Category Archives: Latest Education News

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

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

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

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

KISAU GIRLS SECONDARY SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

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

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

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KISAU GIRLS SECONDARY SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: Kisau Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 18346102
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS:  P.O. Box 5 – 90127 Mbumbuni, Kenya
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
KISAU GIRLS SECONDARY SCHOOL’S BRIEF HISTORY

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

Here are links to the most important news portals:

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

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

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

Also read;
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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

KISAU GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

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

Kisau Girls Secondary School
Kisau Girls Secondary School
Kisau Girls Secondary School
Kisau Girls Secondary School
Kisau Girls Secondary School
Kisau Girls Secondary School
Kisau Girls Secondary School

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SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

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

SPONSORED IMPORTANT LINKS:

KCPE 2019 Exams Ranking; top and best Candidates, schools in Taita Taveta County

Taita Taveta County failed to produce a candidate in the country’s 2019 KCPE top 100 list. The best candidate in the County managed to score a total of 429 marks.

Here are the Taita Taveta County top candidates and their schools in the 2019 KCPE exams:

INDEXNO NAME GE ENG KIS KSL MAT SCI SSR TOT School_code School_Name
01115105158 WANJIRU ANGELA WAMBUI F 88A 96A = = 85A 79A- 81A 429 01115105 MWANYAMBO
01114120801 DENA PRECIUOS MKAMWASI F 85A 88A = = 85A 80A 86A 424 01114120 MWATATE JUNIOR PREPARATORY
01115117010 EMMANUEL WABWIRE M 88A 89A = = 83A 79A- 84A 423 01115117 SPRINGS PREPARATORY SCH
01115117004 PAULA WACHIA JUMWA F 90A 85A = = 85A 80A 82A 422 01115117 SPRINGS PREPARATORY SCH
01115119035 MWAKAZI HAPPY INOSI MACHOCHO F 85A 95A = = 81A 76A- 82A 419 01115119 ST STEPHEN PCEA ACADEMY
01115105030 OWINO SELINA ACHIENG’ F 87A 89A = = 85A 79A- 79A- 419 01115105 MWANYAMBO
01115117014 FAVOUR MAJANI MAGHENDA M 91A 90A = = 82A 72B+ 83A 418 01115117 SPRINGS PREPARATORY SCH

KENYA CLICK ON THE LINK BELOW;

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Best Agriculture Schemes of Work Form 3 (As per the new School Term Dates)

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  ONE  

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
 

MATERIALS

             /

RESOURCES

REF. REM.

1

1

LIVESTOCK PRODUCTION I

 

Reproduction

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

 

Define terms related to reproduction.

 

 

Exposition of new terms such as hatcheries, broodiness, and incubation.

Discussion.

   

 

 

KLB BK III

Pg 1

 

2

Male reproductive system.

Identify parts of the reproductive system of a bull. Drawing and labeling of reproductive system of a bull.

Brief discussion.

Chart –reproductive system of a bull. KLB BK III

Pgs 2-3

 

3

Female  reproductive

Identify parts of the reproductive system of a  cow. Drawing and labeling of reproductive system of a cow.

Brief discussion.

Chart –reproductive system of a cow. KLB BK III

Pgs 4-5

 

4

Pregnancy, parturition and birth.

Define gestation period.

Identify signs of parturition.

Identify proper presentation at birth.

 

Probing questions;

Discussion;

Exposition.

  KLB BK III

Pgs 5-6

 

2

1

Reproductive system in poultry. Identify parts of the reproductive system of a  hen.

State functions of parts of reproductive system of a hen.

Drawing and labeling of reproductive system of a hen.

Brief discussion.

Chart –reproductive system of a hen. KLB BK III

Pgs 6-8

 

2

Breeding stock.

State factors considered when selecting a breeding stock. Probing questions;

Discussion;

Exposition.

  KLB BK III

Pgs 9-10

 

3

Methods of selecting breeding  stock.

 

Identify methods of selecting breeding  stock.

 

 

Exposition;

Brief discussion.

 

  KLB BK III

Pgs 11-12

 

4

Breeding.

Give reasons for breeding.

Define terms related to  breeding.

Probing questions;

Exposition of new concepts.

  KLB BK III

Pgs 12-16

 

3

1

Breeding systems

Inbreeding.

Give reasons for inbreeding.

State advantages and disadvantages of inbreeding.

 

Probing questions;

Exposition of new concepts.

  KLB BK III

Pgs 17-18

 

2

Outbreeding.

Give reasons for outbreeding.

State advantages and disadvantages of outbreeding.

 

Exposition of new concepts;

Discussion.

  KLB BK III

Pgs 18-19

 

3

Signs of heat in livestock.

Identify signs of heat in cattle, pigs and rabbits.

 

 

Brain storming;

Brief discussion.

  KLB BK III

Pgs 19-20

 

4

Natural mating and artificial insemination.

State advantages and disadvantages of natural mating.

State advantages and disadvantages of artificial insemination.

 

 

Discussion with questioning. Chart – artificial vagina. KLB BK III

Pgs 20-23

 

4

1

Embryo transplant.

State advantages and disadvantages of embryo transplant as a method of service. Exposition;

Brief discussion.

 

  KLB BK III

Pgs 23-24

 

2

Parturition.

Identify signs of parturition in cows, sows and does. Brain storming;

Brief discussion.

Written exercise.

  KLB BK III

Pgs 24-25

 

3

LIVESTOCK REARING PRACTICES

 

Routine livestock rearing practices.

Feeding.

 

 

 

 

Define flushing and steaming up.

Give reasons for flushing and steaming up.

 

 

 

 

 

Exposition of new concepts;

Discussion.

 

 

 

 

 

 

 

 

 

 

KLB BK III

Pgs 27-28

 

4

Creep feeding.

Describe creep feeding of piglets, lambs, kids and kindlings. Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 29-31

 

5

1

Vaccination.

State properties of good vaccines.

Give examples of common vaccines.

Exposition of new concepts;

Discussion.

  KLB BK III

Pgs 32-33

 

2

Deworming & docking. Explain reasons for deworming & docking.

 

Brain storming;

Brief discussion.

 

Sample dewormers. KLB BK III

Pgs 33,36

 

3

Hoof trimming.

Give reasons for hoof trimming.

Identify tools used in hoof trimming.

Brain storming;

Brief discussion.

 

Tools used in hoof trimming. KLB BK III

Pgs 36-38

 

4

Dusting, dipping and spraying.

Give reasons for dusting, dipping and spraying. Brief discussion with questioning.   KLB BK III

Pgs 38-40

 

6

1

Breeding-related practices.

Identify practices related to breeding. Exposition of new concepts;

Discussion.

  KLB BK III

Pgs 40-41

 

2

Identification of livestock.

Give reasons for identifying animals.

Outline various methods of identification.

Brain storming;

Brief discussion.

 

Ear notching patterns. KLB BK III

Pgs 41-44

 

3

Debeaking and tooth clipping. Give reasons for debeaking and tooth clipping. Q/A and brief discussion;

Practical activities.

Debeaking and tooth clipping tools. KLB BK III

Pg 45

 

4

Culling.

Give reasons for culling animals.

Cite basis of culling animals.

Brain storming;

Brief discussion.

 

  KLB BK III

Pgs 45-46

 

7

1

Dehorning.

Identify methods of dehorning.

Identify tools used for dehorning.

 

Q/A and brief discussion;

Practical activities.

Dehorning tools. KLB BK III

Pgs 47-48

 

2

Castration & caponisation.

Give reasons for castrating animals.

Outline methods of castration / caponisation.

 

 

Brain storming;

Brief discussion;

Practical activities.

Tools used in castration. KLB BK III

Pgs 49-52

 

3,4

Management during parturition.

Outline management practices during parturition in cattle, sheep, goats, pigs and rabbits.

Identify signs of farrowing.

Brain storming;

Exposition;

Detailed discussion.

 

  KLB BK III

Pgs 52-56

 

8

1

       TEST

         

2

BEE KEEPING

 

Importance of bee keeping.

Bee colony.

 

 

Outline importance of bee keeping.

Identify members of a bee colony.

 

 

Brain storming;

Detailed discussion.

 

  KLB BK III

Pgs 56-59

 

3

Life cycle of a bee.

 

Siting an apiary.

Describe the life cycle of a bee

State factors considered when siting an apiary.

Exposition,

Probing questions,

Brief discussion.

  KLB BK III

Pgs 59-60

 

4

Types of hives

& stocking a hive.

Identify types of hives.

Outline methods used to stock a hive.

Brief discussion with questioning. K.T.B.H. KLB BK III

Pgs 60-65

 

9

1

Bee management. Give reasons for feeding bees.

Identify  pests and diseases and their control.

Brief discussion with questioning.   KLB BK III

Pgs 66-68

 

9

2

Swarming of bees. Cite reasons for swarming of bees.

Identify proper practices for handling bees.

Brain storming;

Discussion.

Protective gear. KLB BK III

Pgs 68-69

 

3,4

Honey harvesting.

 

 

 

Honey processing.

Describe honey harvesting process.

Identify equipment for honey harvesting.

Outline methods of honey extraction.

Brief discussion;

Teacher demonstration-extracting honey

 

Equipment for honey harvesting, & extraction.. KLB BK III

Pgs 70-72

 

10

1

FISH FARMING

 

Importance of fish.

 

Requirements for fish farming.

 

 

 

Outline importance of fish keeping.

Identify requirements for fish farming.

 

 

 

Brain storming;

Discussion.

 

 

 

Fish pond.

KLB BK III

Pgs 72-73

 

2,3

Stocking, feeding, cropping and harvesting. Outline practices for stocking, feeding, cropping and harvesting of fish. Brief discussion with probing questions. Fish pond. KLB BK III

Pgs 77-80

 

4

FARM STRUCTURES

 

Planning and siting farm structures.

 

 

Explain factors considered when planning and siting farm structures.

 

 

 

Brain storming;

Discussion.

   

 

KLB BK III

Pgs 83-84

 

11

1,2

Types of construction materials.

Identify types of materials for construction. Brain storming;

Discussion.

  KLB BK III

Pgs 84-88

 

3

Farm buildings.

State purpose of farm buildings.

Identify parts of a farm building.

Q/A;

Brief discussion.

  KLB BK III

Pgs 89-93

 

4

Livestock structures.

Give examples of farm livestock structures.

Identify parts of a cattle plunge dip/ spray race /milking shed.

Brain storming;

Drawing diagrams;

Discussion.

Chart – Parts of  plunge dip/ spray race /milking shed. KLB BK III

Pgs 94-99

 

12,

13

END OF  TERM  ONE  EXAMS  

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  TWO    2018  

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
 

MATERIALS

             /

RESOURCES

REF. REM.

1

1

Livestock structures.

Zero grazing unit and calf pen.

Identify structural requirements for zero grazing unit and calf pen. Brain storming;

Drawing diagrams;

Discussion.

Zero grazing unit and calf pen. KLB BK III

Pgs 104-5

 

2

Poultry house,  piggery unit & rabbit hutch. Identify structural requirements for poultry house & a piggery unit. Brain storming;

Drawing diagrams;

Discussion.

Poultry house & a piggery unit. KLB BK III

Pgs 106-110

 

3

Fences.

 

 

State advantages of a live fence over a wire fence.

Identify types of wire fences.

 

Brain storming;

Discussion.

Chart – Parts of wire fence KLB BK III

Pgs 124-130

 

4

Seedbeds, nursery structures, seed boxes & vegetative propagation units.

Outline requirements for seedbeds, nursery structures, seed boxes & vegetative propagation units Brain storming;

Drawing diagrams;

Discussion.

Seedbeds, nursery structures, seed boxes & vegetative propagation units KLB BK III

Pgs 130-138

 

2

1

AGRICULTURAL ECONOMICS II

 

Meaning of land tenure.

 

Communal land tenure.

 

 

 

Define the term land tenure.

 

State advantages and disadvantages of communal land tenure.

 

 

 

Exposition of new concepts;

Discussion.

   

 

 

KLB BK III

Pgs 140-2

 

2

Individual land tenure

State advantages and disadvantages of individual owner operator, landlordism & tenancy. Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 142-4

 

2

3

Land fragmentation. Outline factors related to land fragmentation.

Highlight effects related to land fragmentation.

Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 144-7

 

4

Land reforms. Discuss land consolidation, tenure reforms, adjudication and registration. Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 147-152

 

3

1

Development of settlement schemes in Kenya.

Identify some settlement schemes in Kenya.

Outline requirements for settlement schemes to thrive in Kenya.

Exposition of new concepts;

Brief discussion.

  KLB BK III

Pgs 152-7

 

2

SOIL AND WATER CONSERVATION

 

Soil erosion.

 

 

 

Outline factors influencing soil erosion.

Identify types of soil erosion.

 

 

 

Brain storming;

Brief discussion.

   

 

 

KLB BK III

Pgs 158-167

 

3

Effects of soil erosion & control measure.

Highlight effects of soil erosion & measures of control. Brain storming;

Brief discussion.

  KLB BK III

Pgs 167-8

 

4

Mass wasting (solifluction)

Identify types of mass wasting.

State effects of mass wasting.

 

Brain storming;

Brief discussion.

  KLB BK III

Pgs 168-172

 

4

1

Methods of soil and water conservation.

Outline methods of soil and water conservation. Brain storming;

Drawing diagrams;

Brief discussion.

  KLB BK III

Pgs 178-183

 

2

Types of terraces.

Identify types of terraces. Observing terraces;

Drawing diagrams; brief discussion.

Terraces. KLB BK III

Pgs 183-8

 

3

Harvesting water.

Outline methods of harvesting water. Brain storming;

Brief discussion.

  KLB BK III

Pgs 188-190

 

4

WEEDS AND WEED CONTROL

 

Identification of common weeds.

 

 

 

Define a weed.

Identify common weeds.

 

 

 

Drawing Illustrative  diagrams;

Weed mounting;

 

 

 

 

Common weeds.

 

 

 

KLB BK III

Pgs 192-199

 

5

1

Effects of weeds.

Highlight harmful effects of weeds.

Highlight benefits of weeds.

Brain storming;

Brief discussion.

Useful and harmful weeds. KLB BK III

Pgs 200-2

 

2

Chemical weed control.

Outline ways in which chemicals affect crops.

Classify herbicides.

Expository and descriptive approaches. Common herbicides. KLB BK III

Pgs 203-4

 

3

Selectivity and effectiveness of herbicides.

Outline factors affecting selectivity and effectiveness of herbicides. Expository and descriptive approaches.   KLB BK III

Pgs 205-6

 

4

Herbicides and the environment. Highlight precautions observed when handling herbicides.

Discuss effects of herbicides on the environment.

 

 

Brain storming;

Brief discussion.

  KLB BK III

Pgs 208-9

 

6

1

Mechanical weed control. State advantages of tillage as a method of weed eradication. Brain storming;

Brief discussion.

  KLB BK III

Pgs 209-210

 

2

Cultural  biological & legislative methods of weed control. Identify some cultural and biological ways of controlling weeds.

Define legislative method of weed control.

Q/A & brief discussion.   KLB BK III

Pgs 210-1

 

3,4

C.A.T  & MID-TERM BREAK        

 

7

1

CROP PESTS AND DISEASES

 

Effects of crop pests.

 

Classification of pests.

 

 

 

State harmful effects of crop pests.

 

Outline criteria for classifying pests.

 

 

 

Brain storming;

Exposition of new concepts.

   

 

 

KLB BK III

Pgs 213-4

 

2

Field insect pests.

Identify common field insect pests. Examining some insect pests.

Identifying parts of crops attacked.

Common field insect pests,

Infested crops.

KLB BK III

Pgs 214-8

 

3

Piercing and sucking pests.

Identify common piercing and sucking pests. Examining some piercing and sucking pests.

Identifying parts of crops attacked.

Common Piercing and sucking pests.

Infested crops.

KLB BK III

Pgs 218-221

 

4

Other field pests.

Describe harmful effects caused by nematodes, mites, rodents and birds. Brain storming;

Brief discussion.

  KLB BK III

Pgs 221-3

 

8

1

Storage pests.

Identify common storage pests. Examining storage pests.

Identifying parts of crops attacked.

Storage pests, infested cereals. KLB BK III

Pgs 224-6

 

2

Crop pest control.

Outline methods for controlling pests. Brain storming;

Brief discussion.

  KLB BK III

Pgs 226-30

 
3

Pesticides.

 

 

 

 

 

Outline criteria for classifying pesticides.

Highlight factors affecting effectiveness of a pesticide. State advantages of using pesticides.

 

Exposition, detailed discussion.   KLB BK III

Pgs 230-2

 
4 Biological pest control.

 

Effects of diseases.

State advantages of using biological pest control.

 

Identify effects of crop diseases.

Brain storming;

Exposition;

Brief discussion.

Crop parts infected with diseases. KLB BK III

Pgs 233-4

 

9

1 Fungal diseases. Highlight harmful effects of diseases.

Identify some fungal diseases.

Expository and descriptive approaches. Crops affected by fungal diseases. KLB BK III

Pgs 234-7

 

2

Viral diseases. Identify some viral diseases. Expository and descriptive approaches. Crops affected by viral diseases. KLB BK III

Pg  237

 

3

 

4

Bacterial diseases.

 

Nutritional disorders.

Identify some bacterial diseases.

Identify nutritional disorders of crops.

Expository and descriptive approaches.

Q/A to review nutritional disorders of crops.

Crops affected by bacterial  diseases. KLB BK III

Pg  238-9

 

10

1

Control of crop diseases.

Highlight methods of controlling crop diseases. Brain storming;

Brief discussion,

Answer review questions.

  KLB BK III

Pg  239-240

 

 

 

 

 

2

 

 

 

3

 

 

 

 

CROP PRODUCTION VI FIELD PRACTICES II

MAIZE

 

Ecological requirements.

 

 

Describe land preparation

 

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

 

 

Outline the ecological requirements of maize.

Identify some varieties of maize.

Describe land preparation for maize establishment.

 

 

 

 

 

 

Brain storming;

Probing questions;

Brief discussion.

 

 

 

 

 

 

 

 

 

School farm.

 

 

 

 

 

 

KLB BK III

Pg  242-5

 

4

Field operations. Describe field operations on a maize stand. Q/A on spacing of crops and fertilizer application;

Brief discussion.

School farm. KLB BK III

Pg  245-6

 

11

1

Pest control & Disease control.

Identify field and storage pests that attack maize. Identify  diseases that attack maize Brain storming;

Probing questions;

Brief discussion.

 

Infested maize. KLB BK III

Pg  246-9

 

2

Harvesting, storage and marketing of maize. Describe harvesting, storage and marketing of maize. Brief discussion with oral questioning.   KLB BK III

Pg  249-250

 

 

11

3

FINGER MILLET

 

Ecological requirements and preparation for planting materials.

 

Outline the ecological requirements of finger millet.

Identify some varieties of finger millet.

 

Discussion;

Probing questions.

Finger millet. KLB BK III

Pg  250-2

 

4

Field operations, pest and disease control.

Discuss field operations, pest and disease control. Examine millet attacked by pests / diseases.

Discussion.

 

 

Millet attacked by pests / diseases.

 

KLB BK III

Pg  254-5

 

12,

13

END  OF  TERM  TWO  EXAMS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  THREE  2018  

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
 

MATERIALS

             /

RESOURCES

REF. REM.

1

1,2

SORGHUM

Ecological requirements and preparation for planting materials.

Outline the ecological requirements of sorghum.

Identify some varieties of finger millet.

Describe selection and preparation of planting materials.

 

Discussion;

Exposition;

Probing questions.

Finger millet. KLB BK III

Pg  250-2

 

3,4

Field operations, pest and disease control.

Discuss field operations, pest and disease control. Examine sorghum attacked by  pests / diseases.

Discussion.

Sorghum attacked by pests / diseases.

 

KLB BK III

Pg  255-9

 

2

1

BEANS

 

Ecological requirements and preparation for planting materials.

Outline the ecological requirements for beans.

Identify some varieties of beans.

 

Exposition and probing questions.   KLB BK III

Pg  260-1

 

2

Field operations, pest and disease control & harvesting of beans.

Discuss field operations, pest and disease control. Examine beans attacked by  pests / diseases.

Brain storming;

Discussion.

 

Bean plants attacked by pests / diseases.

 

KLB BK III

Pg  261-3

 

3

RICE

Ecological requirements and preparation for planting materials.

Outline the ecological requirements for beans.

Identify some varieties of rice.

 

Exposition and probing questions.   KLB BK III

Pg  260-1

 

4

Field operations, pest and disease control & harvesting of rice.

Discuss field operations, pest and disease control. Brain storming;

Discussion.

 

Bean plants attacked by pests / diseases.

 

KLB BK III

Pg  261-3

 

3

1

Harvesting pyrethrum.

Describe harvesting of pyrethrum. Exposition and probing questions. Pyrethrum shrubs .KLB BK III

Pg  265

 

2

Harvesting sugarcane.

Describe harvesting of sugarcane. Exposition and probing questions. Pyrethrum shrubs .KLB BK III

Pg  265

 

3

Harvesting coffee and tea.

Describe harvesting of coffee and tea. Brain storming;

Exposition and probing questions.

Pyrethrum shrubs .KLB BK III

Pg  265-8

 

4

FORAGE CROPS

 

Pasture classification.

 

 

Outline criteria for classifying pastures.

 

 

Exposition and probing questions.

 

 

Common types of grass.

 

 

KLB BK III

Pg  269-271

 

4

1

Pasture establishment.

Outline methods of sowing pasture crop.

Describe field practices for pasture establishment.

Brain storming,

Discussion.

  KLB BK III

Pg  272-4

 

2

Weed control and top dressing.

Cite reasons for weed control.

Cite reasons for topdressing.

 

Brain storming,

Discussion.

  KLB BK III

Pg  274-6

 

3

Pasture utilization.

State effects of early  / late defoliation.

 

Probing questions;

Exposition;

Discussion.

  KLB BK III

Pg  277-8

 

4

Rotational grazing systems.

State advantages of rotational grazing systems. Brain storming, discussion on paddocking, strip grazing, tethering.   KLB BK III

Pg  280-2

 

5

1

Zero grazing / stall feeding.

State advantages of zero grazing / stall feeding. Brain storming;

Discussion

  KLB BK III

Pg  283

 

2

Napier grass.

 

 

Outline the ecological requirements for napier grass.

Describe establishment of  napier grass.

Expository and descriptive approaches. Napier grass strands. KLB BK III

Pg  283-7

 

3,4

Guatemala.

Outline the ecological requirements for Guatemala.

Describe establishment of  Guatemala.

Brain storming;

Discussion

Guatemala strands. KLB BK III

Pg  287-292

 

6

1,2

Kenya white clover.

Outline the ecological requirements for Kenya white clover.

Describe establishment of  Kenya white clover..

Brain storming;

Discussion

Kenya white clover strands. KLB BK III

Pg  295

 

3,4

Lucerne & desmodium.

Outline the ecological requirements for Lucerne / desmodium.

Describe establishment of  Lucerne / desmodium.

Q/A & brief discussion;

Exposition.

Lucerne strands. KLB BK III

Pg

 

7

1,2

FORAGE CONSERVATION

Cite reasons for conserving forge.

Outline methods of conserving forage.

 

Discussion on hay / silage  making and silos.   KLB BK III

Pg  299-302

 

3,4

TEST & MID TERM BREAK        

8

1

Principles of conservation.

Discuss the principles of conservation of forage.

State characteristics of quality silage.

Brief discussion with exposition of new concepts.   KLB BK III

Pg  304-5

 

2

Silage requirements in dry matter.

Calculate silage requirements in dry matter. Exposition, calculations. Calculators. KLB BK III

Pg  305-6

 

3,

4

LIVESTOCK HEALTH III

 

Observable conditions of livestock.

&

Disease predisposing factors.

 

 

 

 

 

Identify conditions that help in observing disease symptoms.

 

Identify some disease predisposing factors

 

 

 

Brain storming,

Q/A to review disease and health.

Discussion.

 

   

 

 

KLB BK III

Pg  308-9

 

9

1,2

Terms related to livestock diseases.

Define the terms incubation period, mortality, natural and artificial immunity.

 

Probing questions;

Brief discussion.

  KLB BK III

Pg  309-310

 

3,4

Protozoan diseases.

Give examples of  protozoan diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Discussion on ECF, anaplsmolysis, nagana, coccidiosis.   KLB BK III

Pg  311-2

 

10

1,2

Bacterial diseases.

Give examples of  bacterial diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Identify animals affected by bacterial diseases.

Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia.   KLB BK III

Pg  314-325

 

3,4

Viral diseases.

Give examples of viral diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Identify animals affected by viral  diseases.

Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox.   KLB BK III

Pg  325-330

 

11

1

Nutritional disorders.

-Milk fever.

Cite symptoms of milk fever.

Explain control and treatment of milk fever.

Brain storming;

Brief discussion.

  KLB BK III

Pg  330-2

 

2

– Bloat.

Cite symptoms of milk fever.

Explain control and treatment of milk fever.

Brain storming;

Brief discussion.

  KLB BK III

Pg  332-3

 

3,4

REVIEW QUESTIONS        

12,

13

END  OF  YEAR  EXAMS  

 

Full list of Best, top, performing Boys’ secondary schools per county

Apart from National schools, Extra County schools are also very good schools in terms of facilities and performance in the Kenya Certificate of Secondary Education, KCSE, examinations. Most of the schools produce excellent results in KCSE exams and compete favourably with the National schools.

The list below shows the best Extra county boys’ schools in Kenya:

  • Molo Academy,
  • St Anthony’s Boys Kitale,
  • St Joseph’s Rapogi secondary school,
  • Agoro Sare High school,
  • Kanyawanga Secondary school,
  • Litein High school,
  • Barding secondary,
  • Nyangwa boys high school,
  • Meteitei Boys Secondary,
  • Nyang’ori Boys High School,
  • Njiiri school,
  • Thome Boys Secondary,
  • St. Peters Mumias Boys High,
  • Nyeri High School,
  • Upper hill School,
  • St Mary’s school Yala,
  • Nguviu Boys High,
  • Ramba Boys High and
  • Orero Boys.

These schools are found all over the country. They admit the best students from the County where they are established and also countrywide. Form one selection to these schools is done by the Ministry of Education.

