544 22.361
MURANG’A UNIVERSITY OF TECHNOLOGY 1246298 BACHELOR OF SCIENCE (ENTREPRENEURSHIP AND SMALL ENTERPRISES MANAGEMENT) KSH 183,600 21.444 22.544 22.361
RONGO UNIVERSITY 1073298 BACHELOR OF SCIENCE (ENTREPRENEURSHIP) KSH 183,600 21.444 22.544 22.361
THARAKA UNIVERSITY 1685298 BACHELOR OF ENTREPRENEURSHIP AND ENTERPRISE MANAGEMENT KSH 183,600 21.444 22.544 22.361
UNIVERSITY OF ELDORET 1114299 BACHELOR OF SCIENCE (ENTREPRENEURSHIP) KSH 183,600 21.444 22.544

Free Maranda High KCSE Mock Exams Plus Marking Schemes

2023 Maranda Pre-Mock AGRIC PP2 QNS (2).pdf
2023 Maranda Pre-Mock AGRIC PP2 MS (2).pdf
2023 Maranda Pre-Mock AGRIC PP2 MS.pdf
2023 Maranda Pre-Mock AGRIC PP2 QNS.pdf
2023 Maranda Pre-Mock BIOPP1MS (2).pdf
2023 Maranda Pre-Mock BIOPP1MS.pdf
2023 Maranda Pre-Mock BIOPP1QNS (2).pdf
2023 Maranda Pre-Mock BIOPP1QNS.pdf
2023 Maranda Pre-Mock BIOPP2MS (2).pdf
2023 Maranda Pre-Mock BIOPP2MS.pdf
2023 Maranda Pre-Mock BIOPP2QNS (2).pdf
2023 Maranda Pre-Mock BIOPP2QNS.pdf
2023 Maranda Pre-Mock BIOPP3MS (2).pdf
2023 Maranda Pre-Mock BIOPP3MS.pdf
2023 Maranda Pre-Mock BIOPP3QNS (2).pdf
2023 Maranda Pre-Mock BIOPP3QNS.pdf
2023 Maranda Pre-Mock BUSS PP2 MS (2).pdf
2023 Maranda Pre-Mock BUSS PP2 MS.pdf
2023 Maranda Pre-Mock BUSS PP2 QNS (2).pdf
2023 Maranda Pre-Mock BUSS PP2 QNS.pdf
2023 Maranda Pre-Mock CHEM PP1 MS (2).pdf
2023 Maranda Pre-Mock CHEM PP1 MS.pdf
2023 Maranda Pre-Mock CHEM PP1 QNS (2).pdf
2023 Maranda Pre-Mock CHEM PP1 QNS.pdf
2023 Maranda Pre-Mock CHEM PP2 MS (2).pdf
2023 Maranda Pre-Mock CHEM PP2 MS.pdf
2023 Maranda Pre-Mock CHEM PP2 QNS (2).pdf
2023 Maranda Pre-Mock CHEM PP2 QNS.pdf
2023 Maranda Pre-Mock CHEM PP3 MS (2).pdf
2023 Maranda Pre-Mock CHEM PP3 MS.pdf
2023 Maranda Pre-Mock CHEM PP3 QNS (2).pdf
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2023 Maranda Pre-Mock CHEMISTRY PP3 CONFIDENTIAL (2).pdf
2023 Maranda Pre-Mock CHEMISTRY PP3 CONFIDENTIAL.pdf
2023 Maranda Pre-Mock CHEMPP3MS (2).pdf
2023 Maranda Pre-Mock CHEMPP3MS.pdf
2023 Maranda Pre-Mock COMPPP1QNS (2).pdf
2023 Maranda Pre-Mock COMPPP1QNS.pdf
2023 Maranda Pre-Mock COMPPP2QNS (2).pdf
2023 Maranda Pre-Mock COMPPP2QNS.pdf
2023 Maranda Pre-Mock CREPP2QNS (2).pdf
2023 Maranda Pre-Mock CREPP2QNS.pdf
2023 Maranda Pre-Mock ENG PP3MS (2).pdf
2023 Maranda Pre-Mock ENG PP3MS.pdf
2023 Maranda Pre-Mock ENGPP1MS (2).pdf
2023 Maranda Pre-Mock ENGPP1MS.pdf
2023 Maranda Pre-Mock ENGPP1QNS (2).pdf
2023 Maranda Pre-Mock ENGPP1QNS.pdf
2023 Maranda Pre-Mock ENGPP2MS (2).pdf
2023 Maranda Pre-Mock ENGPP2MS.pdf

KCPE 2023 CRE/ IRE Commonly Tested Questions

KCPE 2023 CRE/ IRE Commonly Tested Questions

COMMONLY KCPE TESTED QUESTIONS

CRE & IRE

200 PREDICTION QUESTIONS

                                              Time: 2 Hours 30 Mins

PART I:

CHRISTIAN RELIGIOUS EDUCATION (C.R.E.)

  1. God created the universe in 6 days. On which day did He create the sea, creatures and birds
    1. 2nd
    2. 4th
    3. 5th
    4. 6th
  2. “Never against shall I destroy my people with water” God made a covenant with Noah. The sign of the covenant was
    1. Dove
    2. Rainbow
    3. Raven
    4. Fire
  3. Abraham separated with Lot due to
    1. jealousy
    2. hatred
    3. enemity
    4. quarrels over grazing lands
  4. Which gift of the holy spirit did Joseph have which made him famous in Egypt?
    1. Interpreting dreams
    2. Working miracles
    3. Artistic talent
    4. Was a good speaker
  5. Why did Moses decide to leave Egypt to go and live in Midian?
    1. To look for the burning bush
    2. To escape from Pharaoh
    3. To look for Jethro’s herd
    4. To receive the ten commandments
  6. Which one of the following achievements of David made Jerusalem a centre of worship?

He _______________________

  1. built the temple
  2. brought back the ark of the covenant
  3. killed Goliath
  4. fought 5000 men
  1. “My clan is the weakest in the tribe of Manasseh and I am the least important member of my family.” Who spoke these words
    1. Gideon
    2. David
    3. Isaiah
    4. Joseph
  2. Which one of the following is the reason why king Solomon is remembered as a great king of Israel. He ____________________
    1. bought the ark of the covenant to Jerusalem
    2. had many wives
    3. had great wisdom
    4. built the lord’s temple in Jerusalem
  3. Which one of the following is not a prophecy of prophet Isaiah about the work of the

