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COMPUTER STUDIES SCHEMES FOR ALL FORMS FREE

COMPUTER FORM 1 SCHEMES OF WORK – TERM 1
WEEK LESSON TOPIC SUB-TOPIC LEARNING OBJECTIVES TEACHING/LEARNING

ACTIVITIES

 TEACHING/LEARNING

RESOURCES

 REFERENCES REMARKS
 

1

 

 

 

 

 

 

 

  

1

    

DEFINITION OF A COMPUTER

  

By the end of the lesson, the learner should be able to

·         Define computer

·         Distinguish between data and information

·         Explain unique characteristics of computer as a data processing tool

  

Learner to:

·         Through questions and answer define computer

·         Through brainstorming distinguish between data and information

·         Through group discussion, discuss characteristics of a computer  as data processing tools

  

·         A calculator

·         A personal Computer

·         Charts

·         Sample data

  

·         Lomghorn Secondary. S.Mburu, G. Chemwa page 1-2

·         Computer studies Dr. Onunga and Renu Shah Page 1-2

  
   

2-3

    

PHYSICAL PARTS OF A COMPUTER

  

By the end of the lesson, the learner should be able to

·         State and explain various physical parts of a computer

  

·         Through question and answer list parts of a Computer

·         Through brainstorming, explain various parts of a computer

  

·         A working personal computer

  

·         Gateway secondary Revision S.Mburu G. Chemwa pg 1

·         Foundations of Computer studies by Pepela pg 3

  
 

2

  

1

    

CLASSIFICATION OF COMPUTERS

  

By the end of the lesson, the learner should be able to

·         Classify computer according to physical size

  

Learner to

·         In group of two identify and discuss pictures from books, magazines

  

·         Charts or photographs from books, magazines or newspapers

  

 

·         Gateway secondary Revision S.Mburu G. Chemwa pg 7-8

 

  
   

2-3

 

 

 

    

CLASSIFICATION OF COMPUTERS

  

·         Classify computer according to functionality and according to purpose

 

 

  

·         Discussion

·         Q/A

  

·         Charts or photographs from books, magazines or newspapers

  

·         Onunga and Renu Shah Page6

 

 

 

 

  
 

3

  

1

    

DEVELOPMENT OF COMPUTERS

  

By the end of the lesson, the learner should be able to

·         Explain how computers have developed

  

·         Through brainstorming identify and discuss non-electronic tools

  

·         Charts or photographs from books, magazines or newspapers

  

·         Lomghorn Secondary. S.Mburu, G. Chemwa page 10

 

  
   

2-3

    

ELECTRONIC COMPUTERS

  

·         List five generations computers

  

·         In group of three, discuss five generation computers

  

·         Charts or photographs from books, magazines or newspapers

  

·         Lomghorn Secondary. S.Mburu, G. Chemwa page 12-13

·         Foundations of Computer studies by Pepela pg 22

  
 

4

  

1

    

AREAS WHERE COMPUTER ARE USED

  

By the end of the lesson, the learner should be able to

·         Identify areas where computers are used

·         Describe the listed areas where computers are used

  

Learner to

·         Through brainstorming identify and discuss areas where computers are used

  

·         Flash Cards

  

·         Lomghorn Secondary. S.Mburu, G. Chemwa page 14-15

  
   

2-3

    

·         THE COMPUTER LABORATORY

·         MEASURES THAT PROTECT COMPUTER

  

·         Define computer laboratory

·         Describe the safety precautions and practices that protect computer

  

·         Through question and answer define computer laboratory

·         In group of three, discuss safety precautions and practices that protect computer

  

·         UPS,Surge protector

·         charts

  

·         Foundations of Computer studies by Pepela pg 47

  
 

5

  

1

    

MEASURES THAT PROTECT USER

  

·         Describe the safety precautions and practices that protect user

  

·         In group of three, discuss safety precautions practices that protect user

  

·         Antiglare standard furniture

    
   

2-3

    

PRACTICAL HANDS-ON SKILLS

  

By the end of the lesson, the learner should be able to

·         Start up a computer

·         Restart a computer

·         Shutting down computer

  

·         Through demonstration by the teacher, learner to observe and imitate on how to start up a computer, restart a computer and shut down computer

  

·         Computer

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 21-23

  
 

6

  

1

    

KEYBOARD AND MOUSE SKILLS

KEYBOARD SKILLS

  

By the end of the lesson, the learner should be able to

·         Define keyboard

·         Identify parts of the Keyboard

  

Learner to

·         Through brainstorming define keyboard and identify parts of the Keyboard

  

·         Computer keyboard

·         Mobile keyboard

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 22

  
   

2-3

    

KEYBOARD SKILLS

  

·         Discuss parts of the keyboard

·         Type using keyboard

  

·         In group of three, discuss parts of the keyboard and type using keyboard

  

·         charts

  

·         Foundations of Computer studies by Pepela pg 25

  
 

7

  

1

    

TYPING TUTOR

  

·         Identify typing tutors

·         Use typing tutors

  

·         Through question and answer identify typing tutors and use typing tutors

  

·         Typing tutor software computer

    
   

2-3

    

MOUSE SKILLS

  

·         Define computer mouse

·         Identify parts of the mouse

  

·         Through brainstorming define computer mouse and identify parts of the mouse

  

·         Computer mouse

  

·         Lomghorn Secondary. S.Mburu, G. Chemwa page 23

  
 

8

  

1

    

MOUSE SKILLS

  

By the end of the lesson, the learner should be able to:

·         Describe parts of mouse

·         Use mouse techniques

  

·         In group of three, discuss parts of the mouse

  

·         Computer mouse

  

·         Foundations of Computer studies by Pepela pg 23-25

  
   

2-3

    

MOUSE SKILLS

  

·         Drag and drop items

·         Open file and folders through double clicking, right clicking

  

·         Through demonstration by the teacher, learner to observe and imitate on how to drag and drop items

  

·         Computer mouse

  

·         Foundations of Computer studies by Pepela pg 23-25

  
COMPUTER SYSTEM
 

9

  

1

   COMPUTER SYSTEMS

INPUT DEVICES

(KEYING DEVICES

  

By the end of the lesson, the learner should be able to

·         Describe computer system

·         Define input devices

  

Learner to

·         Through brainstorming describe computer system

·         define input devices

  

·         Computer system

·         PDA’s

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 30-31

  
   

2-3

    

INPUT DEVICES (KEYING DEVICES)

  

·         List keying devices

·         Describe keying devices

  

·         Through questions and answer, list keying devices, describe keying devices

  

·         Computer Keyboard

·         PDA’s Keypad

  

·         Foundations of Computer studies by Pepela pg 68

  
 

10

  

1

    

POINTING DEVICES

  

·         Define pointing devices

·         List pointing devices

·         Describe the listed pointing devices

  

·         Through question and answer define scanning device

·         In group of three, describe the listed pointing devices

  

·         Mouse

·         Joystick

·         Light pen

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 30-34

  
   

2-3

    

SCANNING DEVICES

  

·         Define scanning devices

·         List scanning devices

·         Describe scanning devices

  

·         Through question and answer define scanning device

·         In group of three, describe the listed scanning device

 

  

·         Pictures from books and Magazines

  

·         Foundations of Computer studies by Pepela pg 70

  
 

11

  

END TERM 1 EXAM
 

12

  

REVISION
 

 

 

 

 

 

 

 
 

COMPUTER FORM 1 SCHEMES OF WORK – TERM 2
COMPUTER SYSTEMS (cont)
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

    

COMPUTER SYSTEMS

DIGITIZERS

SPEECH RECOGNITION DEVICES

  

By the end of the lesson, the learner should be able to

·         Define digitizer

·         List other input technologies

·         Describe the listed input technologies

  

Learner to:

·         Through question and answer define digitizer

·         Through brainstorming to list other input technologies

·         Through group discussion, discuss the listed input technologies

  

·         Pictures from books and newspapers

·         PDA’s

  

·         Lomghorn Secondary. S.Mburu, G. Chemwa page 37-38

·         Foundations of Computer studies by Pepela pg 76

  
   

2-3

    

CENTRAL PROCESSING UNIT

  

By the end of the lesson, the learner should be able to

·         Define term CPU

·         List functional elements of CPU

  

·         Through questions and answer define the term CPU

·         Through brainstorming, list and illustrate the functional elements of CPU

  

·         A working personal computer

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 40

·         Foundations of Computer studies by Pepela pg 77

  
 

2

  

1

    

CONTROL UNIT AND ARITHMETIC LOGIC UNIT

  

·         Describe the control Unit and Arithmetic Logic Unit

  

·         Through brainstorming, describe the Control Unit and Arithmetic Logic Unit

  

·         Charts

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 41-42

  
   

2-3

    

MAIN MEMORY

  

By the end of the lesson, the learner should be able to

·         Classify computer memories

·         List examples of primary memory and secondary memory

·         State characteristics of RAM and ROM

  

Learner to:

·         Through question and answer classify computer memories

·         Trough brainstorming list examples of primary memory and secondary memory

·         Through questions and answer state characteristics of RAM and ROM

  

·         Pictures from books

·         RAM module

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 41-43

 

  
 

3

  

1

    

SPECIAL PURPOSE MEMORIES

  

·         Define special purpose memory

·         List special purpose memories

·         Describe Cache memory and Buffers

  

·         Through question and answer define special purpose memory and list special purpose memories

·         Through brainstorming describe Cache memory and Buffers

  

·         Input/output devices

·         microprocessor

  

·         Foundations of Computer studies by Pepela pg 77

  
   

2-3

    

SPECIAL PURPOSE MEMORIES

  

·         Define registers

·         List types of registers

·         Describe the listed types of registers

  

·         Through question and answer define registers and list types of registers

·         In group of five, discuss the listed types of registers

  

·         Chart

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 44-45

 

  
 

4

  

1

    

MEMORY CAPACITY

  

By the end of the lesson, the learner should be able to

·         Define byte

·         Express memory quantities

·         Calculate memory quantities

  

Learner to:

·         Through questions and answer define byte

·         Through teachers demonstration, express memory quantities and calculate memory quantities

  

·         RAM module

·         Flash cards

  

·         Foundations of Computer studies by Pepela pg 79-80

  
   

2-3

    

OVERALL FUNCTIONAL ORGANIZATION OF THE CPU

  

·         Define computer bus

·         List types of computer buses

·         Describe the listed computer buses

·         Give an illustration of the overall functional organization of the CPU

  

·         Through brainstorming, define computer bus

·         In group of five, discuss the listed types of computer buses

·         Through group discussion, illustrate the overall functional organization of the CPU

  

·         Schematic diagram from the book

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 48

 

  
 

5

  

1

    

TYPES OF PROCESSORS

  

·         Classify processors

·         Discuss the listed processor classifications

  

·         Through question and answer Classify processors

·         Through group discussion, discuss the listed processor classification

  

·         Photograph

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 48

 

  
   

2-3

    

TRENDS IN PROCESSORS TECHNOLOGY AND SPEED

  

·         List processors

Type

Manufactures

Year and speed

  

·         Through question and answer, list processors Type, manufactures, year and speed

  

·         Photograph

  

 

·         Longhorn Secondary. S.Mburu, G. Chemwa page 44-47

  
 

6

  

1

    

OUTPUT DEVICES

  

By the end of the lesson, the learner should be able to

·         Define output device

·         Classify output devices

·         List softcopy output devices

·         Describe monitor as a soft copy output device

  

Learner to:

(a)     Through question and answer define output device and classify output devices

(b)     Through group discussion, discuss the listed softcopy output devices

  

·         CRT,LCD, TFT monitors

·         Speakers

·         LED

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 51-60

·         Foundations of Computer studies by Pepela pg 80

 

  
   

2-3

    

MONITOR DISPLAY TERMINOLOGIES AND VIDEO GRAPHIC ADAPTERS

  

·         Define the terminologies used in monitor

·         List and describe the video graphic adapters

  

·         Through question and answer define terminologies

·         Through group discussion, describe the listed video graphic adapters

  

·         Photograph from books

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 49-52

  
 

7

  

1

    

HARDCOPY OUTPUT DEVICES

  

·         Describe hard copy output devices

  

·         Through group discussion, describe hard copy output devices

  

·         Printers

·         Pictures from magazines

·         Newspapers

  

·         Foundations of Computer studies by Pepela pg 81

 

  
   

2-3

    

HARD COPY OUTPUT DEVICES

  

·         List factors to consider when purchasing a printer

  

·         Through question and answer list factors to consider when purchasing a printer

  

 

·         Printers

·         Pictures from magazines

·         Newspapers

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 53

  
 

8

  

1

    

SECONDARY STORAGE DEVICES AND MEDIA

  

·         List secondary storage media

·         Describe removable storage device

  

·         Through question and answer list secondary storage media

·         Through group discussion, describe removable storage device

  

·         Flash disc

·         Floppy

·         Diskettes

·         Memory sticks

·         Compact disk

·         Hard disk

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 61-69

 

  
   

2-3

    

SECONDARY STORAGE DEVICES AND MEDIA

  

By the end of the lesson, the learner should be able to

·         Discuss fixed storage device

  

·         Through brainstorming, discuss fixed storage device

  

·         Flash disc

·         Floppy

·         Diskettes

·         Memory sticks

·         Compact disk

·         Hard disk

  

·         Foundations of Computer studies by Pepela pg 101

 

  
 

9

  

1

    

POWER SUPPLY AND PERIPHERAL DEVICE INTERFACING

  

·         Distinguish between power and interface cables

·         Describe power cables

  

·         Through question and answer, distinguish between and interface cables

  

·         Computer power cables

·         Interface cables

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 65-67

  
   

2-3

    

POWER SUPPLY AND PERIPHERAL DEVICE INTERFACING

  

·         Describe interfacing cables

  

·         Through discussion, describe interfacing cables

  

·         Computer power cables

·         Interface cables

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 65-67

  
 

10

  

1

    

BASIC COMPUTER SET-UP AND CABLING

  

By the end of the lesson, the learner should be able to

·         Explain basic computer setup and cabling

  

·         Through teachers demonstration, explain basic computer setup and cabling

  

 

·         Computer power cables

·         Interface cables

  

·         Foundations of Computer studies by Pepela pg 101

 

  
   

2-3

    

“”

  

·         Mount hard drives and optical drives

  

·         Through teachers demonstration, mount hard drives and optical drives

  

·         Computer

  

·         Foundations of Computer studies by Pepela pg 101

 

  
 

11

  

1

    

COMPUTER SOFTWARE

  

By the end of the lesson, the learner should be able to

·         Distinguish between system software and application software

  

·         Through question and answer, distinguish between system software and application software

  

·         Computer software’s

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 73-76

  
   

2-3

    

COMPUTER SOFTWARE

  

·         Classify software according to purpose

  

·         Through brainstorming, classify software according to purpose

  

·         Computer software’s

  

·         Foundations of Computer studies by Pepela pg 143-144

  
 

12

  

1

    

COMPUTER SOFTWARE

  

·         Classify software according to acquisition

  

Through brainstorming, classify software according to acquisition

  

·         Computer software’s

  

·         Foundations of Computer studies by Pepela pg 143-144

  
   

2-3

    

COMPUTER SOFTWARE

 

 

  

·         Classify software according to end user- License

·         Evaluate criteria for selecting computer system

  

·         Through brainstorming, classify software according to user- License

·         Through question and answer, Evaluate criteria for selecting computer system

  

 

·         Computer software’s

  

·         Foundations of Computer studies by Pepela pg 143-144

 

  
 

13

  

END TERM EXAM AND REVISION

  
 

 

 

 

 

 

 

 

 
 

COMPUTER FORM 1 SCHEMES OF WORK – TERM 3
OPERATING SYSTEM (OS)
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

    

DEFINITION OF AN OPERATING SYSTEM

  

By the end of the lesson, the learner should be able to

·         Illustrate an operating system as a supervisor of hardware and application software

  

Learner to

·         Identify operating system used by the computer

  

·         Charts

·         computer

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 82

·         Foundations of Computer studies by Pepela pg 155

 

  
   

2-3

      

·         Identify parts of operating system

  

·         Through brainstorming describe parts of the operating system

  

·         Charts

·         computer

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 82

·         Foundations of Computer studies by Pepela pg 155

  
 

2

  

1

    

FUNCTION OF AN OPERATING SYSTEM

  

By the end of the lesson, the learner should be able to

·         List devices under the operating system

  

·         Through questions and answers, list devices under control of operating system

  

·         Flash Cards

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 83-85

 

  
   

2-3

    

DEVICES UNDER THE OPERATING SYSTEM CONTROL

  

·         State functions of an operating system in resource management

  

·         Through brainstorming, state functions of operating system

  

·         Computer

·         Operating system

·         software

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 87

  
 

3

  

 

1

    

TYPES OF OPERATING SYSTEM

  

By the end of the lesson, the learner should be able to

·         List types of operating system

  

Learner to

(a)     List and describe types of operating system

  

·         PC’s loaded with different operating systems, pupils book part 3,4

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 83-85

 

 

  
   

2-3

    

 

  

Describe:

·         Single program and multitasking operating system

  

(a)     Draw a summary diagram of various operating system types

  

·         PC’s loaded with different operating systems, pupils book part 3,4

  

·         Foundations of Computer studies by Pepela pg 170

 

  
 

4

  

1

    

 

  

·         Multi- user and single user operating system

  

·         Draw a summary diagram of various operating system types

  

·         Chart

  

·         Foundations of Computer studies by Pepela pg 170

  
   

2-3

      

·         Command line, menu driven and graphical user interface operating system

  

·         Draw a summary diagram of various operating system types

  

·         Chart

  

·         Gateway Secondary Revision, S.Mburu G.Chemwa pg 90-91

  
 

5

  

1

    

HOW OPERATING SYSTEM ORGANIZE INFORMATION

  

By the end of the lesson, the learner should be able to

·         State and explain factors that dictate file organization

  

·         Identify features on windows desktop

  

·         PC loaded with any version of windows

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 89-94

 

  
   

2-3

      

·         Describe files, folders and drives

·         Start Microsoft windows

  

·         Identify features on windows desktop

  

·         PC loaded with any version of windows

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 89-94

  
 

6

  

1

    

MANAGING FILE AND FOLDERS

  

By the end of the lesson, the learner should be able to

·         Distinguish between folder and directory

·         Draw directory (folder) tree

  

Learner to

·         Create folder in both Graphical user interface and MS-DOS

  

·         Flash cards

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 95-97

 

 

  
   

2-3

    

MANAGING FILE AND FOLDERS

  

·         Create ne files and folders

·         Identify parts of an application window

    

·         Flash cards

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 95-97

  
 

7

  

1

    

 

  

·         Save changes to a file

·         Rename files or folders

·         Copy, move, sort files and folders

  

Learner to

·         Save changes to a file, rename files and folders

  

·         Personal computer loaded with any version of windows

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 95-97

  
   

2-3

      

·         Manipulate files and folders using

Short cut menu, drag and drop

Selecting multiple files and folders

Searching for files and folders

  

·         In group of two, manipulate files and folders using

Shortcut menu, drag and drop

Selecting multiple files and folders

Searching for files and folders

  

·         Personal computer loaded with any version of windows

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 90

  
 

8

  

1

    

DISK MANAGEMENT USING WINDOWS

  

By the end of the lesson, the learner should be able to

·         Format disk

·         Back-up data

  

Learner to:

In group of three

·         Format disk

·         Back-up data

  

·         Personal computer loaded with any version of windows

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 106-113

  
   

2-3

      

·         scan problems related to disk

·         defragment a disk

  

In group of three

·         use scan disk to detect disk errors

·         defragment a disk

  

·         floppy diskette

·         flash disk

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 106-113

  
 

9

  

1

      

·         Compress files within a disk

·         Scan a disk for virus

  

In a group of three

·         Compress a disk

  

 

·         floppy diskette

·         flash disk

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 106-113

  
   

2-3

      

·         Create/restore back-up data

·         Create startup disk

·         Partition a disk

  

In group of three

·         Partition a disk

  

·         Un partition

·         Hard disk

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 106-113

  
 

10

  

1

    

INSTALLATION AND CONFIGURING AN OPERATING SYSTEM

  

By the end of the lesson, the learner should be able to

·         Know installation requirements

  

Learner to

·         List installation requirement

·         Describe the listed installation requirements

  

·         Personal computer without an operating system

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 114-117

  
   

2-3

      

·         Install operating system

 ·         With the help of the teacher install operating system  

·         Installation and start up disk

·         Manufactures documentations

  

·         Foundations of Computer studies by Pepela pg 170

 

  
 

 

 

 

 

 
 

COMPUTER FORM 2 SCHEMES OF WORK – TERM 1
APPLICATION PACKAGES (WORD PROCESSORS)
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1   Reporting from home and settling for first term work
 

2

  

1

    

DEFINITION OF WORD PROCESSOR

  

By the end of the lesson, the learner should be able to

·         Define the term word processor

·         Explain the purpose of a word processor

  

·         Q/A discussion

  

·         Newspapers

·         Letters

·         Cards

·         books

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 1-3

  
   

2-3

    

USING A WORD PROCESSING PACKAGE

  

By the end of the lesson, the learner should be able to

·         Start a Microsoft word

·         Explain the Microsoft screen layout

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Working personal computer

  

·         Longhorn Secondary. S.Mburu, G. Chemwa page 5-10

  
 

3

  

1

    

RUNNING THE PROGRAMME

  

By the end of the lesson, the learner should be able to

·         Save and retrieve

·         Close and exit

  

·         Q/A demonstration practical

  

·         Books

·         Handouts

·         Working computer

  

 

·         Longhorn Secondary. S.Mburu, G. Chemwa page 13-17

  
   

2-3

    

EDITING AND FORMATTING A DOCUMENT

  

By the end of the lesson, the learner should be able to

·         Select a document

·         Move, copy and delete

·         Insert and type over

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 16-19

  
 

4

  

1

    

FIND AND REPLACE

  

By the end of the lesson, the leaner should be able to

·         Define the term find and replace

·         Find and replace a documents

·         Use thesaurus

  

·         Q/A Demonstration practical

  

·         Letters

·         Card working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 16-24

  
   

2-3

    

TEXT FORMATTING

  

By the end of the lesson, the learner should be able to

·         Bold, italicize, underline, change fonts

  