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

 Here are links to the most important news portals:

Here is a list of the boys’ extra county schools per county for all counties:

School  Code School Name Category Type Cluster County
10208101 MAKUYU SECONDARY SCHOOL Extra County Boys C3 Murang’a
10208307 ICHAGAKI BOYS HIGH SCHOOL Extra County Boys C3 Murang’a
10226201 GITHUMU HIGH SCHOOL Extra County Boys C1 Murang’a
10226216 GAICHANJIRU HIGH SCHOOL Extra County Boys C1 Murang’a
10227101 KIGUMO BENDERA HIGH SCHOOL Extra County Boys C2 Murang’a
10227301 NJIIRI SCHOOL Extra County Boys C1 Murang’a
10228101 NJUMBI HIGH SCHOOL Extra County Boys C1 Murang’a
10229101 KANGEMA HIGH SCHOOL Extra County Boys C1 Murang’a
10229202 NYAGATUGU SECONDARY SCHOOL Extra County Boys C3 Murang’a
10234408 KIRWARA SECONDARY SCHOOL Extra County Boys C1 Murang’a
10238102 KIROGO SECONDARY SCHOOL Extra County Boys C2 Murang’a
10238103 WEITHAGA BOYS SECONDARY Extra County Boys C1 Murang’a
11205101    KANUNGA HIGH SCHOOL Extra County Boys C1 Kiambu
11205204 KIAMBU HIGH SCHOOL Extra County Boys C1 Kiambu
11207101 THIKA HIGH SCHOOL Extra County Boys C1 Kiambu
11207102 CHANIA BOYS’ HIGH SCHOOL Extra County Boys C1 Kiambu
11212101 MUHOHO HIGH Extra County Boys C1 Kiambu
11231207    KIJABE BOYS HIGH SCHOOL Extra County Boys C1 Kiambu
11232102 ST JOSEPH HIGH SCHOOL Extra County Boys C3 Kiambu
11232201 GITHIGA HIGH SCHOOL Extra County Boys C3 Kiambu
1101201 ST. MARY’S HIGH SCHOOL LUSHANGONYI Extra County Boys C1 Kiambu
1115301 MOI BOYS HIGH SCHOOL – KASIGAU Extra County Boys C3 Kiambu
12301703 MUMBUNI HIGH SCHOOL Extra County Boys C1 Machakos
12301710 NGELANI HIGH SCHOOL Extra County Boys C2 Machakos
12314101 MASII BOYS HIGH SCHOOL Extra County Boys C3 Machakos
12314201 KABAA HIGH SCHOOL Extra County Boys C1 Machakos
12316101 KANGUNDO HIGH SCHOOL Extra County Boys C1 Machakos
12316107 MATUNGULU BOYS HIGH SCHOOL Extra County Boys C3 Machakos
12329103 KATHIANI HIGH SCHOOL Extra County Boys C3 Machakos
12343301 MASINGA BOYS SECONDARY SCHOOL Extra County Boys C1 Machakos
12345501 TALA HIGH SCHOOL Extra County Boys C1 Machakos
13302102 ST CHARLES LWANGA SCHOOL Extra County Boys C1 Kitui
13302105 ST THOMAS AQUINAS KALAWA BOYS Extra County Boys C3 Kitui
13310102 MWINGI SECONDARY SCHOOL Extra County Boys C1 Kitui
13328101 KYUSO SECONDARY SCHOOL Extra County Boys C1 Kitui
13331201 MUTONGUNI SECONDARY SCHOOL Extra County Boys C1 Kitui
13331204 KATHEKA BOYS’ SECONDARY SCHOOL Extra County Boys C2 Kitui
13339101 A I C KYOME BOYS SECONDARY SCHOOL Extra County Boys C2 Kitui
13339102 MIGWANI SECONDARY SCHOOL Extra County Boys C1 Kitui
13339201 NGUUTANI SECONDARY SCHOOL Extra County Boys C2 Kitui
13344101 ST LUKES YATTA SECONDARY SCHOOL Extra County Boys C1 Kitui
13351101 ST.PETER’S NZAMBANI BOYS SECONDARY SCHOOL Extra County Boys C3 Kitui
13354101 KISASI SECONDARY SCHOOL Extra County Boys C1 Kitui
13357101 IKUTHA BOYS SECONDARY SCHOOL Extra County Boys C1 Kitui
13360101 MATINYANI SECONDARY SCHOOL Extra County Boys C1 Kitui
13365101 MUTITO BOYS SECONDARY SCHOOL Extra County Boys C2 Kitui
14303101 KANGARU SCHOOL Extra County Boys C1 Embu
14303105 KIRIMARI SECONDARY SCHOOL Extra County Boys C3 Embu
14303201 ST PAUL’S HIGH SCHOOL KEVOTE Extra County Boys C1 Embu
14312101 SIAKAGO BOYS HIGH SCHOOL Extra County Boys C1 Embu
14312301 KANYUAMBORA SECONDARY  SCHOOL Extra County Boys C2 Embu
14333202 KEGONGE BOYS HIGH SCHOOL Extra County Boys C2 Embu
14341201 NYANGWA BOYS’ HIGH SCHOOL Extra County Boys C1 Embu
14341404 JOSEPH ALLAMANO – WACHORO SECONDARY Extra County Boys C3 Embu
14355101 KING DAVID BOYS HIGH SCHOOL, KAMAMA Extra County Boys C1 Embu
14355112 KAVUTIRI BOYS SECONDARY SCHOOL Extra County Boys C2 Embu
14355201 NGUVIU BOYS HIGH SCHOOL Extra County Boys C1 Embu
15304103 KAAGA BOYS SECONDARY Extra County Boys C1 Meru
15309301 IGEMBE BOYS’ SECONDARY SCHOOL Extra County Boys C1 Meru
15318101 ABOTHUGUCHI SECONDARY SCHOOL Extra County Boys C3 Meru
15319101 NKUBU HIGH SCHOOL Extra County Boys C1 Meru
15319201 KANYAKINE HIGH SCHOOL Extra County Boys C2 Meru
15319306 GIKURUNE BOYS SECONDARY SCHOOL Extra County Boys C1 Meru
15327101 MIATHENE BOYS HIGH SCHOOL Extra County Boys C2 Meru
15334102 ONTULILI BOYS SECONDARY SCHOOL Extra County Boys C1 Meru
15362101 BURIERURI BOYS SECONDARY SCHOOL Extra County Boys C1 Meru
15362103 NJIA BOYS SECONDARY SCHOOL Extra County Boys C3 Meru
15364301 KIBIRICHIA BOYS SECONDARY SCHOOL Extra County Boys C2 Meru
16305101 MARSABIT BOYS HIGH SCHOOL Extra County Boys C2 Marsabit
16320302 CHALBI BOYS’ HIGH SCHOOL Extra County Boys C1 Marsabit
16340201 SOLOLO BOYS SECONDARY  SCHOOL Extra County Boys C3 Marsabit
16359101 LOIYANGALANI SECONDARY SCHOOL Extra County Boys C3 Marsabit
17306101 ISIOLO BOYS SECONDARY SCHOOL Extra County Boys C2 Marsabit
18307105 MWAANI BOYS’ SECONDARY SCHOOL Extra County Boys C1 Makueni
18307201 KAUMONI BOYS SECONDARY SCHOOL Extra County Boys C1 Makueni
18323102 MBOONI BOYS HIGH SCHOOL Extra County Boys C1 Makueni
18324205 NGOTO BOYS HIGH SCHOOL Extra County Boys C1 Makueni
18324301 MATILIKU SECONDARY SCHOOL Extra County Boys C3 Makueni
18325201 KALULINI BOYS’ HIGH SCHOOL Extra County Boys C1 Makueni
18335201 ST. MARTIN KATHONZWENI SCHOOL Extra County Boys C2 Makueni
18346101 KITONDO SECONDARY SCHOOL Extra County Boys C1 Makueni
18346205 KALAWA SECONDARY SCHOOL Extra County Boys C1 Makueni
18347401 KASIKEU SECONDARY SCHOOL Extra County Boys C3 Makueni
18347501 MUKAA BOYS’ HIGH SCHOOL Extra County Boys C1 Makueni
18348101 MAKINDU SECONDARY SCHOOL Extra County Boys C1 Makueni
19308301 CHUKA BOYS HIGH SCHOOL Extra County Boys C1 Tharaka Nithi
19308502 MUKUUNI HIGH SCHOOL Extra County Boys C2 Tharaka Nithi
19313101 THARAKA SECONDARY SCHOOL Extra County Boys C1 Tharaka Nithi
19313203 MATERI BOYS’ HIGH SCHOOL Extra County Boys C3 Tharaka Nithi
19326102 MUTHAMBI BOYS SECONDARY SCHOOL Extra County Boys C2 Tharaka Nithi
19326105 KAJIUNDUTHI HIGH SCHOOL Extra County Boys C1 Tharaka Nithi
19326201 CHOGORIA BOYS HIGH SCHOOL Extra County Boys C1 Tharaka Nithi
19326203 KIRIANI BOYS HIGH SCHOOL Extra County Boys C2 Tharaka Nithi
19326208 KIURANI SECONDARY SCHOOL Extra County Boys C3 Tharaka Nithi
20401001 AQUINAS HIGH SCHOOL Extra County Boys C1 Nairobi
20401002 HIGHWAY SECONDARY SCHOOL Extra County Boys C2 Nairobi
20401005 OFAFA JERICHO HIGH SCHOOL Extra County Boys C1 Nairobi
20402004 UHURU SECONDARY SCHOOL Extra County Boys C3 Nairobi
20405001 DAGORETTI HIGH SCHOOL Extra County Boys C2 Nairobi
20406009 HOSPITAL HILL HIGH SCHOOL Extra County Boys C2 Nairobi
20409002 MUHURI MUCHIRI BOYS HIGH SCHOOL Extra County Boys C3 Nairobi
21524101 LOKITAUNG SECONDARY SCHOOL Extra County Boys C3 Nairobi
21525301 KATILU BOYS SECONDARY SCHOOL Extra County Boys C2 Nairobi
2110201 MSAMBWENI SECONDARY SCHOOL Extra County Boys C3 Nairobi
21548102 R C E A LOKORI BOYS SECONDARY SCHOOL Extra County Boys C3 Nairobi
22526102 WAMBA BOYS SECONDARY SCHOOL Extra County Boys C2 Samburu
22526201 UASO BOYS SECONDARY  SCHOOL Extra County Boys C3 Samburu
22527101 NYIRO BOYS SECONDARY SCHOOL Extra County Boys C2 Samburu
22527201 BARAGOI BOYS SECONDARY SCHOOL Extra County Boys C3 Samburu
23503108 BOMA BOYS’ HIGH SCHOOL Extra County Boys C1 Trans Nzoia
23528101 ST MARK’S HIGH SCHOOL – CHERANGANI Extra County Boys C1 Trans Nzoia
23528105 IMMACULATE CONCEPTION  BOYS HIGH SCHOOL – MUKUYU Extra County Boys C3 Trans Nzoia
23528106 A.I.C MOI BOYS HIGH SCHOOL – KAPLAMAI Extra County Boys C3 Trans Nzoia
23528108 FRIENDS BWAKE BOYS SCHOOL Extra County Boys C2 Trans Nzoia
23528204 KIPKEIKEI HIGH SCHOOL Extra County Boys C3 Trans Nzoia
23529103 GOSETA BOYS HIGH SCHOOL Extra County Boys C1 Trans Nzoia
23572102 ST.PAULS KITUM HIGH SCHOOL Extra County Boys C2 Trans Nzoia
23574101 ST.ANTHONY’S BOYS’ HIGH SCHOOL – KITALE Extra County Boys C1 Trans Nzoia
24504102 CHEPKORNISWO BOYS’ SECONDARY SCHOOL Extra County Boys C2 West Pokot
24504201 ORTUM SECONDARY SCHOOL Extra County Boys C2 West Pokot
24505104 KAPENGURIA BOYS HIGH SCHOOL Extra County Boys C1 West Pokot
24505401 SOOK  BOYS SECONDARY SCHOOL Extra County Boys C3 West Pokot
24530101 HOLY CROSS BOYS SECONDARY SCHOOL – KACHELIBA Extra County Boys C3 West Pokot
24530201 ST. COMBONI AMAKURIAT SECONDARY SCHOOL Extra County Boys C2 West Pokot
25508102 KABUNGUT SECONDARY SCHOOL Extra County Boys C3 Bomet
25533103 KAPLONG BOYS HIGH SCHOOL Extra County Boys C2 Bomet
25533106 CHEBILAT SECONDARY SCHOOL Extra County Boys C2 Bomet
25551117 CHEPALUNGU BOYS’ HIGH SCHOOL Extra County Boys C3 Bomet
25563102 KOIWA BOYS HIGH SCHOOL Extra County Boys C1 Bomet
25563105 BOITO SECONDARY SCHOOL Extra County Boys C2 Bomet
25563301 KIMULOT SECONDARY SCHOOL Extra County Boys C1 Bomet
26509114  PAUL BOIT BOYS SECONDARY SCHOOL Extra County Boys C1 Uasin Gishu
26534114 KIPKABUS SECONDARY SCHOOL Extra County Boys C2 Uasin Gishu
26534119    KAPNGETUNY HIGH SCHOOL Extra County Boys C1 Uasin Gishu
26534122 ARNESEN’S HIGH SCHOOL Extra County Boys C1 Uasin Gishu
26576109 KIPSANGUI SECONDARY SCHOOL Extra County Boys C2 Uasin Gishu
26577100 A.I.C. CHEBISAAS BOYS SECONDARY SCHOOL Extra County Boys C1 Uasin Gishu
26577124 MOIBEN HIGH SCHOOL Extra County Boys C2 Uasin Gishu
26578003 CHEPLASKEI SECONDARY SCHOOL Extra County Boys C3 Uasin Gishu
26578008 ACK ST. LUKES CHEPTIRET SCHOOL Extra County Boys C2 Uasin Gishu
27536201 JOMO KENYATTA  BOYS HIGH SCHOOL Extra County Boys C1 Nakuru
27537303 NAIVASHA HIGH SCHOOL Extra County Boys C1 Nakuru
27537501 MAAI-MAHIU BOYS SECONDARY SCHOOL Extra County Boys C3 Nakuru
27538101 MICHINDA SECONDARY SCHOOL Extra County Boys C2 Nakuru
27538208 MOLO ACADEMY Extra County Boys C1 Nakuru
27552002 SOLAI BOYS’ SECONDARY SCHOOL Extra County Boys C2 Nakuru
27552049 KIROBON BOYS’ HIGH SCHOOL Extra County Boys C2 Nakuru
27564101 NJORO BOYS HIGH SCHOOL Extra County Boys C1 Nakuru
28512101 KERICHO HIGH SCHOOL Extra County Boys C1 Kericho
28512104 KERICHO TEA SECONDARY SCHOOL Extra County Boys C2 Kericho
28522501 TENGECHA BOYS HIGH SCHOOL Extra County Boys C1 Kericho
28522504 CHEBWAGAN SECONDARY SCHOOL Extra County Boys C3 Kericho
28522505 LITEIN HIGH SCHOOL Extra County Boys C1 Kericho
28522508 CHEBORGE BOYS HIGH SCHOOL Extra County Boys C3 Kericho
28553102 CHEPTENYE SECONDARY SCHOOL Extra County Boys C2 Kericho
28571201 LONDIANI BOYS SECONDARY SCHOOL Extra County Boys C1 Kericho
28575203 SOLIAT BOYS’ SECONDARY SCHOOL Extra County Boys C2 Kericho
29513105 KIPSIGAK HIGH SCHOOL Extra County Boys C2 Nandi
29513305 KILIBWONI HIGH SCHOOL Extra County Boys C2 Nandi
29513310 TERIGE SECONDARY  SCHOOL Extra County Boys C1 Nandi
29523101 KEMELOI BOYS SECONDARY SCHOOL Extra County Boys C1 Nandi
29523103 SEREM SECONDARY SCHOOL Extra County Boys C2 Nandi
29540201 KURGUNG  SECONDARY SCHOOL Extra County Boys C1 Nandi
29540202 LABORET BOYS HIGH SCHOOL Extra County Boys C1 Nandi
29541101 LELWAK SECONDARY SCHOOL Extra County Boys C3 Nandi
29541201 SAMOEI BOYS SECONDARY SCHOOL Extra County Boys C1 Nandi
29542101 METEITEI BOYS SECONDARY SCHOOL Extra County Boys C1 Nandi
29579701 LELMOKWO HIGH SCHOOL Extra County Boys C1 Nandi
30543101 DOLDOL SECONDARY SCHOOL Extra County Boys C2 Laikipia
30544101 G.G RUMURUTI SECONDARY SCHOOL Extra County Boys C1 Laikipia
30544201 NGUMO BOYS SECONDARY SCHOOL Extra County Boys C3 Laikipia
30555101 TIGITHI SECONDARY SCHOOL Extra County Boys C2 Laikipia
31515101 OLKEJUADO HIGH SCHOOL Extra County Boys C1 Kajiado
31515403 KILUANI NEWLIFE SECONDARY SCHOOL Extra County Boys C3 Kajiado
31545101 OLOITOKITOK SECONDARY SCHOOL Extra County Boys C1 Kajiado
31557206 NAKEEL SECONDARY SCHOOL Extra County Boys C1 Kajiado
32516101 NAROK HIGH SCHOOL Extra County Boys C2 Narok
32546401 OLOLULUNG’A SECONDARY SCHOOL Extra County Boys C2 Narok
32560201 EMURUA DIKIRR SECONDARY SCHOOL Extra County Boys C3 Narok
32581103 NKORKORRI BOYS SECONDARY SCHOOL Extra County Boys C3 Narok
33517101 TENGES SECONDARY SCHOOL Extra County Boys C2 Baringo
33517201 KABARNET HIGH SCHOOL Extra County Boys C1 Baringo
33521102 KABIMOI HIGH SCHOOL Extra County Boys C2 Baringo
33521106 POROR HIGH SCHOOL Extra County Boys C1 Baringo
33521108 SAOS SECONDARY SCHOOL Extra County Boys C3 Baringo
33547103 MOI HIGH SCHOOL KABARTONJO Extra County Boys C3 Baringo
33547201 BARTOLIMO SECONDARY SCHOOL Extra County Boys C2 Baringo
33558101 MARIGAT SECONDARY SCHOOL Extra County Boys C2 Baringo
33562201 EMINING SECONDARY SCHOOL Extra County Boys C1 Baringo
34518104 KIPSOEN SECONDARY SCHOOL Extra County Boys C2 Elgeyo Marakwet
34518401 TAMBACH BOYS HIGH SCHOOL Extra County Boys C1 Elgeyo Marakwet
34520101 CHEBARA SECONDARY SCHOOL Extra County Boys C1 Elgeyo Marakwet
34520102 ST. PETER’S MARAKWET BOYS SECONDARY SCHOOL Extra County Boys C2 Elgeyo Marakwet
34520103 YEMIT BOYS HIGH SCHOOL Extra County Boys C2 Elgeyo Marakwet
34520202 KAPSOWAR BOYS’ SECONDARY SCHOOL Extra County Boys C3 Elgeyo Marakwet
34559501 SIMOTWO SECONDARY SCHOOL Extra County Boys C2 Elgeyo Marakwet
34559503 KIPSAOS SECONDARY SCHOOL Extra County Boys C3 Elgeyo Marakwet
35601201 ST MARY’S MUNDIKA HIGH SCHOOL Extra County Boys C3 Busia
35606101 S.A. KOLANYA BOYS HIGH SCHOOL Extra County Boys C1 Busia
35609104 SIGALAME HIGH SCHOOL Extra County Boys C1 Busia
35610101 ST.BENEDICT’S HIGH SCHOOL -BUDALANGI Extra County Boys C3 Busia
35620101 ST. PAUL’S AMUKURA HIGH SCHOOL Extra County Boys C2 Busia
35629101 NAMBALE SECONDARY SCHOOL Extra County Boys C1 Busia
36602101 BUNGOMA HIGH SCHOOL Extra County Boys C1 Bungoma
36602102 KIBABII HIGH SCHOOL Extra County Boys C1 Bungoma
36605101 KAPSOKWONY HIGH SCHOOL Extra County Boys C2 Bungoma
36612201 TEREMI  BOYS  HIGH  SCHOOL Extra County Boys C1 Bungoma
36621101 CHESAMISI BOYS HIGH SCHOOL Extra County Boys C1 Bungoma
36621102 KAMUSINDE BOYS HIGH SCHOOL Extra County Boys C3 Bungoma
36621110 ST. LUKE’S BOYS’ HIGH SCHOOL KIMILILI Extra County Boys C1 Bungoma
36628101 KHASOKO HIGH SCHOOL Extra County Boys C2 Bungoma
36635002 FRIENDS SCHOOL BOKOLI Extra County Boys C3 Bungoma
37607101 MAUTUMA SECONDARY SCHOOL Extra County Boys C3 Kakamega
37607203 LUGARI SECONDARY SCHOOL Extra County Boys C2 Kakamega
37608003 BUTERE BOYS HIGH SCHOOL Extra County Boys C1 Kakamega
37614102 MALAVA BOYS HIGH SCHOOL Extra County Boys C2 Kakamega
37615001 MUSINGU BOYS HIGH SCHOOL Extra County Boys C1 Kakamega
37616006 ST.IGNATIUS MUKUMU BOYS HIGH SCHOOL Extra County Boys C2 Kakamega
37616020 SHANDEREMA SECONDARY SCHOOL Extra County Boys C3 Kakamega
37617211 ST. PETER’S MUMIAS BOYS’ HIGH SCHOOL Extra County Boys C1 Kakamega
37624002 KIVAYWA SECONDARY SCHOOL Extra County Boys C1 Kakamega
37625106 MWIHILA HIGH SCHOOL Extra County Boys C1 Kakamega
37627112 ST. MATHIAS KHOLERA BOYS SECONDARY SCHOOL Extra County Boys C1 Kakamega
37631302 ST JOHN THE BAPTIST LIKUYANI SECONDARY SCHOOL Extra County Boys C1 Kakamega
37632101 CHEBUYUSI BOYS HIGH SCHOOL Extra County Boys C1 Kakamega
37632304 INGOTSE HIGH SCHOOL Extra County Boys C2 Kakamega
38604101 VIHIGA FRIENDS HIGH SCHOOL Extra County Boys C1 Vihiga
38618201 EMUSIRE HIGH SCHOOL Extra County Boys C1 Vihiga
38619102 NYANG’ORI BOYS HIGH SCHOOL Extra County Boys C1 Vihiga
38619203 FRIENDS SCHOOL KAIMOSI BOYS SECONDARY Extra County Boys C3 Vihiga
38622202 FRIENDS SCHOOL – MBALE Extra County Boys C1 Vihiga
38633204 HOBUNAKA SECONDARY SCHOOL Extra County Boys C3 Vihiga
39713006 ONJIKO HIGH SCHOOL Extra County Boys C1 Kisumu
39713021 OTIENO OYOO SECONDARY SCHOOL Extra County Boys C2 Kisumu
39714101 NGERE HIGH SCHOOL Extra County Boys C2 Kisumu
39733212 NYABONDO HIGH SCHOOL Extra County Boys C1 Kisumu
39734312 MIWANI SECONDARY SCHOOL Extra County Boys C3 Kisumu
39734408 ST. STEPHEN’S MENARA SECONDARY SCHOOL Extra County Boys C3 Kisumu
39737022 CHULAIMBO SECONDARY SCHOOL Extra County Boys C1 Kisumu
39741005 KISUMU BOYS HIGH SCHOOL Extra County Boys C1 Kisumu
40703102 NYANCHWA  BOYS HIGH SCHOOL Extra County Boys C2 Kisii
40716101 E L C K ITIERIO BOYS HIGH SCHOOL Extra County Boys C2 Kisii
40716103 ST.PAUL’S IGONGA SECONDARY SCHOOL Extra County Boys C1 Kisii
40719101 NDURU BOYS HIGH SCHOOL Extra County Boys C3 Kisii
40719301 TABAKA SECONDARY SCHOOL Extra County Boys C2 Kisii
40723201 ITIBO BOYS HIGH SCHOOL Extra County Boys C2 Kisii
40727101 RIOKINDO  HIGH SCHOOL Extra County Boys C1 Kisii
40732114 NYAMACHE SECONDARY SCHOOL Extra County Boys C3 Kisii
40735101 MOI GESUSU HIGH SCHOOL Extra County Boys C1 Kisii
40740101 ST.JOHNS NYAMAGWA BOYS Extra County Boys C2 Kisii
40740102 SAMETA HIGH SCHOOL Extra County Boys C2 Kisii
41704001 HOMA BAY HIGH SCHOOL Extra County Boys C1 Homa Bay
4116302 SOKOKE SECONDARY SCHOOL Extra County Boys C2 Homa Bay
41709201 TONGA BOYS SECONDARY SCHOOL Extra County Boys C1 Homa Bay
41710301 AGORO SARE HIGH SCHOOL Extra County Boys C1 Homa Bay
41724002 RATANG’A SECONDARY SCHOOL Extra County Boys C1 Homa Bay
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42705202 BARDING SECONDARY SCHOOL Extra County Boys C1 Siaya
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42738102 AMBIRA HIGH SCHOOL Extra County Boys C1 Siaya
43706101 NYANSABAKWA SECONDARY SCHOOL Extra County Boys C2 Nyamira
43706109 NYAMIRA BOYS HIGH SCHOOL Extra County Boys C1 Nyamira
43706115 KEBIRIGO HIGH SCHOOL Extra County Boys C1 Nyamira
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43720106 NYANSIONGO HIGH SCHOOL Extra County Boys C2 Nyamira
43722101 ST PAUL’S GEKANO BOYS HIGH SCHOOL Extra County Boys C1 Nyamira
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44717108 KANGESO SECONDARY SCHOOL Extra County Boys C2 Migori
44729104 SORI SECONDARY SCHOOL Extra County Boys C1 Migori
44736101 ST JOSEPH’S RAPOGI SECONDARY SCHOOL Extra County Boys C1 Migori
44736203 ST. PIUS URIRI  HIGH SCHOOL Extra County Boys C1 Migori
44739103 PE-HILL HIGH SCHOOL Extra County Boys C3 Migori
44744101 ST PETER’S ABWAO SECONDARY SCHOOL Extra County Boys C3 Migori
45801103 COUNTY HIGH SCHOOL Extra County Boys C3 Garissa
01101101 DR.AGGREY HIGH SCHOOL Extra County Boys C1 Taita Taveta
01113102 TIMBILA SECONDARY SCHOOL Extra County Boys C2 Taita Taveta
01114211 KITUMA SECONDARY SCHOOL Extra County Boys C3 Taita Taveta
02105104 WAA HIGH SCHOOL Extra County Boys C2 Kwale
02109101 KINANGO SECONDARY SCHOOL Extra County Boys C2 Kwale
03106102 KHAMIS SECONDARY SCHOOL Extra County Boys C2 Mombasa
04107101 MALINDI HIGH SCHOOL Extra County Boys C1 Kilifi
04111101 ST.GEORGE’S HIGH SCHOOL Extra County Boys C3 Kilifi
04122102 DR. KRAPF MEMORIAL SECONDARY SCHOOL Extra County Boys C3 Kilifi
07201102 LESHAU BOYS SECONDARY SCHOOL Extra County Boys C3 Nyandarua
07214101 NYAHURURU HIGH SCHOOL Extra County Boys C1 Nyandarua
07214102 KANGUI SECONDARY SCHOOL Extra County Boys C3 Nyandarua
07216101 NJABINI BOYS HIGH SCHOOL Extra County Boys C1 Nyandarua
07216103 MAGUMU HIGH SCHOOL Extra County Boys C2 Nyandarua
08202001 NYERI HIGH SCHOOL Extra County Boys C1 Nyeri
08202007 GIAKANJA SECONDARY SCHOOL Extra County Boys C1 Nyeri
08210102 NAROMORU BOYS SECONDARY SCHOOL Extra County Boys C3 Nyeri
08217101 KANJURI HIGH SCHOOL Extra County Boys C1 Nyeri
08217202 KIRIMARA HIGH SCHOOL Extra County Boys C1 Nyeri
08219102 MUKURWEINI BOYS’ HIGH SCHOOL Extra County Boys C2 Nyeri
08219103 ST BONAVENTURE,KAHETI BOYS HIGH SCHOOL Extra County Boys C1 Nyeri
08220201 ENDARASHA  HIGH SCHOOL Extra County Boys C2 Nyeri
08221201 DEDAN KIMATHI MEMORIAL HIGH SCHOOL Extra County Boys C2 Nyeri
08237001 KARIMA BOYS’ HIGH SCHOOL Extra County Boys C1 Nyeri
08237003 KENYATTA HIGH SCHOOL [MAHIGA] Extra County Boys C1 Nyeri
08237004 CHINGA BOYS HIGH SCHOOL Extra County Boys C1 Nyeri
08237005 OTHAYA BOYS HIGH SCHOOL Extra County Boys C1 Nyeri
09203401 KERUGOYA BOYS HIGH SCHOOL Extra County Boys C1 Kirinyaga
09203403 KAMUIRU SECONDARY SCHOOL Extra County Boys C1 Kirinyaga
09222201 KIANYAGA HIGH SCHOOL Extra County Boys C1 Kirinyaga
09222202 ST MARYS KARUMANDI SECONDARY SCHOOL Extra County Boys C3 Kirinyaga
09222303 KIAMUTUGU BOYS HIGH SCHOOL Extra County Boys C1 Kirinyaga
09223103 KIBURU SECONDARY SCHOOL Extra County Boys C3 Kirinyaga

Kapsabet Boys Latest KCSE Revision Exam papers, predictions, Mock Exams Free Downloads

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

Githumu High School is Boys’ only High School situated in Kandara Sub-county, Muranga County; within the Central Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

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


GITHUMU HIGH SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

GITHUMU HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

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

Here is a list of the KCSE 2019 best 10 schools in Murang’a County: 

Pos in County School KCSE 2019 Mean County Pos Nationally
1 Kahuhia Girls 8.53  Murang’a 47
2 Njiiri School 8.33  Murang’a 61
3 Pioneer Girls 7.8  Murang’a 91
4 Kiaguthu Boys 7.8  Murang’a 94
5 Mugoiri Girls 7.7928  Murang’a 95
6 Edenburg 7.727  Murang’a 104

 

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GITHUMU HIGH SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: Githumu High School
  • SCHOOL’S TYPE: Boys’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 10226201
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 468, Thika 01000
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:

GITHUMU HIGH SCHOOL’S BRIEF HISTORY

The school was founded in the year 1963.