Messiah. He would

  1. preach good and to the poor
  2. give sight to the blind
  3. lead Israelites free from the Roman rule
  4. set the oppressed fire
  1. Why was Mary greatly troubled by the angel’s message during the annunciation of the birth of Jesus?
    1. She was engaged to Joseph
    2. she was a virgin
    3. she feared the angel
    4. she was barren
  2. Who ordered for a census to be done when Jesus was born?
    1. Pontius Pilate
    2. King Herod
    3. Augustus Caesar
    4. Governor Quirintius
  3. Complete the following beatitude: Happy are these who are humble
    1. for they will see God
    2. God will be merciful to them
    3. the kingdom of heaven
    4. they will receive what God has promised
  4. Which of the following parables of Jesus teaches about forgiveness
    1. the good Samaritan
    2. the prodigal son
    3. the mustard sad
    4. the net
  5. Which of the following teachings of Jesus about prayer is true?
    1. God answers prayers immediately
    2. It should be said in humility
    3. Prayer should be long
    4. It should be said in groups
  6. Cleophas and his friend were talking to Jesus without realising till he
    1. prayed with them
    2. broke the bread
    3. explained the scriptures
    4. drank the wine
  7. Jesus asked His disciples to pray on Mount Olive inorder to
    1. stay awake
    2. defend themselves
    3. avoid falling into temptations
    4. fight Judas and the soldier
  8. Which one of the following activities shows a fruit of the holy spirit?
    1. Telling about the future
    2. Speaking in tongues
    3. Caring for the sick
    4. Conducting bible study
  9. Before the disciples received the Holy spirit they were in a room in Jerusalem
    1. sleeping
    2. praying
    3. hiding
    4. eating
  10. The story of Saul on his way to Damascus teaches Christians to
    1. support the spread of the gospel
    2. help there in need
    3. be kind to the poor
    4. read the scriptures
  11. When there was a famine the believers sent Paul and Barnabbas to Judea to
    1. preach to non jews
    2. heal the sick
    3. take money to fellow believers
    4. place hands on the non converts
  12. Which one of the following is a role of ancestors in the traditional African society? Ancestors act as intermediaries between the living and God.
    1. Ancestors show the living how to use their talents wisely
    2. Ancestors remind the living to love their enemies
    3. Ancestors teach the living on how to pray
  13. Three of the following are reasons why circumcision is practised in traditional African societies, which one is not?
    1. The initiates become full members of their community
    2. The initiates pass from childhood to adulthood
    3. The initiates are allowed to marry
    4. The initiates become chiefs
  14. Which one of the following traditional African practice concerning new life is illegal in Kenya?
    1. Naming
    2. Taking
    3. Circumcision
    4. Female genital mutilation
  15. Which of the following statements is true of both christianity and traditional African religion?
    1. They both teach about the second coming of Jesus
    2. They both have holy books
    3. They both have missionaries
    4. They both teach about life after death
  16. Christians best prepare themselves for Easter by
    1. repenting their sins
    2. buying new clothes
    3. visiting their friends
    4. preparing special food
  17. After assisting her mother in kitchen. work, Daisy realizes that she had some extra time.

As a christian the best way to spread it is by

  1. reading story books
  2. watching films
  3. visiting her friend
  4. visiting an orphan
  1. Which one of the following is not a reason why the taking of alcohol as a way of spending leisure is condemned.
    1. It leads to conflicts within the family
    2. It leads to irresponsible sexual behaviours
    3. It promotes mental health
    4. It could lead to a loss of income
  2. Dennis, a standard eight pupil has been receiving gifts from an elderly rich woman who wants to have a relationship with him. As a christian the right action for him to take is to
    1. transfer to another school
    2. inform other pupils about the roman
    3. report the matter to the headteacher
    4. accept the gifts
  3. You have discovered that Bosire your best friend is being used by a rich man to sell drugs to other pupils in school. As a christian you should tell him to
    1. Transfer to another school
    2. ask the rich man to pay him well
    3. sell the drugs and not use them
    4. stop selling the drugs and concentrate in class 30.Which one of the following is a wrong use of money?
    5. Helping the needy to become rich
    6. Paying school fees for a relative
    7. Paying salaries to workers
    8. Giving gifts to voters
  4. God gave human beings the responsibility to do all the following except
    1. cultivate the land
    2. use creation for their benefits
    3. to rule some animals
    4. name all birds and animals
  5. “Leave your land and go to a country that! will show you” These words were said to
    1. Jacob
    2. Abraham
    3. Moses
    4. Noah
  6. The following are reasons why Moses was not willing to go back to Egypt except ________________________. A.he had killed an Egyptian
    1. he was not a good speaker
    2. he lacked knowledge of Yahweh
    3. God had appeared to him in a burning bush
  7. ______________________ was an annual event celebrated every year to remember deliverance from slavery in Egypt.
    1. Passover
    2. Last supper
    3. Pentecost
    4. Transfiguration
  8. Which one of the following is not an importance of the Passover to the Israelites?
    1. They were saved from the angel of death
    2. It saved them from slavery in Egypt
    3. It led to killing of all Egyptians in Egypt
    4. It is celebrated as a thanks -giving
  9. Why is the commandment of love known as the greatest?
    1. It is a gift of the Holy spirit
    2. It is above the law of God
    3. It summarizes all the laws of God
    4. It was given by Moses
  10. Who among the following kings committed adultery?
    1. Ahab
    2. David
    3. Saul
    4. Hosea
  11. The king who took the role of a prophet and made a sacrifice was ________________________.
    1. Ahab
    2. Hosea
    3. David
    4. Saul
  12. When King David sinned prophet ________________________ was sent to rebuke him?
    1. Nathan
    2. Zadock
    3. Samuel
    4. Ahijah
  13. The following happened during the time of prophet Elijah except
    1. He challenged the prophets of Baal
    2. Prophesied 3 years drought in Israel
    3. Healed the bad water and made it good
    4. He was fed by ravens
  14. Why did Jesus Christ agree to be baptised even though he had no sin?
    1. To get a new name
    2. it was a tradition to be baptized
    3. To obey John the baptist
    4. To fulfill the will of God
  15. Who found baby Jesus lying in a manger wrapped in strips of clothe immediately after His birth?
    1. Annah
    2. Shepherds
    3. Wisemen
    4. Simeon
  16. During presentation of Jesus, Simeon stated the following except
    1. Jesus would bring salvation to all people B.Jesus would bring glory to the people of Israe!
    2. Jesus would set Jerusalem free
    3. Jesus would be a light to reveal God’s will
  17. “This is my own dear son with who” I am pleased. During which occasions were these words said?
    1. Birth of Jesus Christ
    2. Transfiguration
    3. Death of Jesus Christ
    4. Baptism of Jesus Christ
  18. _________________________ led Christ to the wilderness after his baptism.
    1. Holy spirit
    2. Satan
    3. Disciples
    4. John the baptist
  19. The miracles of Jesus Christ demonstrated the following except,

_________________________ A.God’s glory and powers.

  1. His power over life.
  2. His power over human begins.
  3. How leaders should serve people.
  1. Which one of the following is the teaching of Jesus on fasting?

 

Be cheerful and do it privately.

Look miserable in order to win sympathy of people.

Tell people we are fasting and no food to be brought. Avoid peoples company as they will ask us to eat.

  1. Jesus used ___________________________ to reveal the secrets of the kingdom of God to his disciples and people.
    1. prayers
    2. beatitudes
    3. miracles
    4. parables
  2. “This cup is God’s new covenant sealed with my blood, which is poured out for you.” When were these words said?
    1. Praying at the garden of Gethsemane
    2. Last supper
    3. Pentecost
    4. Passover
  3. During the day of Pentecost people from all over the world had gathered in Jerusalem to _______________________.
    1. celebrate Passover
    2. listen to the disciples
    3. wait for the holy spirit
    4. repent their sins
  4. Who composed the apostles creed for all Christians?
    1. Disciples
    2. Jesus
    3. God
    4. Apostles
  5. Who baptized the Ethiopian Eunuch?
    1. John the baptist
    2. Phillip
    3. Jesus
    4. Peter
  6. Which gift was given to Solomon by God?
    1. Healing
    2. Faith
    3. Wisdom
    4. Working miracles
  7. Which is the best way of reconciling with God in African traditional religion?
    1. Offerings
    2. Prayers
    3. Ritual and rites
    4. Sacrifices
  8. Which one of the following practices is not compatible with African Traditional Society?