·         Q/A Demonstration practical

  

·         Letters

·         Cards

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 22-23

  
 

5

  

1

    

PARAGRAPH FORMATTING

  

By the end of the lesson, the learner should be able to

·         Drop cap, sub and superscript

·         Align and indent text

  

·         Q/A demonstration practical

  

·         Handouts

·         Cards

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 22-23

  
   

2-3

    

PARAGRAPH FORMATTING

  

By the end of the lesson, the learner should be able to

·         Space and section break

·         Bullet and number

·         Insert columns/page headers and footers

  

·         Q/A demonstration practical

  

·         Books

·         Newspapers

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 22-23

  
 

6

  

1

    

SET-UP

  

By the end of the lesson, the learner should be able to

·         Set up margins

·         Set paper size and orientation

  

·         Q/A demonstration practical

  

·         Handouts

·         Working computer

 

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 33-35

  
   

2-3

    

SET-UP

  

By the end of the lesson, the learner should be able to

·         Define the term table

·         Crate tables

·         Insert rows and columns

·         Merge/split rows

  

·         Q/A Demonstration practical

  

·         Handouts

·         Working computer

·         books

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 37-39

  
 

7

  

1

    

TABLE CONVERSION/ ARITHMETIC CALCULATIONS

  

By the end of the lesson, the learner should be able to

·         convert text to a table and vice verse

·         import tables/perform calculations

  

·         Q/A Demonstration practical

  

·         Handouts

·         Working computer

·         Chalk board

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 40-41

  
   

2-3

    

MAIL MERGE

  

By the end of the lesson, the learner should be able to

·         Define the term mail merge

·         Create: main document and data source

·         Merge fields

  

·         Q/A Demonstration practical

  

·         Letters

·         Card

·         Working computer

·         Chalk board

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 44-46

  
 

8

  

1

    

GRAPHICS

  

By the end of the lesson, the learner should be able to

·         Define the term graphic

·         Insert/edit graphics

  

·         Q/A Demonstration practical

  

·         Clip art

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 44-49

  
   

2-3

    

PRINTING

  

By the end of the lesson, the learner should be able to

·         Define the term printing

·         Set up the printer and print

  

·         Q/A Demonstration practical

  

·         Letters

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 44

  
 

9

  

1

    

SPREAD SHEETS (SPREADSHEETS)

  

By the end of the lesson, the learner should be able to

·         Define the term spreadsheets

·         Explain the application areas of spreadsheet

  

·         Q/A Discussion

  

·         Call register

·         Accounts book

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 52-53

  
   

2-3

    

CREATING A WORKSHEET

  

By the end of the lesson, the learner should be able to

·         Define the term worksheet

·         Create a worksheet

·         Save/retrieve a worksheet

  

·         Q/A demonstration practical

  

·         Handouts

·         Class register

·         Accounts book

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 57-65

  
 

10

  

1

    

CELL DATA TYPES

  

By the end of the lesson, the learner should be able to

·         Define the term cell data type

·         Explain the different data types

  

·         Q/A discussion

  

·         Books

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 66

  
   

2-3

    

CELL REFERENCING

  

By the end of the lesson, the learner should be able to

·         Define the term cell referencing

·         Explain the different cell referencing

·         Apply cell referencing on a computer

  

·         Q/A Demonstration practical

  

·         Books

·         Handouts

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 66-69

  
 

11

  

1

    

FUNCTIONS AND FORMULAE

  

By the end of the lesson, the learner should be able to

·         Differentiate between functions and formulae

·         Apply functions and formulae on a document

  

·         Q/A demonstration Practical

  

·         Working computer

·         Books

 

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 70-73

  
   

2-3

    

WORKSHEET FORMATTING

  

By the end of the lesson, the learner should be able to

·         Format a worksheet: text, numbers, rows, columns and global

  

·         Q/A Demonstration practical

  

·         Books

·         Handouts

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 74-79

  
 

12

  

1

    

DATA MANAGEMENT

  

By the end of the lesson, the learner should be able to

·         Explain the terms, Sort, filter, total forms

·         Apply the above features

  

·         Q/A Demonstration practical

  

·         Books

·         Working computer

  

 

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 73-75

  
   

2-3

    

CHARTS/GRAPHICS

  

By the end of the lesson, the learner should be able to

·         Definite the terms chart

·         Explain the different charts

·         Insert charts

  

·         Q/A Demonstration practical

  

·         Books

·         Handouts

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 77-79

  
  END TERM EXAMS/SCHOOLS CLOSE
 

 

 

 

 
 

COMPUTER FORM 2 SCHEMES OF WORK – TERM 2
DATABASES
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1   Reporting from home and settling for the second term work
 

2

  

1

    

DATABASE

  

By the end of the lesson, the learner should be able to

·         Define the database

·         Explain the concept of D/base

  

·         Q/A discussion

  

·         Class list

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 93-94

  
   

2-3

    

DATABASE MODELS

  

By the end of the lesson, the learner should be able to

·         Define the term d/base model

·         Explain the difference d/base models

·         Discuss the features of a database

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 96-98

  
 

3

  

1

    

DATA ORGANIZATION

  

By the end of the lesson, the learner should be able to

·         Organize data in a database

·         Start Ms Access

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Working computer

  

 

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 97-100

  
   

2-3

    

MS ACCESS SCREEN LAYOUT

  

By the end of the lesson, the learner should be able to

·         Explain the access screen layout

·         Create a database

  

·         Q/A Demonstration practical

  

·         Letters

·         Cards

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 100-104

  
 

4

  

1

    

EDITING A D/BASE

  

By the end of the lesson, the learner should be able to

·         Edict a data base

  

·         Q/A Demonstration practical

  

·         Letters

·         Cart

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 108-109

  
   

2-3

    

QUERIES

  

By the end of the lesson, the learner should be able to

·         Define the term query

·         Crate a query

  

·         Q/A Demonstration Practical

  

·         Letters

·         Card

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 116-117

  
 

5

  

1

    

UPDATING A QUERY

  

By the end of the lesson, the learner should be able to

·         Update a query

·         View a query

  

·         Q/A Demonstration practical

  

·         Handouts

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 120-122

  
   

2-3

    

FORM DESIGN

  

By the end of the lesson, the learner should be able to

·         Explain the form layout

·         Create a form

  

·         Q/A Demonstration practical

  

·         Books

·         Newspaper

·         Working  computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 110-113

  
 

6

  

1

    

FORMATTING FIELDS

  

By the end of the lesson, the learner should be able to

·         Display records in a form

·         Format fields

  

·         Q/A Demonstration practical

  

·         Handouts

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 113

 

  
   

2-3

    

REPORTS LAYOUT

  

By the end of the lesson, the learner should be able to

·         Define a report

·         Create a report

·         Modify a report

  

Q/A Demonstration Practical

  

·         Handouts

·         Books

·         Working Computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 125-129

 

  
 

7

  

1

    

REPORTS LAYOUT

 

  

By the end of the lesson, the learner should be able to

·         Sort and group data in a report

·         Design labels

  

·         Q/A Demonstration practical

  

·         Forms

·         Report

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 40-41

 

  
   

2-3

    

PRINTING

  

By the end of the lesson, the learner should be able to

·         Define the term printing

·         Print: form and a report

  

·         Q/A Demonstration Practical

  

·         Forms

·         Report

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 112

  
DESKTOP PUBLISHING
 

8

  

1

    

DESKTOP PUBLISHING

  

By the end of the lesson, the learner should be able to

·         Define DTP S/W

·         State then purpose of DTPS/W

  

·         Q/A Demonstration practical

  

·         Clip art

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 132-134

 

  
   

2-3

    

DESIGNING A PUBLICATION

  

By the end of the lesson, the learner should be able to

·         Explain the DTP S/W

·         Discuss the types of DTP publications

  

·         Q/A Observation Practical

  

·         Letters

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 133-134

 

  
 

9

  

1

    

DESIGNING A PUBLICATION

  

By the end of the lesson, the learner should be able to

·         Run the DTP program

·         Explain the DTP screen layout

  

·         Q/A discussion

  

·         Cards, certificates, text, calendars, text books

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 134-136

  
   

2-3

    

DESIGNING A PUBLICATION

  

By the end of the lesson, the learner should be able to

·         Set up a publication

·         Manipulate text and graphics

  

Q/A demonstration practical

  

·         Cards, certificates, text calendars, textbooks

·         Working Computer

  

 

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 139-143

  
 

10

  

1

    

TEXT

  

By the end of the lesson, the learner should be able to

·         Design page layout

·         Use a ruler to measure

  

·         Q/A discussion

  

·         Calendars, textbooks

 

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 158

  
   

2-3

    

GRAPHICS

  

By the end of the lesson, the learner should be able to

·         Define the term graphics

·         Change full stroke

·         Reshape objects

  

·         Q/A Demonstration practical

  

·         Books

·         Handouts

·         Working Computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 150

  
 

11

  

1

    

GRAPHICS

  

By the end of the lesson, the learner should be able to

·         Copy an object

·         Import and wrap text

  

·         Q/A Demonstration Practical

  

·         Books

·         Handouts

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 161-162

  
   

2&3

    

GRAPHICS

  

By the end of the lesson, the learner should be able to

·         Group objects

·         Lock objects

  

·         Q/A Demonstration Practical

  

·         Books

·         Handouts

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 164-168

  
 

12/13

  

1

    

ROTATE/CROP

  

By the end of the lesson, the learner should be able to

·         Explain the terms, sort, filter, total, forms

·         Apply the above features

  

·         Q/A Demonstration practical

  

·         Books

·         Working computer

  

 

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 164

  
  THE SCHOOL CLOSES/END OF TERM EXAMS
 

 

 

 

 

 

 
 

COMPUTER FORM 1 SCHEMES OF WORK – TERM 1
 

INTERNET AND E-MAIL
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1 Reporting from home and settling for the first term work
 

2

  

1

    

INTERNET AND E-MAIL

  

By the end of the lesson, the learner should be able to

·         Define the term internet

·         Explain the development of internet

  

·         Q/A discussion

·         Demonstration

·         observation

  

·         internet

·         Text book

·         Working Computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 168-169

 

  
   

2-3

    

IMPORTANCE OF THE INTERNET

  

By the end of the lesson, the learner should be able to

·         Explain the importance of the internet

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 266-275

 

  
 

3

  

1

    

INTERNET CONNECTIVITY

  

By the end of the lesson, the learner should be able to

·         Define the internet connectivity

·         Explain elements of IC

  

·         Q/A Demonstration Practical

  

·         Handouts

·         Books

·         Modem S/W

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 273-276

 

  
   

2-3

    

INTERNET SERVICES

  

By the end of the lesson, the learner should be able to

·         Explain the internet services

  

·         Q/A Demonstration Practical

  

·         Letters

·         Cards

·         Books

·         computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 273-276

  
   

1

    

ACCESSING INTERNET

  

By the end of the lesson, the learner should be able to

·         Log in/Sign in

·         Surf/browse

  

·         Q/A Demonstration practical

  

·         Web pages

·         Books

·         Working computer

  

 

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 279

  
 

4

  

2-3

    

HYPER LINKS AND SEARCH ENGINES

  

By the end of the lesson, the learner should be able to

·         Define the term search engine

·         Use search engines

  

·         Q/A Demonstration practical

  

·         Letters

·         Card

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 177-179

 

  
 

5

  

1

    

ELECTRONIC MAIL

  

By the end of the lesson, the learner should be able to

·         Explain the term e-mail

·         Discuss the use of email s/w

  

·         Q/A Demonstration practical

  

·         Handouts

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 178-180

 

  
   

2-3

    

E-MAIL

  

By the end of the lesson, the learner should be able to

·         State the e-mail facilities

·         Compose mails

·         Check mails

  

·         Q/A Demonstration practical

  

·         Books

·         Web pages

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 30-37

  
 

6

  

1

    

E-MAIL

  

By the end of the lesson, the learner should be able to

·         Manipulate an e-mail

  

·         Q/A Demonstration practical

  

·         Handouts

·         Books

·         Web pages

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 180

  
   

2-3

    

SET-UP

  

By the end of the lesson, the learner should be able to

·         Fax e-mail

·         Attach files

  

·         Q/A Demonstration practical

  

·         Websites

·         Web pages

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 181-182

  
 

7

  

1

    

TEL MESSAGING

  

By the end of the lesson, the learner should be able to

·         Explain the term tel messaging

·         Develop contact mgt

 

  

·         Q/A Demonstration practical

  

·         Handouts

·         Web pages

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 181-182

 

  
   

2-3

    

EMERGING ISSUES

  

By the end of the lesson, the learner should be able to

·         Explain the emerging issues

·         Search for the emerging issues in the net

  

·         Q/A Demonstration practical

  

·         Websites

·         Web pages

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 182-183

 

  
 

8

  

1

    

GRAPHICS

  

By the end of the lesson, the learner should be able to

·         Define the term graphic

·         Insert/edit graphics

  

·         Q/A Demonstration practical

  

·         Web sites

·         Web pages

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 44-49

  
   

2-3

    

G. DATA SECURITY AND CONTROLS

  

By the end of the lesson, the learner should be able to

·         Define the term data security

·         Identify security threats on ICT

  

·         Q/A Demonstration practical

  

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 185-186

  
 

9

  

1

    

CONTROL MEASURES

  

By the end of the lesson, the learner should be able to

·         Discuss the control measures on ICT

  

·         Q/A discussion

  

·         Internet

·         Books

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 186-188

  
   

2-3

    

COMPUTER CRIMES

  

By the end of the lesson, the learner should be able to

·         Define the term computer crimes

·         Explain the computer crimes

  

·         Q/A Demonstration Practical

  

·         Books

·         Internet

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 188-190

  
 

10

  

1

    

ICT PROTECTION

  

By the end of the lesson, the learner should be able to

·         Discuss ICT protection measures

  

Q/A Demonstration practical

  

·         Books

·         Internet

·         Handouts

·         Working computer

  

 

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 190-193

  
   

2-3

    

LAWS OF ICT

  

By the end of the lesson, the learner should be able to

·         Define the terms ethics

·         Explain the ethical issues

  

·         Q/A demonstration practical

  

·         Books

·         Internet

·         Handouts

·         Books

·         Working computer

  

·         Computer studies by S.John Onunga page 327-328

  
 

11

  

1

    

ICT LEGISLATION

  

By the end of the lesson,  the learner should be able to

·         Discuss ICT laws

  

·         Q/A discussion

    

·         Computer studies by S.John Onunga page 328-331

  
   

2-3

    

WORKSHEET FORMATTING

  

By the end of the lesson, the earner should be able to

·         Format a w/sheet: text, numbers, rows, columns and global

  

·         Q/A Demonstration practical

  

·         Books

·         Handouts

·         Working computer

  

·         Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 190-193

 

  
   

SCHOOLS CLOSES END OF YEAR
 

 

 

 

 

 

 

 

 

 
 

COMPUTER FORM 3 SCHEMES OF WORK – TERM 1
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1 1 Data Representation in a computer DEFINITION & INTRODUCTION

 

 

 By the end of the lesson, the learner should be able to

·         Define data

·         Define information

·         Classify computers according to functionality with illustration

 ·         Questions and answers

·         Discussions in groups

·         brainstorming

 ·         computer keyboard

·         electronic circuits

·         Charts

·         Photographs

·         Pictures from books

 ·         Longhorn Computer studies Bk 3 page 1-3

·         Computer studies by Onunga and Shah page 1

  
   

2

  

 

  

DATA REPRESENTATION

  

By the end of the lesson, the learner should be able to

·         Represent data in digital computers

(i)      On electronic circuits

(ii)     On magnetic media

(iii)   Optical media

  

·         Discussions in groups

·         Exercises by the teacher

 

  

·         Charts

·         Floppy diskettes

·         Compact disk

·         Electronic circuit

  

·         Longhorn Computer studies Bk 3 page 23

·         Computer studies by Onunga and Shah page 1

  
   

3-4

  

Data Representation

  

DATA REPRESENTATION

  

By the end of the lesson, the learner should be able to

·         Give reasons why binary system is used in computers

·         Define bits, bytes, nibble and word

  

·         Discussions

·         Question and answer

  

·         charts

  

·         Longhorn Computer studies Bk 3 page 24

·         Computer studies by Onunga and Shah page 1

 

  
 

2

  

1

  

Data Representation

  

NUMBER SYSTEMS

  

By the end of the lesson, the learner should be able to

·         Define decimal number

·         Represent data in decimal number system

·         Represent data in actual number system

  

·         Group discussions

·         Exercises given and marked by the teacher

  

·         Charts

·         Simple calculations

  

·         Longhorn Computer studies Bk 3 page 25

·         Computer studies by Onunga and Shah page 6

  
   

2

    

NUMBER SYSTEM

  

By the end of the lesson, the learner should be able to

·         Represent data in actual number system

·         Represent data in Hexadecimal number system

  

·         Group discussions

·         Questions and answering

·         exercises

  

·         charts

·         simple calculations

·         Computer

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 7-8

  
   

3/4

 QUIZ AND PROBLEM SOLVING

Teacher administers small assignment and revises for better retention

      
 

3

  

1

  

Data representation

  

FURTHER CONVERSION OF NUMBER SYSTEMS

  

By the end of the lesson, the learner should be able to

·         Convert binary number to decimal number system

·         Convert decimal numbers to binary numbers

  

·         Questions and answers

·         Discussions in groups

  

·         Charts

·         Simple calculations

·         Questions papers

 

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 8

  
   

2

  

“

  

“

  

By the end of the lesson,, the learner should be able to

·         Convert binary fraction to decimal number system

·         Convert a decimal fraction to binary

  

·         Discussions

·         Questions and answers

  

·         Charts

·         Simple calculations

·         Questions papers

 

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page

  
   

3-4

 PROBLEM SOLVING AND QUIZ

Teacher administers questions and answer session for better retention

    
 

4

  

1

  

DATA REPRESENTATION

  

Converting octal numbers to decimal and binary numbers

  

By the end of the lesson, the learner should be able to

·         Convert octal numbers to decimal numbers

·         Convert octal numbers to binary numbers

  

·         Discussion

·         Question and answer

  

·         Chart

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 12

  
   

2

  

DATA REPRESENTATIONS

  

Converting hexadecimal numbers to binary number

  

By the end of the lesson, the learner should be able to

·         Convert hexadecimal to decimal numbers

·         Convert hexadecimal numbers to binary numbers

  

·         Discussions

·         Question and answer

  

·         Charts

·         Simple calculations

·         Computers

·         Scientific calculators

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 13-15

  
3-4 QUIZ AND PROBLEM SOLVING

 Can be inform of a question/answer session for retention
 

5

  

1

  

DATA REPRESENTATIONS

  

Symbolic Representation using coding schemes

  

By the end of the lesson, the learner should be able to

·         Explain the binary coded decimal code as a representation Scheme (BCD)

·         Explain the extended Binary coded decimal interchange code (EBCDIC)

  

·         Discussions

·         Question and answer

  

·         Charts

·         Scientific Calculators

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 22-27

  
   

2

  

DATA REPRESENTATION

  

Symbolic Representation using coding schemes

  

By the end of the lesson, the learner should be able to

·         Explain the American standard code for information interchange code (ASCII) as a representation scheme

  

·         Discussion in groups

  

·         Charts

·         Scientific and simple calculator

·         computer

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 22-27

  
  3-4 QUIZ FOR TETENTION

Administer a small exam
 

6

  

1

    

BINARY ARITHMETIC OPERATIONS

  

By the end of the lesson, the learner should be able to

·         Represent signed binary numbers using prefixing an extra sign bit to a binary number and ones complement

  

·         Teacher demonstrates

·         Group discussions

·         Questions and answering

  

·         Simple calculators

·         PDA’s

·         charts

  

·         Longhorn Computer studies Bk 3 page 27

·         Computer studies by Onunga and Shah page 27

  
   

2

    

BINARY ARITHMETIC OPERATIONS

  

By the end of the lesson, the learner should be able to

·         Represent signed binary numbers using two’s complement

  

·         Teachers demonstrates

·         Question and answer

·         Group discussions

  

“

  

·         Longhorn Computer studies Bk 3 page 27

·         Computer studies by Onunga and Shah page 27

  
   

3-4

    

BINARY ADDITION

  

By the end of the lesson, the learner should be able to

·         Perform seven possible binary additions

·         Outline the procedure for binary additions

  

·         Demonstration by the teacher

·         Teacher gives and marks questions

·         Group discussions

  

·         Charts

  

·         Longhorn Computer studies Bk 3 page 27

·         Computer studies by Onunga and Shah page 27

  
 

7

  

1

    

BINARY ARITHMETIC OPERATIONS

  

By the end of the lesson, the learner should be able to

·         Perform direct subtraction

·         Perform subtraction using ones complement

  

·         Discussions

·         Demonstration by teacher

·         Question and answer

  

·         Charts

·         calculator

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 28

  
   

2

    

BINARY ARITHMETIC OPERATIONS

  

By the end of the lesson, the learner should be able to

·         Perform subtraction using twos complement

  

·         Discussions

·         Demonstration by teacher

·         Question and answer

  

·         Charts

·         calculator

  

·         Longhorn Computer studies Bk 3 page 26

·         Computer studies by Onunga and Shah page 28

  
  3-4 QUIZ AND PROBLEM SOLVING

Teacher evaluates by giving questions to ascertain whether objectives are achieved

    
 

8

  

1

  

Data Processing

  

DEFINITION AND INTRODUCTION

 

  

By the end of the lesson, the learner should be able to

·         Define data information and data processing

·         Describe the data processing cycle

·         Give methods of data collection

  

·         Group discussions

·         Question and answering

·         brainstorming

  

·         charts

·         computer

  

·         Longhorn Computer studies Bk 3 page 32

·         Computer studies by Onunga and Shah page 32-35

  
   

2

  

Data Processing

  

DATA PROCESSING CYCLE

  

By the end of the lesson, the learner should be able to

·         List stages for data processing

·         Describe the listed data processing cycle stage

  

·         Group discussions

·         Question and answering

·         Brainstorming

  

·         charts

·         computer

  

·         Longhorn Computer studies Bk 3 page 32

·         Computer studies by Onunga and Shah page 32-35

  
   

3-4

  