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

Here are links to the most important news portals:


GITHUMU HIGH SCHOOL’S VISION

To be a nationally outstanding institution in academic and co-curricular achievements.

GITHUMU HIGH SCHOOL’S MISSION

To provide a safe environment for our learners to realize their potential and become useful in society.

GITHUMU HIGH SCHOOL’S MOTTO

Strive to Excell

 SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

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

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

Also read;

BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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


GITHUMU HIGH SCHOOL’S PHOTO GALLERY

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

GITHUMU HIGH SCHOOL
GITHUMU HIGH SCHOOL
GITHUMU HIGH SCHOOL

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SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

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SPONSORED IMPORTANT LINKS:

FORM 3 BUSINESS STUDIES NOTES

TOPIC: SOURCE DOCUMENTS AND BOOKS OF ORIGINAL ENTRY

These are documents containing the information that makes basis of making entries in the books of accounts. They act as evidence that the transaction actually took place. They includes

  • Cash sale receipt: – a document that shows that cash as been received or paid out of the business either in form of cash or cheque. It is a source document that is mainly used in making records in the cash journals cash book, cash accounts or bank accounts. If the receipt is received, it means payments has been made and therefore will be credited in the above accounts, or taken to cash disbursement/payment journals, while when issued, it means cash/cheque has been received and therefore will be debited in the above accounts or taken to cash receipt journals

GET THE NOTES IN PDF HERE AT NO COST: BUSINESS STUDIES NOTES FORM 1-4: UPDATED

  • Invoice: – a document issued when the transaction was done on credit to demand for their payment. If the invoice is an incoming invoice/invoice received, then it implies that the purchases were made on credit, and if it is an outgoing/invoice issued then it implies that sales were made on credit.

The incoming invoice will be used to record the information in the purchases journals/diary, while an outgoing invoice will be used to record information in sales journals/diaries

 

  • Credit note: – a document issued when goods are returned to the business by the customer or the business return goods to the supplier and to correct any overcharge that may have taken place. If it is received, then it means part of the purchases has been returned and therefore the information will be used to record information in the purchases return journals, while if issued then it means the part of sales has been returned by the customers and therefore used to record the information in the sales return journals/diaries

 

  • Debit note: – a document used to correct an undercharge that may have taken place to inform the debtor to pay more. It therefore acts as an additional invoice

 

  • Payment voucher: – a document used where it is not possible to get a receipt for the cash/cheque that has been received or issued. The person being paid must sign on it to make it authentic. It is therefore used to record information just as receipts

 

Books of original entries/Journals/Diaries/day’s books/Subsidiary books

These are books where the transactions are listed when they first occur, with their entries being made on a daily basis before they are posted to their respective ledger accounts. The information in the source documents are used to make entries in these books. The books of original entries include:

  • Sales journals
  • Sales return journals/Return inwards journals
  • Purchases journals/creditors journals/bought journals
  • Purchases return journals/return outwards journal
  • Cash receipt journals
  • Cash payment/cash disbursement journals
  • Three column cash book
  • The petty cash book
  • Analysis cash book
  • General journals/journal proper

 

  • Sales journals

This is used to record credit sales of goods before they can be recorded in their various ledgers. The information obtained in the outgoing invoice/invoice issued is used to record the information in this journal as the source document

The overall total in the sales journal is therefore posted in the sales account in the general ledger on credit side and debtors account in the sales ledger as a debit entry

Sales journal

Date Particulars/details Invoice no Ledger folio amount
         

 

Example:

The following information relates to Tirop traders for the month of June 2010

June   1: Sold goods to wafula on credit of ksh 200, invoice no 0114

2: Sold to the following debtors on credit; Wanjiru ksh 400, Musyoka ksh 300,    Wafula ksh 300

5: sold goods on credit to Wanjiru of ksh 300

10: Sold goods to the following on credit Kanini ksh 100, Wafula ksh 500, Wanjiru ksh 600

12: Sold goods on credit to musyoka of ksh 350

Required:

Prepare the relevant day book for the above transactions; hence post the various amounts to their respective individual accounts

Sales journal

Date Particulars/details Invoice no Ledger folio amount
June 2010:

1

2

2

2

5

10

10

10

12

15

 

Wafula

Wanjiru

Musyoka

Wafula

Wanjiru

Wanjiru

Wafula

Kanini

Musyoka

Totals posted to the sales account (Cr)

 

0114

 

 

 

 

 

 

 

 

 

 

 

SL

SL

SL

SL

SL

SL

SL

SL

SL

 

GL

 

200

400

300

300

300

600

500

100

350

 

3050

 

(Post the rest to their individual debtors account)

 

  • Sales Return Journals/Return inwards journals

This is for recording the goods that the customers/debtors have returned to the business. It uses the information in the credit note issued as a source document to prepare it. The information is therefore recorded to the return inwards account in the general ledger, while the individual’s entries are reflected (credited) also in their respective debtors account for double entry to be completed. It takes the following format

Sales return journal

Date Particulars/details Credit note no Ledger folio amount
         

 

For example;

Record the following transaction for the 2007 in their relevant diaries, hence post them to their respective ledger accounts;

May 1: goods that had been sold to M Okondo of shs 2600 on credit was returned to the business

“   2: G. Otuya returned good worth shs 1320 that was sold to him on credit to the business

“    8: the following returned goods that had been sent to them on credit to the business H Wati shs 3500, Muya shs 4700 M Okondo shs 2900

“    12: G Otuya returned goods worth shs 5400 that were sold on credit to the business

“  30: Goods worth sh 8900 that had been sold on credit to G Otuya were returned to the business

Sales Return journal

Date Particulars/details Credit note no Ledger folio amount
May 2007:

1

2

8

8

8

12

30

 

M Okondo

G Otuya

H Wati

Muya

M Okondo

G Otuya

G Otuya

Totals posted to Return Inwards a/c (Dr)

 

 

 

 

 

 

 

 

 

S.L

S.L

S.L

S.L

S.L

S.L

S.L

 

GL

 

2600

1320

3500

4700

2900

5400

8900

 

29320

 

(Post the entries to the individual ledger a/c’s (Cr))

 

  • Purchases Journal

This is used to record the credit purchase of goods. The totals are then debited in the purchases account in the general ledger, while the individual’s creditors accounts are credited. It used the invoices received/incoming invoices as it source document. It takes the following format;

Purchases journal

Date Particulars/details Invoice no Ledger folio amount
         

 

For example

The following information relates to Mikwa Traders for the month of April 2011. Record them in their relevant day’s book, hence post the entries to their relevant ledger accounts.

April 2011;

“ 2.  Bought goods worth shs 25 000 on credit from Juma, Invoice no 3502

  1.   Bought goods worth shs 16 500 from kamau on credit, invoice no 2607
  2.   Bought goods worth shs 12 700 from Juma on credit, invoice no 3509
  3. Purchased goods of shs 25 200 from juma, invoice no 3605; shs 17 500 from Kamau, invoice no 3700; shs 45 000 from Wamae wholesalers, invoice no 3750
  4. Purchased goods of shs 9 200 from Wamae wholesalers on credit, invoice no 3762
  5. Bought goods of shs 17 000 from Kamau on credit, invoice no 3802
  6. Purchased goods of shs 36 000 from Juma suppliers on credit, Invoice no 3812

 

Purchases Day book

Date Particulars/details Invoice no Ledger folio amount
April 2011:

2

3

6

8

8

8

15

18

24

 

 

Juma

Kamau

Juma

Juma

Kamau

Wamae

Wamae

Kamau

Juma

Totals posted to the Purchase account (Dr)

 

3502

2607

3509

3605

3700

3750

3762

3802

3812

 

 

 

PL

PL

PL

PL

PL

PL

PL

PL

PL

 

GL

 

25 000

16 500

12 700

25 200

17 500

45 000

9 200

17 000

36 000

 

204100

 

(Post the individual entries to their relevant accounts in the ledger (crediting))

 

  • Purchases Return Journals/Return outwards Journals

This is used to record goods that have been returned to the creditors by the business, reducing the value of the goods that had been purchased. It uses the credit note received as the source documents, with the totals being in the purchases return account while the individual creditor’s accounts are debited in their respective ledger accounts. It takes the following format

Purchases return journal

Date Particulars/details Credit note no Ledger folio amount
         

 

For example;

Record the following transaction in the purchases return day book for Njiru’s traders for the month of June 2010, hence post the information into their relevant ledger accounts.

June 2010;

“ 3. Returned goods worth shs 400 that had been bought from Nairobi stores, credit note no 56

“ 8. Return goods of shs 1 200 to Matayos store, Credit no 148

“19. Had some of their purchases returned to the following; Njoka enterprises shs 700, credit note no 205, Nairobi Stores shs 600, credit note no 58, Matayos store shs 1 000 credit note no 191

“26. Returned goods worth shs 1 800 to Njoka enterprise credit note no 210

“30. Return goods worth shs 1 020 to Matayos store, credit note no 200

 

  • Cash receipt Diaries

This is used to record all the cash and cheques that have been received in the business. They may be many that posting directly in the cash book may be tedious and are therefore first recorded here. It totals are posted to the cash and bank accounts in the general ledger (Dr), while the individual accounts are credited in their respective accounts in the ledger. It uses the cash receipt issued and bank slips received as the source documents. It takes the following format;

Cash receipt journal

Date Particulars/details Receipt no Ledger folio Disc allowed cash bank
             

 

 

 

 

  • Cash payment Journals

This is used to record cash and cheques that have been issued to the creditors/out of the business. Its totals are credited (Cr) in the cash and bank account and the individual accounts are debited (Dr) in their respective accounts It uses the cash receipt received and bank slips issued as the source documents. It takes the following format;

Cash Payment journal

Date Particulars/details Receipt no Ledger folio Disc received cash bank
             

 

For example:

Record the following transactions into their relevant day books of Onyango traders, hence post the entries to their respective ledger accounts and balance them off;

May 2011:

“1. Cash sales amounting to ksh 3 000, receipt no 0112

“2. Paid the following creditors by cheque after having deducted a cash  discount of 10% in each case; H. Mwangi ksh 1 500, J. Mwaniki ksh 1 600, N. Mugo ksh 1 200

“3. Receive the following Chaques from debtors in settlement of their debts after having deducted 5% cash discount in each case; Lucy kshs 22 800 cheque no 0115, Otieno kshs 8 550 cheque no 0011, Martha ksh 1 330 cheque no 0016

“5. Paid for repairs in cash kshs 16 000, receipt no 0251

“10. Paid Juma in cash kshs 9 500, receipt no 0295

“14. Cash sales kshs 17 000, receipt no 02714

“15. Banked kshs 6 000 from the cash till

“15. Received cash from Mary of kshs 13 500, receipt no 0258

“16. Cash sales of kshs 26 400 was directly banked, bank slip no 40152

“20. Cash purchases of kshs 8 920, receipt no 117

“22. Cash purchases of kshs 15 200 was paid for by a cheque, cheque no 512

 

Cash receipt journal

Date Particulars/details Document no Ledger folio Disc allowed cash bank
May 2011

1

3

3

3

14

15

15

16

 

 

Sales

Lucy

Otieno

Martha

Sales

Cash

Mary

Sales

 

Totals to be posted to the cash and bank a/c (Dr)

 

0112

0115

0011

0016

02714

 

0258

40152

 

GL

SL

SL

SL

GL

“c”

SL

GL

 

 

1200

450

700

 

 

 

 

 

 

 

2 350

 

3 000

 

 

 

17 000

 

13 500

 

 

 

 

33 500

 

 

22 800

8 550

1 330

 

6 000

 

26 400

 

 

 

65 080

 

(Post the totals and the entries to their respective accounts)

Cash Payment journal

Date Particulars/details Document no Ledger folio Disc Received cash bank
May 2011

2

2

2

5

10

15

20

22

 

 

H. Mwangi

J. Mwaniki

N. Mugo

Repairs

Juma

Bank

Purchases

Purchases

 

Totals to be posted to the cash and bank a/c (Cr)

 

 

 

 

0251

0295

 

117

512

 

PL

PL

PL

GL

PL

“c”

GL

GL

 

166.70

177.70

133.30

 

 

 

 

 

 

 

 

477.30

 

 

 

 

16 000

9 500

6 000

8 920

 

 

 

 

40 420

 

1 500

1 600

1 200

 

 

 

 

15 200

 

 

 

19 500

 

(Post the totals and the entries to their respective accounts)

 

  • The petty Cash book

This is used to record money that has been set aside to make payments that does not require large amounts, such as cleaning, staff tea, posting letters, etc. it is always kept by the petty cashier, under the supervision of the main cashier. The amount received by the petty cashier is always debited, while the payments made from the same is credited. The credit side also contains the analytical columns for various items of expenditure. The amount credited is also extended to the analysis column for the specific item. At the end of the stated period, the petty cash book is balanced, and the totals are posted to their individual accounts. The individual’s accounts are debited with the totals of the analytical columns, while the cash account is credited by the main cashier for the total that was spent in the petty cash book.

Petty cash book can also be operated on an imprest system, where the petty cashier receives a given amount of money at an intervals (imprest) to spend, and report back to the main cashier at the end of the period on how the money has been spent and the balance still remaining for re-stocking (reimbursed), and only the amount spent can be reimbursed so that at the beginning of the period the petty cashier will always have the full amount (cash float).

 

For example:

A petty cashier of sina chuki traders operate a petty cash book on an imprest of kshs 2 500 on a monthly basis. On 1st February 2010, she had cash in hand of shs 150 and was reimbursed the difference by the main cashier to restore her cash float. The following payments were made during the month of February 2010

Feb; 1. Travelling expenses kshs110

  1. Correcting fluid kshs 200
  2. Sugar for staff tea ksh 180
  3. Stamps kshs 255
  4. Telephone kshs 255
  5. Entertainment kshs 130
  6. Postage stamps kshs 100
  7. Bread for staff tea kshs 148
  8. Fare kshs 200
  9. Duplicating ink kshs 250
  10. Entertainment kshs 400
  11. Telephone kshs 100
  12. Atieno a creditor was paid ksh 150

Required;

Prepare a petty cash book from the above information and post the totals to the relevant ledger accounts.

Sina Chuki Traders

Petty Cash Book

For month of Feb. 2010

Receipt sh L.F Date Details Vouch no Total sh Travel exp Office exp Staff tea postage Telephone Ent. Ledger a/c
 

150

2 350

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2500

22

 

 

C.B

2010

Feb 1

1

1

2

3

4

10

15

18

20

25

26

27

28

28

 

Bal b/d

Reimbursement

Travelling exp

Correcting fluid

Sugar

Stamps

Telephone

Entertainment

Stamps

Bread

Fare

Duplicating ink

Entertainment

Telephone

Atieno

Totals

Bal c/d

 

Bal b/d

   

 

 

110

200

180

255

255

130

100

148

200

250

400

100

150

2478

22

2500

 

 

 

110

 

 

 

 

 

 

 

200

 

 

 

 

310

 

 

 

 

200

 

 

 

 

 

 

 

250

 

 

 

450

 

 

 

 

 

180

 

 

 

 

148

 

 

 

 

 

328

 

 

 

 

 

 

255

 

 

100

 

 

 

 

 

 

355

 

 

 

 

 

 

 

255

 

 

 

 

 

 

100

 

355

 

 

 

 

 

 

 

 

130

 

 

 

 

400

 

 

530

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

150

150

 

The totals in the analytical columns are Debited in the individual accounts, with the petty cash book totals being credited in the cash account.

 

  • The general Journal/Journal proper

This one is used to record purchases or sales of fixed assets of the business on credit. These assets do not form part of the stock since the business does not deal in them, however the business may decide to buy or sell them for one reason or the other.

In this journal, the account to be debited begins at the margin, while the account to be credited is indented from the margin, with a narration below them put in brackets. The narration simply explains the nature of the transaction that has taken place. The individual entries are then posted to their respective accounts by either debiting or crediting depending on the transactions. It takes the following format;

 

General journal

Date Particulars/details Ledger folio Dr shs Cr shs
         

 

For example;

Journalise then following transactions which took place in the business of J Opuche during the month of March 2005

March 5; Purchased office furniture on credit for shs 25 000 from miugiza Furniture Limited

10; Sold old duplicating machine for shs 15 000 to samba academy on credit

15; Bought a new motor vehicle for shs 800 000 from explo motors Ltd, paying shs 300 000 in cash and balance was to be settled at a later date

18; Sold old vehicle to Mara Secondary school for shs 500 000 on credit

25;The owner converted personal electronic calculator valued at shs 9 000 into business asset

27; Sold old computers valued at shs 20 000 for shs 15 000 on credit to Mara secondary school

30; Sold old dining chairs worth shs 10 000 to Maendeleo for shs 15 000 on credit

 

General journal

Date Particulars/details Ledger folio Dr shs Cr shs
March 2005

5

 

 

 

10

 

 

 

 

15

 

 

 

 

18

 

 

 

25

 

 

 

27

 

 

 

 

30

 

 

 

Office Furniture a/c

Miugiza a/c

(Being a credit purchase of office furniture from Miugiza)

Samba Accademy a/c

Duplicating Machine a/c

(Being credit sales of duplicating machine to Samba academy)

Motor vehicle a/c

Cash a/c

Explo Motors a/c

(Being purchase of motor vehicle from explo. motors, paying part in cash and part on credit)

Mara Sec sch a/c

Motor vehicle a/c

(being the credit sale of old motor vehicle to mara sec sch)

Calculators a/c

Capital a/c

(being conversion of private calculator to business asset)

Mara Sec. Sch. a/c

Loss on disposal a/c

Computer a/c

(being credit sale of old computers to Mara school at a loss of 5 000)

Maendeleo a/c

Furniture a/c

Gain on disposal a/c

(being the credit sale of dining chairs to maendeleo at a gain of 5 000)

 

 

 

 

 

 

25 000

 

 

 

15 000

 

 

 

 

800 000

 

 

 

 

500 000

 

 

 

9 000

 

 

 

15 000

5 000

 

 

 

15 000

 

 

 

 

 

1 384 000

 

 

 

25 000

 

 

 

15 000

 

 

 

 

300 000

500 000

 

 

 

500 000

 

 

 

9 000

 

 

 

 

20 000

 

 

 

10 000

5 000

 

 

 

1 384 000

 

The entries are then transferred to their respective accounts in the ledger, with the ones debited in the journals being debited and the ones credited being credited.

The Journal proper can also be used to show the opening entries and the closing entries. That is;

  • Opening entries

The opening entries are the entries of the assets and liabilities at the beginning of the trading periods to facilitate the opening of different accounts for them. They are the balance b/d for the assets and liabilities of the business.

The assets to be debited are recorded first, followed by the liabilities and capital to be credited. Incase the capital is not given, it can be calculated using the book keeping equation, that is A = C + L. the narration then follows the entries.

The opening entries are necessary when;

  • A business that did not keep complete accounting records would like to start keeping
  • Opening up new sets of accounting books, after closing the old ones
  • Starting accounting records for a business which has been bought, though was in full operation

For example;

The following balances were extracted from Martine’s store that did not keep complete records, and would like to start keeping on 1st January 2011. Prepare for them their relevant subsidiary book to show the balances.

Shs

Motor vehicles                               230 000

Machinery                                                        40 000

Creditors                                                           10 000

Debtors                                                                5 000

Cash in hand                                                    20 000

Stock                                                                  10 000

Insurance prepaid                                             5 000

Bank                                                                   25 000

Premises                                                          335 000

Capital                                               660 000

Martine’s Store

General journal

On 1st January 2011

Date Particulars/details Ledger folio Dr shs Cr shs
2011 January 1 Premises

Motor vehicle

Machinery

Debtors

Cash

Insurance prepaid

Bank

Stock

Capital

Creditors

(being the records of assets, liability and capital at the beginning of new period)

 

 

  335 000

230 000

40 000

5 000

20 000

5 000

25 000

10 000

 

 

 

 

 

 

 

670 000

 

 

 

 

 

 

 

 

660 000

10 000

 

 

 

 

 

670 000

 

 

 

  • Closing entries

At the end of the trading period the business asses how it carried out its trade and the amount of profit it made by preparing the Trading profit and loss account and the balance sheet to show its financial position. These are prepared by the information obtained from the ledgers. That is, all the nominal accounts (sale, purchase, expenses and revenue accounts), both opening and closing stocks are transferred to the trading profit and loss account through the trial balance and general journals, while the rest are taken to the balance sheet.

 

Uses of general journal;

  • To record purchases of fixed assets on credit
  • To record sales of fixed assets on credit
  • To correct errors by checking the balances
  • To record the opening and closing entries
  • To write off bad debts
  • To record the inter ledger transfers
  • To issues shares and debentures in companies
  • To make end of the year adjustments for the final accounts

 

In the table below, indicate the books of original entry that the information obtained from the given source documents are used to prepare

 

Source Document Books of Original entry
Sales Invoice/invoice issued/Invoice retained/invoice copy Sales journals
Purchases Invoice/Invoice received/Original invoice Purchases journals
Credit note issued/Credit note retained/Credit note copy Return inwards/Sales return journals
Credit note received/credit note original Return outwards/purchases return journals
Original receipt/Receipt received Cash payment/Analysis cash book/ Cash book
Receipt copy/Retained receipt Cash receipt journal/Analysis cash book/cash book
Petty cash voucher Petty cash book

 

Uses of Journals

  • To relive ledger of many details
  • To record more details about the transaction that are not found in the ledger
  • To facilitate tracing of errors
  • To facilitate the preparation of control accounts
  • To curb frauds and promote efficiency, since they are prepared by different people from the ones handling ledgers

 

Assignment:

(Exercise 1B pages 50 and 51, Nos16 and 18 in Inventor book 4, KLB Students book)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINANCIAL STATEMENTS

These are prepared at the end of a given trading period to determine the profit and losses of the business, and also to show the financial position of the business at a given time.

They includes; trading account, profit and loss account, trading profit and loss account and the balance sheet.

They are also referred to as the final statements.

The trading period is the duration through which the trading activities are carried out in the business before it decides to determines it performances in terms of profit or loss. It may be one week, month, six months or even a year depending on what the owner wants.

Most of the business use one year as their trading period. It is also referred to as the accounting period.

At the end of the accounting period, the following takes place;

  • All the accounts are balanced off
  • A trial balance is extracted
  • Profit or loss is determined
  • The balance sheet is prepared

 

Determining the profit or loss of a business

When a business sells its stock above the buying price/cost of acquiring the stock, it makes a profit, while if it sells below it makes a loss. The profit realized when the business sell it stock beyond the cost is what is referred to as the gross profit, while if it is a loss then it is referred to as a gross loss.

It is referred to as the gross profit /loss because it has not been used to cater for the expenses that may have been incurred in selling that stock, such as the salary of the salesman, rent for the premises, water bills, etc. it therefore implies that the businessman cannot take the whole gross profit for its personal use but must first deduct the total cost of all other expenses that may have been incurred.

The profit realized after the cost of all the expenses incurred has been deducted is what becomes the real profit for the owner of the business, and is referred to as Net profit. The net profit can be determined through calculation or preparation of profit and loss account.