Female circumcision

Going to school

Polygamy

Cham and amulets

  1. Which one of the following is a difference between African Traditional Society understanding on continuity of life and Christian understanding? A.Believe in judgement.
    1. Life is cyclic.
    2. Those who die become spirits.
    3. Life continues in spiritual world.
  2. In order to accept ourselves and others we should do the following except
    1. avoid being critical about ourselves
    2. avoid being critical about others
    3. accept ourselves the way we were created
    4. try to change others
  3. The following are reasons why children are engaged in child labour. Which one is not?
    1. To become famous
    2. Due to poverty
    3. High cost of living
    4. After being orphans
  4. David’s son, Amnon, committed one of the following sexual misuse, which one is it?
    1. Adultery
    2. Prostitution
    3. Incest
    4. Fornication
  5. Kamau’s wife is sick, his church does not believe in hospital treatment. What advice can you, as Christian give to Kamau?
    1. Take him to the prophet who can pray for his wife
    2. Have Kamau arrested by the police
    3. Tell him to take her to hospital
    4. Encourage him to continue praying persistently
  6. God showed that the seventh day was a special one during creation when He finished all creation.
    1. blessed it and rested.
    2. created human beings in His image.
    3. blessed all the creation.
  7. Which one of the following commands did God give Noah after the flood?
    1. Have many children so that your descendants will live all over the earth.
    2. Leave your father’s home and go to a country that I will show you.
    3. Remove your shoes for you are standing on a holy ground.
    4. offer your only so as a sacrifice.
  8. Iam who Iam, this is my name forever” (Exodus 3:14-15). God spoke these words to Abraham.

Jacob.

Moses. Isaac.

  1. Which one of the following events took place during the Exodus? A.The Israelites attacked Jericno.
    1. The covenan’ box was made.
    2. Saul was appointed king.
    3. Deborah served as a judge.
  2. When Hannah prayed at Shiloh, she asked God to give her A.long life.
    1. a son.
  3. Which one of the following reasons explains why king Saul wanted to kill David? A.David had been appointed king.
    1. Saul had an evil spirit.
    2. David had become famous.
    3. David had refused to marry his daughter.
  4. In which one of the following ways did king Solomon turn away from God? He A.married many wives.
    1. refused to build a temple.
    2. allowed the worship of false gods.
    3. acquired a lot of wealth.
  5. Prophet Jeremiah was mistreated by being thrown into a dry well.
    1. put in a lions’ den.
    2. put in prison.
    3. beaten by the king.
  6. When there was famine in Israel, prophet Elijah went to live with a widow in Shunem.
  7. The son that Zechariah and Elizabeth was given a name by A.Mary.
    1. angel Gabriel.
  8. Who among the following people ordered for a census to be done in Israel? Augustus.

 

  1. Which one of the following was a teaching of Jesus during the sermon on the mount?
    1. ‘Give to Ceasar what belongs to him.’
    2. ‘Happy are the pure in heart, they will see God’
    3. ‘He who is the least will be the greatest.”
    4. ‘I am the way, the truth and life.”
  2. The woman whom Jesus asked for water at a well was a A.Levite.
  3. Which one of the following miracles of Jesus shows that He came as a universal saviour? A.Healing a paralysed man.
    1. Healing the Roman officer’s servant.
    2. Raising Lazarus.
    3. Calming a storm.
  4. The parable of the sower teaches Christians
    1. how the word of God grows in them.
    2. to plant good seeds in their farms.
    3. to take good care of their farms.
    4. to help people in need.
  5. Who among the following people said that Jesus was a good man after He died on the cross?
    1. The repentant thief.
    2. An army officer.
    3. Pontious Pilate.
    4. Joseph of Arimathea
  6. Unless I see the scars and put my fingers on those scars and my hand in His side, I will not believe’ (John 20:25). These words were said by A.Peter.
  7. The Jews were surprised on the day of Pentecost when the disciples A.performed miracles.
    1. sang and praised God.
    2. preached to the crowd.
    3. spoke in foreign languages.
  8. The story of Ananias and Sapphira teaches Christians to be
    1. humble
    2. patient
    3. honest
    4. obedient
  9. When Paul and Silas were in jail in Philippi, they were A.mourning.
  10. When Peter went to the town of Joppa, he baptized an Ethiopian Eunuch.
    1. preached to Comelius.
    2. raised Tabitha.
    3. healed a lame beggar.
  11. Which one of the following beliefs about God in traditional African communities is true? God
    1. provides for His creation.
    2. is served by angels.
    3. finished creation in six days…
    4. lives in heaven.
  12. In traditional African communities, shrines are places where A.ancestors are buried.
    1. initiation ceremonies are done.
    2. the youth are taught.
    3. sacrifices are offered.
  13. When there is good harvest in traditional African communities, people thank God by A.offering food sacrifices in shrines.
    1. giving food to travellers.
    2. selling surplus food.
    3. using foodstuffs to pay dowry.
  14. Christians show obedience to lawful authority by A.praising their leaders.
    1. paying taxes.
    2. praying for their leaders.
    3. going to church.
  15. The church promotes good health among
    1. offering free medical care. people in Kenya by
    2. establishing hospitals.
    3. visiting sick people.
    4. preaching to the sick.
  16. Meshack, a standard eight pupil, helped an old woman carry a heavy basket. This shows that Meshack
    1. knew the woman.
    2. was a strong person.
    3. was a kind person.
    4. was related to the woman.
  17. Maria, who is your deskmate, keeps on getting ill. The best action for you to take is to
    1. pray and advise her to go to hospital.
    2. change your sitting position.
    3. tell her to transfer to another school.
    4. tell her to stay at home.
  18. The best way for parents to teach their children good behaviour is by setting good examples.
    1. preparing family laws.
    2. punishing children who misbehave.
    3. taking their children for counselling.
  19. Christians can benefit the community during their free time by A.singing in church.
    1. reading the Bible.
    2. watching Christian programs.
    3. visiting the elderly.
  20. Which one of the following book speaks about creation?
    1. Exodus
    2. Numbers
    3. Genesis
    4. Leviticus
  21. According to the Genesis stories of creation
    1. sea, land and plants were created on the third day
    2. man was created on the fifth day
    3. heavenly bodies were created on the fifth day D.birds and sea creatures were created after man 93.Who among the following people was asked to build an ark?
    4. Jeremiah
    5. Noah
    6. Joseph
    7. Gideon
  22. Moses was given the ten commandments on mount
    1. Ararat
    2. Nebo
    3. Sinai
    4. Carmel
  23. The prophet who foretold about Jesus being a refugee in Egypt was
    1. Micah
    2. Jeremiah
    3. Hosea
    4. Isaiah
  24. The first people to visit baby Jesus were
    1. the angels
    2. shepherds
    3. the relatives
    4. wise men from the East
  25. The healing of Naaman was done by
    1. Elijah
    2. Gehazi
    3. Moses
    4. Elisha
  26. King Solomon sinned against God when he
    1. married many wives
    2. asked God for wisdom
    3. allowed idolatry
    4. built the temple in Jerusalem
  27. Which one of the following events took place during the night before the Exodus started?
    1. All the first born son of the Israelites were killed by the angel
    2. The Israelites drank wine
    3. Roasted meat was eaten by both Israelites and Egyptians
    4. Blood was smeared on the door posts to identify the houses of the Israelites
  28. Lazarus and his two sisters lived in
    1. Jerusalem
    2. Capernaum
    3. Bethany
    4. Galilee