Data Processing

  

DATA PROCESSING CYCLE

  

By the end of the lesson, the learner should be able to

·         Give the errors that influence the accuracy of data and information output

·         Explain the errors in data processing

  

·         Discussion in groups

·         Question and answer

·         Assignments marked by the teacher

  

·         Flash cards

·         Charts

·         computer

  

 

·         Longhorn Computer studies Bk 3 page 35

·         Computer studies by Onunga and Shah page 33

  
 

9

  

1

  

Data processing

  

DATA INTEGRITY

  

By the end of the lesson, the learner should be able to

·         Define data integrity

·         Give the measurements of data integrity

·         Accuracy

·         Timelines

·         Relevance

·         Describe the listed data integrity measurements

  

·         Discussion in groups

·         Illustrations by the teacher

·         Question and answer

  

·         Flash cards

·         Simple information system

  

·         Computer studies by Onunga and Shah page 41

  
   

2

  

Data processing

  

DATA PROCESSING METHODS

  

By the end of this lesson, the learner should be able to

·         State the ways of minimizing threat to data integrity

·         List and describe the methods of data processing

  

 

·         Discussion in groups

·         Illustrations by the teacher

·         Question and answer

  

·         Flash cards

·         Simple information system

  

·         Computer studies by Onunga and Shah page 41

  
   

3-4

  

Data processing

  

COMPUTER FILES

  

By the end of the lesson, the learner should be able to

·         Define a computer file

·         Give the types of computer files

·         State the advantages of computerized filing

  

·         Discussion in groups

·         Illustrations by the teacher

·         Question and answer

  

·         Charts

  

·         Computer studies by Onunga and Shah page 49

  
 

10

  

1

  

Data processing

  

ELEMENTS OF COMPUTER FILE

  

By the end of the lesson, the learner should be able to

·         List the elements of a computer file

·         Describe the listed elements of a computer file

  

·         Discussion in groups

·         Question and answer

·         demonstration

  

·         database

·         chart with relation database

  

·         Longhorn Computer studies Bk 3 page 40

 

  
   

2

  

Data processing

  

CLASSIFICATION OF COMPUTER FILES

  

By the end of the lesson, the learner should be able to

·         Classify computer files

·         Differentiate between logical and physical computer files

  

·         Illustration by the teacher

  

·         Floppy diskette

·         Compact disc

·         Computer video tape

  

·         Longhorn Computer studies Bk 3 page 41

·         Computer studies by Onunga and Shah page 50

  
   

3-4

  

Data processing

  

COMPUTER PROCESSING FILES

  

By the end of the lesson, the learner should be able to

·         Give the types of processing files

·         Describe the listed types of processing files

·         Master files

·         Transaction file

·         Reference files

·         Backup files

·         Sort files

  

·         Discussions

·         Illustration by the teacher

·         Question and answer

  

·         Charts

·         Flash cards

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 41

 

  
 

11

  

1

  

Data processing

  

FILE ORGANIZATION METHODS

  

By the end of the lesson, the learner should be able to

·         Define file organization

·         List the methods of organizing files on a storage media

·         Describe the listed methods of file organization

  

·         Question and answer

·         Brainstorming

·         Discussions in groups

  

·         Floppy diskettes

·         Compact disk

·         Video tapes

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 42

·         Computer studies by Onunga and Shah page 55

  
   

2

  

Data processing

  

ELECTRONIC DATA PROCESSING

  

By the end of the lesson, the learner should be able to

·         Give the data processing modes

·         Describe

(i)      Online processing

(ii)     Real-time processing

(iii)   Distributed processing

  

·         Discussions in groups

·         Question and answer

·         Illustration by the teacher

  

·         Charts

·         Flash cards

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 43-45

·         Computer studies by Onunga and Shah page 61

  
   

3-4

  

Data processing

  

ELECTRONIC DATA PROCESSING MODES

  

By the end of the lesson, the learner should be able to

·         Describe

(i)      Time- sharing

(ii)     Batch processing

(iii)   Multi processing

(iv)   Multi-tasking

(v)     Interactive processing

  

·         Discussions in groups

·         Question and answer

·         Illustration by the teacher

  

·         Charts

·         Flash cards

  

·         Computer studies by Onunga and Shah page 612-69

  
   

12-13

  

END OF TERM EXAMS AND CLOSING OF SCHOOL
 

 

 

 

 

 

 
 

COMPUTER FORM 3 SCHEMES OF WORK – TERM 2
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

  

ELEMENTARY PROGRAMMING PRINCIPLES

  

DEFINITION OF PROGRAMMING

  

By the end of this lesson, the learner should be able to

·         Define programming

·         List the terms used in programming

·         Describe the listed terms

·         Differentiate between source program and object program

  

·         Question and answer

·         Discussion in groups

·         Illustration by the teacher

  

·         Charts

·         Books

·         Journals

·         Software

·         computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 47

·         Computer studies by Onunga and Shah page 72

 

  
   

2

  

ELEMENTARY PROGRAMMING PRINCIPLES

  

LEVELS OF PROGRAMMING LANGUAGE

  

By the end of the lesson, the learner should be able to

·         Classify the programming languages

·         Describe the low level programming language

  

·         Demonstration

·         Q/A

  

·         Flash cards

·         Charts

·         books

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 49-51

·         Computer studies by Onunga and Shah page 73

  
   

3-4

  

ELEMENTARY PROGRAMMING PRINCIPLES

  

LEVELS OF PROGRAMMING LANGUAGE

  

By the end of the lesson, the learner should be able to

·         Describe the high level language

·         State the advantages and disadvantages of low-level and high level languages

  

·         Q/A

·         Discussion

  

·         Flash cards

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 59

·         Computer studies by Onunga and Shah page 74-75

  
 

2

  

1

  

ELEMENTARY PROGRAMMING PRINCIPLES

  

PROGRAM DEVELOPMENT

  

By the end of the lesson, the learner should be able to

·         List the stages in program development

·         Describe

(i)         program recognition

(ii)        program definition

  

·         Question and answer

·         Discussion in groups

  

·         Flash cards

·         charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 60-66

 

  
   

2

  

ELEMENTARY PROGRAMMING PRINCIPLES

  

PROGRAM DEVELOPMENT

  

By the end of the lesson, the learner should be able to

·         Describe

(i)         Program design

(ii)        Program coding

  

·         Demonstration

·         Illustrations by teacher

  

·         Computer software

  

·         Computer studies by Onunga and Shah page 83

 

  
   

3-4

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

  

PROGRAM DEVELOPMENT

  

By the end of the lesson, the learner should be able to

·         Describe

(i)         program testing

(ii)        Program implementation and maintenance

  

·         Discussions in groups

·         Illustrations by the teacher

·         Question and answer

  

·         Flash cards

·         charts

  

·         Computer studies by Onunga and Shah page 85

 

  
 

3

  

1

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

  

PROGRAM DOCUMENTATION

  

By the end of the lesson, the learner should be able to

·         Define the term program documentation

·         State the forms of documentation

·         Describe the target groups for documentation

  

·         Discussions in groups

·         Illustrations by the teacher

·         Question and answer

  

·         Chalkboard

·         charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 67

 

  
   

2

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

  

DEVELOPMENT OF ALGORITHMS

  

By the end of the lesson, the learner should be able to

·         Define algorithm

·         List tools used in algorithm

·         Distinguish between pseudo code and flow charts

  

·         Discussion in groups

·         Question and answer

·         Illustration by the teacher

  

·         Chalkboard

·         Charts

·         Flash cards

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 68

 

  
   

3-4

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

 DESIGNING MORE COMPLEX ALGORITHMS  

By the end of the lesson, the learner should be able to

·         Give comparison between a pseudo code and a flow chart

·         Design complex algorithms

  

·         Question and answer

·         Demonstration by the teacher

·         Group discussions

  

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 68

 

  
 

4

  

1

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

  

PROGRAM CONTROL STRUCTURES

  

By the end of the lesson, the learner should be able to

·         Define program control structures

·         List three control structures

·         Describe sequence as a control structure

  

·         Discussions in groups

  

·         Charts

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 72-78

·         Computer studies by Onunga and Shah page 93

  
   

2

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

  

PROGRAM CONTROL STRUCTURES

  

By the end of the lesson, the learner should be able to

·         Describe the use of iteration (looping) as a control structure

  

·         Discussion in groups

  

·         Charts

·         chalkboard

 

  

·         Computer studies by Onunga and Shah page 94

 

  
   

3-4

  

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

  

Program control structures

  

By the end of the lesson, the learner should be able to

·         Describe selection as a control structure

·         Design a more complex algorithm

  

·         Illustration by the teacher

·         Discussion in groups

·         Question and answer

  

·         Chart

·         chalkboard

  

·         Computer studies by Onunga and Shah page 94

 

  
 

5

  

1

  

PROBLEM SOLVING

      
   

2

  

SYSTEM DEVELOPMENT

  

Definition

  

By the end of the lesson, the learner should be able to

·         Define the term system

·         Describe a system list

·         List the characteristics of a system

  

·         Discussion

·         Question and answer

  

·         Charts

·         Chalkboard

·         Journals

·         Computer

·         books

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 91-95

·         Computer studies by Onunga and Shah page 168

  
   

3-4

  

SYSTEM DEVELOPMENT

  

Information system

  

By the end of the lesson, the learner should be able to

·         Describe the listed characteristics of a system

·         Define information system

  

·         Discussion in groups

·         Illustration by the teacher

  

·         Charts

·         Flash cards

·         Chalkboard

·         Computer

·         Books

  

·         Computer studies by Onunga and Shah page 170

  
 

6

  

1

  

SYSTEM DEVELOPMENT

  

Information system

  

By the end of the lesson, the learner should be able to

·         State the main purpose of an information system

·         Give reasons why information system is developed

·         State the role of information system analyst

  

·         Discussion

·         Illustrations by the teacher

·         Question and answer

  

·         Charts

·         Flash cards

·         Computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 95

 

  
   

2

  

SYSTEM DEVELOPMENT

  

Theories of system development

  

By the end of the lesson, the learner should be able to

·         Describe tradition approach

·         Describe rapid application development

  

·         Discussions in groups

·         Illustration by the teacher

  

·         Chalk board

·         Flash cards

·         Charts

  

·         Computer studies by Onunga and Shah page 170

 

  
   

3-4

    

Theories of system development

  

By the end of the lesson, the learner should be able to

·         Describe the structured approach

·         Give examples of ways of information of gathering

  

·         Discussions in groups

·         Illustration by the teacher

  

·         Chalk board

·         Flash cards

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 97

 

  
 

7

  

1

  

 

SYSTEM DEVELOPMENT

  

Stages of system development

  

By the end of the lesson, the learner should be able to

·         State and define all the stages of system development

  

·         Illustration by the teacher

·         Question and answer

  

·         Chalk board

·         charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 97

  
   

2

  

SYSTEM DEVELOPMENT

  

Stages of system development

  

By the end of the lesson, the learner should be able to

·         Give the methods used in information gathering

·         Describe interviews studying of available documents as used in information gathering

  

·         Demonstration

·         Discussion

  

·         Chalk board

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 100-104

·         Computer studies by Onunga and Shah page 175

  
   

3-4

  

SYSTEM DEVELOPMENT

  

Stages of system development

  

By the end of the lesson, the learner should be able to

·         Prepare a questionnaire

·         Prepare and present a fait finding report

·         Describe how automated methods are used

  

·         Discussions in groups

·         Question and answer

·         Illustration by the teacher

  

·         Sample questionnaire

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 104

 

  
 

8

  

1

  

SYSTEM DEVELOPMENT

  

Requirements specification

  

By the end of the lesson, the learner should be able to

·         Describe output specification

·         Describe input specification

  

·         Discussions

·         Question and answer

  

·         Chalkboard

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 105

  
     

SYSTEM DEVELOPMENT

  

 

Requirements specification

  

By the end of the lesson, the learner should be able to

·         Describe file/data stores

·         Describe hardware and software requirements

  

·         Discussions

·         Question and answer

  

·         Chalkboard

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 109

  
     

SYSTEM DEVELOPMENT

  

System design

  

By the end of the lesson, the learner should be able to

·         Define system flowchart

·         Identify common flowchart symbols

  

 

·         Discussions

·         Question and answer

  

·         Chalkboard

·         Charts

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 109

 

  
 

9

  

1

  

SYSTEM DEVELOPMENT

  

Designing a system flowchart

  

By the end of the lesson, the learner should be able to

·         Identify guidelines fro designing system flowcharts

·         Write a system flowchart using a case study

  

·         Discussions

·         Question and answer

·         Illustration by the teacher

  

·         Charts

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

 

  
   

2

    

Designing a system flowchart

 

  

By the end of the lesson, the learner should be able to

·         Write a simple book borrowing module flowchart

·         Write cleaners information system flowchart

  

·         Illustration by the teacher

·         Discussion in groups

  

·         Charts

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

 

  
   

3-4

    

Designing a system flowchart

 

  

By the end of the lesson, the learner should be able to

·         Write a sample library books management system flowchart

·         Use data flow diagrams

  

·         Question and answer

·         Discussion in groups

  

·         Chalkboard

·         chart

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

  
 

10

  

1

  

SYSTEM DEVELOPMENT

  

System Construction

  

By the end of the lesson, the learner should be able to

·         Define the term system construction

·         Identify number of technique that can be used to construct a designed system

  

·         Question and answer

·         Discussion in groups

  

·         Charts

·         Chalkboard

·         Information system (Cleaner)

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

  
   

2

    

System Implementation

  

By the end of the lesson, the learner should be able to

·         Define system implementation and file conversion

·         Describe factors considered during file conversion

  

·         Illustrations by the teacher

·         discussion

  

·         Charts

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 116

 

 

  
   

3-4

    

Change over strategies

  

By the end of the lesson, the learner should be able to

·         Define the term changeover

·         List the system change over strategies

·         Describe three listed changeover strategies

  

·         Discussions

·         Question and answer

  

·         Flash card

·         Charts

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 116

 

  
 

11

  

1

    

System maintenance and revision

  

By the end of the lesson, the learner should be able to

·         Define system maintenance

·         Define system review

·         Describe security control measures

  

·         Illustration by the teacher

·         Question and answer

  

·         Charts

·         Flash cards

  

 

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 116

 

  
   

2

    

System documentation

  

By the end of the lesson, the learner should be able to

·         Write a report on case study

  

·         Illustration by the teacher

·         Question and answer

  

·         Charts

·         Flash cards

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 117

  
   

3-4

  

 

  

System documentation

  

By the end of the lesson, the learner should be able to

·         Develop a system using a case study

  

·         Illustration by the teacher

·         Discussions

  

·         A chart

·         Computer

·         Printer

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 117

  
 

12

  

1

    

System documentation

  

By the end of the lesson, the learner should be able to

·         Identify comprehensive system documentation details

·         Write a report on the case study

  

·         Discussions

·         Question and answer

  

·         Charts

·         Computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 118-120

 

  
  2,3& 4    

PRACTICALS

    
 

END OF TERM EXAMINATION
 

 

 

 

 

 
 

COMPUTER FORM 3 SCHEMES OF WORK – TERM 3
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

  

PROGRAMMING WITH VISUAL AIDS

  

Definition

  

By the end of the lesson, the learner should be able to

·         Define the term visual basic

·         Start up visual basic

·         Identify features of visual basic

  

·         Demonstration by the teacher

·         Discussions

·         Question and answer

  

·         Chalkboard

·         Computer

·         chart

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 122

 

  
   

2

  

PROGRAMMING

  

Visual basic toolbox

  

By the end of the lesson, the learner should be able to

·         Identify parts of the visual basic tool box

·         Describe parts of the visual basic toolbox

  

·         Demonstration

·         Question and answer

  

·         Chalkboard

·         Photograph

·         computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 123

  
   

3-4

    

Saving a visual project

  

By the end of the lesson, the learner should be able to

·         Save a visual basic project

·         Open an existing visual basic project

  

·         Demonstration by the teacher

·         Question and answer

·         Practical

  

·         Computer

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 123

 

  
 

2

  

1

    

Visual basic fundamental concepts

  

By the end of the lesson, the learner should be able to

·         Identify the visual basic fundamental concepts

·         Describe the listed fundamental concepts

  

·         Discussions

·         Questions and answer

  

·         Chalkboard

·         Charts

·         Computer

·         Simple calculators

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 136

 

  
   

2

    

Mathematical operators

  

By the end of the lesson, the learner should be able to

·         Identify mathematical operators

·         Describe the listed mathematical operators

  

·         Discussions

·         Question and answers

  

·         Chalkboard

·         Charts

·         Computer

·         Simple calculators

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 137

 

  
   

3-4

    

Numeric strings and values

  

By the end of the lesson, the learner should be able to

·         convert a numeric string to a value

·         Convert a value to a string

  

·         Illustrations by the teacher

·         Discussions

·         Question and answer

  

·         Charts

·         computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 137

  
 

3

  

1

    

Project developments

  

By the end of the lesson, the learner should be able to

·         Create a program used to calculate the area of a rectangle

  

·         Discussion in groups

·         Illustrations by the teacher

  

·         Charts

·         Computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 145

 

  
   

2

    

Project developments

  

By the end of the lesson, the learner should be able to

·         Write a program used to find roots of a quadratic expression

  

·         Discussion in groups

·         Illustrations by the teacher

  

·         Charts

·         Computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 147

  
   

3-4

    

Case construct

Looping construct

  

By the end of this lesson, the learner should be able to

·         Use case statement that can display the name of a weekday when its number is provided

·         Write a program using do-loop

·         Write a program using FOR-NEXT LOOP

  

·         Demonstration by the teacher

·         Discussion

·         Question and answer

  

·         Chart

·         Chalkboard

·         Computer

·         printer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 147

 

 

 

  
 

4

  

1

  

 

  

Working with graphical objects

  

By the end of the lesson, the learner should be able to

·         Insert a picture using picture box

·         Define module and procedure

·         Declare general subroutines

  

·         Demonstration

·         Question and answer

·         discussion

  

·         chart

·         computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 150

 

  
   

2

    

Working with graphical objects

  

By the end of the lesson, the learner should be able to

·         Write a general subroutine that solves y= xn given that the value of n are integers

  

·         Demonstration

·         Question and answer

·         practical

  

·         computer

·         printer

·         chart

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 151

 

  
   

3-4

    

Creating means and dialog boxes

  

By the end of the lesson, the learner should be able to

·         Create a dropdown menu

·         Create a message and dialog boxes

  

·         Demonstration

·         Discussions

·         Question and answers

  

·         computer

·         printer

·         chart

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 151

 

  
   

1

    

List boxes and control boxes

  

By the end of the lesson, the learner should be able to

·         Define list box and combo box

·         Create a list box and a combo box

·         Create a project that loads a list of items

  

·         Discussion

·         Demonstration

·         Practical

  

·         Chart

·         Photograph

·         Computer

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 161

 

  
 

5

  

2

    

Visual basic data structures

  

By the end of the lesson, the learner should be able to

·         Define the term arrays

·         Declare an array

  

·         Discussion

·         Demonstration

·         Practical

 

  

·         Chart

·         Photograph

·         Computer

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 163

 

  
   

3-4

    

Visual basic data structures

  

By the end of the lesson, the learner should be able to

·         Declare two dimensional arrays

·         Write array of records

  

·         Discussion

·         Demonstration

·         Practical

  

·         Chart

·         Photograph

·         Computer

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 161

  
 

6

  

1

    

Data files

  

By the end of the lesson, the learner should be able to

·         Define a file

·         Identify types of files recognized by visual basic

·         Link visual basic to data base

  

·         Demonstration

·         Practical

·         Discussion

  

·         Chart

·         Computer

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 187-189

 

  
   

2

  

INTRODUCTION TO DATA BASE DESIGN

  

Definition

  

By the end of the lesson, the learner should be able to

·         Define database

·         Identify relationships in database

  

·         Demonstration

·         Practical

·         Discussion

  

·         Chart

·         Computer

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 187-189

  
   

3-4

    

Defining attributes

  

By the end of the lesson, the learner should be able to

·         Define a foreign key

·         Distinguish between an entity and attributes

·         Create one to many relationships

  

·         Question and answer

·         Practical

·         Demonstration

·         discussions

  

·         computer

·         chart

·         chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 203-204

 

  
 

7

  

1

    

File table structure

  

By the end of the lesson, the learner should be able to

·         Create a table

·         Set primary key and foreign key

  

·         Demonstration

·         Discussion

·         Practical

  

·         Computer

·         Chart

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 217

  
   

2

    

Enforcing Referential integrity

  

By the end of the lesson, the learner should be able to

·         Enforce referential integrity between tables

·         Normalize table

  

·         Demonstration

·         Discussion

·         Practical

  

·         Computer

·         Chart

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 217

  
   

3-4

    

Forms and commands

  

By the end of the lesson, the learner should be able to

·         Create a form/ interface

·         Call for commands

  

·         Discussion in groups

·         Demonstration

·         Practical

·         Question and answer

  

·         Computer

·         Chart

·         Chalkboard

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 21o

 

  
 

8

  

1

    

Creating reports

  

By the end of the lesson, the learner should be able to

·         Describe the tools used to automate database

·         Create a switchboard

  

·         Discussion in groups

·         Demonstration

·         Practical

·         Question and answer

  

·         Chart

·         computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 211

 

  
   

2

    

Automating database

  

By the end of the lesson, the learner should be able to

·         Describe the tools used to automate database

·         Create a switchboard

  

·         Discussion in groups

·         Demonstration

·         Practical

·         Question and answer

  

·         Chart

·         computer

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 212

  
   

3-4

    

 

Automating database

  

By the end of the lesson, the learner should be able to

·         Create macros

·         Develop a system using a case study

  

·         Demonstration

·         Assignment

  

·         Computer

·         Chart

  

·         Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 212

  
REVISION AND END TERM EXAMS
 

 

 

 

 

 
 

COMPUTER FORM 4 SCHEMES OF WORK – TERM 1
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1 Reporting from home and settling for the first term
 

2

  

1

  

 

  

Definition of networking terms

  

By the end of the lesson, the learner should be able to

·         Define the term computer network

·         Explain the term data communication

  

·         Q/A discussion

  