In calculating the gross profit, the following adjustments are put in place

  • Return inwards/Sales return: – these are goods that had been sold to the customers, but they have returned them to the business for one reason or the other. It therefore reduces the value of sales, and is therefore subtracted from sales to obtain the net sales

Therefore Net sales = Sales – Return inwards

  • Return outwards/purchases return: – these are goods that had been bought from the suppliers to the business and have been returned to them for one reason or the other. It reduces the purchases and is therefore subtracted from the purchases to obtain the net purchases.
  • Drawings: – this refers to goods that the owner of the business has taken from the business for his own use. It reduces the value of purchases, and is therefore subtracted from purchases when determining the net purchases. It is different from the other drawing in that it is purely goods and not money
  • Carriage inwards/Carriage on purchases: – this is the cost incurred by the suppliers in transporting the goods from his premises to the customers business. It is treated as part of the purchases, and therefore increases the value of purchases. It is added to purchases to determine the actual value of purchases/Net purchases.

 

Therefore Net Purchases = Purchases + Carriage inwards – Return Outwards – Drawings

 

  • Carriage outwards/Carriage on sales: – this is the cost that the business has incurred in transporting goods from its premises to the customers premises. The cost reduces the business profit that would have been realized as a result of the sale, and is therefore treated as an expense and is subtracted from the gross profit, before determining the net profit.
  • Opening stock is the stock of goods at the beginning of the trading period, while the closing stock is the stock of the goods at the end of the trading period

Gross profit is therefore calculated as follows;

Gross Profit = Sales – Return inwards – (Opening stock + Purchases + carriage inwards – Return outwards – Closing stock)

        Or

        Gross profit = Net sales – Cost of Goods Sold (COGS)

 

        COGS = Opening Stock + Net Purchases – Closing stock

 

Net Profit = Gross profit – Total expenses

 

 

 

Trading Account

This is prepared by the business to determine the gross profit/loss during that trading period

It takes the following format;

Name of the business

Trading Account

Dr                                                                 For the period (date)                                                        Cr

                                       Shs                 Shs

Opening stock                                    xxxxxx

add Purchases              xxxxx

add Carriage inwards      xxx

less Return Outwards      xxx

less Drawings                   xx            xxxxx

Goods available for sale                    xxxxxx

Less Closing Stock                                 xxx

Cost Of Goods Sold (COGS)             xxxxxx

Gross profit c/d                                    xxxx

xxxxxx

 

                                   Shs                    Shs

Sales                             xxxxxx

Less Return inwards          xxx

Net sales                                          xxxxxx

 

 

 

 

 

 

xxxxxx

Gross profit b/d                           xxxx

 

The trading account is completed by the time the gross profit b/d is determined

For example

The following balances were obtained from the books of Ramera Traders for the year ending may 31st 2010

Sales                                                                 670 000

Purchases                                                        380 000

Return inwards                                              40 000

Carriage outwards                                          18 000

Return outwards                                                           20 000

Carriage inwards                                                           10 000

Additional information;

  • During the year the owner took goods worth sh 5 000 for his family use
  • The stock as at 1st June 2009 was shs 60 000, while the stock as at 31st May 2011 was shs 70 000

Required; Prepare Ramera Traders trading account for the period ending 31st May

2010

Ramera Traders

Trading Account

Dr                                                                 For the period ending 31/5/2010                                               cr

                                       Shs                 Shs

Opening stock                                     60 000

add Purchases              380 000

add Carriage inwards     10 000

less Return Outwards     20 000

less Drawings                   5 000        365 000

Goods available for sale              425 000

Less Closing Stock                          70 000

Cost Of Goods Sold (COGS)         355,000

Gross profit c/d                             275,000

630,000

 

                                   Shs                    Shs

Sales                             670 000

Less Return inwards      40 000

Net sales                                         630 000

 

 

 

 

 

 

630 000

Gross profit b/d                             275 000

NB:Carriage outwards is not an item of Trading account, but profit and loss account as an expense.

Importance of Trading account

  • It is used to determine the gross profit/loss for a given trading period for appropriate decision making by the management.
  • It is used in determining the cost of goods that was sold during that particular accounting period.
  • It is used to reveal the volume of turnover i.e net sales
  • May be used to compare the performance of the business in the current accounting period and the previous periods. It can also compare its performance with other similar businesses
  • It facilitates the preparation of profit and loss account, since the gross profit is carried forward to the profit and loss account.

Profit and Loss account

In preparation of this account, the gross profit is brought down on the credit sides, with all other revenues/income of the business being credited and the expenses together with the net profit being debited. Net profit = Total Revenues (including Gross Profit) – Total expenses

Name of the business

Profit and Loss Account

Dr                                                                 For the period (date)                                                        Cr

                                                           Shs

Expenses                                   

Insurance                                            xxx

Electricity                                          xxx

Water bills                                         xxx

Carriage Outwards                            xxx

General expenses                               xxx

Provision for Depreciation                xxxx

Discount allowed                               xxx

Commission allowed                        xxxx

Rent paid                                          xxxx

Any other expense                           xxxx

Net profit c/d                                   xxxx

xxxxxx

 

                                                        Shs

Gross profit b/d                                 xxxxxx

Discount received                                  xxx

Rent income                                          xxx

Commission received                            xxx

Any other income received                    xxx

 

 

 

 

 

 

 

xxxxxx

Net profit b/d                                     xxxx

The Profit and Loss Account is complete when net profit b/d is obtained. In the trial balance, the revenues/incomes are always credited, while the expenses are debited, and the same treatment is found in the Profit and Loss Account. (Any item that is taken to the Profit and Loss Account with a balance appearing in the Debit (Dr) side of a trial balance is treated as an expense, while those appearing in the Credit (Cr) side are revenue e.g. discount balance appearing in the Dr Side is Discount Allowed, while the one on Cr side is Discount Received)

For example

The following information relates to Akinyi’s Traders for the period ending March 28th 2010. Use it to prepare profit and loss account.

Gross profit                                                    100 000                Discount received           12 000

Salaries and wages                         20 000                  Power and lighting              10 000

Opening stock                                150 000                Rent income                   10 000

 

Commission allowed                       15 000                Commission received    16 000

Repairs                                                10 000                Discount allowed                           8 000

Provision for depreciation                          6 000                    Carriage outwards          4 000

 

Akinyi Traders

Profit and Loss Account

Dr                                                 For the period ending 28th March 2010                                        Cr

                                                           Shs

Expenses                                   

Power and lighting                      10 000

Carriage Outwards                       4 000

Salaries and wages                      20 000

Provision for Depreciation          6 000

Discount allowed                          8 000

Commission allowed                  15 000

Repairs                                        10 000

Net profit c/d                               65 000

138 000

 

                                                Shs

Gross profit b/d                         100 000

Discount received                       12 000

Rent income                                10 000

Commission received                  16 000

 

 

 

 

 

138 000

Net profit b/d                                      65 000

Incase the expenses are more than the income, then the business shall have made a net loss, and the loss will be credited.

 

Net profit/loss can also be found through calculation as follows;

 

Net profit/loss = Gross profit + Total other revenues – Total expenses

 

For the above example;

Total other revenues = 12 000 + 10 000 + 16 000

= 38 000

Total expenses = 10 000 + 4 000 + 20 000 + 6 000 + 8 000 + 15 000 + 10 000

= 73 000

Therefore; Net profit = Gross profit + Total other revenues – Total expenses

= 100 000 + 38 000 – 73 000

= 65 000

Importance of Profit and Loss account

  • It shows the revenue earned, and all the expenses incurred during the accounting period
  • It used to determine the net profit/net loss of a given trading period
  • It is a requirement by the government for the purpose of taxation
  • May be used by the employees to gauge the strength of the business, in terms of its ability to pay them well
  • It is vital for the prospective investor in the business, in terms of determining the viability of the business
  • The creditors or loaners may use it to asses the business ability to pay back their debts
  • It is used by the management to make a decision on the future of their business.

 

Trading, Profit and Loss Account

This is the combination of trading account and trading profit and loss account to form a single document. It ends when the net profit/loss brought down has been determined. That is;

Name of the business

Trading, Profit and Loss Account

Dr                                  For the period (date)                                        Cr

                                       Shs                 Shs

Opening stock                                   xxxxxx

add Purchases              xxxxx

add Carriage inwards      xxx

less Return Outwards      xxx

less Drawings                   xx            xxxxx

Goods available for sale                  xxxxxx

Less Closing Stock                                 xxx

Cost Of Goods Sold (COGS)            xxxxxx

Gross profit c/d                                      xxxx

Xxxxxx

 

 

 

 

 

 

 

Expenses

Insurance                                                xxx

Electricity                                                xxx

Water bills                                             xxx

Carriage Outwards                                 xxx

General expenses                                     xxx

Provision for Depreciation                   xxxx

Discount allowed                                     xxx

Commission allowed                            xxxx

Rent paid                                               xxxx

Any other expense                                 xxxx

Net profit c/d                                        xxxx

xxxxxx

 

                                   Shs                    Shs

Sales                             xxxxxx

Less Return inwards       xxx

Net sales                                         xxxxxx

 

 

 

 

 

 

xxxxxx

Gross profit b/d                                     xxxx

 

 

 

 

 

 

 

Discount received                                  xxx

Rent income                                          xxx

Commission received                            xxx

Any other income received                    xxx

 

 

 

 

 

 

 

 

xxxxxx

Net profit b/d                                       xxxx

End Year Adjustments

The following items may require to be adjusted at the end of the trading period

  • Revenues/Income
  • Expenses
  • Fixed assets

 

 

Adjustment on revenues

The revenue may have been paid in advance in part or whole (prepaid revenue) or may be paid later after the trading period (accrued revenue).

Prepaid revenue is subtracted from the revenue/income to be received and the difference is what is treated in the profit and loss account or trading profit and loss account as an income, while the accrued revenue is added to the revenue/income to be received and the sum is what is treated in the above accounts as the actual revenue.

Only the prepaid amount and the accrued amounts are what are then taken to the balance sheet.

Adjustment on the expenses

The expenses may have been paid for in advance in part or whole (prepaid expenses) or may be paid for later after the trading period (accrued expenses).

Prepaid expenses is subtracted from the expenses to be paid for and the difference is what is treated in the profit and loss account or trading profit and loss account as an expense, while the accrued expenses is added to the expenses to be paid for and the sum is what is treated in the above accounts as the actual expenses.

NB: Only the prepaid amount and the accrued amounts are what are then taken to the balance sheet.

 

Adjustment on fixed assets

The fixed assets may decrease in value, due to tear and wear. This makes the value to go down over time, what is referred to as depreciation. The amount of depreciation is always estimated as a percentage of cost.

The amount that shall have depreciated is treated in the profit and loss account or T,P&L as an expense, while the value of the asset is recorded in the balance sheet, less depreciation.

For example;

  • 1997 The following Trial balance was prepared from the books of Paka Traders as at 31st December 1995. Trial balance December 31st 1995

Dr. (shs)                                           Cr. (shs)

 

Sales                                                                                               980,000

Purchases                                         600,000

Returns                                                            80,000                                 20 000

Carriage in                                                                                    40,000

Carriage out                                   3,000

Stock (Jan 1st 1999)                        120,000

Rent                                                  60,000                                 45 000

Discount                                          15,000                                  25 000

Motor vehicle                                 150 000

Machinery                                       250 000

Debtors                                                            120,000

Salaries                                                            18,000

Commission                                        7,000                                             12 000

Capital                                                                                            178,000

Insurance                                           15 000

Creditors                                                                                       240,000

Cash                                                   122 000

1 540 000                            1 540 000

 

Additional information

  • Stock as at 31st December was 100,000
  • the provision for depreciation was 10% on the cost of Motor vehicle, and 5% on the cost of Machinery

Required: Prepare trading profit and loss account for the period ending 31st December 1999

Adjustments: Provision for depreciation;

Machinery =  = 7 500

(New balance of machinery = 250 000 – 7 500 = 242 500. The 242 500 is taken to the balance as Machinery (fixed asset), while 7 500 is taken to the trading profit and loss account as expenses)

Motor vehicle =  = 15 000

(New balance of Motor Vehicle = 150 000 – 15 000 = 135 000. The 135 000 is taken to the balance as Motor Vehicle (fixed asset), while 15 000 is taken to the trading profit and loss account as expenses)

 

 

 

 

 

 

Paka Traders

Trading, Profit and Loss Account

Dr        For the period 31/12/1995                                         Cr

                                       Shs                 Shs

Opening stock                                   120 000

add Purchases              600 000

add Carriage inwards     40 000

less Return Outwards     20 000       620 000

Goods available for sale                    740 00

Less Closing Stock                           100 000

Cost Of Goods Sold (COGS)           640 000

Gross profit c/d                                 260 000

900 000

Expenses                                   

Insurance                                             15000

Carriage Outwards                              30000

Salaries                                               18 000

Provision for Depreciation

Motor vehicle             15 000

Machinery                    7 500             22500

Discount allowed                                15 000

Commission allowed                            7 000

Rent paid                                            60 000

Net profit c/d                                   174 500

342 000

 

                                   Shs                    Shs

Sales                           980 000

Less Return inwards      80 000

Net sales                                           900 000

 

 

 

 

 

900 000

Gross profit b/d                                260 000

Discount received                               25 000

Rent income                                       45 000

Commission received                         12 000

 

 

 

 

 

 

 

342 000

 

Net profit b/d                                   174 500

The net profit/loss may be taken to the balance sheet.

The items that have been adjusted will be recorded in the balance sheet less the adjustment.

The Balance Sheet

The balance sheet will show the business financial position in relation to assets, capital and liabilities. The adjustment that can be made will be on Fixed assets and capital only. That is;

Fixed assets are recorded less their depreciation value (should there be provision for depreciation) as the actual value.

Actual value of assets = Old value – depreciation.

Capital is adjusted with the following; Net capital, Drawings and additional investment. i.e.

Closing Capital/Net capital (C.C) = Opening/initial capital (O.C) + Additional Investment (I) + Net profit (N.P) or (less Net Loss) – Drawings

                                      CC = OC + I + NP – D

Where:

Opening Capital: – the capital at the beginning of the trading period

Closing capital: – the capital as at the end of the trading period

Additional Investment: – any amount or asset that the owner adds to the business during the trading period

Net profit: – the profit obtained from the trading activities during the period. Incase of a loss, it is subtracted.

 

Types of Capital

The capital in the business can be classified as follows

  • Capital Owned/Owner’s Equity/Capital invested; – this is the capital that the owner of the business has contributed to the business. It is the Net capital/Closing capital of the business (C = A – L)
  • Borrowed capital: – the resources brought into the business from the outside sources. They are the long term liabilities of the business.
  • Working capital: – these are resources in the business that can be used to meet the immediate obligation of the business. It is the difference between the total current assets and total current liabilities

Working Capital = Total Current Assets – Total Current Liabilities

  • Capital employed: – these are the resources that has been put in the business for a long term. i.e.

Capital Employed = Total Fixed assets + Working Capital

Or

Capital employed = Capital Invested + Long term liabilities

 

 

 

 

Name of the business

Balance Sheet

As at (date)

                              Shs                  shs

Fixed Assets

Land                              xxxxx

Buildings                        xxxxx

Motor Vehicle                xxxxx

Any other fixed assets   xxxxx   xxxxxx

Current Assets

Stock                               xxxx

Debtors                            xxxx

Bank                                 xxxx

Cash                                 xxxx

Prepaid Expenses            xxxx

Accrued revenues            xxxx

Any other current assets  xxxx   xxxxxx

 

 

xxxxxx

                                     Shs               shs

 

Capital                        xxxxx

Add Net profit               xxxx

Add additional investt    xxx

Less drawings               xxx

Net Capital                                 xxxxx

Long term liabilities

Long term loan            xxxx

Any other                     xxxx       xxxx

Current liabilities

Creditors                      xxxx

Short term loan            xxxx

Accrued expenses       xxxx

Prepaid revenues        xxxx

Any other                     xxxx        xxxxx

xxxxxx

Example 00A: The following information were extracted from the trial balance of Mwema traders on 31st December 2010

Sales                                   750 000                Furniture                           288 000

Purchases                          540 000                Electricity expenses       16 000

Sales return                                     24 000                  Motor vehicle                  720 000

Return outwards                              30 000                Rent expenses                  2 500

General expenses                             72 000                Capital                                842 500

Commission received      24 000                Bank Loan                         250 000

Cash                                   156 000                 Creditors                           216 000

Debtors                              244 000

Additional Information

  • Stock as at 31/12/2010 was ksh 72 000
  • Electricity prepaid was shs 4 000
  • Rent expenses accrued shs 3500
  • Depreciation was provided for as follows

-Motor Vehicle 15% p.a. on cost               -Furniture 6% p.a. on cost

Required

  • Prepare Trading, profit and loss account for the year
  • Prepare a balance sheet as at 31st December 2012
  • Determine the following:

-Owner’s equity       -Borrowed capital   -Working capital   -Capital employed

Adjustments:

Motor Vehicle =  = 108 000

Therefore Motor vehicle = 612 000

Furniture =  = 17 280

Therefore furniture = 270 720

Mwema Traders

Trading, Profit and Loss Account

Dr                                                             For the period 31/12/2010                                                    Cr

                                       Shs                 Shs

Purchases                     540 000

less Return Outwards     30 000       510 000

Goods available for sale                   510 000

Less Closing Stock                             72 000

Cost Of Goods Sold (COGS)           438 000

Gross profit c/d                                 288 000

726 000

Expenses                               

General expenses                               72 000

Electricity expenses      16 000

Less Electricity prepaid  4 000          12 000

 

Rent expenses               2 500

Accrued rent exp           3 500            6 000

 

Provision for Depreciation

Motor vehicle             108 000

Furniture                      17 280         125 280

Net profit c/d                                     96 720

312 000

 

                                   Shs                    Shs

Sales                           750 000

Less Return inwards      24 000

Net sales                                           726 000

 

 

 

726 000

Gross profit b/d                                288 000

Commission received                        24 000

 

 

 

 

 

 

 

 

 

 

312 000

Net profit b/d                                     96 720

 

Mwema Traders

Balance Sheet

As at 31/12/2010

                                   Shs                 shs

Fixed Assets

Motor Vehicle          612 000

Furniture                  270 720     882 720

 

Current Assets

Stock                          72 000

Debtors                    244 000

Electricity prepaid       4 000

Bank                          50 000

Cash                        156 000     526 000

 

1 408 720

                                     Shs               shs

Capital                      842 500

Add Net profit             96 720

Net Capital                                939 220

 

Long term liabilities

Bank Loan                               250 000

 

Current liabilities

Creditors                216 000

Accrued rent          3 500          219 500

 

1 408 720

 

 

 

Basic Financial Ratios

A ratio is an expression of one item in relation to the other. It is used to compare the groups of related items in the business, for the purpose of assessing the performance of the business. They include:

  • Mark-up

This is the comparison of gross profit as a percentage of cost of goods sold. i.e.

 

Mark-up =

=   100

For example: in (example OOA) above, determine the mark-up of the business.

Mark-up =

Gross profit = 288 000

COGS = 438 000

 

Mark-up =   100

= 65.75%

(This implies that the Gross profit of the business is 65.75% of its cost of goods sold)

 

  • Margin

This is the expression of the gross profit as a percentage of net sales. That is:

Margin =

=   100

For example: in (example OOA) above, determine the margin of the business

Margin =

Gross profit = 288 000

Net sales = 726 000

=   100

= 39.67%

(This implies that the gross profit of the business is 39.67% of the net sales)

 

 

 

Relationship between margin and mark-up

Since margin and mark-up are all the expression of Gross profit, it is possible to change one to the other.

  • Changing mark-up to margin

Mark-up can be changed to margin as follows:

  • Convert the mark-up percentage as a fraction in its simplest form.
  • Add the value of the numerator of the fraction to the denominator to come up with the new fraction (margin fraction) that is

If the mark-up fraction =

Margin fraction =

  • Convert the margin fraction as a percentage to obtain margin

 

 

 

For example: in the above example,

Mark –up = 65.75%

=

=

Margin fraction =

=   x 100

= 39.67%

 

  • Changing margin to mark-up
  • Convert the margin percentage as a fraction in its simplest form
  • Subtract the value of the numerator of the fraction from the denominator to come up with the new fraction (mark-up fraction) that is

If the margin fraction =

Mark-up fraction =

  • Convert the mark-up fraction as a percentage to obtain mark-up

For example: in the above example,

Margin = 39.67%

=

=

Mark-up fraction =

 

=   x 100

= 65.75%

  • Current ratio/working capital ratio

This is the ratio of the current assets to current liabilities. It can also be expressed as a percentage. That is:

Current ratio =

= current assets: current liabilities

Or

Current ratio =   x 100

For examples: in (example OOA) above, determine the current ratio;

 

Current assets = 526 000

Current liabilities = 219 500

Current ratio =

 

=          = 1052: 439

Or

=    x 100

239.64%

  • Rate of stock turnover

This is the rate at which the stock is bought or sold within a given period of time. It is obtained by;

Rate of stock turnover (ROST) =

 

Average stock =

In (example OOA) above, determine the rate of stock turnover;

The cost of goods sold = 438 000

The closing stock = 72 000

The opening stock = 0

Therefore

The average stock =

=   = 36 000

Rate of stock turnover (ROST) =

=

 

= 12.17 Times

  • Return on capital

This is the expression of net profit as a percentage of the capital invested. That is;

Return on capital =    x 100

It can be given as a ratio or a percentage.

For example: in (example OOA) above, determine the return on capital of the business

Net Profit = 96 720

Capital invested/owner’s equity = 939 220

Return on capital =    x 100

=    x 100

 

= 10.33%

 

 

  • Acid test ratio/quick ratio

This shows how fast the business can convert its current assets excluding stock to settle its current liabilities. That is;

Quick ratio =

It is given in ratio form.

For example: in above (example OOA), determine the quick ratio;

Current assets = 526 000

Stock = 72 000

Current liabilities = 219 500

Quick ratio =

=

= 2.07 (or 207 : 100)

 

Importance of Financial Ratios

  • Mark up and margin helps in the following; setting the selling price, calculating profit or losses and determining the sales for a given period of time
  • Working capital and acid test ratio help in showing whether the business is in a position to meet its short term obligations and checking whether the business is utilizing its resources properly. That is high working capital ratio shows that most of the resources are idle
  • Return on capital shows the following;
  • The performance of the business in relation to other similar businesses
  • Comparison of the performance of the business over different periods
  • Whether the business finances have been invested or not
  • Help the potential investors on the decision on where to invest

 

  • Rate of stock turnover also help in determining how fast or slow the stock is moving. It also helps in computing the gross profit or loss.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MONEY AND BANKING

 

Barter trade

This is a form of trade where goods and services are exchanged for other goods and services.

 

Benefits

  • Satisfaction of wants: And individual is able to get what he or she needs.
  • Surplus disposal: an individual or country is able to dispose off its surpluses.
  • Social relations: it promotes social links since the communities trade together.
  • Specialization: some communities shall specialize in a particular commodity.
  • Improved living standards: this is enhanced by receiving what one is unable to produce.

Limitations of Barter trade

  • Lack of double coincidence of wants: – it is difficult to find two people with the need for each other’s product at the same time.
  • Lack of store of value/ perishability of some commodities: – some goods are perishable thus their value cannot be stored for a long time for future purposes e.g. one cannot store vegetables for exchange purposes in future.
  • Indivisibility of some commodities: -it is difficult to divide some products like livestock into smaller units to be exchanged with other commodities.
  • Lack of standard measure of value: – It is not easy to determine how much one commodity can be exchanged for a given quantity of another commodity.
  • Transportation problem: It is difficult to transport bulky goods especially when there is no faster means of transport.
  • Lack of a standard deferred payment: – The exchange of goods cannot be postponed since by the time the payment is made, there could be fluctuation in value, demand for a commodity may not exist and the nature and quality of a good may not be guaranteed. It may be therefore difficult what to decide what to accept for future payment.
  • Lack of specialization: – Everyone strives to produce all the goods he or she needs due to the problem of double coincidence of wants.
  • Lacks unit of account- it is difficult to assess the value of commodities and keep their record.

 

 

MONEY SYSTEM

Money is anything that is generally accepted and used as a medium of exchange for goods and services.

Features/ characteristics of Money

For anything to serve as money, it must have the following characteristics:

  • Acceptability: The item must be acceptable to everyone.
  • Durability: The material used to make money must be able to last long without getting torn, defaced or losing its shape or texture.
  • Divisibility: Money should be easily divisible into smaller units (denominations) but still maintains it value.
  • Cognizability: The material used to make money should be easily recognized. This helps reduce chances of forgery. It also helps people to differentiate between various denominations.
  • Homogeneity: Money should be made using a similar material so as to appear identical. This eliminates any risk of confusion and forgeries.
  • Portability: – Money should be easy to carry regardless of its value.
  • Stability in value: The value of money should remain fairly stable over a given time period.
  • Liquidity: – it should be easily convertible to other forms of wealth (assets).
  • Scarcity: – It should be limited in supply. If it is abundantly available its value will reduce.
  • Malleability- the material used to make money should be easy to cast into various shapes.
  • Not easy to forge- money should not be easy to imitate.

Functions of Money

  • Medium of exchange: It is generally acceptable by everyone in exchange of goods and services. It thus eliminates the need for double coincidence of wants.
  • Store of value: It is used to keep value of assets e.g. surplus goods can be sold and then money kept for future transactions.
  • Measure of value: Value of goods and services are expressed in money form. Performance of businesses is measured in terms of money.
  • Unit of account: It is a unit by which the value of goods and services are calculated and records kept.
  • Standard of deferred payment: it is used to settle credit transactions.
  • Transfer of immovable items (assets): Money is used to transfer assets such as land from one person to another.

 

DEMAND FOR MONEY

This is the tendency or desire by an individual or general public to hold onto money instead of spending it. It also refers to as liquidity preference.

Money is held by people in various forms:

  • Notes and coins
  • Securities and bonds
  • Demand deposits such bank current account balances.
  • Time deposits such as fixed account balances

 

REASONS (MOTIVES) FOR HOLDING MONEY

 

  1. Transaction Motive: Money is held with a motive of meeting daily expenses for both the firms and individuals. The demand for money for transaction purpose by individuals depends on the following factors:
  • Size/level of individual’s income: The higher the income of and individual, the more the number of transactions thus high demand for transactions.
  • Interval between pay days/ receipt of money: if the interval is long, then high amount of money will be held for transaction reasons.
  • Price of commodities: if the prices are high, the value of transactions will also increase thus more money balances required.
  • Individuals spending habits-people who spend a lot of money on luxuries will hold more money than those who only spend money on basics.
  • Availability of credit-people who have easy access to credit facilities hold little amount of money for daily transactions than those who do not have easy access to credit.