 

 

 

 

 

 

 

 

 

 

PART II:

ISLAMIC RELIGIOUS EDUCATION (I.R.E)

  1. Which one of the following chapters of the Quran is known as the mother of Quran? A.Fatiha
    1. Nas
    2. Ikhlas
    3. Maun
  2. Which one of the following surah talks about the unity of Allah (s.w)?
    1. Fiil
    2. Kauthar
    3. Ikhlas
    4. Falaq
  3. Which one of the following is the correct teaching of surah Al-Fatiha? A.Knowledge is a duty.
    1. Allah (s.w) is the king of kings.
    2. Muslims should not associate Allah (s.w) with other things.
    3. The prophet is a great friend of Allah (s.w)
  4. Which of the following pairs of surahs is recited to seek for Allah’s protection?
    1. Nas and Maun
    2. Falaq and Ikhlas
    3. Ikhlas and Nas
    4. Nas and Falaq
  5. The only surah in the Quran that has “Bismillahi” as part of its verses is:- A.Falaq
    1. ikhlas
    2. Fatiha
    3. Maun
  6. The prophet (a.w) said that Muslims are like a single building each brick holds the other. What was the prophet (s.a.w) referring to:- A.unity of Muslims
    1. love among Muslims
    2. co-operation between Muslims
    3. Muslim brotherhood
  7. Which one of the following is not among Islamic manners of toileting? A.Enter with the left foot.
    1. Carrying the Quran in the pocket
    2. Coming out with the right foot
    3. Saying ghufranakka when coming out
  8. Which one of the following sunnah salat is performed to seek for rain from Allah(s.w)? A.Istikharah
    1. Tarawen
    2. Dhuha
    3. Istisqal
  9. Which one of the following is a sunnah act of udhu?
    1. Washing the face
    2. Washing the feet
    3. Washing the hair
    4. Rinsing the mouth
  10. Which one of the following things does not nullify Saum?
    1. Eating intentionally
    2. Vomiting intentionally
    3. Swallowing saliva
    4. Swallowing
  11. Which is the miqaat for pilgrims of East Africa?
    1. Yalamlam
    2. Dhul- Hulaifa
    3. Dhatil – Irq
    4. Juhfa
  12. Which one of the following items is not liable for zakat?
    1. Cattle
    2. Beans
    3. Utensils
    4. Money
  13. Who among the following angels of Allah (w) is correctly matched with his duty?
    1. Jibril – incharge of death
    2. Mikail – incharge of rain
    3. Ridhwam incharge of hell
    4. Izrail-incharge of wahy
  14. The scrolls were given to prophet
    1. Musa
    2. Daud
    3. Mohammad
    4. Ibrahim
  15. The first prophet of Allah (w) to be sent to the world was
    1. Mohammad
    2. Nuh
    3. Adam
    4. Issa
  16. How many rakaat has swalatul subh?

 

Two

  1. Three
  2. Four
  3. One
  1. What should one say when he/she hears a Muslim sneezing?
    1. Subhanallah
    2. Maashallah
    3. Allahu Akbar
    4. Yarhamkallah
  2. Amina a girl in standard seven has developed bad habits of disobeying her parents. What advice would you give her as a friend? A.Tell her to continue with the habit.
    1. Threaten to report her to the polite.
    2. Tell her why its wrong to disobey parents
    3. Stop your friendship immediately
  3. How many goats are slaughtered during the Aqiqa of a baby boy?
    1. One
    2. Three
    3. Two
    4. Four
  4. What was the name of the horse that prophet Mohammad (a.w) used during the journey of Isra-wai-miraaj?
    1. Buraq
    2. Mahmud
    3. Suraqah
    4. Zaruf
  5. The main reason why hoarding is prohibited in isiam is A.it makes some people rich.
    1. it can cause death.
    2. it is a form of injustice.
    3. it removes blessings from the goods
  6. Which one of the following is not a quality of a Muslim leader?
    1. Intelligent
    2. Arrogant
    3. Knowledgeable
    4. Generous
  7. Which cave did prophet Mohammed (a.w) hide during hijrah?
    1. Hirah B.Tuwa
    2. Hunain
    3. Thaur
  8. Who among the following is the only child who survived the prophet (a.w)?
    1. Fatma

Zainab

  1. Ibrahim
  2. Ruqaya
  1. The last rightly guided caliph of Islam was
    1. Uthman
    2. Abubakr
    3. Umar
    4. Ali
  2. The first woman to embrace Islam was
    1. Aisha
    2. Khadijah
    3. Sumaya
    4. Mariam
  3. Which town was Amina bint Wahab from
    1. Makkah
    2. Taif
    3. Madina
    4. Madyam
  4. Who wrote the treaty of Hudaibiyah on behalf of the Quraish?
    1. Suhail bin Amru
    2. Uthman bin Affan
    3. Abubakar Assidiq
    4. Ali bin Abi Talib
  5. The prophet of Allah (w) who had the powers of commanding wind was,______________________.
    1. Ibrahim
    2. Musa
    3. Mohammad
    4. Suleiman
  6. The place of worship for the hindus is, _________________________.
    1. Church
    2. Temple
    3. Synagogue
    4. Mosque
  7. A person who fasts has two pleasures. One during _________________________ food. A.twaam.
  8. Which of the following vices is condemned in surah Al-Falaq? A. Witchcraft.
  9. Backbiting.

Stealing.

  1. Adultery.
  2. All the following are recomanended preparations for reading the holy Qur’an except
    1. taking wudhu.
    2. a siwak.
    3. facing qibia.
    4. not putting it on the bare ground.
  3. Which form of knowledge sticks best in mind according to surah Alaq?

Knowledge  A.of pictures.

  1. of the pen.
  2. from far away.
  3. of cramuning.
  1. Allah (SW) was not happy and even cursed Abu Lahab because he A.joined Abraham to destroy the holy kaaba.
    1. refused to join Islamic faith.
    2. dispersed the prophet’s congregation. D
    3. killed baby girls and burried others alive.
  2. What is the meaning of Taqwa in Islamic faith? A.Reliance on Allah.
    1. Obedience to Allah.
    2. The fear of God.
    3. Belief in Allah.
  3. A Muslim who believes in Qadar should always say ____________________________ when making future plans.
    1. fii amaanillah B.mashallah
    2. astaghfirullah
    3. inshallah
  4. After Takbiratul Ihraam, there follows A.seven Takbiras.
    1. surah Al-Fatiha
    2. bending for Rukuu.
    3. the first khutba.
  5. In which of the following villages did the hypocrites of Uhud in the Muslim army turn back and disappeared? A A.Abwa.
    1. C
  6. Which of the following ibaadaats cleanses off sins as free as a new born beby? Ablution.