·         Newspaper

·         Letters

·         books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 1-5

·         Computer studies by Onunga & Rena Shah Bk 4 page 1-5

  
   

2-3

  

 

  

Networking

  

By the end of the lesson, the learner should be able to

·         Explain the types of computer n/w

·         Discuss the purpose of n/w

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Internet

·         Working Pc

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 5-9

·         Computer studies by Onunga & Rena Shah Bk 4 page 6

  
   

4

      

By the end of the lesson, the learner should be able to

·         Explain the demerits of n/w

  

·         Q/A demonstration practical

  

·         Twisted cables

·         Internet 5

·         Working pc

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 10-17

·         Computer studies by Onunga & Rena Shah Bk 4 page 6

  
 

3

  

1

  

 

  

Elements of networking

  

By the end of the lesson, the learner should be able to

·         Discuss communication with cables

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Internet

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 17-22

·         Computer studies by Onunga & Rena Shah Bk 4 page 9-11

  
   

2-3

  

 

  

Elements of networking

  

By the end of the lesson, the learner should be able to

·         Explain the types of wireless communication

  

·         Q/A demonstration practical

 

  

·         Books

·         Internet

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 23-28

·         Computer studies by Onunga & Rena Shah Bk 4 page 17-22

  
 

4

  

1

 

  

 

  

Communication Devices

  

By the end of the lesson, the learner should be able to

·         Define the term communication devices

·         Explain the work of: Modems, network cards, hubs

  

·         Q/A demonstration practical

  

·         Letters

·         Software

·         Working Pc

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 30-33

·         Computer studies by Onunga & Rena Shah Bk 4 page 20

  
   

2-3

    

Network Software

  

By the end of the lesson, the learner should be able to

·         Discuss the different network s/w: O/S, protocols

  

·         Q/A demonstration practical

  

·         Handouts

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 30-31

  
   

4

    

Types of computer networks

  

By the end of the lesson, the learner should be able to

·         Discuss the three types of computer networks LAN,MAN, WAN

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 4-5

·         Computer studies by Onunga & Rena Shah Bk 4 page 22

  
 

5

  

1

    

Network topologies

  

By the end of the lesson, the learner should be able to

·         Define the term network topology

·         Differentiate btw. Logical and physical topologies

  

Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 33-34

·         Computer studies by Onunga & Rena Shah Bk 4 page 16

  
   

2-3

    

Network Topologies

  

By the end of the lesson, the learner should be able to

·         Define the term network topology

·         Differentiate between Logical and physical topologies

·         Explain a star topology

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 35-36

·         Computer studies by Onunga & Rena Shah Bk 4 page 18

  
   

4

    

Network Topologies

  

By the end of the lesson the learner should be able to

·         Explain a

Mesh Topology

Tree Topology

  

·         Q/A demonstration practical

  

·         Working PC

·         Handouts

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 37-38

·         Computer studies by Onunga & Rena Shah Bk 4 page 19

  
2.        APPLICATION AREAS OF NFORMATION AND COMMUNICATION TECHNOLOGY
 

6

  

1

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain Application areas of ICT

·         Financial system

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 37-39

·         Computer studies by Onunga & Rena Shah Bk 4 page 27

  
   

2-3

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain application areas of ICT in common system

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 40-41

·         Computer studies by Onunga & Rena Shah Bk 4 page 27

  
   

4

    

Application of ICT

  

By the end of the lesson, the learner should be able to

·         Explain application areas of ICT in retail system

·         Explain application areas of ICT in Reservation system

  

Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 40-59

·         Computer studies by Onunga & Rena Shah Bk 4 page 28

  
 

7

  

1

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain Application areas of ICT in Education

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58

·         Computer studies by Onunga & Rena Shah Bk 4 page 49

  
   

2-3

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain Application of ICT in Education System

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58

·         Computer studies by Onunga & Rena Shah Bk 4 page 50

  
   

4

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain Application areas of ICT in industrial System

  

 

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58

·         Computer studies by Onunga & Rena Shah Bk 4 page 39

  
8 Half Term
 

9

  

1

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain application areas of ICT in entertainment and virtual reality

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working Pc

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 61,64-65

·         Computer studies by Onunga & Rena Shah Bk 4 page 51/55

  
   

2-3

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain application areas of ICT in marketing and law enforcement

  

·         Q/A demonstration practical

  

·         Internet

·         Books

·         Working Pc

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 63

 

  
   

4

    

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain application area of ICT in transportation system

  

·         Q/A Discussion

  

·         Internet

·         Books

·         Working Pc

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 44-46

·         Computer studies by Onunga & Rena Shah Bk 4 page 47

  
   

1

  

 

  

Application areas of ICT

  

By the end of the lesson, the learner should be able to

·         Explain Application areas of ICT in Library System

  

 

·         Q/A Discussion

  

·         Internet

·         Books

·         Journals

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 44

  
  IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON SOCIETY
 

10

  

2-3

    

Application areas of ICT in the society

  

By the end of the lesson, the learner should be able to

·         Discuss effects on

(i)      Employment

(ii)     Automated production

  

·         Q/A demonstration practical

  

·         Letters

·         Working PC

·         Newspapers

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 44

  
   

4

    

Impact of ICT in the society

  

By the end of the lesson, the learner should be able to

·         Discuss effects if ICT on work’s health

·         State the characteristics of future trends in ICT

·         Discuss rapid evolution in ICT

  

·         Q/A Discussion

  

·         Handouts

·         Journals

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 44

·         Computer studies by Onunga & Rena Shah Bk 4 page 60

  
 

11

  

1

    

Impact of ICT in the society

  

By the end of the lesson, the learner should be able to

·         Discuss effects of ICT on

(i)      Environmental issues

(ii)     Cultural effects

  

·         Q/A Discussion

  

·         Handouts

·         Journals

·         Videos

·         Photographs

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 44

·         Computer studies by Onunga & Rena Shah Bk 4 page 63

  
   

2-3

    

Evolution of computer systems

  

By the end of the lesson, the learner should be able to

·         Discuss Artificial intelligence

  

·         Q/A Discussion

  

·         Class Register

·         Accounts book

·         Journals

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 52-53

·         Computer studies by Onunga & Rena Shah Bk 4 page 81

  
   

4

    

Evolution of Computer systems

  

By the end of the lesson, the learner should be able to

·         Explain expanded information superhighway

  

·         Q/A Demonstration Practical

  

·         handouts

·         class register

·         accounts

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 79-80

 

  
 

 

 

 
 

COMPUTER FORM 4 SCHEMES OF WORK – TERM 2
CAREER OPPORTUNITIES IN ICT
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 Reporting from home and settling for the first term work
 

2

  

1

    

Career opportunities in ICT

  

By the end of the lesson, the learner should be able to

·         Discuss the roles of a system analyst, a chief programmer

  

·         Q/A Discussion

  

·         Books

·          Journals

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 79

·         Computer studies by Onunga & Rena Shah Bk 4 page 95

  
   

2-3

    

Career opportunities in ICT

  

By the end of the lesson, the learner should be able to

·         Discuss functions of computer programmer and d/b administrator

  

·         Q/A Demonstration Practical

  

·         Books

·         Handouts

·         Newspapers

·         Realia

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 81

·         Computer studies by Onunga & Rena Shah Bk 4 page 97

  
   

4

    

Career Opportunities in ICT

  

By the end of the lesson, the learner should be able to

·         Discuss the functions of a s/w engineer and a computer engineer

  

·         Q/A demonstration Practical

  

·         Books

·         Working PC

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 80

  
 

3

  

1

    

Career opportunities in ICT

  

By the end of the lesson, the learner should be able to

·         Discuss the function of a web designer, web administrator and computer operator

  

 

·         Q/A demonstration Practical

  

·         Books

·         Handouts

·         Journals

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 81

 

 

  
   

2-3

    

Career opportunities in ICT

  

By the end of the lesson, the learner should be able to

·         Discuss the function of computer technician and data processing manager

  

Learner to

Q/A discussion

  

·         Books

·         Realia

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 78

 

  
   

4

    

Career opportunities in ICT

  

By the end of the lesson, the learner should be able to

·         Discuss other educational opportunities in the various institutions

  

·         Q/A Discussion

  

·         Books

·         Newspapers

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

 

  
 

4

  

1

    

Identification of further Educational opportunities

  

By the end of the lesson, the leaner should be able to

·         Explain the different courses offered in universities, polytechnics, middle level colleges

  

·         Q/A Discussion

  

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

·         Computer studies by Onunga & Rena Shah Bk 4 page 106-110

  
   

2-3

    

Developing project using ms access  d/base

Description of a given system

  

By the end of the lesson, the learner should be able to

·         Identify a problem

·         Definition of a problem

  

·         Q/A discussion

  

·         Books

·         Sampled projects

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

·         Computer studies by Onunga & Rena Shah Bk 4 page 106-112

  
   

4

    

Fact finding

  

By the end of the lesson, the learner should be able to:

·         Identify the number of manual documents that are needed for the system given

  

·         Q/A observation

  

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

·         Computer studies by Onunga & Rena Shah Bk 4 page 106-120

  
 

5

  

1

 

    

Fact finding

  

By the end of the lesson, the learner should be able to

·         Design a sample interview guideline for the system given

  

·         Q/A practical

  

·         Sampled projects

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

  
   

2-3

    

Fact finding

  

By the end of the lesson, the learner should be ale to

·         Design a sample questionnaire for the system giver

  

·         Q/A practical

  

·         Sampeled projects

·         books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 93-94

·         Computer studies by Onunga & Rena Shah Bk 4 page 122

  
   

4

    

System design

·         Preliminary design phase

  

By the end of the lesson, the learner should be able to

·         Identify the flowchart symbols

·         Design a simple flowchart for the system

  

·         Q/A practical

  

·         Sampled projects

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95

 

  
 

6

  

1

    

System design

·         Preliminary design phase

  

By the end of the lesson, the learner should be able to

·         Design a complex flowchart for the system

  

·         Q/A practical

  

·         Sampled projects

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95

  
   

2-3

    

Detailed design

  

By the end of the lesson, the learner should be able to

·         Design the outputs for the system

  

 

Q/A practical

  

·         Sampled projects

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95

  
   

4

    

Detailed design

  

By the end  of the lesson, the leaner  should be able to

·         Design input interface for the system

  

·         Q/A practical

  

·         Sampled projects

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 96-100

  
 

7

  

1

    

Files and data stores design

  

By the end of the lesson, the learner should be able to

·         Design a database

  

·         Q/A practical

  

·         Sampled projects

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 100-101

  
   

2-3

    

Creating relationships

  

By the end of the lesson, the learner should be able to

·         Create relationships

  

·         Q/A practical

  

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 103

  
   

4

    

Hardware and software requirements

  

By the end of the lesson, the learner should be able to

·         Identify h/w and s/w requirements for the system

  

·         Q/A discussion

  

·         Books

·         Realia

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 103

  
 

9

  

1,2,3,4

    

Constructing information management system given

·         Designing inputs

  

By the end of the lesson, the learner should be able to

·         Design inputs

  

·         practical

  

·         internet

·         sampled projects

·         books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153

  
 

10

  

1,2,3,4

    

Designing outputs

  

By the end of the lesson, the learner should be able to

·         Design outputs

  

·         practical

  

·         books

·         internet

·         sampled projects

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153

  
 

11

      

·         Designing

  

By the end of the lesson, the learner should be able to

·         Design various management systems

  

·         practical

  

·         Books

  

·         Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153

  
12 1,2,3,4 Writing end of term exams
 

13

  

The school closes

    
 

 

 

 

 

 

 
 

COMPUTER FORM 4 SCHEMES OF WORK – TERM 3
 

1

  

Reporting from home and settling for the third term work
 

2-3

  

POST MOCKS AND JOINTS
 

4-7

  

REVISION
 

7

  

K.C.S.E BEGINS

 

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University students are struggling with capitation following delayed Higher Education Loans Board, HELB, Funding with the body yet to disburse cash from last semester’s batches.

Students depending on Higher Education Loans Board (HELB) for upkeep and tuition fees are staring at a bleak future, as the new semester commenced.

Capitation for university students was last semester not disbursed to most, following the contentious new funding model, which the high court eventually ruled unconstitutional and illegal.

Student leaders have now issued a stern warning, threatening to lead protests starting Wednesday, January 15th, if the government fails to address three critical issues.

Prioritized among the issues is the HELB Funds. According to the student leaders, University students have decried government’s laxity at release the crucial funds, which they depend on to pay tuition, rent and buy meals.

Speaking to JULISHA MEDIA on Tuesday, January 7, 2024, Brenda Mukami, a second year student at the South Eastern Kenya University (SEKU) revealed that last semester’s examinations have kicked off this week, but she will not be sitting for her papers over fees arrears.

” I expected HELB would disburse my Upkeep to back by December so that I could pay my fees balance and sit for exams this week, now I have to defer the semester all together.” She lamented.

On the other hand, Geoffrey Kagwe, a third year University of Nairobi (UoN) Student stated that his landlord has given him an ultimatum to pay his rent before 10th of January, which he had hoped to offset using his HELB Upkeep Funds.

” I will be going to the streets to join other comrades. Students from humble backgrounds are struggling over delayed funds and education is our only way out of poverty. My parents depend on casual labour, which is not guaranteed to support me and my siblings, HELB is crippling my chances at a brighter future” said Kagwe.

In a ruling delivered on Friday, December 20, Justice Chacha Mwita ruled that the new University funding model was discriminatory to students.

The judge opined that in the new funding model, the burden of funding the university and colleges had been passed to the parents.

Additionally, the judge noted that no public participation was conducted before the model was rolled out.

“It should have been subjected to the public so that the public comments before its implementation,” the judge ruled.

Concern was also raised over the various classifications/ bands used in determining the money to be allocated to students by the government.

“The petitioner further aver that the Funding Model discriminates against millions of students who are subjected to arbitrary classifications that are not based on merit or qualification, but on the financial ability of the students,” read the statement in part.

“The petitioner aver that these classifications will lead to many deserving students being unable to apply for funding if they do not fit in the narrow categories that the new model sets out.”

University Students in Kenya have been struggling to pay their Tuition Fees following the Introduction of the New Funding Model.

Reports indicate 50,000 university students across the country have been on the blink of dropping out of Higher Learning institutions, with other’s unable to enroll over the Household Fees required.

The new Higher Education Funding Model (HEF) was recently introduced by the Ministry of Education, as part of an effort to streamline financial support for students.

The Model, was Aimed at creating a more equitable distribution of funds, the model was designed to reduce bureaucratic hurdles and ensure that financial aid reaches those who need it most.

However, its rollout was met with significant criticism, as many students are finding themselves either ineligible for financial aid or experiencing delays in the disbursement of funds.

HELB, Higher Education Loans Board, has been issuing Kenyan University students upkeep loans, based on how needy their families are, according to the New University Funding Model.

Students joining Public Universities and Categorized as the Most Needy, depending on their families income, under the new model, would receive HELB upkeep loans amounts of UpTo Ksh 60,000 per Academic year.

The new funding model was grouped into five bands depending on the family’s income level.

The band any student belongs to depends on the amount the applicant placed as family income while applying for a scholarship.

Band One, the most needy group, consists of a family whose income is not beyond Sh5,995.

Under this category, the government scholarship would cover 70 per cent of the fees while the loan covers 25 per cent, making the total support 95 per cent.

The family would pay 5 per cent of the fees and the student receive an upkeep loan from Helb of Sh60,000.

In Band Two, the government grouped families whose income does not surpass Sh23,670 but is above Sh5,995.

In this category, the government scholarship covers 60 per cent while the loan covers 30 per cent.

The family pays 10 per cent of the fees. Under this category, the student would receive an upkeep loan of Sh55,000.

In Band Three, the government classified families whose family income does not pass Sh70,000 but it is above Sh23,670.

In this category, the government scholarship covers 50 per cent, while the loan will cover 30 per cent.

The family will contribute 20 per cent of the fees supposed to be paid. Students in the category will receive an upkeep loan of Sh50,000.

In Band Four, the government grouped families whose income does not exceed Sh120,000 but is above Sh70,000.

In this group, the government scholarship would cover 40 per cent while the loan covers 30 per cent.

The family pays 30 per cent of the fees.

In Band 5, the government grouped families which earn more than Sh120,000. In this category, government scholarship pays 30 per cent of fees.

They receive 30 per cent of the fees as a loan while their families will be required to pay 40 per cent of the fees.

Followed by Hiked University Tuition Fees, The financial strain has forced some students to consider dropping out of their programs, effectively jeopardizing their long-term career prospects. University Students from low-income backgrounds are particularly affected, as they often rely heavily on financial assistance to pursue higher education.

Meanwhile, Lecturers in the country have given the government a two-week ultimatum from January 1st, 2025, in yet another looming strike action by the dons.

The lecturer’s body, University Academic Staff Union (UASU) wants the government to pay December salaries, according to the agreed terms, alongside all arrears from September, failure to which they’ll proceed on strike on January 15th, 2025.

UASU Organizing Secretary Onesmus Mutio expressed the union’s disappointment over the government’s failure to honor its commitments.

“The government did not honor the return-to-work formula and therefore we were forced to go back on strike in November 2024. We agreed that the new salaries for university lecturers would be implemented in December and that we would also receive arrears for October and November,” said Mutio.

In December 2024, the lecturers received their salaries without any increment despite a directive by Education Principal Secretary Beatrice Inyangala to pay salaries and increments agreed upon by the two parties.

The directive was meant to align with the 2021-2025 collective bargaining agreement (CBA).

“We saw a circular from the PS (Beatrice Inyangala) directing the universities to prepare to pay the new salaries in December but again as the university dons went for Christmas without the new salary as expected,” added Mutio.

Mutio lamented that the government has refused to keep its word twice, further calling on the Education CS Julius Ogamba to resign for failing to implement the payments.

“How can you promise dons that you are going you pay them then go back to your office and continue business as usual?” posed Mutio.

The dons’ ultimatum, if effected, would be the first strike action by lecturers in the year 2025.

Students in Public Universities across the East African Country, spent over a month last semester, without setting Foot in class following the employees Industrial Action. As Campuses went on the Christmas Break, Students were yet to sit their end of Semester Exams.

Latest Education News, TSC News Portal

When can a TSC teacher be transferred/ Redeployed, How can a teacher get a transfer

The Teachers service Commission, TSC, may transfer a teacher from one teaching station institution to another based on:

  1. the need for equitable distribution and optimal utilization of teachers
  2. availability of a teaching vacancy in the proposed station.
  3. the need for replacement
  4. existing staffing norms which may be reviewed from time to time
  5. medical grounds, as certified by a registered medical practitioner
  6. any other grounds that the TSC may consider necessary to warrant the transfer.

When and How can a teacher get transferred:

A teacher may be transferred under the following circumstances:

  • After a study leave: A teacher granted a study leave exceeding six months shall apply for posting by the Commission at least thirty days before the expiry of the study leave.
  • After a leave granted to spouses of persons in diplomatic service: A spouse of a person in diplomatic mission/ service shall apply to the commission for posting one month before the end of assignment of duty.
  • After a disciplinary action like interdiction or suspension for a period not exceeding six months without payment of salaries and allowances.
  • After a transfer of service to the public service commission: The TSC may, Where a person applies for a transfer of service from the public commission to the TSC, approve the transfer subject to availability of a vacancy.
  • After expiry of tenure at a trade union like the Kenya National Union of Teachers, KNUT, and Kenya Union of Post Primary Education Teachers, KUPPET.
  • After a substantive appointment: A teacher who is promoted and substantive appointed will be redeployed/ transferred to another station, subject to availability of such substantive posts like: Headship, Deputy Headship and Senior masters.
  • After posting from a primary to a secondary institution.
  • After applying to the commission for a transfer on medical grounds, with supportive evidence.
  • When working conditions are hostile and may jeopardize the teacher’s well being and security.
  • If there is need for equitable distribution and optimal utilization of teachers.
  • On an agreeable and tenable swoop request to the TSC.

https://newsblaze.co.ke/toodays-e-papers-news-papers-3-10-2018/

 

Agony awaits teachers, Civil servants and disciplined forces as government set to roll out pension scheme

 

KNEC News Portal

KCSE 2022, 2023 Top 100 Schools in Machakos County; Official & Final List

KCSE 2022-2023 Ranking of Best 100 Schools in Machakos County (Ultimate List)

_____________________________________________

Continue reading

How to download the KCSE 2022 Results online for the whole school: the knec online results portal; http://www.knec-portal.ac.ke

KCSE Results 2022/2023; All you need to know

KCSE 2022 results to be released today Friday 20th January, 2023

KCSE Results 2022/2023 – www.knec-portal.ac.ke

Check KCSE Results 2022-2023 Via SMS, Online

KCSE Results 2022/2023 – www.knec-portal.ac.ke

Check KCSE Results 2022-2023 Via SMS, Online

______________________________________________

Position Nationally Name of School Region County Mean Score Mean Grade
65 KATHIANI GIRLS HIGH Eastern Machakos 9.1235 B{plain}
157 MACHAKOS BOYS Eastern Machakos 8.0081 B-{minus)
184 CARING HEARTS HIGH SCHOOL Eastern Machakos 7.76 B-{minus)
201 MISYANI GIRLS HIGH Eastern Machakos 7.4823 C+{plus}
233 Machakos Girls Eastern Machakos 7.1406 C+{plus}
251 Kabaa High Eastern Machakos 6.98 C+{plus}
263 MASINGA BOYS HIGH Eastern Machakos 6.455 C (plain)
Universities & Colleges information

Technical and Vocational Education Training, TVET, institutions in Kitui County; Contacts, Fees, How to join and Requirements

Technical and Vocational Education Training, TVET, institutions over various certificate, diploma and craftsmanship training to students in Kenya. The beauty with TVET training institutions is that they offer flexible entry and fee requirements to students wishing to study in these institutes. TVETs are registered, accredited and regulated by the Technical and Vocational Education and Training Authority (TVETA); which is a public corporate agency established under the Technical and Vocational Education and Training (TVET) Act No. 29 of 2013 to regulate and coordinate training in the country through licensing, registration and accreditation of programs, institutions and trainers. Section 7 of the Act, 2013 gives the powers and functions of the Authority to regulate and coordinate training; inspect, license and register and accredit training institutions; accredit and inspect programmes and courses; promote access and relevance of training programmes; determine the national technical and vocational training objectives; assure quality and relevance in programmes of training among other functions.