The transaction motive can further be divided to;

  • Income motive i.e. holding money to spend on personal/ family needs.
  • Business motive i.e. holding money to meet business recurring needs such as paying wages, postage, raw materials. Etc
  1. Precautionary Motive: Money is held in order to be used during emergencies such as sicknesses.

The amount of money held for this motive will depend on the factors such as:

  • Level of income- the higher the income the higher the amount of money held for precautionary motive.
  • Family status- high class families tend to hold more money for precautionary motive than low class families.
  • Age of the individual- the aged tend to hold more money for precautionary motive than the young since they have more uncertainties than the young.
  • Number of dependant- the more the dependants one has, the more the money they are likely to hold for precautionary motive.
  • Individual’s temperament- pessimists tend to hold more money for precautionary motives than the optimists because they normally think things will go wrong.
  • Duration between incomes- those who earn money after a short time are likely to keep less money than those who earn money after a long time.

 

  1. Speculative Motive: Money is held to be used in acquiring those assets whose values are prone to fluctuations such as shares/ money is held anticipating fall in prices of goods and services. This depends on the following:
  • The wealth of an individual
  • The rate of interest on government debt instruments
  • Interest on money balances held in the bank.
  • How optimistic or pessimistic a person is.

SUPPLY OF MONEY

This is the amount of money/ monetary items that are in circulation in the economy at a particular period of time. They include the following;

  • Total currency i.e. the coins and notes issued by the central bank.
  • Total demand deposits: money held in current accounts in banks and are therefore withdrawable on demand.

Factors influencing supply of money

  • Government policies: If there is more money in the economy, the government will put in place measures to reduce the supply such as increasing interest rates.
  • Policies of commercial banks: The more the loans offered by commercial banks, the more the amount of money in circulation.
  • Increase in national income: increase in national income means that more people will be liquid due to increase in economic activities.]
  • Increase in foreign exchange: The foreign exchange reserves will increase thus supply increases.

 

BANKING

This is the process by which banks accept deposit from the public for safe keeping and lending out the deposits in form of loans.

A bank is a financial institution that accepts money deposits from the public for safe keeping and lending out in terms of loans.

 

COMMERCIAL BANKS

These are financial institutions that offer banking services with a profit motive. Their activities are regulated by the Central bank.

Functions of commercial banks

  • Accepting deposits: They accept deposit from members of the public inform of current accounts, savings account and fixed deposit accounts. Such accounts help individuals to keep money safely.
  • Provision of safe means of payments: They provide safe and reliable means of payment such as cheques, bank drafts, credit transfers, electronic funds transfers etc.
  • Provision of loan facilities: They provide loans to members in form of short term and long term. These loans are repayable with interests thus income to the banks.
  • Facilitates foreign exchange payments: They provide foreign exchange that is used in international trade. They also make payments on behalf of their customers.
  • Provision of safe keeping of valuables: They provide security for valuables to their customers at a fee
  • Discounting bills of exchange: This is process by which a bank accepts bills of exchange and promissory notes from its customers in exchange of cash less than the face value of the bill or note.
  • Provision of financial information: – They advice their clients on financial matters affecting their businesses such as investment option and wise use of loans.
  • Money transfer:- They provide varied, safe and reliable means of money transfer. Such means include cheques, standing orders, credit transfers, bank drafts, letters of credit, credit cards, travelers cheques etc.
  • Act as guarantors and referees: – They act as guarantors to their customers who want to acquire credit facilities from other financial institutions.
  • Act as intermediaries: – They act as a link between the savers and borrowers.
  • Credit creation: – This is the process of creating money from the customer deposits through lending.
  • Provision of trusteeship: – They can manage a business on behalf of the client especially if the client does not have managerial skills. They can also manage the assets of the deceased client if there was no will.

 

TYPES OF ACCOUNTS OFFERED BY COMMERCIAL BANKS

  • Current account

This is an account where money deposited can be withdrawn on demand by the customer by means of a cheque. This means that money can be withdrawn at any time during the official working hours so long as the account has sufficient funds.

This account is also referred to as demand deposits.

Features characteristics of current accounts

  • Deposits of any amount can be made at any time.
  • Balances in this account do not earn any interest.
  • The account holder is not required to maintain a minimum cash balance in this account
  • Withdrawals can be at any time without giving and advance notice as long as the customer has sufficient funds.
  • Cheque books are issued to the account holder to be used as a means of payment/ cheques are usually used to withdraw money from the account.
  • Monthly bank statements are issued to the account holder.
  • Overdraft facilities are offered to the account holders’ i.e the bank can allow customers to withdraw more money than they have in their accounts.

 

Advantages of current account

  • No minimum balance is maintained hence the account holder can access all his/her money.
  • Withdrawals can be made at any time.
  • Transactions are made easier by use of cheques for example; one does not have to go to the bank in order to make payment.
  • Overdraft facilities are available..
  • It is possible to deposit any amount at any time during the office hours.
  • Use of cheques as means of payment serves as evidence of payments made.
  • Payments can be done even if there are insufficient funds in the account using post dated cheques.
  • The account holder can withdraw any amount at any time without notice as long as there are sufficient funds in the account.

Disadvantages of current account

  • Lengthy procedures of opening the account.
  • The account holder does not earn any income since the balances in the current account does not earn interest.
  • Initial deposit when opening the account is usually high hence discourages prospective customers.
  • Customers are not encouraged to save since they can access their money at any time.
  • Ledger fees are charged on the account making the operations of the account expensive.
  • Savings account (deposit account)

This is an account operated by individuals and firms that have money to save.

Features of Savings account

  • There is minimum initial deposit that varies from bank to bank.
  • A minimum balance is maintained at all times.
  • The withdrawals are up to a certain maximum within a given period. Withdrawal above this maximum will require notice.
  • Account holders are issued with a pass book or a debit card (ATM card) for deposits and withdrawals.
  • Overdraft facilities are not allowed.
  • Ordinarily, withdrawals across the counter can only be done by the account holder.
  • The balance on the account above a certain minimum earns some interest.

Advantages of Savings account

  • Customers are encouraged to save because of the restricted withdrawals.
  • There are relatively low banking charges.
  • Initial deposit is usually low as compared to other accounts.
  • The balances earn interest to account holder hence an incentive to save.
  • ATM facilities have made account operations very convenient to customers.

 

Disadvantages Savings account

  • A minimum balance must be maintained at all times and the customer is denied access to that money.
  • For across the counter withdrawals, it is only the account holder who can withdraw cash.
  • Withdrawals are restricted and sufficient notice is required before large amounts are withdrawn.
  • The account holders do not enjoy services such as cheque books and overdraft facilities like the current account holders.
  • Easy access to the money through ATM cards encourages overdrawals.
  • Anybody who knows the pin of the card (ATM card) can withdraw money from the account.

 

Requirements for opening an account

The following are some of the requirements for opening either a current account or a savings account:

  • Photocopies of identification documents such as National Identity Card or Passport.
  • Passport size photographs (number varies from bank to bank). Some banks are nowadays taking the photographs instead of the customers providing them.
  • For current account holders, an introductory letter from an existing customer from the prospective customer’s employer.
  • Filling in the application form provided by the bank.
  • Signing of the specimen signature cards. Usually two.

 

NB: Once these requirements are fulfilled, the bank allocates the customer an account number, upon payment of an initial deposit.

 

  • Fixed deposit account

This account is also known as time Deposit account. It is maintained by those who have money not meant for immediate use.

Once money is deposited, there are no withdrawals until the time expires.

 

Advantages of Fixed deposit account

  • Interest earned is relatively high as compared to savings account.
  • There are no bank charges to the account holder.
  • Money held in fixed deposit account can be used as security to acquire bank loans.
  • Restricted withdrawals encourage savings.
  • The account holder has time to plan for the deposited money.

 

 

Disadvantages of Fixed deposit account

  • Access to money is not allowed until the end of the agreed period.
  • Interest is forfeited if there is pre-mature withdrawal.
  • The minimum amount of money for this account is high.
  • The customer is not allowed to deposit more money in this account.
  • A notice is required if the customer wants to terminate the contract before expiry date.
  • The customer is denied the use of the deposited funds before the expiry of the period.

 

REQUIREMENTS TO OPEN AND OPERATE A BANK ACCOUNT

  • Identification documents such as National Identification Card, Passport and Driving License.
  • Reference letter from employer or and existing customer.
  • Filling an application form giving the information about the customer.
  • Submission of a specimen signature to be held by the bank.
  • An initial deposit is paid and the account becomes operational.

 

NON- BANK FINANCIAL INSTITUTIONS

These are financial institutions that offer finances for development purposes to individuals and organizations.

These institutions address themselves to the needs of specific sectors in the economy.

They offer the finances inform of either short term or long term loans.

The following are some of the non-bank financial institutions in Kenya

  • Development banks
  • Building societies
  • Finance houses
  • Savings and Credit Co-operative Societies
  • Micro finance organizations
  • Insurance companies
  • Pension Funds’ Organizations
  • Hire Purchase Firms

 

  • Housing Finance Companies

They are mainly formed to finance housing activities that is they either put up houses and sell to the individuals or offer mortgage finance to those who wish to put up their own houses. They includes Housing Finance Corporation of Kenya (HFCK), National Housing Corporation (NHC)

 

  • Development Finance Institutions

These are development banks which are formed mainly to provide medium term and long term finances, especially to the manufacturing sector. They perform the following functions

  • Financing people who wishes to start either commercial of industrial enterprises, as well as the existing enterprises in the above sectors for expansion
  • Offering training services through seminars and workshops to equip the entrepreneurs’ with the relevant skill in industrial and commercial sectors
  • Offer advisory services to those people wanting to start or expand their businesses
  • Acting as guarantors to people wishing to take loan from other lending institutions to help them expand their business

They includes the following Kenya Industrial Estates (KIE), Development Finance Company of Kenya (DFCK), Industrial Development Bank (IDB), Industrial and Commercial Development Corporation (ICDC)

 

  • Savings and Credit Co-operative societies

These are co-operative societies that are formed to enable members save and obtain loans at most conveniently and favorable conditions. They are formed by those engaged in similar activities. They includes: Mwalimu Savings and Credit Co-operative Societies; Afya Savings and Credit societies; Harambee Savings and Credit Societies

  • Insurance companies

These are companies that assist in creating confidence and sense of security to their clients as well as offering financial assistance to their clients. Their functions include;

  • Enable the policy holders to save through their schemes
  • Provide finances to their policy holders in form of loans
  • Offer guarantee services to the policy holders wishing to obtain loans from other non-bank financial institutions
  • Provide advisory services to the policy holders on security matters
  • Provide finances to meet the expenses incases of loans

They includes the following: Stallion Insurance Company; Madison insurance company; Blue shield insurance company

  • Micro Finance Companies

These are financial companies formed to provide small scale and medium size enterprises with finance. They also carry out the following functions

  • Offer advisory services to their clients in matters such as business opportunities available and how to operate them.
  • Encourage the clients to carry out business activities by offering loans to them
  • They encourage the savings by advancing loans to the individual member of a certain group
  • They supervise, monitor and advise those whom they have given loans

They includes the following: Kenya Women finance Trust (KWFT), Faulu Kenya

 

  • Agricultural Finance Houses

These are institutions formed to promote the agricultural sector. They carry out the following

  • Giving loans to farmers
  • Offering supervisory and training services to the loaned farmer
  • Offering technical and professional advice to loaned farmer
  • Carry research and come up with better ways and means of agricultural sector
  • Coming up with projects that would open up new areas for agriculture

 

 

Differences between commercial banks and non-bank financial institutions

Commercial Banks Non-Bank Financial Institutions
·     Offer all types of accounts

 

·     Provide both short term and medium term finances to their customers

·     Their finance is not restricted to any sector

·     May offer foreign exchange services

·     Their finance is mainly for working capital

·     Participate in clearing house as they offer cheque

·     Offer facilities for safe keeping of valuable items such as title deeds

·     Always in direct control of the central bank

·     May offer overdraft facilities to their customers

·     Offer only two types of accounts savings and fixed deposit

·     Mainly provide medium term and long term finances

·     Their finance is restricted to a particular sector

·     Do not provide foreign exchange services

·     They provide capital for development

·     Do not participate in clearing house since they don’t offer

·     Do not offer facilities for safe keeping of valuable items

·     Not usually in direct control of the central bank

·     Do not offer overdraft facilities to their customers

 

 

THE CENTRAL BANK

This is a bank established by the government through the act of the parliament to manage and control the monetary matters in the country. It was formed to perform the following functions;

  • Issue currency in the country, which includes both new notes and coins to replace the worn-out ones
  • Banker to the commercial banks, by ensuring that all the commercial banks in the country operate an account with them
  • Being the government ‘s bank, by offering banking services to the government which enables the government to operate an account with them
  • Advisor to the government on financial issues in the economy
  • Controller of the commercial banks on how they carry out their functions in the economy to ensure that their customers are served well
  • Provide links with other central banks in other countries, facilitating financial relationships. It also provide a link between the country and other financial institutions such as IMF
  • Maintain stability in the exchange rates between the local currencies and the foreign ones.
  • Act as the lender of the last resort to the commercial banks to enable them meet their financial obligations when need arise
  • Facilitates the clearing of cheques between different commercial banks through its clearing house (a department in the central bank)
  • Administering of the public debt by facilitating the receipt and providing a means through which the government pays back the borrowed money
  • Control of the monetary system in the country in order to regulate the economy. In doing this they put in place various monetary policies that can either expand the economic activities in the country or depress them.

Monetary policy refers to the deliberate move by the government through the central bank to manipulate the supply and cost of money in the economy in order to achieve a desirable economic outcome. They do this through the use of various tools of monetary policies which includes the following: Bank rates; Open market Operation (OMO); Cash Liquidity ratio requirement; Compulsory deposit requirement; Selective credit control; Directives; Request.

 

  • Bank rates

They may increase or decrease the interest rate at which they lend to the commercial banks to enable them increase or decrease the rate at which they lend money to their customers in the economy to enable the government achieve the desirable economic development in the country

When they increase their lending interest rate, the commercial banks also raise their lending rates to the consumers to reduce the number of people obtaining loans, leading to a reduction of money supplied in the economy.

When they decrease their lending interest rate, the commercial banks also decreases their lending rates to the consumers, increase the amount of money supplied in the economy

 

  • Open Market Operations (OMO)

This is where they regulate the supply of money in the economy by either selling or buying the government securities (treasury bills or bonds) in the open market. That is when they want to increase the supply in the economy, they buying the securities from the members of the public who had bought them to increase more supply of money in the economy.

When they want to reduce the amount of money in circulation they will sell the government security to the public in the open market, to mop up/reduce the excess supply in the economy

The payment of the securities takes money from the individuals accounts in the commercial banks, reducing the amount that the individual can use in the economy, while when buying the central bank pays the security holders in their respective accounts in the commercial banks, increasing the amount that they can use in the economy

 

  • Cash/liquidity ratio requirement

Here the central bank expect the commercial bank to keep a certain proportion of their total deposits in form of cash to enable them meet their daily needs, while the rest are held in liquid assets. This proportion can be reduced by the central bank to reduces the amount of money held by the commercial banks in order to reduce the amount of money spent by the commercial banks in cash, reducing the amount of money in supply, or they may increase the proportion to be held by the commercial banks to enable them increase the amount of money they spent in cash, increasing the amount of money in supply

Cash ratio =

 

  • Compulsory deposit requirements

The commercial banks are required to maintain a certain amount of deposits with the central bank which will be held in a special account where the money stays frozen. This reduces the amount of money that the commercial banks hold and are able to spend in their operation, influencing the supply of money in the economy.

The deposit may be increase to reduce the amount of money in the commercial banks, or reduced to increase the amount of money in the commercial banks

 

  • Selective credit control

The central bank may issue a special instruction to the commercial bank and other financial institution only to lend more in a particular sector to control the amount of money reaching the economy. The instruction may be removed, if the bank feels that the supply in the economy has reduced and needs to be increased

 

  • Directives

The central bank may issue a directive to the commercial banks on the interest rate they should charge on their lending and to increase or reduce the margin requirement for borrowing to make it harder or easier for the customers to obtain loan.

Margin requirement is the proportion of money expected to be raised by the client to finance the project he/she wants to obtain the loan for, before being given a loan to complete the project with.

 

  • Request (Moral suasion)

The central bank may appeal to other financial institutions to exercise restrain in their lending activities to the public to help in controlling the money supply

 

Trends in Banking

These are the positive changes that have taken place in the banking sector to improve their service deliveries to their customers. They include;

  • The use of Automatic Teller Machines (ATMs), which has made it possible for the customers to access their money any time of the day. The ATM cards that are used for withdrawals from the ATM machines can also be used as a debit card to make purchases.
  • Networking all their branches, which has enable the customers to carry out their transactions in any of the branch.
  • E-Banking, which is the banking through the internet. This has made it possible for the customers to transact their financial businesses on-line.
  • Relaxation of some of the conditions on opening and operating some of the accounts to make them be more attractive to their customers.
  • Offering varieties of products which includes easier credit facilities to their customers to attract more customers.
  • Liberalization of foreign exchange dealings by licensing forex bureaus to offer services to the customers, improving the accessibility to the service.
  • Improving the customers care services, with some bank setting up a departments known as the customer care department to offer detailed assistance to their customers.
  • Allowing non bank financial institutions to offer banking services to the members of the public, for example; KWFT, SACCOs, FOSA, Faulu Kenya, etc
  • Mobile Banking services (M-Banking), which allows the customers to carry out their financial transactions over their mobile phones. It has brought about several benefits/ advantages to their customers which includes;

 

Advantages of m-banking

  • Easy transfer of funds from one account to the other in the same bank (inter account transfer)
  • Easy transfer of money from ones account to his mobile phone for other transactions
  • Ability to check ones account balance in the bank with ease
  • Easy to monitor your financial transactions by checking your transaction details over the phone
  • Easy payment of the bills such as electricity bill, Dstv bills, etc and other wages
  • Ability to transfer money from one mobile number to other in collaboration with the service providers
  • Easy request for new cheque books and bank statements from the banks
  • Able to top up air time to your mobile phones in collaboration with the service providers
  • Reduced risk of carrying large sums of money in cash or cheques that may be stolen

However this development has also come with its challenges, which includes;

 

Disadvantages of m-banking

  • Registration to enjoy all these services must physically be done in the banking hall, which subject the customers to stress queues of the bank
  • Only the registered mobile number can carryout these transactions which limits the customer to only using one number
  • Users requires a mobile phone with a screen that can display the transaction which a times some may not a ford
  • Mobile phones can easily be lost or stolen from the owner, inconveniencing him from carrying out the transactions
  • Bank transaction information may load slowly, which may makes it expensive for the user
  • Possibility of transferring the funds to a wrong account, due to error in typing of the account number

 

  • Introduction of agency banking, which has made them to make their services to be more accessible to even areas where they may have not put up a banking hall.

Agency banking is whereby a retail stores, supermarket, or any other commercial businesses are authorized by the financial institutions to carry out financial transactions on their behalf. They may offer the following services

  • Receiving customer deposits
  • Offering withdrawal services
  • Transfer of funds for customers
  • Pay bills for the customers
  • Balance inquiry services
  • Opening new accounts for the customers
  • Fill loan application forms for them

Advantages of agency banking

  • Reduction of set up and delivery cost to the banks, which in turn passes to the customers in form of reduced cost of accessing services
  • Time saving as the agents are located close to the customer and the customer may carry out other transactions as he withdraw the money
  • More convenient for the customer to bank with their local retailers other than the traditional banking halls
  • Enable the bank to reach far places within the country

 

 

REVISION EXERCISES

PAPER 1

 

  • Give four advantages of barter trade.
  • Highlight four services offered by the central bank of Kenya to the commercial banks.
  • State four methods through which commercial banks can transfer money.
  • State any four current developments that have taken place in the banking sector.
  • Outline four tools of monetary policy used by the central bank to control money supply.
  • Outline four factors that may have led to the downfall of barter trade.
  • Highlight two factors that may influence:
  • Transaction motive.
  • Speculative motive.
  • Mention four functions of commercial banks in an economy.
  • Outline three factors that influence the supply of money.
  • Give four characteristics of money.
  • The following are some of the accounts available to customers in Kenya banking industry: Current account, Savings account and Fixed deposit account. Give the account that corresponds to each of the description given below.
  Description Type of account
(a) Account holders required to deposit a specific initial amount as well as maintaining a minimum balance.  
(b) Account holders may deposit and withdraw money whenever they want without maintaining a minimum balance.  
(c) Banks pay interest on deposit at comparatively higher rates.  
(d) Money may be deposited at any time and interest is earned if a specific balance is maintained.  

 

  • Outline four benefits that accrue to a customer who uses automated teller machine (ATM) banking services.

PAPER             2

 

  • Explain five functions of the central bank of Kenya.
  • Describe four measures that the government may put in place to reduce the amount of money in circulation.
  • Explain five services offered by commercial banks to their customers.
  • Explain five ways in which commercial banks facilitate payment on behalf of their customers.
  • Explain four services that the central bank of Kenya may offer as a banker to commercial banks.
  • Explain five in which banks contribute to the development of Kenya
  • Outline five reasons why banks currently account is popular with traders
  • Explain service offered to commercial banks by the central bank of Kenya
  • In what ways of the functions of commercial bank differ with those of non- bank

Financial institutions

  • Explain five ways in which central bank of Kenya may control the supply of money in

The country

  • Describe methods which may be used by commercial banks to advance money to customers.
  • A businessman wishes to obtain a loan from a commercial bank. Highlight the

Conditions that he should satisfy before the bank can grant him the loan

  • Explain five services that the central bank of Kenya offers to commercial banks
  • Explain four disadvantages of using a bank  overdraft as a  source of finances
  • Describe four ways in which a non- bank financial institutions differ from the  commercial banks
  • Discuss five reasons why business people prefer to operate bank current accounts
  • Outline the benefits that bank customer gets from  operating a current  account
  • Explain the 5 services offered by a  commercial banks to their customers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PUBLIC FINANCE

Public finance refers to the activities carried out by the government associated with raising of finances and the spending of the finances raised (it is the study of how government collects revenue and how it spends it)

The components of public finance are;

  • Public revenue
  • Public expenditure
  • Public debt
  • Public revenue-refers to the revenues (income) and resources received by the government from different sources.
  • Public expenditure-refers to the resources spent by the government.
  • Public debt-refers to the money and resources borrowed by the government.

Purpose of public finance

  • Provision of essential goods and services. The government has a responsibility of providing its citizens with essential goods and services such as security,health,schools,drought control, law e.t.c such facilities and services may not be adequately covered by the private sector because of the high costs involved and risks.
  • Encouraging consumption of certain commodities-The government may encourage consumption of certain commodities e.g. maize by subsidizing on their productions or lowering their taxes.
  • Controlling consumption of certain commodities-The government may also encourage consumption of some commodities e.g. cigarettes and alcohol by imposing heavy taxes on them.
  • Promotion of Balanced regional development-This may be done by initiating economic projects in areas that are under developed/lagging behind.
  • Wealth Redistribution-This is done by heavily taxing the rich and using the money raised to provide goods and services that benefit the poor
  • To promote economic stability-Economic instability may be caused by factors such as unemployment. Such problems can be solved through public expenditure in projects that generate employment such as ‘kazi kwa vijana’
  • Creation of a conducive Business Environment-Through public expenditure, the government may develop infrastructure such as roads, electricity, security e.t.c thereby creating a conducive environment for businesses to thrive in.
  • To raise government revenue-Through public finance, the government raises revenue which it uses in provision of essential goods and services to the public.
  • Improving balance of payment-This may be done by improving heavy taxes such as customs duty to discourage importation.

Sources of public finance

There are two major sources of public finance i.e.

  • Public revenue
  • Public debt (government borrowing)
  • Public revenue-This is the income that the government gets from its citizens. The main sources of public revenue are;
  • Tax; This is a compulsory payment levied by the government on individuals and firms without any direct benefit to the payer.
  • Fines and penalties-These are the charges imposed on individuals, firms and corporations who break the laws of the country.(offenders)
  • Fees; These are the payments charged by the government for the direct services it renders to its people e.g. road licence fee, marriage certificate fee and import licence fee.
  • Rent and rates; Charged on use of government properties e.g. game parks, forests e.t.c
  • Eschiats; Income obtained from properties of persons who die without legal heirs or proper wills. Such people’s properties are taken over by the state.
  • Dividends and profits; These are the income received from the government direct investments e.g. income/surplus from public corporations.
  • Interest from loans-This is the interest on loans advanced by the government to firms and individuals through its agencies such as ICDc, AFC e.t.c
  • Proceeds from scale of government property.
  • Public debt (Government borrowing)-This is the money that the government borrows when public revenue is insufficient to meet all its financial obligations.

Government borrowing is also referred to as national debt. It includes all outstanding borrowing by the central government, local authorities and government corporations.

These are two majorly two sources of public debts;

  • Internal borrowing
  • External borrowing

Internal borrowing

This refers to borrowing by government from firms and individuals within the country. This may be done through;

Open market operation; the government sells its securities such as treasury bonds and treasury bills. This however has a disadvantage of causing ‘crowding out effect’ where the government leaves the private investors with little to borrow from.

External borrowing

This refers to government borrowing from external sources. It may either be on a bilateral or multilateral basis.

Bilateral borrowing is where the government borrows directly from another country.

Multilateral borrowing is where the government borrows from international financial institutions such as international monetary fund (IMF), World Bank, African Development bank e.t.c.such bodies get finances from various sources which they lend to their member countries who are in need of such funds.

Generally, external borrowing has strings attached. The borrowing country is expected to meet some set conditions, sometimes adversely affecting some sectors of the economy.  The total internal borrowing (internal debt) added to the total external borrowing (external debt) constitutes the national debt.

Classes of public (National debt)

These are two classes of national debt;

  • Reproductive debt
  • Dead-weight debt.

(i) Reproductive debt

This is borrowed money used to finance project(s) that can generate revenue. Such projects, once started may become self sustaining and may contribute towards servicing/repaying the debt. E.g. money used to finance irrigation schemes, electricity production e.t.c.

  1. dead-weight debt

    This is borrowed money that is used to finance activities that do not generate any revenue. Examples are money used to finance recurrent expenditure e.g. payment of salaries or for famine relief e.t.c

Dead-weight debt is a burden to members of the public since they are the ones who are expected to contribute towards its repayment.

Factors to consider before the government decides whether to borrow internally or externally

This refers to how the government spends the finances it has raised on behalf of its citizens.

Categories of government expenditure

  • Recurrent expenditure
  • Development expenditure
  • Transfer payments.