 

  1. Hajj
  2. Jum’a to Jum’a
  3. Fast of sittat shawwal.
  1. “Al-Eal dil Ameen” is a description that was used to praise a city called Makkat mukarrama.
    1. Madinat munawwara.
  2. Muslims who reach at miqat to start hajj activities respond to Allah’s call by uttering A.tahniq.
    1. taibia
  3. Which prophet of Allah was killed by being cut into pieces? A.Zakariya.
  4. In which festival should Muslims first attend prayers before eating anything?
    1. Idd-ui-Fit
    2. Milad-un-Nabii.
    3. Idd-ul-hajj.
    4. Isra-wai-miraj.
  5. Prophet Musa (A.S) fled to Madyan after running away from _______________________ home.
    1. Firaun’s
    2. Shuaib’s
    3. Egypian’s
    4. an Israelite’s
  6. The present city of security where all Muslims today go for Hajj was the first settlement of
    1. Ibrahim’s family.
    2. Adam’s family.
    3. Muhammad’s family
    4. Nuh’s family.
  7. The names “Allah” and “Prophet” are introduced into the ear of a newbom baby for the first time through A.adhaan.
  8. The angel of Allah (SW) charged with the responsibility to welcome those rewarded at the gates of paradise is A.Malik.
  9. Muslims may locate and face Qibla for prayers by the help of all the following ways except
    1. use of a compass direction tool.
    2. use of the sunrise and sunset.
    3. use of a physically available mosque.
    4. automatic obvious imagination.
  10. Which of the following things is the same in both Jum’a and Idd prayers? A.The time of performing.
    1. When to say khutba.
    2. The number of rakaats prayed.
    3. Classification as sunna or fardh.
  11. Nadhir ibaadaats are
    1. the self promise to Allah.
    2. performed by few Muslims.
    3. performed as punishment.
    4. those performed at night.
  12. Which one of the following was not an advice given to prophet Mohammad by Jibril (AS)?
    1. To stay knowing that one day He will die.
    2. To love whom He loves but know that one day they’ll separate.
    3. He will be judged in all His deeds.
    4. Not to walk on earth with pride.
  13. The prophet assured Muslims that whoever shahada will be his or her last words before death will
    1. enter paradise.
    2. be resurrected.
    3. be heavier than the earth and all in it.
    4. be rewarded beyond imagination.
  14. The level of buried treasures and precious minerals the one should have in order to qualify to give out zakat is called A.tarka.
  15. The two swalats which have two adhasns in Islam are A.Idd-ul-fitr and Idd-ul-hajj.
    1. kusuf and khusuf.
    2. taraweh and tahajjud.
    3. fajr and Jum’a.
  16. Who was the secretary at the Hudaibiyaa treaty agreements and writings? A.Zaid bin Thaabit.
    1. Abubakr swiddiiq.
    2. Abu Sufian.
    3. Ali bin Abi Talib.          Edat is observed
    4. in the event of a husband’s death and twalaq.
    5. when a lady becomes seriously sick.
    6. if the couple never had Nikah ceremony.
    7. by all virgin ladies before marriage.
  17. Which of the following attributes of Allah is wrongly matched with its meaning?, Al-maswawwir – the dominant.
    1. Al-Baar – the originator.
    2. Al-Khaaliq – the creator.
    3. A-Razzaaq – the provider.
  18. What do Muslims celebrate on the first day on shawwaal? A.Eid-ul-fitr.
    1. Milad-un-nabii. C
  19. Muslims are allowed to reduce the number of rakaats in salaat A.dhuhr.
  20. Which verses among the following is found in suratul An-Nas?
    1. “So glorify the praises of your Lord”
    2. “Let them worship the Lord of this house
    3. “Say I seek refuge in the Lord of mankind”
    4. “Pray to your Lord and sacrifice to him alone”
  21. Which one of the following is a teaching of suratul Aadiyat?
    1. The night of power is better than a thousand months
    2. Human beings are at a loss except those who believe
    3. Human beings will be like moths
    4. All things will be exposed on the Day of Qiyama
  22. The main lesson derived from surah Fiyl is
    1. Allah is the Most Powerful
    2. Birds can damage anything
    3. Backbiters and rumour mongers will perish
    4. Worldly things should not destruct us
  23. The prophet (SAW) said, “Say the truth even if it is bitter.” This hadith teaches us on the virtue of
    1. tolerance
    2. honesty
    3. patience
    4. responsibility

 

 