How to get placement

To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS Student’s Portal accessible through the Placement Service website www.kuccps.ac.ke. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open.

Funding.

The good news for students joining TVETs is that they can now apply for funding from the Higher Education Loans Board, HELB. They can now get Loans and Bursaries from HELB for their fees payment and upkeep.

HERE IS THE LIST OF REGISTERED TVETs IN KITUI COUNTY

The table below provides TVET institutions’ information in the order: Institution Name, Category, Type, County, Registration Number and Registration Status.

Dorcas International CollegeTVCPrivateKituiTVETA/PRIVATE/TVC/0016/2016Registered and Licensed
Frances Taylor Youth PolytechnicVTCPublicKituiTVETA/PUBLIC/VTC/0002/2015Registered and Licensed
Gai Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0003/2017Registered and Licensed
Ikutha Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0006/2017Registered and Licensed
Intellects CollegeTVCPrivateKituiTVETA/PRIVATE/TVC/0112/2016Registered and Licensed
Ithiani Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0019/2016Registered and Licensed
Jubilee CollegeTVCPrivateKituiTVETA/PRIVATE/TVC/0066/2017Registered and Licensed
Kamanyi Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0066/2017Registered and Licensed
Kathivo Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0024/2016Registered and Licensed
Katse Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0008/2017Registered and Licensed
Katulani Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0025/2016Registered and Licensed
Katwala Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0009/2017Registered and Licensed
Kiio Catholic Church PolytechnicVTCPrivateKituiTVETA/PRIVATE/VTC/0003/2016Registered and Licensed
Kinakoni Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0005/2015Registered and Licensed
Kisasi Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0032/2016Registered and Licensed
Kitui institute of Professionals- Mulango BranchTVCPrivateKituiTVETA/PRIVATE/TVC/0071/2017Registered and Licensed
Kyatune Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0013/2017Registered and Licensed
KyusoVocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0072/2017Registered and Licensed
Matinyani Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0074/2017Registered and Licensed
Mavia Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0015/2017Registered and Licensed
Mercy Commercial Vocational Training CentreTVCPrivateKituiTVETA/PRIVATE/TVC/0033/2017Registered and Licensed
Migwani Family Helper Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0043/2017Registered and Licensed
Migwani Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0042/2016Registered and Licensed
Mui Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0080/2017Registered and Licensed
Mulango Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0048/2016Registered and Licensed
Mutomo Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0018/2017Registered and Licensed
Mutonguni Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0050/2016Registered and Licensed
Mwingi Baptist Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0053/2016Registered and Licensed
Nuu Vocational Training CenterVTCPrivateKituiTVETA/PRIVATE/VTC/0006/2017Registered and Licensed
Rockland College of Science and TechnologyTVCPrivateKituiTVETA/PRIVATE/TVC/0035/2015Registered and Licensed
St Joseph- Mwambiu Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0051/2017Registered and Licensed
St. Columba’s Technical Training CollegeTVCPrivateKituiTVETA/PRIVATE/TVC/0139/2016Registered and Licensed
St. John Paul II Training InstituteTVCPrivateKituiTVETA/PRIVATE/TVC/0019/2015Registered and Licensed
Syongila Vocational Training CenterVTCPublicKituiTVETA/PUBLIC/VTC/0062/2016Registered and Licensed
Toprank College of TechnologyTVCPrivateKitui–Registered only
Tseikuru Technical Training Institute MwingiTVCPublicKituiTVETA/PUBLIC/TVC/0002/2017Registered and Licensed
Vision Automotive Engineering Vocational Training CenterVTCPrivateKituiTVETA/PRIVATE/VTC/0004/2016Registered and Licensed

Important news. Just for you, click on the links below;

HOW TO APPLY FOR TVET BURSARIES FROM HELB

Students pursuing Diploma and Certificate courses in Public universities, university colleges, public national polytechnics and Institutes of Technology and Technical Training institutes country-wide are eligible for this loan and bursary from HELB. Orphans, single parent students and others who come from poor backgrounds will be given priority for the loans and or bursaries.

Required Documents

  1. Applicants should access and fill the relevant TVET Loan & Bursary Application Form (TLAF) at the HELB website.
  2. Print TWO copies of the duly filled Loan Application Form.
  3. Have the TVET Loan Application Form signed and stamped by the Dean of Students/Financial Aid Officers.
  4. Retain one copy of the duly filled TLAF (Mandatory).
  5. Drop the TLAF personally at the HELB students Service Centre on the Mezannine One, Anniversary Towers or any of the SELECT Huduma Centers nearest to you.

TVET Institution Application

The TVET Authority accredits institutions and approves managers of institutions and new programmes.

Application Process

  1. Undertake a business name search from the Registrar of companies via Ecitizen
  2. Obtain a “letter of no objection” on suitability of the name from TVETA

In order to obtain the letter of no objection, present;

  • Reserved business name search
  • Invoice for the name search
  • Copy of KRA Pin for the Director(s)
  • Copy of ID for the Director(s)
  • Dully filled and signed BN2 form (Click here to Download)

3. Register the Business name with the office of the Registrar of Companies
4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.
5. Submit complete application documents to TVETA offices located at Utalii House 8th Floor.
6. An accreditation officer will check the documents and compute the amount to be paid. (TVETA Gazetted Fees)
7. You will then be required to pay the amount through MPESA or TVETA bank account below.

Payment process

MPESA PaymentTVETA Bank Account
1. Go to the MPESA menu,
2. Select payment services
3. Choose Pay Bill option
4. Enter 894135 as the business number
5. Enter your full name as the account number
6. Enter the amount
7. Enter your pin and press Ok		A/C Name: Technical and Vocational Education and Training Authority
A/C No.: 1212502450
Bank: Kenya Commercial Bank
Branch: Kipande House

Acknowledgement
After making payment the applicant will complete a registration form in duplicate as evidence of having submitted their application. An acknowledgement letter will then be sent to the applicant.

Inspection and Assessment
1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards. Download the assessment tool here
2.The assessors will prepare an inspection report which will be presented to TVETA Board

Registration and Licensing
1. Resolution of the Board based on evaluation of the inspection report shall be;
i. Approve Registration and Licensing of the institution
ii. Reject the application
iii. Request the Institution to improve within a period of six months
2. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application documents
3. TVETA will issue training License to qualified institutions and maintain a register of the institutions and programs approved.

Note
TVETA will maintain a register of;

i. Registered and licensed institutions
ii. Ongoing registrations
iii. Institutions recommended for improvement

At this point, the accreditation process is complete, and an institution will be issued with a registration certificate and training license.

Also read:

Teachers' Resources

Form Two End Year Holiday Assignments Free Downloads

Form Two End Year Holiday Assignments Free Downloads

Download free form 2 holiday assignments here free of charge;

F2 AGRIC END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 BIO END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 BUS END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 CHEM END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 COMP END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 CRE END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 ENG END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 GEO END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 HIST END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 HSCI END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 KIS END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 MAT END OF YEAR HOLIDAY ASSIGNMENT.pdf
F2 PHY END OF YEAR HOLIDAY ASSIGNMENT.pdf

 

 

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Teachers' Resources

Business Studies Grade 7 CBC Free Schemes of Work

GRADE 7 BUSINESS STUDIES   SCHEME OF WORK TERM 3

SCHOOL………………………….TEACHER’S NAME…………………. TERM THREE             YEAR

Week Lesson Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 Government and global influence in business Government and business By the end of the lesson, the learner should be able to:

a)       Define the term investor.

b)      Identify the need for government involvement in business in Kenya.

c)       Justify the need for government involvement in business activities in Kenya.

d)      Appreciate the importance of government in conducting businesses.

 Learners are guided to define the term investor.

 

Learners to identify the need for government involvement in business in Kenya.

 

In groups or in pairs, learners to justify the need for government involvement in business activities in Kenya.

 Who is an investor? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 133-135

 

Photographs

Pictures

Video clips

Charts

Computing devices

 Oral questions Oral Report Observation

 

  
  2 Government and global influence in business Government and business By the end of the lesson, the learner should be able to:

a)       Explain ways in which the shopkeeper in their local community may exploit his or her customer.

b)      Debate on the need for government involvement in business in Kenya.

c)       Debate on the motion: “There is need for the government of Kenya to be involved in Business”

d)      Have fun and enjoy the debate.

 Learners to explain ways in which the shopkeeper in their local community may exploit his or her customer.

 

In groups or in pairs, learners are guided to debate on the need for government involvement in business in Kenya, on the motion: “There is need for the government of Kenya to be involved in Business”

 

 

 What is exploitation?

 

What is foreign dominance?

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 135-137

 

Photographs

Pictures

Video clips

Charts

Realia

Computing devices

 Oral questions Oral Report Observation

 

  
  3 Government and global influence in business Legal requirement for starting and operating a simple business in Kenya By the end of the lesson, the learner should be able to:

a)       Identify the legal requirement for starting and operating a simple business in Kenya.

b)      Give examples of businesses in Kenya that require a Health Certificate.

c)       Draw the certificate of registration in learner’s book.

d)      Appreciate the importance of the legal requirements for starting and operating a simple business in Kenya.

 Learners to identify the legal requirement for starting and operating a simple business in Kenya.

 

Learners to give examples of businesses in Kenya that require a Health Certificate.

 

Individually, learners to draw the certificate of registration in learner’s book 7 pg. 139

 What is considered a simple business in Kenya?

 

What are the examples of simple business in Kenya?

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 137-141

 

Photographs

Pictures

Video clips

Charts

Computing devices

 

 Oral questions Oral Report Observation

 

  
2 1 Government and global influence in business Extended activity By the end of the lesson, the learner should be able to:

a)       Organize to visit county or sub-county office of the Ministry of Industrialization, Trade and Enterprise Development or their local county offices.

b)      Write a report of their findings.

c)       Have fun and enjoy the visit to the county or sub-county offices.

 As a class, learners to organize visit county or sub-county office of the Ministry of Industrialization, Trade and Enterprise Development or their local county offices.

 

Learners to write a report of their findings.

 

 

 Which office did you visit? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 141

 

Photographs

Pictures

Video clips

Charts

Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
  2 Government and global influence in business Role of government in business in Kenya By the end of the lesson, the learner should be able to:

a)       Outline the role of government in business in Kenya.

b)      List any malpractices by traders against which consumers may need protection from the government.

c)       Recognise the role of government in business in Kenya.

d)      Appreciate the role of government in business in Kenya.

 

 Learners to outline the role of government in business in Kenya.

 

Learners to list any malpractices by traders against which consumers may need protection from the government.

 

Learners are guided to recognise the role of government in business in Kenya.

 Why does the government of Kenya train and advise people in business? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 141-144

 

Photographs

Pictures

 

 Oral questions Oral Report Observation

 

  
  3 Government and global influence in business Taxation in Kenya By the end of the lesson, the learner should be able to:

 

a)       Define the term tax and taxation.

b)      Read the case study in learner’s book.

c)       Have a desire to learn more about tax.

 

 Learners to define the term tax and taxation.

 

In groups, learners to read the case study in learner’s book 7 pg. 145

 What is the meaning to tax and taxation? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 144-146

 

Pictures

Video clips

Computing devices

 

 Oral questions Oral Report Observation

 

  
3 1 Government and global influence in business Taxation in Kenya By the end of the lesson, the learner should be able to:

 

a)       Identify values that patriotic Kenyan citizens who pays taxes possess are hidden.

b)      Play the game; unscramble the letters to find the hidden words.

c)       Have fun and enjoy playing the game.

 

 Learners to identify values that patriotic Kenyan citizens who pays taxes possess are hidden.

 

In groups or in pairs, learners to play the game; unscramble the letters to find the hidden words.

 

 Who is a patriotic Kenyan citizen? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 146

 

Assessment books.

Computing devices

 

 Oral questions Oral Report Observation

 

  
  2 Government and global influence in business Importance of paying taxes in Kenya By the end of the lesson, the learner should be able to:

 

a)       Examine the importance of paying taxes.

b)      Role play the conversation in learner’s book.

c)       Have fun and enjoy the role playing.

 Learners to examine the importance of paying taxes.

 

In groups or in pairs, learners to role play the conversation in learner’s book 7 pg. 149

 What is the importance of paying taxes? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 148-150

 

Photographs

Pictures

Video clips

Computing devices

 

 Oral questions Oral Report Observation

 

  
  3 Government and global influence in business Importance of paying taxes in Kenya By the end of the lesson, the learner should be able to:

 

a)       State the importance of paying taxes.

b)      Make a poster with messages on the importance of paying taxes.

c)       Appreciate the importance of paying taxes.

 

 In groups or in pairs, learners to state the importance of paying taxes.

 

In groups or in pairs, learners to make a poster with messages on the importance of paying taxes

 

 What other ways can the government utilize taxes to promote development in the community? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 150-152

 

Pictures

Video clips

Computing devices

 

 Oral questions Oral Report Observation

 

  
4 1 Government and global influence in business The need for paying taxes in Kenya By the end of the lesson, the learner should be able to:

 

a)       Identify the need for paying taxes in Kenya.

b)      Investigate the need for paying taxes in Kenya.

c)       Appreciate the importance of paying taxes in Kenya.

 Learners to identify the need for paying taxes in Kenya.

 

In groups or in pairs, learners to investigate the need for paying taxes in Kenya.

 What services provided by the government do they think their tax money should be used for? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 152-154

 

Photographs

Pictures

Computing devices

 

 Oral questions Oral Report Observation

 

  
  2 Government and global influence in business Promoting regional unity By the end of the lesson, the learner should be able to:

 

a)       Explain the meaning of good governance.

b)      Read the story in learner’s book and answer the questions that follow.

c)       Develop a desire to pay taxes as a Kenyan citizen.

 

 Learners are guided to explain the meaning of good governance.

 

In pairs, learners are guided to read the story in learner’s book 7 pg. 155 and answer the questions that follow

 What is good governance? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 154-156

 

Photographs

Pictures

Video clips

Computing devices

 

 Oral questions Oral Report Observation

 

  
  3 Financial records in business Business transactions By the end of the lesson, the learner should be able to:

 

a)       Define the terms business transaction and financial documents.

b)      Differentiate business and non-business transactions.

c)       Have a desire to do business transactions.

 Learners to define the terms business transaction and financial documents.

 

Learners to differentiate business and non-business transactions.

 

 What is business transaction?

 

What are financial documents?

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 157-159

 

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5 1 Financial records in business Extended activity By the end of the lesson, the learner should be able to:

 

a)       Identify and visit two or three local business people in their neighbourhood.

b)      Talk to them about the activities they carry out in their businesses daily.

c)       Have fun and enjoy visiting local business people.

 

 As a class, learners are guided to identify and visit two or three local business people in their neighbourhood.

 

As a class, learners are guided to talk to them about the activities they carry out in their businesses daily.

 What are donation?

 

 

 

 

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 159-160

 

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  2 Financial records in business Cash and credit transactions in business By the end of the lesson, the learner should be able to:

 

a)       Explain the meaning of cash and credit transactions in business.

b)      Match each business transaction with the correct description of how it occurs.

c)       Have a desire to learn more about cash and credit transactions in business.

 

 Learners to explain the meaning of cash and credit transactions in business.

 

In pairs, learners are guided to match each business transaction with the correct description of how it occurs.

 

 What is cash and credit transactions?

 

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 160-161

 

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  3 Financial records in business Extended activity By the end of the lesson, the learner should be able to:

a)       Role-play the scenarios of various business transactions (people buying and selling)

b)      Identify whether they are cash transactions or credit transactions.

c)       Take turns until everyone has demonstrated business transactions and other members have identified their types.

d)      Enjoy demonstrating to their class members.

 

 In groups or in pairs, learners to role-play the scenarios of various business transactions (people buying and selling)

 

Learners to identify whether they are cash transactions or credit transactions.

 

In groups or in pairs, learners to Take turns until everyone has demonstrated business transactions and other members have identified their types.

 What have you learnt about cash and credit transactions?

 

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 161-164

 

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6 1 Financial records in business Financial documents used in buying and selling By the end of the lesson, the learner should be able to:

a)       Brainstorm on and list financial documents used in buying and selling.

b)      Share experiences on financial documents in buying and selling in everyday life.

c)       Appreciate the documents used in buying and selling.

 

 In groups or in pairs, learners to brainstorm on and list financial documents used in buying and selling.

 

In groups or in pairs, learners to share experiences on financial documents in buying and selling in everyday life.

 Which other documents are used in buying and selling? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 164

 

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  2 Financial records in business Financial documents used in buying and selling By the end of the lesson, the learner should be able to:

a)       Identify financial documents used in buying and selling.

b)      Act out the conversation in learner’s book.

c)       Have fun and enjoy acting out the conversation.

 

 Learners to identify financial documents used in buying and selling.

 

In groups or in pairs, learners to act out the conversation in learner’s book 7 pg. 165

 What is the conversation about? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 165-166

 

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  3 Financial records in business Extended activity By the end of the lesson, the learner should be able to:

 

a)       Search for samples of financial documents used in buying and selling.

b)      Draw the samples in learner’s book and answer the questions that follow.]

c)       Appreciate the financial documents used in buying and selling.

 In groups or in pairs, learners to search for samples of financial documents used in buying and selling.

 

In pairs or individually, learners to draw the samples in learner’s book 7 pg. 167 and answer the questions that follow

 Who sends the financial document and to whom is it sent? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 167-168

 

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7 1 Financial records in business Extended activity By the end of the lesson, the learner should be able to:

a)       Visit a financial expert to discuss financial documents used in a business transaction.

b)      Identify each sample financial document that he or she will provide.

c)       Have fun and enjoy the visit to a financial expert.

 

 As a class, learners are guided to visit a financial expert to discuss financial documents used in a business transaction.

 

As a class, learners to identify each sample financial document that he or she will provide.

 

 What information is found on the financial document? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 168-169

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  2 Financial records in business Extended activity By the end of the lesson, the learner should be able to:

a)       Organise and visit business people in the local market or trading centre neighbouring the school.

b)      Identify the gaps in keeping financial records.

c)       Enjoy visiting business men and women.

 

 As a class, learners are guided to organise and visit business people in the local market or trading centre neighbouring the school

 

As a class, learners are guided to identify the gaps in keeping financial records

 What is the financial document used for? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 169-179

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  3 Financial records in business Methods used in making payments for goods and services By the end of the lesson, the learner should be able to:

a)       Identify the methods used in making payments for goods and services.

b)      Analyse methods of payment for goods and services.

c)       Discuss how each method of payment is used.

d)      Appreciate the methods used in making payments for goods and services.

 

 Learners are guided to identify the methods used in making payments for goods and services.

 

In groups or in pairs, learners to analyse methods of payment for goods and services.

 

In groups or in pairs, learners to discuss how each method of payment is used.

 What are the methods used in making payments for goods and services?

 

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 173-174

 

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8 1 Financial records in business Methods used in making payments for goods and services By the end of the lesson, the learner should be able to:

 

a)       State the advantages and disadvantages of each method of payment for goods and services.

b)      Match methods of payments for goods and services.

c)       Appreciate the advantages each method of payment for goods and services.

 Learners are guided to state the advantages and disadvantages of each method of payment for goods and services.

 

Learners are guided to match methods of payments for goods and services.

 What are the advantages and disadvantages of each method of payment for goods and services?

 

 Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 175-176

 

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  2 Financial records in business Extended activity By the end of the lesson, the learner should be able to:

 

a)       Interview the school bursar or business people in the local community.

b)      Discuss with them the method of payment which they preferred and why.

c)       Appreciate the role of financial documents in record keeping business.

 As a class or in groups, learner to interview the school bursar or business people in the local community.

 

As a class or in groups, learner to discuss with them the method of payment which they preferred and why.

 What is the difference between mobile money transfer and electronic funds transfer? Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 176-178

 

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  3                  REVISION          
9               ASSESSEMENT          

 

Teachers' Resources

PRE-PRIMARY 2, PP2, ASSESSMENT REPORT CARD PDF

PP2 REPORT CARD.

Download a free copy here; PP2 FREE REPORT BOOK.

LEARNER’S DETAILS

NAME            :                                                                                                                                              

LEVEL            :                                                                                                                                              

AGE                :                                                                                                                                              

UPI                  :                                                                                                                                              

 

STAMPED

PASSPORT

PHOTO

 

PARENT’S/GUARDIAN’S DETAILS

FATHER’S NAME    :                                                                                                          

CONTACT                  :                                                           SIG                                        

EMAIL ADDRESS     :                                                                                                          

MOTHER’S NAME  :                                                                                                          

CONTACT                  :                                                           SIG                                        

EMAIL ADDRESS     :                                                                                                          

FACILITATOR’S NAME    :                                                                                              

CONTACT                  :                                                           SIG                                        

 

SCHOOL STAMP

 

 

 

 

LANGUAGE ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 LISTENING          
1.1 Common greetings and farewell related to relationship.          
  Respond appropriately to greetings with reference to relationship in and out of school.          
  Respond appropriately to farewell with reference to relationship in and out of school          
  Enjoy responding to greetings and farewell with reference to relationship in and out of school.          
1.2 Listening for comprehension          
  Answer questions correctly after a listening experience in class.          
  Solve simple riddles in and out of school.          
  Sing songs with actions in and out of school.          
  Recite poems and rhymes with actions in and out of school.          
  Take pleasure in activities that involve listening for comprehension.          
1.3 Active listening          
  Pay attention to conversations in and out of school.          
  Answer questions after listening to a story.          
  Respond to simple instructions in and out of school.          
  Appreciate the contribution of others during conversations.          
1.4 Passing information          
  Convey verbal messages effectively in and out of school.          
  Retell short stories in and out of school.          
  Engage in dialogue in and out of school.          
  Take pleasure in passing verbal messages and retelling short stories in and out of school.          
1.5 Auditory discrimination          
  Identify all letter sounds in the classroom environment.          
   Differentiate closely related letter sounds in and out of school          
  Experience pleasure through play in and out of school.          
             