Recurrent expenditure

This refers to government spending that takes place regularly e.g. payments of salaries to civil servants, fuelling of government vehicles e.g.

Every financial year, the government must allocate funds to meet such expenditure.

Recurrent expenditure is also known as consumption expenditure.

Development expenditure

This is also referred to as capital expenditure .It is government spending on projects that facilitate economic development. Such projects includes construction of railway lines, roads, airports, rural electrification e.t.c

Once completed expenditure on such projects ceases and may only require maintenance.

Transfer payments

This is expenditure on things/people who do not directly contribute to a country’s national income. Such expenditure include money spent on famine relief, pension, bursaries e.t.c

PRINCIPLES OF PUBLIC/GOVERNMENT EXPENDITURE

These are the considerations that are necessary before any expenditure can be incurred by the government.

They include;

  • Sanctions; Every public expenditure must be approved by the relevant authority like parliament.
  • Maximum social benefit; Any public expenditure must be incurred in such a way that majority of the citizens are able to reap maximum benefit from it e.g. improved living standards and quality of life.
  • Flexibility /elasticity-The policy on public expenditure should be flexible enough to meet prevailing economic situations i.e. it should be possible to increase or decrease the expenditure on projects depending on the prevailing circumstances e.g. during drought, it should be possible to spend on famine relief.
  • Economy-public expenditure should be planned carefully and prudently to avoid any possible waste.
  • Proper financial management (Accountability)-public funds should be well managed. This should be facilitated by maintenance of proper records which should be audited as required.
  • Productivity-The biggest proportion of public expenditure should be spent on development projects and less on non-development projects.
  • Equity-Government expenditure should be distributed equitably to all sectors of the economy in order to reduce income and wealth inequalities.
  • Surplus-Surplus revenue collected should be saved for emergencies or for when collection of revenue is below projections.

TAXATION

Tax; is a compulsory payment by either individuals or organizations to the government without any direct benefit to the payer.

Taxation- refers to the process through which the government raises revenue by collecting taxes.

Purposes/reasons for taxation

  • Raising revenue for government expenditure. This is the main reason for taxation.
  • Discouraging /controlling consumption of certain commodities e.g. alcohol and cigarattes which are considered to be harmful.
  • Discouraging importation of certain commodities in order to protect local industries. This is done by imposing heavy taxes on such commodities.
  • Controlling inflation. Taxation reduces money supply by reducing peoples ‘disposable’ income thereby controlling inflation.
  • Reducing inequality in income distribution; this is done by taxing the rich heavily and using the finances raised in provision of goods and services that benefit the poor.
  • Influencing locations of businesses. This is done by taxing businesses located in urban areas heavily and those in rural areas lightly hence businesses moving to rural areas.
  • Correcting unfavorable balance of payments. High taxes are imposed on imported commodities thereby discouraging their importation leading to an improvement in the balance of payments.
  • To protect the key selectors of the economy such as the agricultural sector, by stimulating their growth.

 

Factors that determine the amount of money raised through taxation

  • Distribution of incomes
  • Social and political factors
  • Honesty and efficiency of tax authorities
  • Citizens level of real income
  • Economic structure of the country i.e. relative size of the country’s commercial and subsistence sectors.

 

Principles of taxation

These are the characteristics that a good tax system should have. They are also referred to as the cannons of taxation.

A good tax system should be;

  • Equitable/principle of equityEvery subject of the state should pay tax in proportion to their income. A tax system should therefore have horizontal and vertical equity.

Horizontal equity means that those at the same level of income and circumstances should pay the same amount of tax.

Vertical equity means that those earning higher incomes should pay proportionately higher amounts of tax than those earning less.

  • Certain/principle of certaintyThe tax that an individual should pay should be clear in terms of the amount, time and manner in which it should be paid. The government should also be fairly certain of the amount of tax expected so that planning can be easier.
  • Convenient/principle of convenienceTax levied ought to be convenient to both the contributor and collector, it should be levied at a time when the payer has money and mode of payment should be convenient to both the payer and the payee.
  • Economical/principle of economyThe cost of collecting and administering the tax should be lower than the tax so collected.
  • Flexible/principle of flexibilityIt should be readily adaptable to changing economic times i.e. when the economic conditions of the people improve it should give raised revenue e.g. VAT
  • Ability to pay/non-oppressive-A tax system should be designed in a way that the amount charged is not too high to the extent that the contributors are unable to pay or is discouraged from working hard.
  • Diversified/principle of diversityThere should be different types of taxes so that the tax burden is on different groups in the society. This also ensures that the government has money at all times.
  • SimplicityA good tax system should be simple enough to be understood by each tax payer. This will motivate them to pay tax.
  • Elastic/principle of elasticityThe tax system should be able to generate more revenue for the government by targeting items of mass consumption.

IMPACT AND INCIDENCE OF TAX

Impact of tax; The burden of tax on the initial person

Incidence of tax; The final resting place of the tax burden.

The person on whom tax is initially imposed may either bear the whole burden or pass part or the whole burden to someone else. E.g. for manufactured goods, the impact of the tax is on the manufacturer and the manufacturer may pass the incidence of the tax to the consumer.

If the manufacturer only passes part of the burden to the consumer, then the incidence of the tax wil be partly on the manufacturer and partly on the consumer.

CLASSIFICATION OF TAXES

Taxes are classified according to;

  • Structure of the tax
  • Impact of the tax on the tax payer.

                      According to the structure

In this case, taxes are classified according to the relationship between the amount paid on tax and the income of the tax payer. These are:

Progressive tax

Regressive tax

Proportional tax

  • Progressive tax

This is a type of tax where the rate/amount paid increases proportionately with increase in income.e.g tax may be as follows

Income                               Rate

0-5000                                    20%

5001-10000                            25%

10001-15000                          30%    e.t.c

-In progressive tax, those with higher income rates remit a higher proportion of their income as tax compared to those in lower income brackets.

This type of tax is based on the belief that one only needs a certain amount in order to have a decent standard of living.

Advantages of progressive tax

  • It reduces income inequality as the rich are taxed more
  • It encourages people to work harder/more in order to maintain their standard of living
  • The revenue collected is higher
  • The unit cost of collecting tax reduces as the tax increases.
  • Disadvantages of progressive tax
  • It is oppressive-some people are taxed more than the others and punishes people for their hard work.
  • It may discourage people from working more as any additional income goes tax
  • Investors may be discouraged from venturing into risky but more profitable businesses as these would attract more tax
  • It assumes that people earning the same amount of money/income have similar needs and ability to pay tax-which in reality may not be true.
  • It can lead to tax evasion by taxpayers falsifying their level of income.

Regressive tax

This is a type of tax that takes a higher proportion of low income earners as compared to high income earners. The fax burden falls more heavily on the poor (opposite of progressive)

Example: sales tax where people pay the same amount irrespective of the level of income.

The assumption is based on the understanding that the one who deems it necessary to buy a certain products considers the utility derived from it to be equal to its price, which includes tax.

  • Proportional Tax

This is a type of tax where the rate of tax remains the same irrespective of the level of income or value of property to be taxed e.g. if the rate is 20% then a person who earns ksh.5000 will pay 20/100 x5000=ksh.1000

Ksh.10, 000 will pay 20/100×10,000=ksh.2000 e.t.c

Example: corporation tax where companies are expected to pay a fixed proportion of their profits as tax.

  • Digressive tax

This is a type of tax where the tax rate increases up to a given maximum after which a uniform tax rate is levied for any further income.

Classification according to impact on the tax-payee

Based on the impact, the tax has on the tax payer; tax may be classified as either;

  • Direct tax
  • Indirect tax
  • Direct tax

These are taxes where the impact and the incidence of the tax are on the same person. It is not possible to shift/pass any part of the tax burden to anybody else.

This type of tax is based on incomes, profits and property of individuals as well as companies.

They include:

  • Personal income tax

This is a tax that is imposed on incomes of individuals and is usually progressive in nature.

Example pay-As You-Earn (PAYE) for salaries.

In most cases it is paid through check-off system where the employer deducts it from the employee’s salary and remits it to the tax authorities.

 

  • Corporation tax

This is tax levied on profits of companies. It is usually proportional in nature.

  • Stamps duty

This is tax paid in areas such as conveyance of land or securities from one person to another.

  • Estate (death) duty

This type of tax is imposed on property transferred after the owners’ death. The tax helps in raising government revenue and also in redistributing income since the inheritor has not worked for it.

  • Wealth tax

This is tax levied on personal wealth beyond a certain limit.

  • Capital gains tax

This is tax levied on gains realized when a fixed asset is sold at a price higher than the book value.

  • Capital transfer (gifts) Tax

This is tax imposed on the value of property transferred from one person to another as a gift. The tax is designed to seal loopholes whereby a wealthy person may try to avoid tax by transferring his/her property to a friend or a relative as a gift.

This type of tax is progressive in nature. It however does not affect transfers between spouses or to charitable organizations.

Merits/advantages of direct taxes

  • Economical in collection; most of direct taxes are collect at source and the cost of collecting them is fairly low.
  • Tax revenue is certain; the tax payer knows what and when to pay and the government knows how much tax revenue to expect at what time (can be collected from the annual tax returns in advance)
  • Equitable /equity; they facilitate fair distribution in tax contribution as people pay according to the size of their income.
  • Simplicity /simple to understand; they are easy and simple to understand by both the tax payer and the collector.
  • Does not affect the price of goods and services; direct tax does not cause inflation as it only affects consumer’s disposable incomes and not the prices of goods and services.
  • Brings redistribution of wealth; direct taxes are progressive in nature hence the wealthier members of the society are taxed more than the poorer members of the society.
  • Civic consciousness; tax payers feed the pinch of paying tax and thus take a keen interest in government expenditure.
  • No leakages; loss of collected revenue is minimized as the tax is paid directly to the tax authorities and not through middle men.
  • Desirable; the tax is desirable because it only affects people who fall within the jurisdiction of income tax and corporation tax.
  • Elastic/flexible; the tax is flexible in that it can be expanded to cover as many areas as desirable. It can also be raised or reduced according to the needs of the economy.

 

 

DEMERITS OF DIRECT TAX

  • Encourage avoidance and evasion; whenever possible people come up with ways of reducing the amount of tax payable by falsifying information or just ignoring payment.
  • Discriminatory /not imposed on all citizens; direct taxes are not paid by all citizens as low income earners who do not fall within the tax brackets are exempted
  • Discourage investment/deterrent to investment; Heavy taxation on profits discourage people from investing in risky but profitable businesses
  • Discourage work/deterrent to work; High rate of direct tax may deter people from working harder as people may opt for leasure instead of working extra time.
  • Encourage capital flight; high taxes such as corporate tax make foreigners to withdraw their investments and transfer them to countries with lower taxes.
  • Unpopularity; the burden of the tax (incidence and impact) of tax is borne by the tax payer directly and at once. This makes direct taxes very unpopular.
  • May inconvenience the tax payer; the tax payer has to comply with complicated formalities relating to sources of income as well as the expenses incurred while generating it. This may force the tax-payer to engage the services of tax experts who have to be paid.
  • Lack of civic awareness; on tax payers are not interested in scrutinizing government expenditure as they do not feel the pinch of paying tax.
  • Indirect tax

These are taxes in which the impact is on one person and the incidence is partially or wholly on another person. The tax payer may shift either the whole or part of the tax burden to another person.

Such taxes are usually based on the expenditure on goods and services and include the following:

  • Sales tax: this is based on the sales made and may be assessed either as a percentage of the sales or a fixed amount e.g. sh.2 per every kilograms sold. The tax may be collected at one point or various points of sale. In Kenya, sales tax has been replaced by V.A.T
  • VALUE ADDED TAX (V.A.T): this is the tax that is levied on the value that a business adds borne by the consumer in the final price.
  • Export duty: this is a type of tax that is levied on exports. The objective may either to raise revenue or discourage the exploitation of some commodities.
  • Import duty: This is tax levied on imported products, For the following reasons.
  • Raising government revenue
  • Reducing incidences of dumping
  • Discouraging consumption of imported goods with a view of boosting local production
  • Protecting local industries

Excise duty: This is a type of tax that is imposed on goods that are manufactured and sold within a country.

Its purpose includes;

Raising revenue for the government

Discouraging the consumption of some commodities such as beer and cigarettes.

MERITS OF INDIRECT TAX

  • Can be used selectively; It can be used selectively to achieve a given objective e.g. consumption of some commodities.
  • Tax payment is voluntary; indirect tax is only paid by those who consume the tax commodities therefore those who do not want to pay the tax would only need to avoid taxed commodities.
  • Difficult to evade; the tax cannot be evaded because it is part of the price of the commodity. All those who buy the commodity taxed must therefore pay the tax.
  • Wide coverage/broad based; the tax is levied on a wide range of essential commodities thus a high amount of revenue is collected.
  • Stimulate effort; indirect taxes if increased increases the prices of goods and services. People who want to maintain the same living standards will therefore have to work harder to be able to buy/affect the same goods and services.
  • Convenient; the tax is paid in bits as one buys the goods and services. The tax is also hidden in the price of the commodity and the payer may not be aware of it.
  • Flexible; flexible; the government can raise or reduce the tax rate to suit the prevailing economic situation in a country.

DEMERITS OF INDIRECT TAXES

  • May fuel inflation; continued increase in indirect taxes may fuel inflation as it directly increases the prices of goods and services.
  • Less equitable/regressive; the same amount is charged on both the high and the low income earners making the tax burden to fall heavily on the low income earners. The low income earners end up paying a larger proportion of their income as tax.
  • Can be avoided; indirect taxes can be avoided by people who do not consume the taxed commodity.
  • Encourages falsification of records; traders may falsify their rewards in order to pay less tax.
  • Lack of civic/contributors awareness; the tax is hidden in the price of the commodities therefore the tax payers are not aware that they are contributing anything to the state.
  • Expensive to administer/expensive in collection; the government must employ many tax inspectors making indirect taxes expensive in collection and administration.
  • Uncertainty in revenue collection; the government may not predict the amount of revenue yield as it is not easy to forecast sales and people can also not be forced to buy the taxed commodities.
  • Might interfere with resource allocation; indirect taxes increases the prices of commodities and can therefore force consumers and producers to shift to the consumption and production of commodities that are not taxed.
  • Discourages savings; increased expenditure due to increased prices will lead to low saving and hence low investments.

 

 

 

INFLATION

Introduction
Inflation refers to an economic situation where the demand for goods and services in the economy is continuously increasing without corresponding increase in supply which pushes the general prices up.

The opposite of inflation is called deflation.

Inflation is measured by considering the Consumer Price Index (C.P.I) which involves comparison of prices of certain goods and services for two different periods.

In constructing the C.P.I;

  • A basket of commodities is selected which includes selecting the generally consumed commodities by average consumers.
  • Choosing the base period which should be a period when the prices were fairly stable.
  • The price of commodities both in the current period (P1) and base period (P2)

Consumer Price Index (C.P.I)= × 100
Types and causes of inflation

Inflation is classified in relation to its causes.
Demand pull inflation

This is a type of inflation caused by excessive demand for goods and services without a corresponding increase in production resulting into rise in prices.

Causes of demand pull inflation

  • Increase in population.;Increased number of people in a family calls for increased demand of goods and services thus fueling demand-pull inflation.
  • Increase in government expenditure;The government expenditure has the effect of making money available to people thus increasing the aggregate demand for goods and services.
  • A fall in the level of savings; This increases the consumer expenditure on goods and services which brings pressure on the available goods and services thereby pulling up prices.
  • Effects of credit creation by the commercial banks; When banks lend more money to the public, their purchasing power increases hence increasing demand which in turn leads to increase in the prices.
  • Consumers’ expectation of future price increases; When consumers expect the prices of goods and services to increase in the future, they will buy more in the present thus increasing the demand thus fueling demand-pull inflation.
  • General shortages of goods and services; Any shortage in goods caused by factors such as; adverse climatic conditions, hoarding, smuggling, withdrawal of firms from the industry and decline in level of technology calls for scramble for the available goods thus increasing their demand and prices.

 

\ Cost push inflation
This is a type of inflation caused by increase in cost of factors of production which translates to increased prices of goods and services.

Causes of cost push inflation.

  • Increase in wages and salaries; An increase in the wages and salaries may increase the cost of labour. The increased cost of labour may be reflected in the increased prices of commodities which in turn would cause wage push inflation.
  • Increase in cost of raw materials and other inputs; This increases the cost of production thus increased prices.
  • Increase in indirect taxes; This increases the cost of production and this causes firms to raise the prices of their product.
  • Increase in profit margin; If the business decides to raise its profit, it leads to an increase in the price of the commodities resulting to profit push inflation.
  • Reduction in subsidies; removal of a subsidy implies that the producer would produce at a higher cost that was being met by the subsidy. This increase cost is finally reflected in increased prices.

 

Imported inflation
This is a type of inflation which is caused by importation of high priced inputs of production such as; technology/machines, skilled human resources
and crude oil.

This in turn increases the prices of locally produced goods which may lead to inflation.

Causes of imported inflation

  • Importation of expensive technology especially highly skilled labour.
  • Importation of expensive machines and equipment.
  • Importation of high priced oil.
  • The currency depreciating thus increasing the price of the country’s imports.

LEVELS OF INFLATION

  • Mild / Creeping/Moderate Inflation

This a slow rise in price level of not more than 5 % per annum. It is associated with some beneficial effects on an economy especially to firms and debtors.

  • Galloping /Rapid Inflation

This is a very rapid accelerating inflation characterized by a situation whereby the general prices levels increase rapidly.

  • Stagflation;

This is an economic condition in which unemployment is high, the economy is stagnant, but prices are rising.

  • Hyper /Runway Inflation;

This is when prices are rising at double or triple digit rates of 20%, 100%, 200%.

The price levels are extremely high and under this situation people may lose confidence in the money as a medium of exchange and as a store of value.

 

EFFECTS OF INFLATION IN AN ECONOMY
positive effects of inflation

  • Mild inflation motivates people to work hard as they try to cope with the effects of the inflation in order to maintain their standards of living.
  • Mild inflation encourages proper utilization of resources with an attempt of avoiding wastage as much as possible.
  • Mild inflation increases investment especially in trading activities since sellers buy goods when prices are low and sell later when prices are higher.
  • It promotes creativity in an economy in terms of production in order to survive the effects of inflation.
  • It benefits debtors since they obtain goods on credit and pay for them in future at the old low prices.

 

Negative effects

  • It leads to reduction in profits as sales volumes reduce since inflation reduces the purchasing power of consumers resulting to low sales.
  • It wastes time as a lot of time is wasted in shopping around for reasonable prices and also firms may waste a lot of time adjusting their price lists to reflect new prices.
  • It leads to conflicts between employers and employees as firms are pressurized by employees and trade unions to raise wages and salaries to cope with inflation.
  • It leads to loss by creditors as they lend money when the value of money is high but at the time of payment is low since the value of money will have been eroded by inflation.
  • It leads to decline in standards of living as consumers’ purchasing power decrease and therefore one can not lead the lifestyle he/she used to live before.
  • Leads to unemployment.
  • Discourages savings and investment since during inflation people tend to spend most of their earnings leaving little or nothing to save.
  • Leads to retardation of economic growth.
  • Worsens balance of payments position.

CONTROL OF INFLATION

The govt. may adopt the following policies depending on their situation to reduce inflation to manageable levels. They include;

  • Monetary policy

This is a deliberate move by the govt. through the central bank to regulate and control the money supply in the economy which may lead to demand pull inflation. The policies include;

  • Increase rate of interest of lending to the commercial banks. This forces them to increase the rate at which they are lending to their customers, to reduce the number of customers borrowing money, reducing the amount of money being added to the economy
  • Selling of govt. securities in an open market operation (O.M.O). the selling of securities such as Bonds and Treasury bills mops money from the economy, reducing the amount of money being held by individuals
  • Increasing the commercial banks cash/liquidity ratio. This reduces their ability to lend and release more money into the economy, reducing their customer’s purchasing power
  • Increasing the compulsory deposits by the commercial banks with the central banks. This reduces their lending power to their customers, which makes their customers to receive only little amount from them, reducing the amount of money in the economy
  • Putting in place the selective credit control measures. The central bank may instruct the commercial bank to only lend money to a given sector of the economy which needs it most, to reduce the amount of money reaching the economy
  • Directives from the central banks to the commercial banks to increase their interest on the money being borrowed, to reduce their lending rates
  • Request by the central bank to the commercial banks (the moral persuasion) to exercise control on their lending rates to help them curb inflation.

 

FISCAL POLICY

These are the measures taken by the govt. to influence the level of demand in the economy especially through taxation process controlling government expenditure. They include;

  • Reducing govt. spending. This reduces the amount of money reaching the consumers, which is likely to increase their purchasing powers, leading to inflation
  • Increasing income taxes. This reduces the level of the consumers disposable income and lowering their spending levels, reducing the inflation
  • Reducing taxes on production. This reduces the cost of production, lowering the prices of goods reaching the market
  • Subsidizing the production. This reduces the cost of production in the economy, which in turn passes over the benefits to the consumers inform of reduced prices.
  • Producing commodities that are in short supply. This increases their availability to meet their existing demand in the market, controlling demand pull inflation

 

  • Statutory measures

These are laws made by the govt. to help in controlling the inflation. They include;

  • Controlling wages and salaries. This reduces the pressure put on the employers to meet high cost of labour for their production which in turn is just likely to lead to cost push inflation. It also minimizes the amount reaching the consumers as their income, to control their purchasing power and the level of demand, controlling the demand pull inflation
  • Price controls. This reduces the manufactures ability to fix their prices beyond a given level which may cause inflation due to their desire to receive high profits.
  • Restricting imports. This reduces the chances of high prices of imported goods impacting on the prices of the goods in the country (imported inflation) and making the manufactures to look for alternative source of raw materials for their production
  • Restricting the terms of hire purchase and credit terms of sales. This reduces the level of demand for those particular commodities in the economy which if not controlled may lead to demand pull inflation
  • Controlling exports. This ensures that the goods available in the local market are adequate for their normal demand. Shortage of supply of goods in the market is likely to bring about the demand pull inflation.

 

 

 

 

 

 

Revision Question

Outline measures that the government may employ to control the following types of inflation;

  • Demand pull inflation
  • Cost push inflation
  • Cost push inflation
  • By controlling the wages and salaries in the economy
  • Restricting import on raw materials
  • Reducing taxes on production
  • Subsidizing the production
  • Employing the price control techniques
  • Demand pull inflation
  • Increasing the rate of interest of lending to the commercial banks
  • Selling govt. securities on O.M.O
  • Increasing the commercial banks cash/liquidity ratio
  • Increasing the compulsory deposits from the commercial banks to the central bank
  • Putting in place the selective credit control measure
  • Directives to the commercial banks
  • Request to the commercial banks
  • Reducing govt. expenditure
  • Increasing income taxes
  • Producing commodities that are short in supply
  • Restricting terms of hire purchase and credit terms of sale
  • Controlling export

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTERNATIONAL TRADE

A trade involving the exchange of goods and services between two or more countries. If the exchange is between two countries only, then it is referred to as bilateral trade, but if it is between more than two countries then it is referred to as multilateral trade.

Advantages of International Trade

  • It enable the country to get access to wider range/variety of goods and services from other countries
  • It enable the country to get what it does not produce
  • It helps in promoting peace among the trading countries
  • It enable the country to specialize in it’s production activities where they feel they have an advantage
  • It earns the country revenue through taxes and licenses fees paid by the importers and exporters in the country
  • It enable the country to dispose of its surplus goods and services thereby avoiding wastage
  • It creates employment opportunities to the citizens of that country either directly or indirectly
  • It may lead to the development of the country through importation of capital goods in to the country
  • It encourages easy movement of factors of production across the boarders of the countries involved
  • It enable countries to earn foreign exchange which it can use to pay for its imports
  • A country may be able to obtain goods and services cheaply than if they have been produced locally
  • During hard times or calamities such as wars, the country is able to get assistance from the trading partners
  • It brings about competition between the imported and locally produced goods, leading to improvement in their quality
  • It gives the country an opportunity to exploit fully its natural resources, due to increased market

 

Disadvantages of International trade

  • It may lead to collapse of the local industries, as people will tend to go for the imported goods. The collapse may also lead to loss of employment
  • It may also lead to importation of harmful foods and services such as drugs and pornographic materials
  • May lead to over depending on imported commodities especially the essential ones, making the country to be a slave of the other countries, interfering with their sovereignty
  • It may make the country to suffered during emergencies if they mainly rely on the imported goods
  • May make the country to suffer from import inflation
  • May lead to acquisition of bad culture from other countries as a result of their interactions
  • May lead to unfavorable balance of payment, if the import is higher than exports

 

Terms of Trade

This refers to the rate at which the country’s export exchanges with those from other country. That is:

Terms of trade =

 

 

 

 

It determine the value of export in relations to import so that a country can know whether it’s trade with the other country is favourable or unfavourable

Favourable terms of trade will make the country spent little on import and gain a lot of foreign exchange from other countries

For example;

Then table below shows trade between Kenya and China in the year 2004 and 2005, with the Kenyan government exporting and importing to and from china, and China also importing and Exporting from and to Kenya.

Year Average prices of export
Kenya China
2004 1000 4000
2005 1200 6500

 

Calculate the Terms of trade for;

  • Kenya
  • China
  • Solution;

 

 

Kenya

  • Export price index (E.P.I) =              x  100

 

=       x100

= 120%

  • Import price index (I.P.I) =                                                                                        x 100

=           x 100

=  162.5%

  • Terms of trade (T.O.T) =       x  100

=        x 100

= 73.8%

This implies that Kenya is importing from China more than it is exporting, leading to unfavourable terms of trade i.e. when the percentage is less than 100%, it implies unfavourable terms of trade.