  1. The first faradh part of wudhu is
    1. feet
    2. face
    3. head
    4. arms
  2. Which surah teaches Muslims the importance of tolerance?
    1. Masad
    2. Ikhlas
    3. Kaafirun
    4. Maun
  3. Which one of the following was a title given to Abubakar because he believed everything that the prophet(SAW) said?
    1. Assidiq
    2. Al-Amin
    3. Asadullah
    4. Abtar
  4. How many extra takbiras does the Imam say in the first rakaat of swalatul Idd?
    1. Two
    2. Three
    3. Five
    4. Seven
  5. The act of putting a sweet thing in the mouth of a newly born baby is known as
    1. Tahniiq
    2. AqiqA
    3. Nikah
    4. Mahar
  6. In which city did the prophet (SAW) die?
    1. Makkah
    2. Madinah
    3. Taif
    4. Jerusalem
  7. Mwafulani sells clothes but when it is almost Ramadhan he hides some and sells them a few days to Idd at a very high price. This act is haram and it is called 64.
    1. Israaf
    2. Ghush
    3. Hoarding
    4. Usury
  8. “Say, He is Allah the One.” This verse teaches us that
    1. we should avoid the shirk
    2. we should visit the sick
    3. Allah created everything
    4. guidance comes from Allah (SWT)
  9. In emphasizing unity among Muslims, the prophet(SAW) compared them to
    1. a flowing river
    2. a mountain
    3. an army
    4. a building
  10. How many animals are slaughtered during aqiqa for a baby girl?
    1. Two
    2. One
    3. Three
    4. Five
  11. A station where pilgrims make niyyah and change to Ihram during Hajj is called
    1. Muzdalifa
    2. Minaa
    3. Miiqat
    4. Sawfa
  12. The surah that was revealed to assure the prophet(SAW) of more revelation was
    1. Dhuha
    2. Inshirah
    3. Kauthar
    4. Falaq
  13. Which of the following is considered halal even if it is found dead?
    1. Cow
    2. Fish
    3. Chicken
    4. Crocodile
  14. Which act of worship is done before the prayer for Idul-Fitr?
    1. Fasting
    2. Giving zakatul Fitr
    3. Feasting
    4. Slaughtering
  15. For how long was the treaty of Hudaibiyya supposed to last?
    1. Ten years
    2. Three days
    3. Five weeks
    4. Three years
  16. Which pillar among the pillars of Islam is considered a shield?
    1. Shahada
    2. Zakah
    3. Saum
    4. Hajj
  17. Theprophet (SAW) said, “Whoever performs Hajj and commits no evil returns home________”
    1. as strong as a new born baby
    2. with thawaabs like a martyr
    3. very energetic ready for ibaada
    4. free from sins like a newly born baby
  18. What is the correct recitation done after the third Takbira in swalatul-Janaza?
    1. Prayer for the deceased
    2. Prayer for the prophet
    3. Prayer for all Muslims
    4. Recitation of surah Fatiha
  19. Who among the following wives of the prophet(SAW) was the daughter of Abubakar?
    1. Aisha (RA)
    2. Khadija (RA)
    3. Hafsa (RA)
    4. Zainab (RA)
  20. What marks the end of prayer?
    1. Suju
    2. Takbiir
    3. Taslim
    4. Julus
  21. Which attribute ofAllah(SWT) shows that He is the Most Forgiving?
    1. As-Swamad
    2. Al-Ghaffar
    3. Al-Khaliq
    4. AR-Rahiim
  22. In which month did Musa (AS) save the Israelites from Firaun?
    1. Ramadhan
    2. Rajab
    3. Muharram
    4. Dhul-Hijja
  23. Which one of the following nullifies both saum and swalah?
    1. Sleeping
    2. Backbiting
    3. Breast feeding
    4. Menstruation
  24. Which action among the following shows respect to the dead?
    1. Standing up on secing a coffîn (Janaza)
    2. Talking about the dead in low voices
    3. Planting trees around the grave
    4. Building around their graves
  25. What should a Muslim say on hearing news of death?
    1. Alhamdulillahi Alaa kulli haal
    2. Inna lillahi wa inna ilaihi rajiun
    3. Masha-Allah Tabaarakallah
    4. Astaghfirullah
  26. Which one among the following is a similarity between Jumua and Idd prayers?
    1. Both are performed after midday
    2. Both have one takbiratul-ihram
    3. Both have two sermons
    4. Both are performed before sunrise
  27. Which is the miqaat for pilgrims of East Africa?
    1. Yalamlam
    2. Dhul- Hulaifa
    3. Dhatil – Irq
    4. Juhfa
  28. Which one of the following items is not liable for zakat?
    1. Cattle
    2. Beans
    3. Utensils
    4. Money
  29. Who among the following angels of Allah (w) is correctly matched with his duty?
    1. Jibril – incharge of death
    2. Mikail – incharge of rain
    3. Ridhwam incharge of hell
    4. Izrail-incharge of wahy
  30. The scrolls were given to prophet
    1. Musa
    2. Daud
    3. Mohammad
    4. Ibrahim
  31. The first prophet of Allah (w) to be sent to the world was
    1. Mohammad
    2. Nuh
    3. Adam
    4. Issa
  32. How many rakaat has swalatul subh?
    1. Two
    2. Three
    3. Four
    4. One
  33. What should one say when he/she hears a Muslim sneezing?
    1. Subhanallah
    2. Maashallah
    3. Allahu Akbar
    4. Yarhamkallah
  34. Amina a girl in standard seven has developed bad habits of disobeying her parents. What advice would you give her as a friend? A.Tell her to continue with the habit.
    1. Threaten to report her to the polite.
    2. Tell her why its wrong to disobey parents
    3. Stop your friendship immediately
  35. How many goats are slaughtered during the Aqiqa of a baby boy?
    1. One
    2. Three
    3. Two
    4. Four
  36. What was the name of the horse that prophet Mohammad (a.w) used during the journey of Isra-wai-miraaj?
    1. Buraq
    2. Mahmud
    3. Suraqah
    4. Zaruf

 

 

 

 

TSC Principal Teacher Management Officer Positions; Requirements, How To Apply

TSC Principal Teacher Management Officer Positions; Requirements, How To Apply

PRINCIPAL TEACHER MANAGEMENT OFFICER, TSC JOB GRADE 7

 

Requirements for Appointment

For appointment to this grade, an officer must have:-

i. Served satisfactorily as a Curriculum Support Officer for a minimum period of six (3) years;

ii. Bachelor of degree in  Education or a Bachelor’s Degree and a Post Graduate Diploma in Education from a recognized Institution;

iii. Certificate in computer application skills;

v. Demonstrated merit and ability as reflected in work performance and results.

NOTE:

i. During the interview, candidates will be required to produce the original of:

a. National Identity Card,

b. Academic and professional certificates.

c. Appointment & Designation letter to the current grade.

ii.  Candidates who will be successful in the interviews will be required to present valid documents of chapter 6 of the Constitution before they are considered for the appointment.

iii. TSC is an equal opportunity employer and persons with disabilities are encouraged to apply.

iv. For details of the advertisement, applicants are advised to visit the TSC website: www.tsc.go.ke

This position will be closed on 5th July 2023 at 5:00 p.m.

CBC Grade 7 Performing Arts Schemes of Work Free Editable Word, PDF Downloads

CBC Grade 7 Performing Arts Schemes of Work Free Editable Word, PDF Downloads

PERFORMING ARTS

GRADE 7 SCHEMES OF WORK

NAME OF THE TEACHER                                                                 SCHOOL                                             YEAR              III      TERM                        

Ref used:

Grade 7 Performing arts curriculum Design

MTP Grade 7 Performing Arts Teachers Guide

MTP Grade 7 Performing Arts Learners Book

Week LSN STRAND Sub-strand Specific Learning Outcomes Key Inquiry Question(s) Learning Experiences Learning Resources Assessment Methods Ref  
1 1 PERFORMING Verse – Persona’s point of view By the end of the lesson the learner should be able to:

Knowledge

a)      discuss how a persona’s point of view expresses meaning in a verse

Skill

b)      rehearse the verse to internalize the persona.

Attitude

c)      Develop curiosity in defining the persona point of view.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• read the verse script to

brainstorm, with other

learners, the meaning

conveyed by the persona’s

view

• rehearse the verse to

internalize the persona’s

message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 129-131

 

MTP Performing Arts P.b pg. 130

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
  2   Verse – using voice techniques in a performance By the end of the lesson the learner should be able to:

Knowledge

a)      state the persona’s point of view.

Skill

b)      perform a verse using voice techniques to convey the intended message.

Attitude

c)      Develop curiosity in defining the persona point of view.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• perform a verse before an

audience while employing the use of voice, body and

movement to deliver the

message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 131-132

 

MTP Performing Arts P.b pg. 130-131

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
  3   Verse – Using body and space appropriately in a performance By the end of the lesson the learner should be able to:

Knowledge

a)      state ways in which verse performance express issues in the society.

Skill

b)      use body and spaceappropriately in performing a verse to convey the intended message.

Attitude

c)      Develop curiosity in defining the persona point of view.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• perform a verse before an

audience while employing the use of voice, body and

movement to deliver the

message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 132-133

 

MTP Performing Arts P.b pg. 131-133

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
2 1   Verse – appreciating verse performance By the end of the lesson the learner should be able to:

Knowledge

a)      list ways we can make presentation of a verse interesting and memorable.

Skill

b)      Watch a video clip on verse performance features.

Attitude

c)      appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.

1. How do we use verse

performance to express issues in

society?