1.5 Auditory memory          
  Say letter sounds after the teacher in class.          
  Recall letter sounds in and out of class.          
  Enjoy playing auditory memory games in and out of class.          
2.0 SPEAKING          
2.1 Common greetings and farewell related to relationship          
  Use vocabulary related to greetings with reference to relationship in and out of school.          
  Use vocabulary related to bidding farewell with reference to relationship in and out of school.          
  Greet people appropriately with reference to relationship in and out of school.          
  Bid people farewell appropriately with reference to relationship in and out of school.          
  Appreciate greeting and bidding people farewell with reference to relationship in and out of school.          
2.2 Self-expression          
  Express their needs and ideasVerbally in and out of school.          
  Use appropriate vocabulary to express their needs and ideas in and out of school.          
  Take pleasure in expressing their ideas and needs verbally and non-verbally at home and in school.          
2.3 Polite Language          
  Use appropriate vocabulary when making requests in and out of school.          
  Use appropriate vocabulary to excuse self and apologize in and out of school.          
  State the appropriate vocabulary for excusing self and making requests in andout of school.          
  Appreciate making requests, excusing self and apologizing when need arises.          
2.4 Audience awareness          
  Speak clearly when talking to others in and out of class.          
  Speak loud enough for the audience to hear in school and at home.          
  Demonstrate ability to speak confidently in and out of class.          
  Enjoy speaking to others inand out of class.          
2.5 Passing information          
  Convey messages effectively at home and in school.          
  Retell short stories in andout of school.          
  Use relevant vocabulary when engaging in dialogue.          
  Take pleasure in passing verbal messages and retelling stories in and outof school.          
2.6 Naming          
  Name objects, animals, people and colours in the immediate environment.          
  Name safe objects in theimmediate environment.          
  Name unsafe objects in theimmediate environment.          
  Experience pleasure in naming colours, objects andpeople in the immediateenvironment.          
2.7 Articulation of letter sounds          
  Articulate vowels and consonants correctly in and out of class.          
  Demonstrate awareness of letter-sound correspondence in and out of class.          
  Take pleasure in activitiesrelating to letter sounds in and out of class.          
3.0 READING          
3.1 Book handling skills          
  Demonstrate book handling skills in and out of school.          
  Demonstrate ability toarrange books properly.          
  Take pleasure in book handling and storage activities.          
3.2 Reading readiness skills          
  Demonstrate left-right eye orientation when reading          
  Demonstrate top-bottomorientation skills when reading          
  Turn pages from right to leftwhen opening a page          
  Enjoy participating in pre-reading activities in and out of school          
3.3 Print awareness          
  Talk about pictures in and out of school.          
  Demonstrate awareness of print in and out of school.          
  Show interest in readingin and out of school.          
  Enjoy reading picturesin and out of school.          
3.4 Visual Discrimination          
  Identify differences and similarities in objects and pictures at home and at school.          
  Match and pair pictures andobjects at home and at school.          
  Take pleasure in visual discrimination activities at home and at school.          
3.5 Visual memory          
  Recall objects, colours and pictures in the immediate environment.          
  Recall letters of the alphabet in and out of class.          
  Talk about what they have seen in the immediate environment.          
  Have pleasure in visual memory activities in and out of class.          
3.6 Reading posture          
  Identify correct reading posture in pictures.          
  Sit appropriately when reading in and out of class.          
  Enjoy participating in activities on reading posture in and out of class.          
3.7 Letter recognition          
  Match upper case letters with corresponding lower case letters in class.          
  Take pleasure in letter matching activities in and out of class.          
3.8 Reading syllables          
  Read syllables in and out of class.          
  Demonstrate ability to read syllables in class          
  Enjoy participating in activities that involve reading syllables.          
3.9 Reading three to four letter words          
  Demonstrate ability to blend syllables to read three to four letter words in and out of class.          
  Read three to four letter words correctly in and out of class.          
  Enjoy participating in activities that involve reading three to four letter words in and out of class.          
4.0 WRITING          
4.1 Book handling          
  Demonstrate ability to handle books appropriately in and out of class.          
  Arrange books properly in and out of class.          
  Enjoy participating in book handling activities in and out of class.          
4.2 Writing readiness skills          
  Hold a writing tool properly in and out of class.          
  Turn pages from right to left during a writing activity in and out of class.          
  Take pleasure in prewriting activities inand out of class.          
4.3 Writing posture          
  Sit appropriately when writing in and out of class.          
  Derives pleasure in activities for writing posture in and out of class          
4.4 Eye-hand coordination skills          
  Demonstrate eye-hand coordination when writing in and out of class.          
  Enjoy participating in eye-hand coordination activities in and out of class.          
4.5 Pattern writing          
  Write simple cursive patterns in and out of class.          
  Use audio visual materials to make simple cursive patterns in and out of class.          
  Hold writing tools appropriately when writing.          
  Experience pleasure in cursive pattern writing activities in and out of class          
4.6 Letter formation          
  Form letters correctly in and out of class.          
  Demonstrate ability to form letters correctly in and out of class.          
  Have pleasure in letter formation activities in and out of class.          
4.7 Writing letters of the alphabet          
  Demonstrate ability to write letters properly in and out of class.          
  Write letters of the alphabet properly in and out of class.          
  Enjoy using basic tools for letter writing activities in and out of class.          
4.8 Writing three to four letter words (allow variation depending on the language)          
  Write three to four letter words in class.          
  Copy own name in class.          
  Have pleasure in participating in writing activities in and out of class.          

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

MATHEMATICAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 CLASSIFICATION          
1.1 Sorting and grouping          
  identify similarities and differences between objects for distinguishing one object from the other          
  sort and group objects intheir environment          
  group objects in the environment according to more than one attribute          
  appreciate the materials in the environment for their uniqueness and diversity          
1.2 Matching and pairing          
  identify similarities among objects in the environment          
  identify differences amongobjects in the environment          
  match objects according to likeness or sameness in the
environment		          
  pair objects related to eachother according to sameness,likeness, use, typerelationship, part and whole          
  use appropriate vocabularyrelated to matching andpairing objects for effectivecommunication          
  appreciate the use of differentobjects in the environment          
1.3 Ordering          
  collect and identify differentobjects in their environment for exploration and enjoyment          
  Arrange objects in the immediate environment according to size in ascending up to five objects for comparison.          
  Arrange objects in the immediate environment according t size in descending order.          
  arrange objects in the environment according to more than one attribute          
  differentiate objects of differentsizes in the environment          
  use different objects in the environment in their daily activities          
  use appropriate vocabularyrelated to ordering in their daily life experiences for effective communication          
  appreciate different objects ormaterials in the environment          
1.4 Patterns          
  Observe objects in the environment for the purpose of identifying patterns.          
  identify similarities anddifferences among objects          
  arrange similar objects tomake a pattern          
  use different objects tomake patterns          
  identify patterns in different objects within the environment (clothes, animals, seeds, leaves)          
  Identify the repeating partof the patterns.          
  appreciate pattern s in theirenvironment          
  enjoy making different patterns with objects found in the environment          
2.0 NUMBERS          
2.1 Rote counting          
  rote count numbers 1-50 for developing numeracy skills          
  rote count using actions upto 50 for enhancing acquisition of numeracy          
  enjoy rote counting up to50 in their daily life.          
2.2 Number recognition          
  identify numerals 1-20 for enhancement of acquisition of formation of number symbols          
  appreciate use of numbers and develop curiosity for numbers in daily life experiences.          
2.3 Counting concrete objects          
  observe objects in differentgroups or sets fordistinguishing different typesof similar objects          
  count concrete objects 1-20 fordeveloping skills          
  demonstrate one to onecorrespondence whilecounting concrete objects          
  enjoy counting objects withintheir environment          
  appreciate the use of one to one correspondence in real lifesituations          
  demonstrate number value bycounting concrete objects

 

          
2.4 Number sequencing          
  identify number symbols 1-20 for acquisition of numeracy skills          
  arrange number cards in sequence 1-20 for appreciation of increase in value          
  arrange number cards in sequence by completing missing numbers          
  enjoy arranging numbers in sequence in day to day experiences          
2.5 Number value          
  collect objects from the environment          
  count groups of objects in the environment and select the corresponding number symbol.          
  differentiate the number valueof objects in the environment          
  appreciate the value of numbers in their daily life experiences          
  Relate number value withobjects in the environment.          
2.6 Symbolic representation of number (number writing)          
  identify number symbols up to 20 for association of spoken number and its symbolic representation          
  form and write numbers 1- 20 on a surface for representing quantities of objects or items by symbols          
  write number symbols 1-20on a surface for enjoyment          
  form number symbols 1-20using ICT for digital literacy          
  Appreciate the use ofnumbers within their environment.          
2.7 Number puzzle          
  rearrange number cards 1-20 in thecorrect order          
  identify different parts of numerals1-20 using not more than ten parts          
  join different parts of numbers to form complete number symbols 1-20 with not more than 10 parts          
  enjoy completing number puzzles indaily life          
  relate number symbols with theobjects in the environment          
  use ICT to complete number puzzles          
2.8 Putting together          
  collect different groups ofsimilar objects for counting          
  identify sets of similar objects in the environment for counting          
  put similar objects together with a sum not exceeding 9          
  enjoy the activities of puttingtogether objects in their day to day experiences          
  appreciate that things becomemore when put together          
2.9 Taking away          
  collect different groups of similarobjects or items          
  count objects in different sets toestablish the number in each set          
  take away fewer objects from setsnot more than 9          
  count the number of the remainingobjects after taking away          
  enjoy the activities of taking away objects and counting the remainders in the day to day life experiences          
3.0 MEASUREMENT          
3.1 Sides of objects          
  observe different objects with straight sides in the environment          
  identify different sides of objects in the environment          
  manipulate objects of different sides in the environment          
  enjoy measuring sides of objects using arbitrary units          
3.2 Mass (heavy and light)          
  collect different objects from the environment          
  lift different objects in theenvironment for comparing their

heaviness

          
  compare heavy and light objects in the environment          
  appreciate objects of differentmass in their environment          
  enjoy manipulating objects ofdifferent mass in daily life

experiences

          
3.3 Capacity (how much can a container hold)          
  fill and empty different containers with different objects and substances          
  compare sizes of containersusing through filling and emptying using differentsubstances and objects          
  appreciate the use of objectsof different sizes in theenvironment          
  enjoy filling and emptyingcontainers in the environment          
3.4 Time (Daily routines)          
  compare sizes of shadows at different times of the day to

determine their sizes

          
  use vocabulary related to time for effective communication          
  observe tools used fortelling time          
  name tools used for telling time (clock ;calendar; mobile phone; animals and birds)          
  name the days of the week and the months of the year          
  appreciate management of time when doing different activities          
3.6 Money (Kenyan currency coins and notes)          
  observe types of Kenyancurrency for familiarity          
  identify Kenyan currency coins and notes for distinguishing them from other currencies          
  buy items using Kenyan coins and notes of different denominations          
  save money for future use          
  make a simple budget basingon own needs          
  appreciate the use of Kenyancurrency in their daily life          
3.7 Area (surfaces of objects)          
  observe objects with different surfaces in the environment for determining their sizes          
  identify surfaces of differentobjects in the environment          
  cover surfaces of different objects by using not more than 20 smaller similar objects          
  use appropriate vocabulary related to surfaces of objects for effective communication          
  Appreciate different surfacesof objects in the environment.          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

PSYCHOMOTOR AND CREATIVE ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 PICTURE MAKING TECHNIQUES          
1.1 Drawing from observation          
  use appropriate tools todraw simple pictures          
  draw simple representation from observation          
  appreciate each other’s,drawing          
1.2 Drawing from Memory          
  identify drawing materials          
  use appropriate tools todraw simple pictures          
  draw symbolicrepresentation of things found in the classroom frommemory          
   appreciate each other’s,drawing          
1.3 Printing          
  identify printingmaterials          
  develop simple printingtools          
  create patterns using different objects for creativity          
  appreciate own andother pupils work          
1.4 Colouring          
  recognize common colours in the environment for use in

colouring

          
  display ability to use colour media freely for enjoyment          
  appreciate and talk abouttheir work          
1.5 Painting          
  identify painting materials          
  paint freely on paper forfamiliarization of materials          
  use finger technique forpainting          
  paint freely for enjoyment          
  appreciate own and otherspainted work          
1.5 Mosaic          
  identify materials formaking mosaic

 

          
  Make mosaic pictures using locally available Materials for aesthetics.          
  make collage pictures using locally available materials for enjoyment          
  appreciate the use oflocally available materials for making mosaic          
1.6 Collage          
  identify material for making collage          
  make collage pictures usinglocally available materials for

aesthetics

          
  make collage pictures usinglocally available materials for

enjoyment

          
  Appreciate their own and otherpupils work and develop self-esteem.          
2.0 MODELLING TECHNIQUES          
2.1 Ball technique          
  identify different types of materials used in modelling          
  model items using ball techniques          
  model for enjoyment          
  Express their ideas, feelings and emotions through modelling.          
2.2 Coil technique          
  identify different types of material used in coil technique          
  model items using coiltechniques          
  model for enjoyment          
  Express their ideas, feelings and emotions through Modelling.          
2.3 Slab Technique          
  identify different types of material used in slab technique          
  model items using slab techniques          
  model for enjoyment          
  Express their ideas, feelings and emotions through modelling.          
3.0 PAPER CRAFT          
3.1 Paper folding          
  identify different methods of folding papers for creativity          
  make items using folding techniques for problem solving          
  make items using paper folding techniques for fun          
4.0 CREATING SHAPES AND FORMS USING ICT          
4.1 Creating shape forms          
  identify drawing icons for familiarization with digital devices          
  use digital device to create shapes and forms creativity          
  appreciate the use of ICT increating shapes and forms          
5.0 PAPER CRAFT          
5.1 Weaving          
  identify materials forweaving          
  make weaves using paper forcreativity          
  appreciate the use of localmaterials for making woven

articles

          
6.0 CONSTRUCTION          
6.1 3-Dimensional forms          
  identify materials for construction          
  create forms in 3-d using locally found materials for innovation          
  handling construction materials for exploration and enjoyment          
  appreciate self and otherswork          
7.0 ORNAMENTS          
7.1 Beading          
  identify locally available materials for beading          
  make an item using coloured beads for creativity          
  appreciate self and otherswork          
7.2 Bracelets          
  identify local materials for making bracelets          
  make and decorate bracelets for friendship.          
  making bracelets for enjoyment          
8.0 PERFOMANCE          
8.1 Dance          
  Perform a free dancing style for enjoyment. movement for

enjoyment

          
  dance in pairs andgroups for cooperation          
  respond to changes in tempo and rhythms through body

 

          
  perform traditional dances within the locality to enhance

culture

          
8.2 Musical rhymes          
  recite rhymes with repetitive phrases and rhythmic patterns          
  display the ability to recitesimple rhymes          
  perform simple rhymes forentertainment          
  recite a range of musical rhymes to enhance creativity          
  appreciate others talents as they perform simple rhymes          
8.3 Rhythmic patterns          
  identify musical instruments usedfor performing rhythmic patterns e.g. percussion          
  display the ability to create rhythmic movements through dance, nodding and swaying for enjoyment          
  create rhythm using percussioninstruments to enhance tempo          
  appreciate others talent as they perform rhythmic patterns using percussion instruments          
8.4 Singing games          
  identify different cultural singing games for harmonious core existence          
  perform varied cultural singing games using props for enjoyment          
  express feelings through singing games for appreciation          
8.5 Pay simple musical instruments          
  identify various music ICTdevice for familiarization          
  play simple musicalinstruments for enjoyment          
  display ability to play various simple musical instruments including ICT device          
  play simple instruments and make movement for talent development          
9.0 LISTENING AND RESPONDING          
9.1 Musical sounds          
  listen to sounds from the environment for familiarization          
  imitate sounds made fromthe environment for vocal development          
  appreciate sounds from theenvironment for correct

response

          
10.0 BASIC MOTOR SKILLS          
10.1 Locomotive Skills          
  identify common terms usedin outdoor activities such as

climbing/sliding, throwingand catching for correct response

          
  climb and slide on playing objects for enjoyment          
  observe safety during climbing and sliding on playing objects          
10.2 Non-locomotive skills          
  identify common terms used in turning and twisting activities for appropriate response          
  turning and twisting forflexibility          
  turn and twist for safety          
10.3 Manipulative skills          
  kick freely for enjoyment          
  display the ability to balance the body for kicking technique          
  display manipulative skillsthrough bouncing ball for

distance estimation

          
  bounce and kick balls safely          
  bounce and kick balls forenjoyment          
11.0 SWIMMING          
11.1 Pool safety          
  identify basic water safety and hygiene rules for application in the pool          
  demonstrate ability to follow safety rules accordingly          
11.2 Water orientation          
  confidently move around the pool in readiness for swimming          
  opening eyes confidently in water for safe swimming          
  identify basic floating techniques for swimming          
  appreciate the use of water forrecreation          
12.0 FUN GAMES          
12.1 Modern/Traditional fun games          
  identify some fun games within their environment for play          
  perform fun games forenjoyment          
  appreciate and acknowledge each other as they perform the fun games          

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

ENVIRONMENTAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 SOCIAL ENVIRONMENT          
1.1 Myself          
  talk about body parts (head, ears, eyes, mouth, hand,) for self-awareness,          
  Tell the uses of ears, nose mouth and eyes. for self-awareness,

 

          
  Appreciate one’sbody parts for self-esteem.          
1.2 Our School          
  talk about work done by different people in the school          
  participate indeveloping classroom rule (Dos and Don’ts)

for interpersonal relationships

          
   appreciate the school community for harmonious living          
1.3 Our home          
1.3.1 Structures/building          
  Name different structures andbuildings found at home,          
  Identify different buildings andstructures at home,          
  Talk about the uses of buildingsand structures at home,          
  Appreciate buildings andstructures.          
1.3.2 People found at home          
  name people found at home for self- awareness,          
  tell the relationships between people found at home for harmonious living          
  talk about people found at home for harmonious living          
  talk about work done by people at home          
  Appreciate people found at homeand the work they do.          
1.4 Interpersonal relationship          
  Identify Courteous words used in day today life          
  Talk about the use of courteous words in day to day life for interpersonal relationship          
  Appreciate the need touse courteous words          
  Use greetings and respond with actions appropriately          
  Show empathy to theneedy          
1.5 Neighbourhood          
  identify the classmates by names for harmonious living          
   name the classmates as neighbours for interpersonal

relationships

          
  identify physicalfeatures in the neighbourhood forsafety and security          
  appreciate theclassmates as theirneighbours          
1.6 Dressing          
  identify clothes worn atdifferent times          
  dress and undressappropriately          
  to put on shoes correctly          
  appreciate one’s clothesfor self-esteem          
2.0 HEALTH PRACTICES          
2.1 Hand washing          
  tell the importance of washing hands for personal hygiene          
  wash hands appropriately          
  tell critical times to wash hands          
  appreciate the need towash hands at critical

times

          
2.2 Care for the nose          
  tell the importance of having a personal handkerchief,          
  wipe one’s nose appropriately,          
  appreciate the need to own and care for a personal handkerchief          
2.3 Care for teeth          
  tell the dangers of using substances that destroy teeth,          
  talk about actions thatdestroy teeth,          
  brush teeth using appropriate brushing material found in one’s locality ,          
  Appreciate the need to care for teeth by avoiding eating sugary things.          
2.4 Toileting          
  talk about the importance of using a clean toilet,          
  Identify materials used for toileting          
  use the toilet properly for safety and hygiene,

 

          
  Appreciate proper useof toilet facilities.          
2.5 Food/feeding          
  talk about different types of foods for healthy living,          
  feed self for good health and nutrition,          
  talk about dangers of sharing food from other people’s mouth,          
  talk about dos and don’ts while eating          
  Observe table manners whileeating.          
3.0 NATURAL ENVIRONMENT          
3.1 Plants          
  talk about plants in the immediate environment          
  observe plants in the immediate environment          
  talk about the uses of plants in the immediate environment          
  take care of plants found in their immediate environment          
  appreciate plants found in their immediate environment          
3.2 Animals          
  talk about animals in the immediate environment,          
  observe animals within the environment,          
  appreciate the presence of animals in the environment          
3.3 Weather          
  Talk about the different weather conditions.          
  observe weather conditionsin the immediate environment          
  appreciate different weather conditions in the environment          
3.4 Water          
  Talk about sources of water          
  Talk about the uses of water in the environment          
  Play with waterfor enjoyment and discovery          
  appreciate the importance of water in the environment          
3.5 Soil          
  talk about the safety measures when playing with soil,          
  play with soil for enjoyment and exploration,          
   Appreciate playing withsoil for enjoyment.          
3.6 Sound          
  recognize the sources of sounds produced in the immediate environment,          
  talk about sounds produced in the immediate environment,          
  Respond to different sounds in the environment appropriately.          
3.7 Smell          
  identify the bodypart used in smelling,          
  recognize the pleasant and unpleasant smell in the immediate environment,          
  Respond appropriately to the pleasant and unpleasant smell

in the surrounding,

          
  Appreciate the pleasant smell in the immediate environment.          
3.8 Light          
  talk about different sources of light in the immediate environment,          
  play with shadows          
  appreciate uses of light in the immediate environment          
4.0 ENVIRONMENTAL CARE AND SAFETY          
4.1 Care for the immediate environment          
  identify waste materials and items that require disposal in the immediateenvironment          
  dispose waste materials appropriately          
  appreciate living in aclean environment          
4.2 Safety in the environment          
  talk about safe places, objects and activities in the immediate environment,          
  talk about dangerous places in the immediate environment,          
  talk about dangerous objects in the immediate environment,          
  talk about dangerous activities in the immediate environment,          
  to recognize safe and dangerous places, objects and activities in the immediate environment,          
  talk about how to identify strangers within their immediate environment          
  Take safety precautions inthe school compound.          