 

China                                        (work out)

The average prices is the various prices of the individual export or import items divide by their number

 

Factors that may lead to either favourable or unfavourable terms of trade

The country is experiencing a favourable terms of trade if:

  • The prices of imports decline and those of export remains the constant
  • The prices of imports declines while those of exports increase
  • The price of imports remains constant while those of exports increase
  • The prices of import and export increases but the rate of increase in export is higher
  • Both prices decrease but the decrease in import prices is higher

 

 

The country will experience unfavourable terms of trade if;

  • Prices of import increases while those of exports decline
  • Prices of import remains constant while those of export declines
  • Prices of import increase as the export remains constant
  • Both prices increase, but for imports increases at a higher rate than export
  • Both prices decrease, but for export decreases at a higher rate than import

 

Reasons for differences in terms of trade between countries

The terms of trade may differ due to:

  • The nature of the commodity being exported. If a country exports raw materials, or unprocessed agricultural products, its terms of trade will be unfavourable, as compared to a country that exports manufactured goods
  • Nature of the commodity being imported. A country that imports manufactured goods is likely to have unfavourable terms of trade as compared to that which imports raw materials or agricultural produce
  • Change in demand for a country’s export. An increase in demand for the country’s export at the world market will make it have favourable terms of trade as compared to those with low demand at the world market
  • Existing of world economic order favouring the products from more developed countries. This may make the developing countries to have deteriorating terms of trade
  • Total quantity supplied. A country exporting what most countries are exporting will have their products trading at a lower price, experiencing unfavourable terms of trade as compared to a country that export what only few countries export
  • Trade restrictions by trading partners. A country with no trading restrictions is likely to import more products, leading to unfavourable terms of trade, as compared to if it impose trade restrictions

Balance of trade

This is the difference between value of country’s visible exports and visible imports over a period of time. If the value of visible/tangible export is higher than the value of visible/tangible imports, then the country experiences favourable terms. If less than the invisible value, then the country is experiencing unfavourable. The country is at equilibrium if the value of visible export and import is the same

 

 

Balance of payments

This is the difference in the sum of visible and invisible export and the visible and invisible imports.  If positive then it means the country is having favourable terms, while if negative, then it means unfavourable It goes beyond the balance of trade in that it considers the following

  • The countries visible/tangible export and import of goods (visible trade)
  • The countries invisible/services exported and imported in the country (invisible trade)
  • The inflow and outflow of investment (capital goods)

 

Balance of Payment account

This is the summary showing all the transactions that have taken place between a particular country and the rest of the world over a period of time. The transaction may arise from

  • The export of visible goods
  • The import of visible goods
  • The export of invisible goods/services
  • The import of invisible goods/services
  • Flow of capital in and out of the country

 

 

 

 

Components of balance of payments account

The balance of payment account is made up of the following

  • Balance of payment on current account
  • Balance of payment on capital account
  • Official settlement account/Cash account/foreign exchange transaction account

 

Balance of payment on current account

This is the account that is used to determine the difference between the value of the country’s visible and invisible imports and exports. That is

Balance of payment on current account = (visible export + invisible export) – (visible import + invisible import)

In the account, the payments for the visible and invisible imports are debited while the receipts from visible and invisible exports are credited that is

 

Dr                                                         current account                                                      Cr

Payments for imports

(Visible and Invisible)

Receipts from exports

(Visible and Invisible)

The balance of payment on current account may be;

  • In equilibrium i.e. if Dr = Cr
  • Unfavourable i.e. if Dr > Cr (-ve)
  • Favourable i.e. if Dr < Cr (+ve)

For example;

A given country had the following values of visible and invisible export and import during the year 2004 and 2005

Trade 2004 (shs) 2005 (shs)
Visible export 18926 29954
Visible imports 22780 32641
Invisible exports 6568 19297
Invisible imports 5239 16129

Required

Prepare the country’s balance of payments on current account for the years 2004 and 2005 and comment on each of them.

 

Dr                                                         current account year 2004                                               Cr

                                                                              shs

Visible imports               22780

Invisible imports                                              5239

Total                                                                   28019

                                                                              Shs

Visible export                                           18926

Invisible export                                          6568

Total                                                            25494

Deficit                                              2525

The country experienced unfavourable balance of payment on current account in the year 2004, since they imported more than they exported

Dr                                                         current account year 2005                                               Cr

                                                                              shs

Visible imports                                                 32641

Invisible imports                                              16129

Total                                                                   28019

Excess   481

                                                                              Shs

Visible export                                           29954

Invisible export                                        19297

Total                                                            49251

 

The country experienced favourable balance of payment on current account in the year 2005, since they exported more than they imported

Balance of payments on capital account

This account shows the summary of the difference between the receipt and payments on the investment (capital). Receipts are income from investments in foreign countries while payments are income on local investments by foreigners paid out of the country.

The capital inflow includes investments, loans and grants from foreign donors, while capital outflow includes dividends paid to the foreign investors, loan repayments, donations and grants to other countries.

In the account the payments are debited, while the receipts are credited. That is;

Dr                                                         capital account                                                       Cr

Payments

 

Receipts

 

The account may be;

  • In equilibrium i.e. if Dr = Cr
  • Unfavourable i.e. if Dr > Cr (-ve)
  • Favourable i.e. if Dr < Cr (+ve)

The combined difference on the receipts and payments on both the current and capital accounts is known as the overall balance of payments.

The official settlement account

This account records the financial dealings with other countries through the IMF. It is also called the foreign exchange transaction account, and is always expected to balance which a times may not be the case. That is;

  • Incase of surplus in the balance of payment, the central bank of that country creates a reserve with the IMF and transfer the surplus to the reserves account.
  • Incase of a deficit in the balance of payment, the central banks collect the reserves from the IMF to correct the deficit, and incase it did not have the reserves, the IMF advances it/give loan

 

Balance of payment disequilibrium

This occurs when there is either deficit or surplus in the balance of payments accounts. If there is surplus, then the country would like to maintain it because it is favourable, while if deficit, the country would like to correct it.

 

Causes of balance of payment disequilibrium

It may be caused by the following;

  • Fall in volume of exports, as this will reduce the earnings from exports leading to a deficit.
  • Deteriorating in the countries terms of trade. That is when the countries exports decreases in relation to the volume of imports, then her payments will higher than what it receives.
  • Increasing in the volume of import, especially if the export is not increasing at the same rate, then it will import more than it exports, leading to a disequilibrium
  • Restriction by trading partners. That is if the trading partners decides to restrict what they can import from the country to a volume lower than what the country import from them, it will lead to disequilibrium
  • Less capital inflow as compared to the out flow, as this may lead to a deficit in the capital account, which may in turn leads to disequilibrium.
  • Over valuation of the domestic currency. This will make the country’s export to very expensive as compared to their import, making it to lose market at the world market
  • Devaluation of the currency by the trading partner. This makes the value of their imports to be lower, enticing the country to import more from them than they can export to them.

 

 

 

 

Correcting the balance of payment disequilibrium

The measures that may be taken to correct this may include;

  • Devaluation of the country’s currency to encourage more exports than imports, discouraging the importers from importing more into the country.
  • Encouraging foreign investment in the country, so that it may increase the level of economic activities in the country, producing what can be consumed and even exported to control imports
  • Restricting the capital outflow from the country by decreasing the percentage of the profits that the foreigner can repatriate back to their country to reduce the outflow
  • Decreasing the volume of imports. This will save the country from making more payments than it receives. It can be done in the following ways;
  • Imposing or increasing the import duty on the imported goods to make them more expensive as compared to locally produced goods and lose demand locally
  • Imposing quotas/total ban on imports to reduce the amount of goods that can be imported in the country
  • Foreign exchange control. This allows the government to restrict the amount of foreign currencies allocated for the imports, to reduce the import rate
  • Administrative bottlenecks. The government can put a very long and cumbersome procedures of importing goods into the country to discourage some people from importing goods and control the amount of imports

 

  • Increasing the volume of exports. This enable the country to receive more than it gives to the trading partners, making it to have a favourable balance of payment disequilibrium. This can be done through;
  • Export compensation scheme, which allows the exporter to claim a certain percentage of the value of goods exported from the government. This will make them to charge their export at a lower price, increasing their demand internationally
  • Diversifying foreign markets, to enable not to concentrate only on one market that may not favour them and also increase the size of the market for their exports
  • Offering customs drawbacks. This where the government decides to refund in full or in part, the value of the custom duties that has been charged on raw materials imported into the country to manufacture goods for export
  • Lobbying for the removal of the trade restriction, by negotiating with their trading partners to either reduce or remove the barrier put on their exports

 

Terms of sales in international trade

Here the cost trading which includes the cost of the product, cost of transporting, loading, shipping, insurance, warehousing and unloading may be expensive. This makes some of the cost to be borne by the exporter, as some being borne by the importer. The price of the goods quoted therefore at the exporters premises should clearly explain the part of the cost that he/she is going to bear and the ones that the importer will bear before receiving his/her goods. This is what is referred to as the terms of sale

Terms of sales therefore refers to the price quotation that state the expenses that are paid for by the exporter and those paid for by the importer.

Some of the common terms include;

  • Loco price/ex-warehouse/ex-works. This states that the price of the goods quoted are as they are at the manufacturers premises. The rest of the expenses of moving the good up to the importers premises will be met by the importer
  • O.R (Free on Rail). This states that the price quoted includes the expenses of transporting the goods from the seller’s premises to the nearest railway station. Other railways charges are met by the importer
  • D (Delivered Docks)/Free Docks. This states that the price quoted covers the expenses for moving the goods from the exporter’s premises to the dock. The importer meets all the expenses including the dock charges
  • A.S (Free Along Ship). States that the price quoted includes the expenses from the exporter’s premises to the dock, including the loading expenses. Any other expenses are met by the importer
  • O.B (Free on Board). States that the price quoted includes the cost of moving the goods up to the ship, including loading expenses. The buyer meets the rest of the expenses
  • C&F (cost & freight). The price quoted includes the F.O.B as well as the shipping expenses. The importer meets the insurance charges
  • I.F (Cost Insurance & freight). The price includes the C&F, including the insurance expenses
  • The price includes all the expenses up to the port of destination as well as unloading charges
  • In Bond. The price quoted includes the expenses incurred until the goods reaches the bonded warehouse
  • Franco (Free of Expenses). The price quoted includes all the expenses up to the importer’s premises. The importer does not incur any other expenses other than the quoted price
  • N.O (Or Nearest Offer). This implies that the exporter is willing to accept the quoted price or any other nearest to the quoted one

 

Documents used in International trade

  • Enquiry/Inquiry. A letter sent by an importer to the exporter asking about the supply of the goods and the terms of sale.
  • Order of Indent. This asks the supplier to supply goods. It may specify the goods to be supplied and suggest the preferred mode of transport for them. An indent may be open or closed
  • Open Indent. Here the importer does not specify the supplier and the goods to be bought and therefore the exporter or export agent is free to choose the supplier
  • Closed Indent. Here the importer specifies the supplier and the goods to be bought
  • Letter of Credit. A document issued by the importers bank to the exporter’s bank to assure the exporter of the payment for the goods ordered. The exporter can then be paid by his bank on the basis of this letter.
  • Import Licence. A document issued by the country to allow the importer to buy goods from abroad.
  • Bill of Lading. A document of title to goods being exported issued by the shipping company to the importer who should use it to have goods released at the port of entry.
  • Freight Note. A document prepared by the shipping company to show the transportation charges for goods.
  • Certificate of insurance. A document issued by the insurance company or agent, undertaking to cover the risk against the loss or damage to goods being exported.
  • Certificate of Origin. A document that shows the country from which the goods are being imported have originated from.
  • Commercial Invoice. A document issued by the exporter to demand for the payment for the sold on credit to the importer.

It shows the following;

  • The name and address of the exporter
  • The name and the address of the importer
  • The price charged
  • The terms of sale
  • The description of the consignment
  • The name of the ship transporting the consignment
  • Consular Invoice. A document that shows that the prices of the goods that have been charged is fair as certified by the consul with the embassy of the exporting country.
  • Pro-forma Invoice. A document sent by the exporter to the importer if he/she is not willing to sell goods on credit. It may be used to serve the following purposes;
  • Serve as a formal quotation
  • Serve as a polite request for payment before the goods are released for the customer
  • To enable the importer to initiated the clearing of the custom duty early enough to avoid delays
  • Used to by the importer to obtain permission from the Central Bank to import goods
  • Airway Bill. Issued by the airline company to show the charges for the goods being transported
  • Letter of Hypothecation. A letter written by the exporter to his/her bank authorizing it to resell the goods being exported. This occurs if the bank fails to get payment on the bill of exchange drawn on the importer that it has discounted for the exporter. Should there be a deficit after the resale, the exporter pays the deficit
  • Weight note. A documents that shows the weight and other measurements of the goods being delivered at the dock
  • Shipping advice note. A document issued by the exporter to his/her shipping agent containing instruction for shipping goods.

 

 

INTERNATIONAL FINANCIAL INSTITUTIONS

Some of the institutions that play a role in international monetary system include;

  • International Monetary Fund (I.M.F)
  • African Development Bank (A.D.B)
  • African Development Fund (A.D.F)
  • International Bank For Reconstruction and Development (World Bank)

 

  • International Monetary Fund (I.M.F)

This bank operates like the central bank of the central banks of the member countries. Its objective includes the following;

  • Ensuring that the member country maintains a stable foreign exchange rates for their currencies. This it does by advising the country to raise or increase the supply of their currency to devalue them or increase their value internationally
  • Provide financial support to the member country to alleviate poverty and boost their income.
  • Relieving heavily indebted countries of debt repayment so that it can use that fund to raise the living standards of its people.
  • Providing funds to the member countries to finance the deficits in their balance of payment.
  • Provide forum through which the member country can consult and cooperate on matters concerning trade among them
  • Maintaining currency reserves of the different countries, enabling member countries to buy foreign exchange to be used to import goods and services.

 

  • African Development Bank (A.D.B)

This bank was formed to promote the economic and social progress of its regional member countries in Africa. It main source of finance is the members’ contributions and the interest charged on the money they lend members.

Its functions include;

  • Providing loans for economic and social development to member countries
  • Provide technical advice in planning and implementation of the development plans
  • Assist member country to appropriately exploit it resources
  • To encourage co-operation among African countries in order to bring economic growth
  • To co-operate with various economic institutions in order to bring about development especially in Africa countries

 

  • African Development Fund (A.D.F)

This was formed to provide long term financial assistance to the low income countries that cannot obtain loan from other financial institutions at the prevailing terms and condition. Their loans may recover a longer repayment periods with no interest except the commitment fees and service charge which is minimal. They fund activities, which includes;

  • Education and research activities
  • Offer technical advice to the member countries
  • International Bank For Reconstruction and Development (World Bank)

The World Bank was formed to carry out the following functions;

  • Giving loans to countries at very low interest rates to finance economic development activities.
  • Provision of grants to finance the provision of social amenities and basic infrastructural development in developing countries.
  • Fighting against corruption and poor governance which may lead to misuse of public funds in different countries.
  • Advancing money to countries to finance balance of payment deficit.
  • Giving advice on economic challenges that country may face.
  • Availing technical assistance and personnel to help countries run their economic programmes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ECONOMIC INTEGRATION

This occurs where two or more countries enter into a mutual agreement to cooperate with each other for their own economic benefit. They may do this by allowing free trade or relaxing their existing trade barriers for the member countries.

Economic integration may occur in the following forms;

  • Free Trade Area

This is a case where the member countries agree to abolish or minimize tariffs and other trade restrictions but the individual countries are free to impose restrictions on non-member countries. They includes; Preferential Trade Area (P.T.A), European Free Trade Area (E.F.T.A), Latin America Free Trade Area (L.A.F.T.A), etc.

  • Custom union

This is where the members of the free trade area may agree not only to abolish or minimize their tariffs, but also establish a common tariff for the exchange of goods and services with the non member countries. They include; Economic Community of West Africa States (E.C.O.W.A.S), East Africa Custom Union (E.A.C.U), Central Africa Custom and Economic Union (C.A.C.E.U)

  • Common Market

This is where the member countries allow for free movement of factors of production across the boarders. People are free to move and establish their business in any member country. They include; East Africa Common Market (E.A.C.M), European Economic Community (E.E.C), Central American Common Market (C.A.C.M), Common Market for Eastern and Southern Africa (COMESA)

  • Economic Union

This is where the members of the common market agree for put in place a common currency and a common central bank for the member countries. They even develop common infrastructures which includes railways, communication networks, common tariffs, etc

 

Importance of economic integration

Economic integration will ensure the following benefits for the member countries;

  • Availability of wider market for the goods and services produced by the member countries. This enables them to produce to their full capacity
  • It enables the country to specialize in the goods they produce best, making them to effectively utilize their resources
  • It leads to promotion of peace and understanding among the member countries through interaction
  • It leads to high quality of goods and services being produced in the country due to the competition they face
  • It allow members to get access to wider variety of goods and services which satisfy different consumer needs
  • It leads to creation of employment for individuals living within the region, as they can work in any of the member country
  • It increase the economic bargaining power in trading activities by the countries forming a trading bloc
  • Improvement of the infrastructure in the region due to increased economic activities.
  • It brings a bout co-ordination when developing industries, as the members will assign the industries to each other to create balance development and avoid unnecessary duplication

 

Free Trade Area

This is a situation where there is unrestricted exchange of goods and services between the countries. It has benefits/advantages similar to those of economic integration.

 

Disadvantages of free trade area

Some of the problems it is likely to bring include;

  • It may lead to importation of inferior goods and services to the country, as the member country may not be able to produce high quality as compare to other non-member countries
  • It may discourage the growth of the infant industries due to competition from well developed industries in other countries
  • It may lead to reduced government revenue because no tariff may be charged on the goods and services
  • A country may be tempted to adopt technology not suitable for its level of development.
  • If not controlled, it may lead to unfavourable balance of payment, where a country imports more than it export
  • It may lead to importation of harmful goods and services, that may affect the members health such as illegal drugs
  • It may lead to lack of employment opportunities especially where more qualified people have moved from their country to secure job opportunities in the country
  • It may expose the country to negative cultural practices in other countries, interfering with their morals. For example the exposure to the pornographic materials.
  • Compromising political ideologies especially where member countries with different ideologies wants to fit in to the bloc
  • It may lead to over exploitation of non-renewable economic resources such as minerals

 

Trade Restrictions

These are deliberate measures by the government to limit the imports and exports of a country. They are also known as protectionism and includes the following;

  • Tariffs which include taxes levied on both import and export. It can be used to increase or decrease the level of both import and export
  • Quotas which is the restriction on the quantity of goods to be either imported or exported. It can be increased or decreased to increase or decrease the level of import or export respectively.
  • Total ban (zero quota) where the government issues a direction illegalizing either the import or export of the products
  • Complicated import procedure in order to discourage some importers from importing
  • Subsidies on locally produced goods to discourage imports
  • Legislation against importation of certain goods
  • Setting the standards of products to be imported

 

Reasons for trade restrictions

  • To prevent the inflow of harmful goods into the country, that may be harmful to the lives of the citizens
  • To protect the local infant industries that may not be able to compete favourably with well established industry
  • To give a country a chance to exploit its natural resources in producing their goods
  • To protect strategic industry, since their collapse may make the country to suffer
  • To minimize dependency of the country to other countries for their stability
  • To create employment opportunity to its people by establishing the industries to produce the goods and services
  • To prevent dumping of goods in the country by the developed partners which may create unfair competition
  • To correct balance of payment deficit by limiting import
  • To protect good cultural and social values which may be influenced by unaccepted values they are likely to acquire from other country through interaction
  • To expand market for locally produced goods by restricting the number of foreign goods in the market.
  • To enable the country earn foreign exchange through imposing taxes and other tariffs

 

Advantages of trade restrictions

  • It promotes self reliance as industries have an opportunity to engage in the production of goods and services that were previously imported
  • It protects the local industries from stiff competition that they may have faced from the well developed countries
  • It may help to correct the balance of payment deficit
  • It restrict the entry of harmful goods into the country as it controls the inflow of imports in to the country
  • It enables the country to conserve their valuable social and cultural values from the external influence
  • It help in creating more job opportunities through diversification in the production
  • It promotes the growth of local/infant industries in the country.

 

Disadvantages of trade restriction

  • There will be availability of limited variety of goods in the country that will limit the consumer’s choices
  • May lead to production of low quality goods as there will be no competition for the producing firms
  • Other countries may also retaliate, leading to reduction in export from their country
  • There is likely to be high prices charged on the locally produced goods, since the small firms which produce them may not be enjoying the economies of scale
  • The country is likely to be exposed to small market, should all countries restrict which may lead to reduction in trade.
  • As a result of the continued protection, some industries may develop a tendency of remaining young to still enjoy the protection, which limits the level of development
  • It may lead to emergence of monopoly as the protected industry may end up remaining alone in the market, bringing about the problems of monopolies

 

Trends in International Trade

  • Liberalization that has led to removal of many trade restriction among the countries, increasing the levels of trade
  • Development of E-Banking which has enable the international trader to get access to their bank accounts from wherever they are in
  • Development of export processing zones (EPZ) by the government to allow the industries involved just concentrate in the exported goods only. It enable the country enjoy the following benefits (advantages of EPZ)
  • It creates job opportunities to the citizens
  • It creates market for locally produced raw materials that they use in their production
  • It encourage the foreign investors to invest in the countries, i.e. in the processing zones, increasing the level of investment in the country
  • Encourages export in the country as the incentives given to them by the government makes them to produce more and more for export
  • It stimulates industrialization in the country in all sector including the ones producing for local consumptions

However EPZ’s have the following problems/disadvantages

  • Most of them employs foreigners in their management team, denying the locals a chance to get employed
  • They do not generate revenue to the government, especially during tax free periods
  • They are concentrated in few towns, bringing about imbalance regional development
  • Some of them encourages social evils such as prostitution in areas where they are developed
  • Development of e-commerce/website trading which has promoted the selling and buying of items through the internet, with payments made online.

E-commerce has the following benefits/advantages:

  • One is able to access the market world wide, as the countries are connected to the internet
  • There is no discrimination, as both the small and large industries are able to transact through the internet
  • It is fast to transact the business through internet, as it saves on travelling time and therefore suitable for urgent transaction
  • It is cheap especially on the cost of sending, receiving and storing information
  • It is easy for firms to share valuable information about production

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ECONOMIC DEVELOPMENT AND PLANNING

 

Economic Growth

This is the increase in the productivity of a country which can be seen in the continued increase in the national income over a period of years.

It can be measured by taking the average percentage of increase in national income over a period of time (number of years) and be assumed to be the average rate of economic growth in the country

 

Economic Development

This is the quantitative change or increase in a country’s national income over the years, accompanied by favorable changes in the structures within the country that leads to general improvement of the individual well being, as well as the entire nation

A country may experience economic growth without experiencing economic development. This is because the increase in the national income may be as a result of people working for long hours without any time for rest, recreation and other development to occur in their body. This will make them not to have better living, despite the fact that the national income shall have increased.

The expected structural changes to be realized in a case of economic development include;

  • Shifting from depending on agricultural sector to manufacturing sector in the economy
  • Reducing illiteracy levels
  • Increase in skilled manpower in the economy
  • Improvement in health facilities within the country
  • Increase in technology and improvement of entrepreneurial ability
  • Increase and improvement of institution that handles new methods of productive economic activities

Outline the differences that exist between economic growth and economic development

Economic Growth Economic Development
·   An increase in size of the country’s National income ·     An increase in the size and quality of the country’s National income
·     Number of people living in absolute poverty can increase despite the increase in national income ii) Number of people living in absolute poverty does not increase
iii)Increase in national income could be due to increase in income of only few people ·     Increase in national income is attributed to general increase of incomes of majority of the people in the country
·     No tendency to bridge the gap between the rich and the poor iv)Tends to bridge the gap between the rich and the poor

 

Underdevelopment

This refers to a situation whereby the economic growth is in the negative direction (decreasing) accompanied by uneven distribution of wealth and decrease in quality and quantity of the factors of production available

 

Characteristics of Underdevelopment

  • High level of poverty. This is characterized by most of the people in the country depending on mainly subsistence, or lives below the poverty levels. Their per capita income is lower as compared to the developed countries
  • High disparity in income distribution. The income in this countries are not evenly distributed with the few rich people earning so much while the poor majority earns so little
  • Low levels of savings and investments. They have very little if at all exist to save and invest for their further development, making them to continue being poor. This is well illustrated in the vicious circle of poverty
  • High population growth rates. This is due to some of them not being able to afford, ignorant about or simply refusing to use the modern birth control methods since they find consolation on their high number of children
  • Dominance of subsistence sector. This is due to their inability to raise capital for indirect production
  • Problem of unemployment. The high population growth rate leads to high supply of labour that the country’s economy cannot afford to absorb all, leading to unemployment
  • Under utilization of natural resources. This may be due to lack of capital in this countries or in appropriate technology they use
  • Dependence on the developed countries. This is due to their in ability to sustain themselves financially, which makes them keep on calling upon the developed partners for financial assistance
  • Poor infrastructure. Their roads and communication networks are not properly maintained due to the in availability of adequate resources to improve them

 

Goals of Economic Development

The following are the changes that economic development seeks to put in place, which in Kenya they have been joined together in what is referred to as the millennium development goals. They includes

  • Eradicate extreme poverty and hunger
  • Achieve universal primary education
  • Promote gender equality and empower women
  • Reduce child mortality
  • Improve maternal health
  • Combat HIV/AIDS, malaria and other diseases
  • Ensure environmental sustainability
  • Develop a global partnership for development

Some includes

  • Reducing income disparity in distributions
  • Reducing unemployment
  • Provision of important basic needs such as food, shelter, etc

 

Factor which may hinder development in a country

The rate of a country’s economic development may be influenced negatively by the following factors

  • Low natural resource endowment. Absence or inadequacy of natural resources such as raw materials, fertile land for agriculture, etc may slow the pace of the country’s economic development
  • Inadequate capital. This reduces the rate at which they exploit their natural resources, or produce in the economy
  • Poor technology used. The traditional methods of production that they use cannot sustain their requirement any more
  • Poor human resource endowment. Their inability to train adequate skilled manpower together with their inappropriate system of education leads to their slow development
  • Unfavorable domestic environment. Their political, social and economic institutions within their countries are not structured to favour economic development. For example
  • Their political system is characterized by corruption, authoritarian kind of leadership with lengthy procedures and bureaucratic controls that scares the investors
  • Their social environment is still full of outdated or retrogressive cultural values and negative attitude towards work and investment, leading to slow development
  • Their Economic institutions has allowed their markets to be influenced so much that that leads to interference in their smooth operations

 

Development Planning

This is the process through which the country establishes their objectives to be achieved, identify the resources that will be required and put in place the strategies or methods of acquiring the resources and achieving their pre-determined objectives.

In most cases their objectives or goals are the goals of economic development

The plan will prioritize the objectives to be achieved and even brake it down in to targets that if achieved with the planned strategy and resources, the objective shall have been achieved.