2. How do we make the presentation of a verse interesting and memorable?

The learner is guided to:

• watch live or recorded verse performances to identify

performance features

• reflect on individual

performance based on

appraisal from other learners.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal record

MTP Performing Arts T.G pg. 133-134

 

MTP Performing Arts P.b pg. 134

Oral presentations

Written tests

Question and answer

Assignments

Participatory

assessment

Peer assessment

   
  2   Skit –describing a scenario for a skit By the end of the lesson the

learner should be able to:

Knowledge

a) describe a scenario on a

selected theme on a pertinent and contemporary issue

Skill

b) audition and cast appropriately for the skit.

Attitude

c) appreciate the use of skit in addressing pertinent issues in society.

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• research and create a scenario, in a group, based on a contemporary issue such gender education, animal welfare education

• watch a live or recorded

performance and is guided to execute plot

• examine a given scenario of a skit, identify and take up a role, in a group

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 134-138

 

MTP Performing Arts P.b pg. 133-135

Oral presentations

Written tests

Work reports

   
  3   Skit – interpreting milestones and performing in a skit By the end of the lesson the

learner should be able to:

Knowledge

a)      define milestones in a skit.

Skill

b)      interpret milestones andperform a devised skit, ingroups.

Attitude

c)      appreciate the use of skit in addressing pertinent issues in society.

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• perform a skit on a pertinent issue in the society before an audience in the school and the community

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 134-138

 

MTP Performing Arts P.b pg. 133-135

Oral presentations

Written tests

Work reports

   
3 1   Skit – manipulating voice, body and space to deliver a skit By the end of the lesson the

learner should be able to:

Knowledge

a)      identify the role of props and costumes.

Skill

b)      manipulate voice, body andspace to effectively deliver amessage using a skit

Attitude

c)      appreciate the use of skit inaddressing pertinent issues insociety.

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• rehearse the skit focusing on character development through use of voice, body and space

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 140-141

 

MTP Performing Arts P.b pg. 137-138

Oral presentations

Written tests

Work reports

   
  2   Skit –use of props, costumes and make up in a skit By the end of the lesson the

learner should be able to:

Knowledge

a)      identify the role of props and costumes in a play.

Skill

b)      use props, costume and makeup to enhance performance of a skit on a given theme.

Attitude

c)      appreciate the use of skit inaddressing pertinent issues insociety.

Project

a) stage a five-minute skit in

class/school

1. How do we

present a skit on stage?

2. How do we

role-play a

character on

stage?

3. What role do props and costumes play to enhance the performance of a skit?

The learner is guided to:

• use appropriate costumes and props in performance

Project Task:

• script a skit based on a pertinent and contemporary issue in society

• cast for the skit

• rehearse the skit

• design and collect costume and props for the skit

• stage a full presentation of the skit in class

• get feedback from the class.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 141-144

 

MTP Performing Arts P.b pg. 138-140

Oral presentations

Written tests

Work reports

   
  3 CRITICAL APPRECIATION Kenyan Folk Music – medium of performance in Kenyan folk music By the end of the lesson the learner should be able to:

Knowledge

a) identify the medium of

performance in a Kenyan folk music performance.

Skill

b) listen to Kenyan folk music and identify its components

Attitude

c) appreciate different cultures through analyzing folk music from diverse Kenyan communities.

1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?

 

The learner is guided to:

• watch videos or live

performances of Kenyan folk music and is guided to

identify the medium of

performance (vocal and/or

vocal and instrumental)

• watch videos or live

performances and identify the components in the folk music (performers, songs,

instruments/voice, costumes and props, dance movements)

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 145-150

 

MTP Performing Arts P.b pg.141-144

Oral presentations

Written tests

Work reports

   
4 1   Messages and values in Kenyan folk music performance By the end of the lesson the learner should be able to:

Knowledge

a) discuss the messages and

values in Kenyan folk music

performances

b) describe the style of

performance in Kenyan folk

music using appropriate

terminology.

Skill

c) express personal feelings

towards Kenyan folk music

experienced from

performances

Attitude

d) appreciate different cultures through analyzing folk music from diverse Kenyan communities.

1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?

 

The learner is guided to:

• individually and in groups discuss messages and values portrayed in Kenyan folk music

• discuss the styles of

traditional performance (

solo, solo-response and

choral)

• discuss personal feelings,

mood and attitudesexperienced from folk

performances watched or

listened to

• analyze Kenyan folk music performances within the community and on mass media.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 151-153

 

MTP Performing Arts P.b pg. 145-147

Oral presentations

Written tests

Work reports

   
  2   Kenyan Folk dance – components of Kenyan folk dance performance By the end of the lesson the learner should be able to:

Knowledge

a) analyze the components of a Kenyan folk dance

performance

Skill

b) examine the messages and values in a Kenyan folk

dance performance.

Attitude

c) appreciate analyzing folk

dance from diverse Kenyan

communities.

1. What constitutes

a folk dance?

2. How can a

dance be used as a medium of

communication?

3. What should one consider in analyzing a Kenyan folk dance?

The learner is guided to:

• watch live or recorded

performances of Kenyan folk dances for general appreciation

• listen to or watch performances, pick out and discuss distinct components of a Kenyan folk dance; song, ornamentation, instrumental accompaniment,

costumes and décor, props and artifacts, dance steps, formations and patterns, transitions, audience, division of roles

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 154-156

 

MTP Performing Arts P.b pg.149-150

Oral presentations

Written tests

Work reports

   
  3   Analyzing folk dance from diverse Kenyan communities By the end of the lesson the learner should be able to:

Knowledge

a) Outline the main events in a Kenyan folk dance performance.

Skill

b) critique a Kenyan folk dance using a given criterion.

Attitude

c) appreciate analyzing folk

dance from diverse Kenyan

communities.

1. What constitutes

a folk dance?

2. How can a

dance be used as a medium of

communication?

3. What should one consider in analyzing a Kenyan folk dance?

The learner is guided to:

• watch live or recorded dance performances and discuss messages and values in a Kenyan folk dance

• write a summary of events (plot) in a Kenyan folk dance performance individually and in groups

• critique recorded or live

performances of Kenyan folk dances from various communitiesusing a given criteria

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 157-159

 

MTP Performing Arts P.b pg.150-151

Oral presentations

Written tests

Work reports

   
5 1   Narrative – themes addressed in the script and performance of a narrative. By the end of the lesson the learner should be able to:

Knowledge & skill

a) identify and illustrate the

theme addressed in the script and performance of a narrative

b) identify the various narration techniques used in the narration process and state their effectiveness in the narration process

Attitude

c) appreciate the narrative as a tool of addressing

contemporary issues in society.

1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society? The learner is guided to:

• stage live performance of a narrative on guided themes

• evaluate others’ performance in groups or pairs

• identify and discuss how

pertinent issues in society are highlighted through

performance of narratives

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 159-163

 

MTP Performing Arts P.b pg.151-154

Oral presentations

Written tests

Work reports

   
  2   Use of body, voice and space aids to effectively communicate the intended message By the end of the lesson the learner should be able to:

Knowledge

a)      explain how the use of body, voice and space aids to effectively communicate the intended message.

Skill

b)      demonstrate the use of body, voice and space.

Attitude

c)      appreciate the narrative as a tool of addressingcontemporary issues in society.