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 GOD’S CREATION          
1.1 God as the provider and healer          
  identify God as the providerfor their needs,          
  Sing simple songs on God as a provider to enhance their knowledge of God,          
  identify God as a healer fortheir spiritual and physical

nourishment,

          
  recite short poems of God as a healer stories to enhance their trust in God,          
  display understanding of God is a provider and healer for their spiritual growth,          
  Appreciate God as theprovider and healer.          
1.2 Creation (parts of the body)          
  Name his /her parts of the body that God created in his own

image and likeness

          
  Demonstrate some ways of caring parts of the body as the temple of the holy spirit          
  Appreciate his/her parts of the body as wonderfully made by God          
1.3 Plants and domestic animals          
  name plants found at home and school as part of God’s creation          
  name animals found at home and school as part of God’s creation          
  state simple ways of taking care of plants and some domestic animals          
  demonstrate taking care of some domestic animals and plants for social responsibility          
  Appreciate plants and animals found at home and school as God’s creation.          
1.4 Name of God according catchment          
  identify the name of God as used in his/her catchment area for personal knowledge          
  identify the name of God in other communities for peaceful co-existence          
   appreciate the name of God according to his/her catchment area for self – awareness          
  desire to know the name of God as used in other communities to promote unity          
1.5 Communicating to God through prayer          
  mention simple prayers at different times for his/her spiritual nourishment          
  Recite prayers for different times as part of his/her spiritual growth.          
  respect different times of prayer for his/her spiritual growth          
  Appreciate prayer as one of the most important way of talking to God.          
  desire to pray at alltimes          
2.0 HOLY BIBLE          
2.1 The Bible          
  Identify the bible as a Holy book used by Christians for his/her spiritual growth          
  Sing simple songs onthe Bible as a Holy book of God to be

respected

          
  appreciate the Bible as a Holy book          
  desire to read the Bibleas Holy book          
2.2 Handling the bible          
  identify different waysof handling the Bible as a Holy book used by Christians to nurture a sense of responsibility          
  demonstrate different ways of handling the Bible with care to promote respect for the word of God          
  sing simple songs on how to handle the Bible          
  desire to handle the Bible with respect as a Holy book          
  appreciate the importance of handling the Bible as part of his/her self-discipline          
3.0 CHRISTIAN RELIUOUS FESTIVALS AND RITUALS          
3.1 Christian festivals: Christmas and Easter          
  identify the Christian festivals for spiritual growth          
  give the meaning of Christmas as an important Christian celebration about God’s love          
  sing songs in praise ofChristmas as the birthday of Jesus Christ.          
  role play the Christmas events with joy          
  give the meaning of Easter as an important Christian celebration of God’s love          
  sing Easter songs in thankingJesus Christ for dying for us          
  appreciate Christmas andEaster as Christian celebrations of God’s love.          
3.2 Christian Rituals          
  identify some simple Christian rituals for his/her spiritual growth          
  Demonstrate some Christianrituals performed in his/her

church for spiritual nourishment

          
  Roles play Christian rituals practiced according to different churches to nurturepeaceful coexistence amonglearners.

Appreciate taking part in Christian rituals in his/her

church to promote the values of love, responsibility and integrity

          
4.0 CHRISTIAN VALUES          
4.1 Greatest commandment: Love of God and neighbour          
  state the greatest commandment of God for their spiritual growth          
  practice the love of God and neighbour to promote interpersonal relationship          
  role play on how love of God and neighbour should promote peaceful coexistence          
  sing songs of God’s love and neighbour to promote spiritual growth          
  desire to thank God for his love for mankind          
  appreciate the commandment on love of God and neighbour for spiritual growth          
5.0 PLACES OF WORSHIP          
5.1 Places of worship          
  Identify the church as a place of worship          
  Identify different places of worship that exists in his/her community for peaceful co-existence.          
  demonstrate activities that take place in the church for-example singing, praying and giving offerings as thanks giving to God          
  colour a picture of a church as a place of worship for self-efficacy          
  respect different places of worship to promote religious tolerance          
5.2 Church services          
  identify different activities that take place during the church

service for harmonious living

          
  demonstrate the activities that are performed during the

church service for interpersonal interaction

          
  sing songs that relate to the activities that take place during the church service for spiritual growth          
  desire to participate in the activities that are done during the church service for self fulfilment          
  appreciate the activities that take place during church service for spiritual nourishment          
5.3 Behaviour in the Church          
  identify good behaviour for desirable Christian living          
  demonstrate good behavior in Church to show respect to God          
  recite short memory verses from the bible on good behaviour for spiritual development.          
  appreciate the importance of good behaviour in church to

promote love andharmony

desire to have good manners in the church

          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 QUR’AN          
1.1 The Arabic alphabet with vowels (fat-ha (a), kasra (i) , dhumma (u)          
  recognize the alphabet with the given vowels in Arabic text          
  name correctly three vowels in the Arabic text          
  articulate correctly the sounds of Arabic alphabet

with vowels

          
  write the Arabic alphabet from right to left adding

the vowels on them

          
1.2 Surah Naas          
  Recite correctly……………. Surah Naas as a form of protection          
  handle the Qurán with respect as a Holy book          
  Appreciate reciting…………………. Surah Naas as a prayer          
2.0 PILLARS OF IMAN          
2.1 Belief inAllah (SWT)          
  identify oneself and others as Allah’s creation as stated in the Qur’an          
  appreciate the uniqueness of oneself and others as Allah’s creation          
  care for oneself and Allah’s other creation in the immediate

environment as a form of ibadaat/worship

          
2.2 Belief in His Prophets (Prophet Muhammad)(S.A.W.)          
  mention the name of the parents of prophet Muhammad (S.A.W.) as a sign of love and respect          
  narrate simple short story on early years of prophet Muhammad’s (S.A.W.)          
  demonstrate love for prophet Muhammad (S.A.W.) by emulating his character (obedience)          
  appreciate the important role played by the parent to up bring their children          
3.0 DEVOTIONAL          
3.1 Pillars ofIslam –SwalahPostures ofSwalah (dailyprayer)

 

          
  Name the different posturesas used in ……………….          
  appreciate ……………as a pillar of Islam          
  Demonstrate the postures in performing ………          
4.0 MORAL TEACHINGS         `
4.1 IslamicEtiquette          
4.1.1 Toileting          
  demonstrate appropriate toileting manners according to Islamic teachings          
  develop proper way of toileting in their day to day life          
   practice proper use of water during and after toileting

(Istinja)

          
4.1.2 Manners of Eating          
  demonstrate eating manners according to Islamic teachings          
  practice Islamic manners of eating according to the sunnah (traditions) of the prophet (S.A.W.)          
  acquire Islamic phrases used before and after eating appropriately          
4.1.3 Islamic phrases (………(thank you)          
  pronounce correctly the Islamic phrase (Shukran) as a way of appreciation          
  use appropriately the given Islamic phrase in their day to

day life

          
  appreciate the importance of the Islamic phrase (Shukran)

in their daily life

          
4.1.4 Relationship (places of worship)          
  name places of worship in order to respect other people’s faith          
  co-exist harmoniously with people of other religions for interpersonal relations          
  use Masjid as a place of worship          
5.0 ISLAMIC FESTIVALS          
5.1 Eid          
  describe activities related to Eid as an Islamic festival          
  appreciate Eid as an Islamic festival          
  share happiness and joy during Eid by singing songs and exchanging gifts          

 

 

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

HINDU RELIGIOUS EDUCATION ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 CREATION          
1.1 My extended family          
  Mention names of extended family members for self-awareness.          
  identify members of extended family by their names          
  Appreciate the members of extended family for mutual satisfaction.          
1.2 PanchMahabhoo

 

          
  identify the element Vayu(Air) in relation to the Panch Mahabhoot          
  appreciate the elementVayu(Air) as Paramatma’s

creation for life

          
2.0 WORSHIP          
2.1 Basic Mantrasfor Jaap

 

          
  recite the Basic Mantra of each faith for worship respect to Paramatma          
  demonstrate the appropriate discipline for the recitation of

Mantras to show

          
  appreciate recitation of Mantras as an act of worship.          
2.2 Musical Instruments used in worship          
  mention musical instruments used in worship          
  identify different instruments used in worship in the four faiths for familiarization          
  Appreciate the use of musical instruments in worship for spiritual growth.          
3.0 MANIFESTATIONS          
3.1 The EnlightenedBeings          
  name the Enlightened Beings according to the four faiths          
  identify the names of Enlightened Beings to familiarize with his/her faith          
  appreciate the Enlightened Beings to enhance faith in

Paramatma

          
3.2 Belief inParamatma          
  mention the names ofDevis and Devtas tofamiliarize thelearner with belief inParamatma          
   Identify the Devisand Devtas as pertheir attributes to
deepen the learner’sfaith.		          
4.0 Scriptures          
4.1 Name of scriptures          
  name Scriptures to promote religious identity and unity          
  identify Scriptures from other faiths to promote

peace and unity

          
  Acknowledge all Scriptures as holy to promote religious tolerance.          
5.0 Yoga          
5.1 Simple postures          
  name simple yoga postures for good health          
  demonstrate simple yoga postures correctly for physical wellbeing          
5.2 Coping with emotion          
  Appreciate Yoga as a way for peaceful living by coping positively with anxiety.          
6.0 Sadachar          
6.1 General etiquette          
  mention words that express gratitude for a healthy relationship          
  demonstrate acts of obedience to foster  harmony          
  Appreciate the blessings that may be bestowed upon him/her out of obedience.          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERMLY SUMMATIVE ASSESSMENT

TERM                                                                     

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                                

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

 

Parent’s signature                                                                         Date                                                                

TERMLY SUMMATIVE ASSESSMENT

TERM                                                                     

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                               

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

 

Parent’s signature                                                                         Date                                                                

TERMLY SUMMATIVE ASSESSMENT

TERM                                                         

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                                

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

Parent’s signature                                                                         Date                                                                

 

ANNUAL SUMMATIVE ASSESSMENT

TERM                                                          

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                                

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

 

Parent’s signature                                                                         Date                                                                

SOCIAL /BEHAVIOUR REPORT

KEY

S        –         SATISFACTORY

I         –         IMPROVEMENT

Report to be completed by the class teacher

BEHAVIOUR ASSESMENT
Considering for others  
Organization for school resources  
Accepts responsibility  
Works independently  
Works well with others  
Completes assignments at school  
Completes home assignments  
Participates in community service learning  
Use time wisely  
Has reverence for God as per a super being  
   
 

 

 

OTHER COMMENTS FROM THE TEACHER

  

 

 

 

 

 

 

 

 

 
   
   

 

KNEC News Portal, Knec Schools Exams Portal

Bleak future for BOM, private schools’ teachers

The future is gloom for thousands of teachers working in private schools. This is after most of the private schools moved to terminate payments to these tutors siting challenges caused by the current Corona virus pandemic. With all learning institutions closed, owners of private schools say it has become impossible for them to continue paying the teachers.

Private schools depend on fees paid by parents to run. And since fees can not be collected during the current closure period, most of these schools have opted to send their teachers on unpaid leaves until the current turbulent times are over.

“Due to unforeseen circumstances caused by Covid-19 worldwide, the board of management of Carol Academy has decided to allow you to proceed on unpaid leave effective April 1, 2020 until further notice as directed by the national government,” reads a letter by Carol Academy dated March 31, 2020.

“We regret this action but have no alternative as the school is no longer operational. We pray and hope that the situation will improve in the coming days when we shall inform you to resume work,” the school’s board adds.

Uncertainty for teachers on BOM terms

This group of teachers will find it rough in coming days as family needs stare at them. And with most home owners refusing to offer rent free houses, for the time being, it is going to be very difficult for these crop of teachers.

Elsewhere, teachers employed by Boards of Management (BOMs) will be hoping that the school heads continue releasing their pay. Some school heads have started sending signs of hard times ahead with others advising the BOM teachers to spend whatever little they may be having cautiously. “The future is uncertain. Please spend your March pay prudently as we may face difficulties in months to come if the government does not release more fund,” advised one Principal.

Related News:

BOM teachers receive their pay from monies sent to schools by the Government through the Free Day Secondary Education (FDSE) programme.

The first Covid19 case was reported in Kenya on March 13. This forced the President to order for closure of all learning institutions to curb further spread of the deadly virus.

The Ministry of Education has indicated that this year’s national examinations (KCSE and KCPE) will no be postponed saying they have back up options. Schools are currently on official holiday.

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

Here are links to the most important news portals:

KNEC News Portal

Orero High School KCSE 2020 results analysis, grade count and ranking

Orero High School KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)- Orero High school has been posting impressive performances in KCSE over the years and 2020 is no exception. In the 2020 KCSE examinations the school posted a mean score of 9.217 which is a B (plain).

Orero High SCHOOL KCSE 2020 RESULTS ANALYSIS MEAN GRADE SUMMARY

Looking for KCSE 2020/2021 results for all schools and candidates? Visit this portal; KCSE RESULTS PORTAL.

The school registered a total of 397 candidates in the KCSE 2020 exam. In the just released KCSE 2020 results, the school posted an impressive mean score of 9.217 which is a B (plain) . The good news is that 394 candidates managed to score above C+ (plus), which is the minimum university entry grade. This translates to a percentage of 99.2% securing direct entry to university under the placement body, KUCCPS.

Download KCSE 2020/2021 results for this school here; Official Knec KCSE Results Portal

Here is a complete distribution of grades for the school in KCSE 2020 results;

KCSE RESULTS 2020
Grade Entry
A 4
A- 51
B+ 107
B 129
B- 73
C+ 30
C 2
C- 1
D+ 0
D 0

All KCSE results are available here; KCSE 2019, 2020-2021 Results analysis and ranking for all schools and candidates.

Related news; How to get the KCSE 2020/2021 results via Knec SMS Code and online portal

Orero High SCHOOL’S KCSE 2019 RESULTS

Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

You may also like; KCSE 2019 national results and ranking per subject- Physics

KSSSA Portal

Elections for School games, co-curricular activities officials 2023- MoE guidelines

The Ministry of Education has announced elections for all Co-curricular activities Committees. Via a circular by Education Principal Secretary Dr. Belio Kipsang, the elections will be conducted in February this year, 2023.

“As you are aware the existing co-curricular activities committee have been in place for five (5) years are therefore due to expire in February, 2023.” Reads the circular in part.

The Circular is copied to Chief Executive Officer Teachers Service Commission and Chairpersons to the Kenya Secondary Schools Heads Association (KSSSA), Kenya Primary Schools Heads Association (KEPSHA) and Kenya Special Schools Heads Association (KSSHA).

“You are therefore requested to initiate and conduct the elections of officials of the various committees from sub-county to regional level as per the guidelines that was issued via circular MOE.HQS/3/4/15/VOL.II (129) dated 5th November, 2018”, Dr. Kipsang adds.

In 2018, the Ministry moved to take full charge of all Co-curricular activities which were initially run by KESSHA and KPSHA. The Ministry ordered for formation of new committees to run the co-curricular activities.

“For purposes of accountability and transparency in the management of Co-curricular activities, there shall be established the following management committees at the Sub- County, County and Regional Levels: Co-curricular Activities Sub- County Committee, Co-curricular Activities County Committee and Co-curricular Activities Regional Committee,” said Dr. Kipsang in the 2018 circular.

_____________________________________________________________

Continue reading;

Education Ministry- How to spend Co- Curricular activities funds and total disbursements at all levels

Education Ministry releases new Co- curricular Activities rates of payment, bans hiring of school facilities

Education Ministry in a move to take full charge of Co-Curricular, Games, activities

Co Curricular activities guidelines for Primary and Secondary schools: rates for referees and coaches

_____________________________________________________________

According to the Ministry, the committees at each level will have:

  • One member from Kenya Primary schools Heads Association (KEPSHA),
  • One member from the Kenya Secondary Schools Heads Association (KESSHA),
  • The Education Director at each level; who shall be the chair to the Committee,
  • The Quality Assurance and Standards Officer,
  • Chairmen of the various Co-curricular activities (Committees),
  • The Teachers Service Commission, TSC, Director or his/ her representative at each level,
  • One member from the Kenya Private Schools Association (KPSA),
  • One representative from Special Needs Education (SNE) and
  • The Secretary to the committee; who shall be an Education officer or the Quality Assurance Officer.

Ministry of education circular on elections of Co-curricular activities committees

To run the Co-curricular activities, at each level (from grassroots), the following officials will be elected by using the delegate system:

  1. Chairperson
  2. Secretary
  3. Treasurer
  4. Vice Secretary
  5. Committee members.

To observe the two thirds gender rule, more members can be co-opted.

The elected officials will serve for a term of 5 years. According to MoE guidelines, one can not serve for more than two terms in the same capacity.

fpe vote heads 2023,
fpe disbursement 2023,
fpe vote heads 2023 term 3,
fpe vote heads 2023 term 1,
fpe circular 2023,
fpe funds disbursement 2023 term 2,
fpe vote heads 2023 term 2,
fpe vote heads 2023 term 2,
KNEC News Portal, Knec Schools Exams Portal

List of schools yet to upload 2020 form one selection list on Nemis per county- Busia

About 5,397 schools are yet to upload their 2020 from one selection lists onto the National Education Management Information System, Nemis. This is according to the latest data from the Education Ministry. This mostly affects the Sub County and Private schools whose selection was done manually. The list detailing the school’s name and location indicates that the schools are yet to upload their selection lists onto their Nemis accounts in readiness for the admission exercise in January 2020.

The Education Ministry has set reporting date for the 2020 form ones to secondary schools to be between January Monday 13th to Friday 17th. This will be about one week after the other students would have reported back to school for the new year.

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

Here are links to the most important news portals:

SCHOOLS YET TO UPLOAD THEIR 2020 FORM ONE SELECTION LISTS IN BARINGO COUNTY

In this county 62 schools are yet to upload their lists. Here is a list of the schools:

COUNTY NAME SUB COUNTY NAME INSTITUTION NAME INSTITUTION TYPE
Busia BUNYALA A.C.K MUSOMA SECONDARY SCH. Public
Busia BUNYALA BUKOMA SEC Public
Busia BUSIA BROTHER NICHOLAS MIXED DAY HIGH SCHOOL Private
Busia BUSIA IMPREZZA ACADEMY Private
Busia BUSIA MATAYOS MT. OLIVES SECONDARY SCHOOL Private
Busia BUSIA ST MARY’S BURUMBA SEC Public
Busia BUSIA ST JOHN THE BAPTIST MABALE SECONDARY Public
Busia BUSIA MURENDE MIXED SECONDARY SCHOOL Public
Busia BUTULA ST PETERS SIRIKHAYA SEC Public
Busia BUTULA MADOLA MIXED DAY Public
Busia NAMBALE MAKALE EDUCATIONAL CENTRE Private
Busia NAMBALE JUDICIOUS LEARNING  CENTRE Private
Busia NAMBALE NAMISI ECDE Private
Busia NAMBALE PCEA ECDE CENTRE Private
Busia NAMBALE JOY TOWNSHIP ECDE CENTRE Private
Busia NAMBALE NAMBALE CMC  EDUCATION CENTRE Private
Busia NAMBALE MICHAEL JUNIOR  ACADEMY Private
Busia NAMBALE MWALIMU ACADEMY Private
Busia NAMBALE PRESBYTERIAN EDUCATION CENTRE Private
Busia NAMBALE MESSIAH ACADEMY Private
Busia NAMBALE MORNING GLORY ECDE Private
Busia NAMBALE JUNIOURATE ACADEMY Private
Busia NAMBALE LITTLE ANGELS LUPIDA ACADEMY Private
Busia NAMBALE PAWA REVELATION EDU Private
Busia NAMBALE WISDOM GIRLS HIGH SCHOOL Private
Busia NAMBALE MUSOMA BAPTIST ECEDE Private
Busia NAMBALE NAMBALE MUSLIM ECDE CENTRE Private
Busia NAMBALE MATUNDA PAROCHIAL Private
Busia NAMBALE LITTLE SHINERS Private
Busia NAMBALE NEW HOPE EDUCATION CENTRE Private
Busia NAMBALE NANDAFUMBWA ECDE Private
Busia NAMBALE NANGENI JUNIOR ACADEMY Private
Busia NAMBALE ST. MARY’S NAMBALE SECONDARY SCHOOL Public
Busia SAMIA NAMBALE RC Public
Busia SAMIA ST PETERS BUSIBI GIRLS Public
Busia SAMIA NYAKWAKA ORIMARI Public
Busia SAMIA ST LUKES ODIADO SEC Public
Busia SAMIA ST. KIZITO MURAAMBA SECONDARY SCHOOL Public
Busia SAMIA NAMBUKU Public
Busia SAMIA NYAKHOBI Public
Busia SAMIA NAMBOBOTO BOYS  SECONDARY Public
Busia SAMIA NAMUDURU Public
Busia TESO NORTH KAKAPEL HILLVIEW ACADEMY Private
Busia TESO NORTH FRIENDS SCHOOL MALABA Private
Busia TESO NORTH JOY CHAPMAN ACADEMY Private
Busia TESO NORTH CENTRAL STAR ACADEMY Private
Busia TESO NORTH HOPE HILLS ACADEMY Private
Busia TESO NORTH GRACELAND EDUCATIONAL CENTRE Private
Busia TESO NORTH GOODHOPE Private
Busia TESO NORTH ANGOLEK MODEL SCHOOL MALABA Private
Busia TESO NORTH ISEGERETOTO Private
Busia TESO NORTH BRIDGE INTERNATIONAL Private
Busia TESO NORTH CHEMASIRI JUNIOR Private
Busia TESO NORTH ST. ANTHONY AKOBWAIT CHA GIRLS Public
Busia TESO NORTH ST PAULS KOKARE MIXED DAY Public
Busia TESO NORTH ST. PAUL’S KAKEMER SECONDARY Public
Busia TESO SOUTH County City High S Private
Busia TESO SOUTH ST JOHN’S AKOBWAIT SECONDARY Public
Busia TESO SOUTH ST FRANCIS OKAME SEC Public
Busia TESO SOUTH AEDOMORU SEC Public
Busia TESO SOUTH ST. ELIZABETH OKATEKOK Public
Busia TESO SOUTH OSASAMET Public
Latest Education News

Simple Tips on How to Write a Perfect Research Paper on Sociology

 Sociology is a mix of exact science and humanities where students can reveal their analytical and creative skills. Sometimes students are not confident in writing, so when they get a task to write a sociology research paper, they look for the assistance online. You can do it as well! Once you’ve found cheap research papers at educational sources, you can ask for writing help with your sociology project. Also, expand your horizons with our ten simple tips on sociology research paper writing to create a brilliant piece easily.

  1. Choose a topic.

If you have an option to select what to write about, think carefully about what you want to reveal in your paper. Sociology is an interesting subject itself where you can write almost anything that concerns social relationships, culture, behavior, and social group interaction in daily life.

Literally, sociology includes subtopics about anthropology, psychology, demography, philosophy, and many other studies that relate to human existence. First of all, it is essential to make the topic interesting for you. Otherwise, if the author writes about something they don’t like, why should reader like it?

  1. Plan your time.

Writing a paper on sociology is time-consuming because you need to process a large amount of information. Therefore, think in advance about how you can organize research effectively. Outline main questions about your topic, define unclarities and look for relevant sources for your paper.

Pay attention, how much time you need to complete the work, and define a specific amount of time for each writing stage: brainstorming, research, structure information, and creating the first draft. After all, you need to leave extra hours for editing because it is rare to meet a student who gets high grades with the first draft.

  1. Research previous theories and studies.

Relying on existing references is essential to write a valuable sociology paper. First of all, when you think about research methodology, you can find out the best approach to retrieve the information. For instance, you can survey a particular group or interview some personalities to include their answers to your body sections.

Search thoroughly among books and articles of recognized authors. They contain meaningful information from previous research. Also, ask your teacher to recommend relevant literature, so you don’t waste your time looking in the deep water.

  1. Make an outline.

Organize collected information into such parts as an introduction, body paragraphs, and summary. Spread data throughout your paper to support your main idea. It will help you to understand how to explain your discovery to readers efficiently. An outline is a brief description of what your paper will look like in general. It contains short five-six sentences representing what the author will write in the introduction, three body paragraphs, and a conclusion. Show your outline to a tutor and listen to suggestions whether you are on a correct path.

  1. Write an introduction.

Represent your idea in the first part of your paper. Hook readers with an interesting background that relates to your topic. Then you should come up with a thesis statement, which is the core of your paper. Write down key points of your research, which you reveal in the following paragraphs of your paper.

  1. Provide evidence.

Sociology paper is a lot about analysis. Represent your skills in critical thinking and analyzing calculations and other data from recognized studies. Depending on the topic, the author should provide explicit references and explain it from a personal perspective. Usually, the paper’s body has three paragraphs, so start to tell your story logically and move from the lightest argument to the firmest one.

  1. tie the loose ends in summary.

The conclusion is a section where the author represents the final point of their research. Usually, they remark successful discovery process which persuades reader in author’s starting idea. In summary, you don’t need to add something new. Instead, convince readers that your thesis statement is valuable, which was proven in body paragraphs.

  1. Add tables of content (if any).

Almost every sociology paper includes calculations that back up overall studying research. Organize this information into readable tables, graphs, or other forms of content so readers can easily perceive and compare data. Anyway, it is more engaging to find visual content in scholarly researches than read plain text.

  1. Format correctly.

Every sociology paper insists on examples and quotes from external sources. Remember to format it in the right way due to the required citing style. Many different formatting styles like MLA, APA, Harward, or Chicago teachers assign to students. Consequently, ask your teacher about which one you should use in organizing references lists and in-text citations.

  1. Proofread several times.

Edit your text before sending a final draft. Sociology is a science where you have to be exact in your saying, so keep your sentences direct and simple. Don’t pretend a scholarly researcher and explain all results from studies as you understand them. Make your text easy to read with content improvement and correct punctuation, grammar, and spelling.

Final Words

Every learner who writes a paper on a sociology topic should handle it originally. No matter what academic level you are on now or the tutor’s requirements, you need to stick to your unique viewpoint. Hopefully, these ten simple tips will guide you through the writing process so you can create a perfect paper on sociology with no effort!

KNEC News Portal

How to check KCPE Results 2022 Safaricom, Airtel

It is now easy to get the KCPE 2022/2023 results online. Check KNEC KCPE results 2022/2023 below; KCPE results 2022/2023: Students who sat this exam will able check their marks by name & Examination number. Candidates can know the results from its official KNEC portal as well as using this simplified guide.

The Kenya National Examinations Council is the national body responsible for overseeing national examinations in Kenya. Its current chairman is Professor John Onsati. This council was established under the Kenya National Examinations Council Act Cap 225A of the Laws of Kenya, in 1980. KCPE results 2022/2023 exam results can also be accessed through the KNEC portal later through www.knec-portal.ac.ke

How to Check for KCPE results 2022/2023

CHECKING KCPE 2021/2022 RESULTS USING KNEC ONLINE PORTAL

To use this method to check 2022 results you only need to remember your index number and access your mobile phone or computer Here is the simplified procedure:

  • Visit the https://www.knec-portal.ac.ke/
  • Check for the KCPE Results tab, click on it
  • Select the year you sat for the Exams
  • Enter your Index number.
  • Finally click the Submit button.
  • Your KCPE results should show on the screen after a while.

For the SMS option, the candidates should send their index number, followed by the initials KCPE (in capital letters) to 20076 in order to access the results.

CHECKING KCPE 2022 RESULTS USING SMS CODE 20076

This is the most effective and fastest way of checking for the results. To get KCPE results 2022/2023 by SMS a candidate is required to send an SMS with your Index Number to 20076.

The service is viable for all the three network providers in the country Safaricom, Airtel and Telkom networks. Send the SMS in the Format: IndexNumberKCPE. Do not leave a space between Index number and KCPE; Also write KCPE in Capital letters.

The cost of each SMS is Sh.25. Remember to only send the SMS once the results are officially announced.

Visiting former Primary School

  • Finally, candidates can check their KCPE 2021/2022 results by visiting their former schools a day after the official release of the exam.

Downloading full School’s Results

TSC News Portal

TSC LIST OF TRAINERS OF TRAINERS FOR JUNIOR SECONDARY CBC TRAINING PER COUNTY – BARINGO

County Subcounty Name er Tsc No 2 Activity 1 Activity 2
Baringo Baringo Central Ezekiel Chesire M 411502 Mathem
atics		 Ict Champion Kicd
Pannelist
Baringo Baringo Central Johana Chebor
Chebon		 M 468528 Mathem
atics		 Knec
Examiner
Baringo Kabarnet High Kevin Songol M 515980 Sbtss Trainers
Baringo Kabarnet High Solomon Kigen 636540 Kicd Pannelist
Baringo Kabarnet High Sch Rael Komen 364364 Kicd Pannelist
Baringo Kabarnet High
School		 Daisy Chirchir F 490165 Sbtss Trainers
Baringo Kapkiamo
Secondary		 Patrick Kiplagat
Kapkiyai		 M 543030 Sbtss Trainers
Baringo Kapropita Girls
High School		 Titus Katimu Kipkuna M 462968 Sbtss Trainers
Baringo Kimalel Secondary
School		 Brian Kipkulei Kemei M 503263 Sbtss Trainers
Baringo Kimngorom Girls
High School		 Paul Kipkemoi M 422010 Sbtss Trainers
Baringo Kimose Secondary Eric  Lagat Ngeny M 253758 Sbtss Trainers
Baringo Kituro High
School		 Winnie Chebii F 419276 Sbtss Trainers
Baringo Koibatek Loice Kiptala F 375506 Mathem
atics		 Ict Champion Knec
Examiner
Baringo Koibatek Paul Kipruto Koech M 410174 Physics Ict Champion Knec
Examiner
Baringo Kolowa Secondary Solomon Pkiror
Lokarkar		 M 683239 Sbtss Trainers
Baringo Lombogishu
Secondary		 Samuel Kirkok M 482562 Sbtss Trainers
Baringo Marigat Andrew Chebon
Cheptoo		 M 494811 English Itoya/Poya Smase
Trainer;
Baringo Marigat
Intergrated Sec.		 Kipyegon Kenneth
Kimurei		 742319 Kicd Pannelist
Baringo Mogotio Jepkosgei Chemoiwa F 524233 Mathem Ict Champion Knec
Examiner
Baringo Mogotio Girls’ Julia Kenei F 357460 Sbtss Trainers
Baringo Mogotio Girls’
High School		 Alfred Kandie Tallam M 476339 Sbtss Trainers
Baringo Moi High School
Kabartonjo		 Kipng’ok Festus
Kipkurui		 M 560315 Sbtss Trainers
Baringo Moi High School-
Kabartonjo		 Bernard Korir Kiprop M 477062 Sbtss Trainers
Baringo Ngarie Secondary Alfred Yator Komen 583815 Kicd Pannelist
Baringo Nginyang Girls
High School		 Samwel Mwangi
Mbaria		 M 610089 Sbtss Trainers
Baringo Ngubereti Mixed David Kambii Lorwai M 417769 Sbtss Trainers
Baringo Ossen Girls High Kennedy Kipsang P M 452374 Sbtss Trainers
Baringo Pemwai Girls
Secondary  School		 Jacob K. Kimechwa M 557446 Sbtss Trainers
Baringo Reuben Cheruiyot
School-Olmarai		 Daudi Chelagat M 495997 Sbtss Trainers
Baringo Sacho High Sch Patrick Kiptoo 433460
Kicd Pannelist
Baringo Saos Boys High Sellah J. Kurgat 573327 Kicd Pannelist
Baringo Solian Girls High
School		 Joshua Kiprotich M 496682 Sbtss Trainers
Baringo Tabagon Girls
Secondary		 Job Kipyator
Changwony		 M 451280 Sbtss Trainers
Baringo Tabagon Girls
Secondary School		 James Kipngetich
Kosgei		 M 415746 Sbtss Trainers
Baringo Tenges Christopher Kipkebut M 358842 Mathem
atics		 Ict Champion Knec
Examiner
Baringo Tenges  Boys High
School		 Stephen Kipchumba M 387158 Sbtss Trainers
TSC News Portal

TSC REGIONAL AND COUNTY DIRECTORS; UPDATED LIST PDF

The Teachers Service Commission, TSC, has released a new list of updated TSC Regional and County Directors. Check all the newly appointed and transferred TSC Regional, County and Sub County Directors here.

TSC REGIONAL, COUNTY AND SUB COUNTY DIRECTORS IN CENTRAL (KIAMBU)

S/NO NAME OF TSC OFFICER RESPONSIBILITY
1 Regina Opondo, KIAMBU COUNTY
2 Juliet Kariuki Regional Director, Central Region
3 Jedidah Wambugu Sub County Director, Kikuyu
4 Faith Kanana Deputy County Director & Sub County Director, Kiambu
5 Janice Kakuvi Daudi Sub County Director, Thika East
6 Kenneth Kinyua Thuranira Sub County Director, Githunguri
7 Willy G. Gondi Sub County Director, Limuru
8 Francis Munyori Sub County Director, Thika West
9 Winnie Strong Sub County Director, Juja
10 Eunice Wanjiku Kariuki Sub County Director Gatundu South
11 Catherine Gikuhi Sub County Director Gatundu North
12 Betty Soy Sub County Director, Kabete
13 Samuel Lagat Sub County Director, Lari
14 Gladys Moraa Mogamba, Sub County Director, Kiambaa
15 Kaingu Chimako Hanjari Sub County Director, Ruiru

 

Related news;

New; List of Current TSC County Directors

TSC County Directors in all counties: List and their contacts

TSC County Directors, contacts and office locations

Teachers' Resources

PHYSICS LESSON PLANS FREE

FORM 4

TERM 1

SUBJECT: PHYSICS.

TOPIC 4: ELECTROMAGNETIC SPECTRUM.

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: THE ELECTROMAGNETIC SPECTRUM

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe a complete electromagnetic spectrum.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define electromagnetic spectrum.

 Discussion.

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Golden tips Physics pages 174
30 MINUTES BODY DEVELOPMENT

-Discussions on the charge in wave length of electromagnetic radiations

explanations

 -Discussions on the charge in wave length of electromagnetic radiations

explanations

 charts showing the components of the electromagnetic spectrum -Secondary physics KLB students book 4 page 79

-Principles of physics (M.Nelkon) pages 345

-Golden tips Physics pages 174
5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

  

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Golden tips Physics pages 174

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: PROPERTIES OF ELECTROMAGNETIC WAVES.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State the properties of electromagnetic waves

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

 Discussion.

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Principles of physics (M.Nelkon) pages 345

 
30 MINUTES BODY DEVELOPMENT

Explaining the properties of each component of the electromagnetic spectrum

 Explaining the properties of each component of the electromagnetic spectrum Charts showing the properties of electromagnetic waves -Secondary physics KLB students book 4 page 80-81

-Principles of physics (M.Nelkon) pages 345

-Golden tips Physics pages 175
5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

  

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Principles of physics (M.Nelkon) pages 345

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: DETECTION OF ELECTROMAGNETIC SPECTRUM.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe the methods of detecting electromagnetic radiations

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

 Discussion.

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Golden tips Physics pages

175-176
30 MINUTES BODY DEVELOPMENT

Demonstrating and explaining how to detect electromagnetic radiations

 Demonstrating and explaining how to detect electromagnetic radiations Radiation detectors

Charts showing detectors of electromagnetic radiation

 -Secondary physics KLB students book 4 page 81

-Golden tips Physics pages

175-176
5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

  

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Golden tips Physics pages

175-176

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: APPLICATIONS OF ELECTROMAGNETIC RADIATION.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe the applications of electromagnetic radiations including greenhouse effect

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Outline some of the applications of electromagnetic radiations.

 Discussion.

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Golden tips Physics pages 175-176
30 MINUTES BODY DEVELOPMENT

Discussions of application of electromagnetic radiations

 Discussions of application of electromagnetic radiations Pictures and chart on application of electromagnetic radiations -Secondary physics KLB students book 4 page 82

-Principles of physics (M.Nelkon) pages 336

-Golden tips Physics pages 175-176
5 MINUTES CONCLUSION

Answering questions from the learners.

  

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Golden tips Physics pages 175-176

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: PROBLEMS ON C=FX.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Solve numerical problems involving C=fx

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Ask probing questions.

 Discussion.

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Secondary physics KLB students book 4 page 80
30 MINUTES BODY DEVELOPMENT

-Problem solving

-Discussions

-Explanations

-Questions and answers

 

 -Problem solving

-Discussions

-Explanations

-Questions and answers

 

 -Questions and answers exercises -Comprehensive secondary physics students book 4 pages 45

teachers book 34pages 20-21

-Secondary physics KLB students book 4 page 80
5 MINUTES CONCLUSION

Giving assignment on the whole topic.

  

Questions and answers.

 

 -Chalk board/white board.

-A piece of chalk/ marker pen.

 

 -Secondary physics KLB students book 4 page 80

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teachers' Resources

Latest CBC Schemes of Work For All Grades Free Downloads

Latest CBC Schemes of Work For All Grades Free

ENVIRONMENTAL ACTIVITIES PP1 TERM 2.pdf
AGR GRADE 4 TERM 3.pdf
ART & CRAFT PP1 TERM 2.pdf
ART & CRAFT PP2 TERM 2.pdf
ART 2 (1)-2.pdf
ART AND CRAFT GRADE 3 TERM 2.pdf
CRE GRADE 2 TERM 2 (1).pdf
CRE GRADE 3 TERM 2.pdf
CRE GRADE 4 TERM 3.pdf
CRE PP1 TERM 2.pdf
CRE PP2 TERM 2.pdf
CRE TERM 2-1.pdf
ENG GRADE 3 TERM 2.pdf
ENG TERM 2.pdf
ENGLISH GRADE 2 TERM 2 (1).pdf
ENGLISH PP1 TERM 2.pdf
ENGLISH PP2 TERM 2.pdf
ENVIRONMENTAL ACTIVITIES PP2 TERM 2.pdf
GRADE 1 ENVIRONMENTAL ACTIVITIES-1.pdf
GRADE 2 ENVIRONMENTAL ACTIVITIES.pdf
GRADE 3 ENVIRONMENTAL ACTIVITIES.pdf
GRADE 4 TERM 2 2020 ART & DESIGN SCHEMES (1).pdf

Schemes of Work per Grade

CLASS 8
GRADE 1
GRADE 3
GRADE 4
GRADE2
GRADE5
STD 7

Schemes of work for all grades

ART AND CRAFT GRADE 4 TERM 3.pdf
6-science.docx
AGR GRADE 4 TERM 3.pdf
AZIMIO LA KAZI 8 mfuti NEW.docx
AZIMIO LA KAZIstd 6 mufti.docx
AZIMIO LA KAZIstd 7 mufti.docx
Copy of CRE GRADE 1.pdf
Copy of CREATIVE ART GRADE 1.pdf
Copy of ENGLISH GRADE 1.pdf
Copy of ENVIRONMENTAL GRADE 1.pdf
Copy of GRADE 1 – CRE ACTIVITIES SCHEMES TERM 3.docx
Copy of GRADE 1 – ENGLISH ACTIVITIES SCHEMES – TERM 3.docx
Copy of GRADE 1 – ENVIRONMENTAL ACTIVITIES SCHEMES – TERM 3 – V1.docx
Copy of GRADE 1 – HYGIENE AND NUTRITION ACTIVITIES – TERM 3.docx
Copy of GRADE 1 – KISWAHILI ACTIVITIES TERM 3.docx
Copy of GRADE 1 – LITERACY ACTIVITIES – TERM 3.docx
Copy of GRADE 1 – MATHEMATICS ACTIVITIES – TERM 3.docx
Copy of GRADE 1 – MOVEMENT- TERM 3.docx
Copy of GRADE 1 – MUSIC TERM 3.docx
Copy of HYGIENE GRADE 1.pdf
Copy of LITERACY GRADE 1.pdf
Copy of MATHEMATICS GRADE 1.pdf
Copy of MOVEMENT GRADE 1.pdf
Copy of MUSIC GRADE 1.pdf
CRE 7 TERM 3.pdf
CRE GRADE 1.pdf
CRE GRADE 2.pdf
CRE GRADE 3.pdf
CRE GRADE 4 TERM 3.pdf
CRE SOW std 6.docx
CRE SOW std 7.docx
CRE SOW std 8.docx
CRE std 6 Living in Christ (1).pdf
CREATIVE ART GRADE 1.pdf
CREATIVE ART GRADE 2.pdf
ENG 7 TERM 3 (2).pdf
ENG GRADE 4 TERM 3.pdf
ENG STD 6 TERM 3 (1).pdf
ENG STD 7 TERM 3 (1).pdf
ENGLISH GRADE 1.pdf
ENGLISH GRADE 2.pdf
ENGLISH GRADE 3.pdf
ENGLISH GRADE 4 TERM 3.pdf
English schemes of work STD 6.docx
English schemes of work STD 7.docx
English schemes of work STD 8.docx
ENVIRONMENTAL GRADE 1.pdf
ENVIRONMENTAL GRADE 2.pdf
ENVIRONMENTAL GRADE 3.pdf
GRADE 1 – ART – TERM 3.docx

KNEC News Portal

Kyeni Girls High School KCSE 2020-2021 results analysis, grade count and results for all candidates

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

Kyeni Girls High school 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.

You may also like;

Kyeni Girls High school managed a mean score of 8.2 in the 2019 KCSE examinations.. Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

You may also like; KCSE 2019 national results and ranking per subject- Physics

Kyeni Girls High SCHOOL’S KCSE 2020 RESULTS ANALYSIS AND MEAN GRADE SUMMARY

We have analysed results for Kyeni Girls High school 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.

KCSE 2020 RESULTS PORTALS

The 2021 KCSE results portal.

KCSE 2020 RESULTS PER SCHOOL

KCSE 2020 TOP 100 SCHOOLS

KCSE 2020 BEST SCHOOLS PER COUNTY

KCSE 2020 TOP 100 BOYS

KCSE 2020 TOP 100 GIRLS

KCSE 2020 RESULTS VIA SMS

KCSE 2020 RESULTS FOR THE WHOLE SCHOOL

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

Latest Education News

CS Magoha supports CBC, says implementation going on smoothly

Education Cabinet Secretary, Professor George Magoha has lauded the government for introducing the Competence Based Curriculum saying it is the best system for the children.

Speaking during a ceremony to award winners of primary school essay writing competition, Magoha challenged those opposing the CBC module to come up with a better syllabus.

“Unlike 8-4-4, the system is engineered to help learners identify their strengths and nurture their talents at an early age. Those opposing this system should tell us what alternative they have for the Kenyan child,” said Magoha.

The CS said that he will ensure the implementation of the CBC system of education becomes a success as the government has invested a lot in making sure that every child is treated the same when it comes to education.

The CS assured parents and students that text books are available for free in all public schools to ensure that learners have adequate resources.

“The materials asked for by teachers for the practical lessons are those that can be easily found at home, these exaggerations that we see on social media about this system is a lie,” added Magoha.

Related news;

Grade 5 CBC Notes Free Downloads

Grade 4 CBC Assessment Exams Plus Marking Schemes Free

Free Grade 3 CBC Assessment Exams Plus Marking Schemes

Free Grade 5 CBC Assessment Exams Plus Marking Schemes

Updated CBC schemes of work for all subjects and grades (Tusome)

Primary schools free CBC schemes of work for all grades

Latest primary school schemes of work for all grades and classes

Tourism Cabinet Secretary Najib Balala praised CS Magoha for his tremendous achievement in the education sector.

Balala said, it is evident that the government is putting more effort by investing in education unlike previous governments.

“Some 23 percent of the total budget is invested in education. Kenya is the only country that a parent can sell a shamba or a cow to educate his child, that shows the seriousness this country has in educating its people,” said Balala.

Magoha hailed the initiative by Pwani Oil for introducing essay writing competition saying it will sharpen creative writing and critical thinking skills among learners.

“When Pwani oil came up with the idea of engaging upper primary school children to write creative essays using colors to express themselves, this was a perfect example of what the government is doing in schools through the CBC system,” he said.

In the completion, over 23,000 pupils from 11,300 public primary schools across the 47 counties participated.

Mwangeli Mulwa from Makueni, Denise Nguhi (Machakos), Mitchele Rono (Elgeyo Marakwet), Melvin Koech (Elgeyo Marakwet) and Emmanuel Okinyi (Migori) emerged the top five winners nationally.

The essay writing was sponsored by Pwani Oil Products Limited through its Sawa soap brand, in partnership with the Ministry of Education and the Kenya Primary School Head teachers Association (KEPSHA).

The competition dubbed “Colors in Life” aimed at sharpening creative writing and thinking skills among pupils in standard 6 and 7 and ran from July 1to 31.

KEPSHA National Chairman Johnson Nzioka hailed the initiative saying it would go a long way in improving the education standards in Kenya.

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