1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society? The learner is guided to:

• watch live performances of narrative to identify and discuss the various performance elements; body, space, voice, message, storyline and narration style

• discuss the role of the audience in the narration process

 

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 163-164

 

MTP Performing Arts P.b pg.154-156

Oral presentations

Written tests

Work reports

   
  3   Use of costumes and props to enhance communication in a narrative By the end of the lesson the learner should be able to:

Knowledge

a)      explain the role of the costumes and props in a narrative

Skill

b)      Demonstrate the use ofcostume and props enhancescommunication in narrative

Attitude

c)      appreciate the narrative as a tool of addressingcontemporary issues in society.

3. What attributes define an effective narrator?4. What is the role of costume and decor in the narration process?

 

The learner is guided to:

• visit a performing gallery

nearby and participate in

watching and critiquing the

narrative performances

• discuss how props and costume enhance communication in the

narration process in groups or pairs

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 165-167

 

MTP Performing Arts P.b pg.156-158

Oral presentations

Written tests

Work reports

   
6 1   Verse –criteria for evaluating a verse performance By the end of the lesson the learner should be able to:

Knowledge

a) examine the criteria for

evaluating a verse performance

Skill

b) watch a video clip on verse performance.

Attitude

c) appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• research on the criteria for evaluating a verse; body, voice, movement, theme, poetic language

• watch live or recorded

performances of verse while paying attention to key events in the verse

• constructively evaluate verse performances with a view to suggesting improvements

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 168-170

 

MTP Performing Arts P.b pg.158-159

Oral presentations

Written tests

Work reports

   
  2   Examine main characters and events in verse By the end of the lesson the learner should be able to:

Knowledge

a) examine main characters

and events in a verse.

Skill

b) comment on the

significance of the values

promoted in verse

Attitude

c) appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• analyze, in groups, traits of characters presented in the verse and relate them to own experiences

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 171

 

MTP Performing Arts P.b pg.159-160

Oral presentations

Written tests

Work reports

   
  3   Use of body, voice and space in a verse By the end of the lesson the learner should be able to:

Knowledge

a)      state the meaning of a verse.

Skill

b)      analyze the use of body,voice and space toeffectively communicatetopical concerns in verse.

Attitude

c)      appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• present orally and in writing own or group appraisal of a performance

• relate stage conflicts and

resolutions in a verse to real life situations.

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 171

 

MTP Performing Arts P.b pg.160

Oral presentations

Written tests

Work reports

   
7 1   Using verse to communicate issues in society By the end of the lesson the learner should be able to:

Knowledge

a) analyze the use of body,

voice and space to

effectively communicate

topical concerns in verse.

Skill

b) demonstrate the use of a verse to communicate issues in the society.

Attitude

c) appreciate the use of verse to communicate issues in society.

1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?

 

The learner is guided to:

• brainstorm with others how the various performance elements combine to aid delivery of the message

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 172

 

MTP Performing Arts P.b pg.161

Oral presentations

Written tests

Work reports

   
  2   Skit – use of the plot to communicate the message in a skit By the end of the lesson, the learner should be able to:

Knowledge

a) discuss how character

development is achieved in a

skit

Skill

b) examine how plot is used to communicate the intended message in a skit.

Attitude

c) appreciate the role of the skit in society

1. How is plot used in

communicating a message in a skit?

2. How is a character

developed in a skit?

 

The learner is guided to:

• watch live or recorded

performances of skits and

discusses how the various

elements aid in

communicating the

intended message

(scenario, storyline,

milestones, plot, conflict,

characterization, language,

improvisation, use of

voice and body)

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 173-176

 

MTP Performing Arts P.b pg.162-164

Oral presentations

Written tests

Work reports

   
  3   How themes in a skit can help address moral issues By the end of the lesson, the learner should be able to:

Knowledge

a)      evaluate how thematic concerns in a skit can help addresses moral issues

Skill

b)      analyze how body, voice and space can effectively be used to communicate messages in a skit.

Attitude

c)      appreciate the role of the skit in society

3. How do themes

addressed in skits shape moral issues

in society?

The learner is guided to:

• watch live or recorded

performances of skits and

discusses how the various

elements aid in

communicating the

intended message

(scenario, storyline,

milestones, plot, conflict,

characterization, language,

improvisation, use of

voice and body)

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 177

 

MTP Performing Arts P.b pg.164-165

Oral presentations

Written tests

Work reports

   
8 1   Role of costumes and make up in depicting characters in a skit By the end of the lesson, the learner should be able to:

Knowledge

a)      state the role of skit in addressing issues in the society.

Skill

b)      examine the role of costume and make-up in depicting theintended characters in a skit.

Attitude

c)      appreciate the role of the skit in society

4. In what ways can body, voice and space be used to communicate in a skit?

5. What is the role of costume and makeup in a skit?

The learner is guided to:

• evaluate performances by

others to appraise

qualities of a good

performance. (storyline,

acting, language and style,

costume and make-up,

props, use of space)

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 178-179

 

MTP Performing Arts P.b pg.165-167

Oral presentations

Written tests

Work reports

   
  2 PERFORMING ART IN SOCIETY Performing arts in society – social and economic role of performing arts By the end of the lesson,

the learner should be able to:

Knowledge

a) discuss the social and

economic role of

Performing Arts in

Society.

Skill

b) watch a video on songs, dances, narratives and skit to identify economic and social roles of P.A in society.

Attitude

d) appreciate the place of

Performing Arts in

society

1. Why do we need

Performing Arts in society?

 

The learner is guided to:

• watch live or recorded songs, dances, verses, narratives and skits to identify the social and

economic roles of Performing Arts in society

• in groups research in the

community and in the digital space and reports on the role of Performing Arts in society

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 181-184

 

MTP Performing Arts P.b pg.168-169

Oral presentations

Written tests

Work reports

   
  2   Performing arts platform By the end of the lesson,

the learner should be able to:

Knowledge

a)      state the social and economic roles of PA in the society

Skill

b)      utilize the PerformingArts platforms andcontexts in furthering the role of Performing Arts in society.

Attitude

c)      appreciate the place ofPerforming Arts insociety

2. How can

Performing Arts

products be

availed to the

wider society?

 

The learner is guided to:

• participate in festivals,

celebrations, ceremonies and talent fairs within and without the school to exhibit or illustrate the place of Performing Arts in society

• discuss how Performing Arts can be utilized to address societal issues such as: peace, integrity

 

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 184-185

 

MTP Performing Arts P.b pg.169-170

Oral presentations

Written tests

Work reports

   
  3   Applying lessons learnt in performing arts By the end of the lesson,

the learner should be able to:

Knowledge

a)      identify lesson leant from performing arts.

Skill

b)      apply lessons learnt inPerforming Arts to reallife situations.

Attitude

c)      appreciate the place ofPerforming Arts insociety

3. How can lessons learnt in Performing Arts be applied in real life situations? The learner is guided to:

• discuss lessons learnt from Performing Arts and identify

Exercise books

ICT devices

Observation checklists

Portfolio

Anecdotal records

Internet connectivity

MTP Performing Arts T.G pg. 185-186

 

MTP Performing Arts P.b pg.170-171

Oral presentations

Written tests

Work reports

   
9 1-3 END YEAR ASSESSMENT/CLOSING.

 

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