 

Need for economic planning

It enhances the following

  • Appropriate resource allocation, where resources are allocated according to the need of the objective and in a most productive way
  • Stimulation of effort of people in the desired direction. The plan outlines including the possible outcomes which persuade people to move to that direction
  • Support foreign aid bargain. Since it shows including the objective that the country seeks to achieve, it is capable of convincing the donor to finance it in the country
  • Project evaluation, by assisting on checking whether the predetermined targets or objectives are being achieved
  • Long term decision making, as it will show what each and every sector of the economy will require in the future to make it stable.
  • Avoiding duplication of industries in different parts of the country, for it will show the ones that have been set in those parts and even enhance balancing
  • Promote balancing in regional development by ensuring that they are not concentrated in only one region, ignoring other regions

 

Problems encountered in development planning

 

Problems at the planning stage

  • Lack of accurate or detailed data for planning. This may lead to in appropriate plan being developed, as it entirely depends on the quality and availability of the data
  • Existence of large subsistence sector, which make the planning unrealistic
  • Lack of qualified personnel to assist in planning. This may make the country to rely on foreign experts who do not fully understand the country
  • Problem of the private sector which will always require incentives for them to follow the plan
  • Transfer of inappropriate development plan. As some planners may simply borrow a plan that they feel may have worked for a given country, yet the condition in those countries may not be the same

 

Problems at the implementation stage

  • Over reliance on donor funding, which if they don’t receive, the plan may not be implemented
  • Lack of domestic resources such as skilled personnel, finance and capital may make the implementation a problem
  • Failure to involve the local people in planning. This will make them not to be willing to implement it, for they will not be understanding it or rebelling for the fact that they were not included
  • Natural calamities such as diseases, floods, drought, etc may make the funds that had been set a side for implementation be diverted to curb them
  • Over-ambitious plans which are a times just made to impress the donors to release their funds but may not be easy to implement
  • Lack of co-operation among the executing parties which may make the work not to kick off. For example a conflict between the ministry of finance and that of planning of the amount to be released
  • Inflation which may make the estimated value of implementation not to be adequate, bringing a problem of finances
  • Lack of political will and commitment in implementing the plan. This may frustrate the implementation.

kicd Mathematics syllabus pdf

121 Knec Mathematics Syllabus
FORM 1

1. NATURAL NUMBERS

1. Place values of numbers
2. Round off numbers to the nearest tens, hundreds,
thousands, millions and billions
3. Odd numbers
4. Even numbers
5. Prime numbers
6. Word problems involving natural numbers

2. FACTORS

1. Factors of composite numbers
2. Prime factors
3. Factors in power form

3. DIVISIBILITY TESTS

1. Divisibility tests of numbers by 2,3,4,5,6,7,8,9,10,11

4. GREATEST COMMON DIVISOR (GCD) / HIGHEST COMMON FACTOR (HCF)

1. Greatest common divisor of a set of numbers
2. Application of GCD /HCF to real life situations

5. LEAST COMMON MULTIPLE (LCM)

1. Multiples of a number
2. LCM of a set of numbers
3. Application of LCM in real life situations

6. INTEGERS

1. Introduction to integers
2. The number line
3. Operation on integers
4. Order of operations
5. Application in real life situations

7. FRACTIONS

1. Introduction to fractions
2. Proper, improper fractions and mixed numbers
3. Conversion of improper fractions to mixed numbers and vice versa
4. Comparing fractions
5. Operations on fractions
6. Order of operations on fractions
7. Word problems involving fractions in real life situations

8. DECIMALS

1. Fractions and decimals
2. Recurring decimals
3. Recurring decimals and fractions
4. Decimal places
5. Standard form
6. Operation on decimals
7. Order of operations
8. Real life problems involving decimals

9. SQUARES AND SQUARE ROOTS

1. Squares by multiplication
2. Squares from tables
3. Square roots by factorization
4. Square roots from tables

10. ALGEBRAIC EXPRESSIONS

1. Letters for numbers
2. Algebraic expressions including algebraic fractions
3. Simplification of algebraic expressions
4. Factorisation by grouping
5. Removal of brackets
6. Substitution and evaluation
7. Problem solving in real life situations

11. RATES, RATIO, PERCENTAGES AND PROPORTION

1. Rates
2. Solving problems involving rates
3. Ratio
4. Comparing quantities using ratios
5. Increase and decrease in a given ratio
6. Comparing ratios
7. Proportion: direct and inverse
8. Solve problems involving direct and inverse proportions
9. Fractions and decimals as percentages
10. Percentage increase and decrease
11. Application of rates, ratios, percentages and
proportions to real life situations

12. LENGTH

1. Units of length
2. Conversion of units of length from one form to another
3. Significant figures
4. Perimeter
5. Circumference (include length of arcs)

13. AREA

1. Units of area
2. Conversion of units of area
3. Area of regular plane figures
4. Area of irregular plane shapes
5. Surface area of cubes, cuboid and cylinder

14. VOLUME AND CAPACITY

1. Units of volume
2. Conversion of units of volume
3. Volume of cubes, cuboid and cylinders
4. Units of capacity
5. Conversion of units of capacity
6. Relationship between volume and capacity
7. Solving problems involving volume and capacity

15. MASS, DENSITY AND WEIGHT

1. Mass and units of mass
2. Density
3. Problem solving involving real life experiences on mass, volume, density and weight
4. Weight and units of weight
5. Mass and weight

16. TIME

1. Units of time
2. 12 hr and 24 hr system
3. Travel time-tables
4. Problem solving involving travel time tables

17. LINEAR EQUATIONS

1. Linear equations in one unknown
2. Simultaneous linear equations
3. Formation and solution of linear equations in one and two unknowns from given real life situations

18. COMMERCIAL ARITHMETIC

1. Currency
2. Currency exchange rates
3. Currency conversion
4. Profit and loss
5. Percentage profit and loss
6. Discounts and commissions
7. Percentage discounts and commissions

19. CO-ORDINATES AND GRAPHS

1. Cartesian plane
2. Cartesian co-ordinates
3. Points on the Cartesian plane
4. Choice of appropriate scale
5. Table of values for a given linear relation
6. Linear graphs
7. Graphical solutions of simultaneous linear equations
8. Interpretation of graphs

20. ANGLES AND PLANE FIGURES

1. Types of angles
2. Angles on a straight line
3. Angles at a point
4. Angles on a transversal
5. Corresponding angles
6. Angle properties of polygons
7. Application to real life situations

21. GEOMETRICAL CONSTRUCTIONS

1. Construction of lines and angles using a ruler and compasses only
2. Construction of perpendicular and parallel lines using a ruler and a set square only
3. Proportional division of a line
4. Construction of regular polygons (upto a hexagon)
5. Construction of irregular polygons (upto a hexagon)

22. SCALE DRAWING

1. Types of scales
2. Choice of scales
3. Sketches from given information and scale drawing
4. Bearings
5. Bearing, distance and locating points
6. Angles of elevation and depression
7. Solving problems involving bearings, scale drawing, angles of elevation and depression
8. Simple surveying techniques

23. COMMON SOLIDS

1. Common solids, e.g cubes, cuboids, pyramids, prisms, cones, spheres and cylinders e.t.c
2. Sketches of solids
3. Nets of solids
4. Models of solids from nets
5. Surface area of solids from nets (include cubes,
cuboids, cones, pyramids, prisms)
6. Distance between two points on the surface of a solid

* FORM 2

1. CUBES AND CUBE ROOTS

1. Cubes of numbers by multiplication
2. Cubes from tables
3. Cube roots of numbers by factor method
4. Evaluation of cube and cube root expressions
5. Application of cubes and cube roots to real life situations

2. RECIPROCALS

1. Reciprocals of numbers by division
2. Reciprocals of numbers from tables
3. Computation using reciprocals

3. INDICES AND LOGARITHMS

1. Indices (powers) and base
2. Laws of indices (including positive integers, negative integers and fractional indices)
3. Powers of 10 and common logarithms
4. Common logarithms
1. Characteristics
2. Mantissa
5. Logarithm tables
6. Application of common logarithms in multiplication, division and finding roots

4. EQUATIONS OF STRAIGHT LINES

1. Gradient of straight line
2. Equation of a straight line
3. The equation of a straight line of the form y=mx+c
4. The x and y intercepts of a line
5. The graph of a straight line
6. Perpendicular lines and their gradients
7. Parallel lines and their gradients
8. Equations of parallel and perpendicular lines

5. REFLECTION AND CONGRUENCE

1. Lines and planes of symmetry
2. Mirror lines and construction of objects and images
3. Reflection as a transformation
4. Reflection in a Cartesian plane
5. Direct and opposite congruency
6. Congruency tests (SSS,SAS,AAS,ASA and RHS)

6. ROTATION

1. Properties of rotation
2. Centre and angle of rotation
3. Rotation in the Cartesian plane
4. Rotation symmetry of plane figures and solids point axis and order)
5. Congruence and rotation

7. SIMILARITY AND ENLARGEMENT

1. Similar figures and their properties
2. Construction of similar figures
3. Properties of enlargement
4. Construction of objects and images under enlargement
5. Enlargement in the cartesian plane
6. Linear, volume, area and scale factors
7. Real life situations

8. PYTHAGORAS THEOREM

1. Pythagoras theorem
2. Solutions of problems using Pythagoras theorem
3. Application to real life situations

9. TRIGONOMETRY

1. Tangent, cosine and sine of angles
2. Trigonometric tables
3. Angles and sides of a right angled triangle
4. Sine and cosine of complimentary angles
5. Relationship between tangent, sine and cosine
6. Trigonometric ratios of special angles 30, 45,60 and 90
7. Logarithm of a sine, a cosine and a tangent
8. Application of trigonometry to real life situations

10. AREA OF A TRIANGLE

1. Area of a triangle
1. A=1/2 ab sin c

2. Application to real life situations

11. AREA OF QUADRILATERALS AND OTHER POLYGONS

1. Area of quadrilaterals
2. Area of other polygons (Regular and irregular)

12. AREA OF A PART OF A CIRCLE

1. Area of a sector
2. Area of a segment
3. Area of a common regions between two circles

13. SURFACE AREA OF SOLIDS

1. Surface area of prisms, pyramids, cones, frustrums and spheres

14. VOLUME OF SOLIDS

1. Volume of a prism, a pyramid, a cone, a frustrum and a sphere

15. QUADRATIC EXPRESSIONS AND EQUATIONS

1. Expansion of algebraic expressions
2. The three quadratic identities
3. Using the three quadratic identities
4. Factorisation of quadratic expressions
5. Solutions of quadratic equations by factor method
6. Formation and solution of quadratic equations

16. LINEAR INEQUALITIES

1. Inequalities on a number line
2. Simple and compound inequality statements
3. Linear inequality in one unknown
4. Graphical representation of linear inequalities
5. Graphical solutions of simultaneous linear inequalities
6. Simple linear inequalities from inequality graphs
7. Inequalities from inequality graphs

17. LINEAR MOTION

1. Displacement, velocity, speed and acceleration
2. Determining velocity and acceleration
3. Solve problems involving relative speed
4. Distance-time graph
5. Velocity time graph
6. Interpretation of graphs of linear motion
7. Relative speed

18. STATISTICS

1. Definition of statistics
2. Collection and organisation of data
3. Frequency distribution tables (for grouped and ungrouped data)
4. Grouping data
5. Mean, mode and median
6. Representation of data
1. Line graph
2. Bar graph
3. Pie chart
4. Pictogram
5. Histogram
6. Frequency polygon
7. Interpretation of data

19. ANGLE PROPERTIES OF A CIRCLE

1. Arc, chord and segment
2. Angles subtended by the same arc at the circumference
3. Relationship between angles subtended at the centre and angle subtended on the circumference by the same arc
4. Angle in a semi circle
5. Angles properties of a cyclic quadrilaterals
6. Finding angles of a cyclic quadrilateral

20. VECTORS

1. Vector and scalar quantities
2. Vector notation
3. Representation of vectors
4. Equivalent vectors
5. Addition of vectors
6. Multiplication of a vector by a scalar
7. Column vectors
8. Position vectors
9. Magnitude of a vector
10. Midpoint of a vector
11. Translation vector

* FORM 3

1. QUADRATIC EXPRESSIONS AND EQUATIONS(2)

1. Factorisation of quadratic expressions
2. Perfect squares
3. Completion of the square
4. Solution of quadratic equation by completing square method
5. Quadratic formulae
6. Solutions of quadratic equations using the formulae
7. Formation of quadratic equations and solving them
8. Tables of values for a given quadratic relation
9. Graphs of quadratic equations
10. Simultaneous equations-one linear and one quadratic
11. Application to real life situations

2. APPROXIMATIONS AND ERRORS

1. Computing using calculators
2. Estimations and approximations
3. Significant figures
4. Absolute, relative, percentage, round-off and truncation errors
5. Propagation of errors from simple calculations
6. Maximum and minimum errors

3. TRIGONOMETRY (2)

1. The unit circle
2. Trigonometric ratios from the unit circle
3. Trigonometric ratios of angles greater than 360 and negative angles
4. Using trigonometric tables
5. Radian measure
6. Simple trigonometric graphs
7. Derivation of sine and cosine rule
8. Solution of triangles
9. Application of sine and cosine rule to real situation

4. SURDS

1. Rational and irrational numbers
2. Simplification of surds
3. Rationalisation of denominators

5. FURTHER LOGARITHMS

1. Logarithmic notation
2. The laws of logarithms
3. Simplification of logarithmic equations
4. Further computations using logarithmic laws.

6. COMMERCIAL ARITHMETIC

1. Principal rate and time
2. Simple interest
3. Compound interest using step by step method
4. Derivation of compound interest formulae
5. Calculations using the compound interest formula
6. Appreciation and depreciation
7. Calculation of appreciation and depreciation using the compound interest formula
8. Hire purchase
9. Income tax

7. CIRCLES CHORDS AND TANGENTS

1. Arcs, chords and tangents
2. Lengths of tangents and intersecting chords
3. Properties of chords
4. Construction of tangents to a circle
5. Direct and transverse common tangents to two circles
6. Angles in alternate segment
7. Circumscribed, inscribed and described circles
8. Centroid and orthocentre
9. Apply knowledge of tangents and chords to real life situations

8. MATRICES

1. Matrix
2. Order of a matrix
3. Square matrix
4. Compatibility in addition and multiplication of matrices
5. Multiplication of a matrix by a scalar
6. Matrix multiplication
7. Identity matrix
8. Determinant of a 2×2 matrix
9. Inverse of a 2×2 matrix and singular matrix
10. Solutions of simultaneous linear equations in two unknowns

9. FORMULA AND VARIATIONS

1. Change of the subject
2. Direct, inverse, partial and joint variations
3. Constant of proportionality
4. Graphs of direct and inverse proportion
5. Formation of equation on variation from real life situations

10. SEQUENCES AND SERIES

1. Simple number patterns
2. Sequences
3. Arithmetic sequence
4. Geometric sequence
5. Determining a term in the sequence
6. Arithmetic progression (A.P)
7. Geometric Progression (G.P)
8. Sum of an A.P
9. Sum of a G.P
10. Application of A.P and G.P to real life situations

11. VECTORS (2)

1. Co-ordinates in two and three dimensions
2. Column and position vectors in three dimensions
3. Column vectors in terms of unit vectors and
4. Magnitude of a vector
5. Parallel vectors
6. Collinearity
7. Proportional division of a line
8. Ratio theorem
9. Vector methods in geometry

12. BINOMIAL EXPANSION

1. Binomial expansion up to power four
2. Pascal’s triangle
3. Coefficient of terms in binomial expansion
4. Computation using binomial expansion
5. Evaluation of numerical cases using binomial expansion

13. PROBABILITY

1. Probability
2. Experimental probability
3. Range of probability measure 0Range of probability measure 0<p(x)Range of probability measure 0<p(x)<1 </p(x)
4. Probability space
5. Theoretical probability
6. Discrete and continuous probability (simple cases only)
7. Combined events (mutually exclusive and independent
events)
8. Laws of probability
9. The tree diagrams

14. COMPOUND PROPORTIONS AND RATES OF WORK

1. Proportional parts
2. Compound proportions
3. Ratios and rates of work
4. Proportions applied to mixtures

15. GRAPHICAL METHODS

1. Tables and graphs of given relations
2. Graphs of cubic equations
3. Graphical solutions of cubic equations
4. Average rate of change
5. Instantaneous rate of change
6. Empirical data and their graphs
7. The line of best fit
8. Equation of a circle
9. Finding of the equation of a circle
10. Determining of the centre and radius of a circle

* FORM 4

1. MATRICES AND TRANSFORMATIONS

1. Transformation on the cartesian plane
2. Identification of transformation matrix
3. Successive transformations
4. Single matrix of transformation for successive transformations
5. Identity matrix and transformation
6. Inverse of a transformation
7. Area scale factor and determinant of a matrix
8. Shear and stretch (include their matrices)
9. Isometric and non-isometric transformation
10. Application of transformation to real life situations

2. STATISTICS

1. Mean from assumed mean
2. Cumulative frequency table
3. Ogive
4. Median
5. Quartiles
6. Range
7. Interquartile range
8. Quartile deviation
9. Variance
10. Standard deviation

3. LOCI

1. Common types of loci
2. Perpendicular bisector loci
3. Loci of a point at a given distance from a fixed point and a fixed line
4. Angle bisector loci
5. Constant angle loci
6. Other loci under given condition including intersecting loci
7. loci of inequalities
8. Loci involving chords

4. TRIGONOMETRY (3)

1. Trigonometric ratios
2. Deriving the relation
1. `(sin^{2}(x))+(cos^{2}(x))=1`
3. Graphs of trigonometric functions
1. y=sinx
2. y=cosx
3. y=tanx
4. y=a sinx
5. y=a cosx
6. y=a sinbx
7. y=a cosbx
8. y=a tanbx
9. `y=a sin(bx +- theta )`
10. `y=a cos(bx +- theta )`
11. `y=a tan(bx +- theta )`
4. Simple trigonometric equations amplitude, period,
wavelength and phase angle of trigonometric functions

5. THREE DIMENSIONAL GEOMETRY

1. Geometrical properties of common solids
2. Skew lines and projection of a line onto a plane
3. Length of a line in 3-dimensional geometry
4. The angle between
1. a line and a line
2. A line and a plane
3. A plane and a plane
5. Angles between skew lines

6. LONGITUDES AND LATITUDES

1. Latitude and longitudes (great and small circles)
2. The equator and Greenwich Meridian
3. Radii of small and great circles
4. Position of a place on the surface of the earth
5. Distance between two points along the small and great circles in nautical miles and kilometres
6. Distance in nautical miles and kilometres along a circle of latitude
7. Time and longitude
8. Speed in knots and kilometres per hour

7. LINEAR PROGRAMMING

1. Formation of linear inequalities
2. Analytical solutions of linear inequalities
3. Solutions of linear inequalities by graphs
4. Optimization (include objective function)
5. Application to real life situations

8. DIFFERENTIATION

1. Average and instantaneous rates of change
2. Gradient of a curve at a point
3. Gradient of `y=x^{n} (where n is a positive integer)
4. Delta notation `( Delta )`
5. Derivative of a polynomial
6. Equations of tangents and normals to the curve
7. Stationary points
8. Curve sketching
9. Application of differentiation in calculation of distance, velocity and acceleration
10. Maxima and minima

9. AREA APPROXIMATION

1. Area by counting techniques
2. Trapezium rule
3. Area using trapezium rule
4. Mid-ordinate rule
5. Area by the mid-ordinate rule

10. INTEGRATION

1. Differentiation
2. Reverse differentiation
3. Integration notation and sum of areas of trapezia
4. Indefinite and definite integrals
5. Area under a curve by integration
6. Application in kinematics

House allowances per grade (Latest rates)

The Teachers Service Commission, TSC, pays house allowance to teachers on a monthly basis; alongside their salaries.. This allowance is only paid to all teachers on the TSC payroll.

Teachers receive different rates of house allowances. Two factors influence the rate of Payment of house allowance. These factors are:

  • the teacher’s job group and
  • work station.

Payment of House Allowance based on Work Station

Teachers’ Workstations have been classified, by the Salaries and Remuneration Commission (SRC), thus;

  • Nairobi,
  • Former Major Municipalities (Mombasa, Kisumu, Nakuru, Nyeri, Eldoret, Thika, Kisii, Malindi and Kitale),
  • Other former Municipalities; Ruiru, Kikuyu, Kitui, Machakos, Mlolongo, Athi River, Vihiga, Wote, Mumias, Bomet, Limuru, Kericho, Kimilili, Kakamega, Kapsabet, Kiambu, Bungoma, Webuye, Busia, Runyenjes, Migori, Embu, Homa Bay, Lodwar, Meru, Nyahururu, Nanyuki, Maua, Voi, Siaya, Chuka and Kerugoya/ Kutus
  • Other areas; this include all regions not mentioned in bullet 1-3 above.

Teachers working in Nairobi receive the highest house allowances as opposed to their counterparts working in reserves (other areas).

Payment of House Allowance based on job groups

Similarly, teachers in higher job groups get more house allowances than their counterparts in lower groups.

Read about all other allowances here; Full details on all allowances paid to teachers by TSC.

TSC HOUSE ALLOWANCE RATES FOR TEACHERS

Administrators in Job grades D5 to D2 and working in Nairobi receive the highest monthly house allowance. These teachers pocket Sh50,000 per month.

Here are the latest TSC House Allowance rates per job group and work station;

S/No. JOB GROUP Nairobi Major municipalities* Other municipalities* others
1 B5 6,750 4,500 3,850 3,200
2 C1 10,000 7,500 5,800 4,200
3 C2 16,500 12,800 9,600 7,500
4 C3 28,000 22,000 16,500 13,000
5 C4 28,000 22,000 16,500 13,000
6 C5 35,000 25,500 18,000 20,000
7 D1 45,000 28,000 25,000 20,000
8 D2 50,000 35,000 25,000 20,000
9 D3 50,000 35,000 25,000 20,000
10 D4 50,000 35,000 25,000 20,000
11 D5 50,000 35,000 25,000 20,000

 

Posts with related news;

See the full list of latest TSC Allowances for all teachers.

TSC teacher promotions and new salaries 2021

TSC administrative promotions 2021 lists (How to check if you have been promoted)

TSC list of all appointed Senior Teachers per county: Latest TSC News

TSC reveals criteria used to promote teachers in 2021 (See promotion lists per County and letters)

2021 TSC Promotion results and letters for over 16,000 teachers out

TSC says Promotions of teachers completed (Letters to be dispatched)

TSC Latest guidelines on promotion and appointment of school administrators (Principals, Head Teachers, Deputies, Senior Teachers and Masters)

TSC Promotions 2021

New TSC teachers salary scales 2021

Lugari TTC 2020/2021 intake, courses, requirements, contacts, fees, admission letters: Diploma in Education Latest News

Are you looking for Lugari Diploma Teachers Training College (Lugari TTC) Courses, Fees Structure, Admission Requirements, Application Form, Contacts. Then, check all the details below.

LUGARI TTC LOCATION

Lugari Diploma Teachers Training College is a government owned TTC that is located in Western Kenya in Kakamega County, Lugari Sub County, in Munyuki Sub-Location, approximately 35kilometres from Eldoret Town on Uganda – Webuye Road, between Turbo township and Kipkarren River township, 4 km from the main Eldoret-Malaba road, in a serene and cool environment  next to Lumakanda DEB Primary School.

BRIEF HISTORY OF LUGARI TTC

The concept of starting a Public Teacher Training College was first mooted in 2013.   Lugari community was keen on having a Teacher Training College started in the sub county.  It was largely felt that the establishment of the College other than assisting students from all over Kenya would encourage students from the Secondary and Primary schools within the Constituency/County to uplift their performance, and also stir economic growth in the region.

It was an initiative of the Community through the Constituency Development Fund (CDF) and Ministry of Education. It is managed by a Substantive Board of Management appointed by the Cabinet Secretary – Ministry of Education. The College was cleared by The Kenya Universities and Colleges Central Placement Service (KUCCPS) and received its first batch of students in September 2015/2016 Academic Year. Initial Officers included the first Principal Mrs. Anne Esese and the Deputy Principal Mr. Joseph Ngecho. They were later joined by other Lecturers.

LUGARI TTC COURSES

Lugari TTC offers courses in Diploma in Education for both Arts and Science based subjects.

Lugari TTC Courses.

LUGARI TTC APPLICATION FORM & REQUIREMENTS & INTAKES

Intakes for new students to Lugari TTC usually occur in September, every year.

APPLICATION PROCEDURE VIA THE KUCCPS STUDENT PORTAL

This is the main procedure through which you can file your application.

  • Applications are made online at the Kenya Universities & Colleges Central Placement Service (KUCCPS)’s website: – www.kuccps.net on specified dates when the site is announced open for applications. However, students who miss this dates may apply directly to the College.

  • Applicants who sat for KCSE in 2011 and previous years and have not benefitted from any Government Sponsorship are also eligible to apply.

MINIMUM DIPLOMA IN EDUCATION COURSE QUALIFICATIONS:

TTCs offer training for both Science (Diploma in Education Science) and Arts (Diploma in Education Arts) teachers. The diploma course lasts for 3 academic years. It is a pre-requisite from the Ministry of Education that aspiring secondary school teachers should have the below minimum KCSE qualifications for entry into DTE (Diploma in Teacher Education) course. Here are the latest general minimum requirements for students seeking to pursue teaching:

  • Mean grade: C+ (plus)
  • English: C (plain)
  • Mathematics: D+ (plus) for those taking education arts and C (plain) for those hoping to undertake training in education science.
  • Two specialization subjects (subjects you intend to teach at high school): C+

Visit this link to get information for all other TTCs, universities and colleges.

APPLYING FOR COURSES AT LUGARI TTC

If you are interested for a study vacancy at Lugari TTC, but you were not placed by KUCCPS, you can still secure a chance.  Scan and send your KCSE Results Slip or Certificate to lugaridttc@gmail.com  to secure your chance or call 0718120187. Your results slip will be verified before you are instructed on how to get your admission letter.

If you applied and was placed by Kenya Universities & Colleges Central Placement Service (KUCCPS) to Lugari Diploma T.T.C.; please download the below admission letter and use it to prepare to report. If you have any queries, kindly get assistance from 0718120187.

SUBJECTS’ COMBINATIONS OFFERED AT LUGARI TTC

A number of subject combinations are available for prospective students to choose. You can take any two subjects that match your preferrence and qualifications. (Remember that you must have scored a minimum of a C+ in each of the 2 subjects at KCSE).

  1. Mathematics/Geography
  2. Mathematics/Business Studies
  3. Geography/Business Studies
  4. Geography/History
  5. Kiswahili/CRE
  6. Kiswahili/History
  7. Kiswahili/Geography
  8. English/CRE
  9. English/History
  10. English/Geography
  11. CRE/History
  12. CRE/Geography
  13. Biology/Agriculture
  14. Biology/Mathematics
  15. Computer Studies/Mathematics
  16. Home Science/English
  17. Home science/Geography
LUGARI TTC FEES STRUCTURE

Lugari TTC charges reasonable fees for both new and continuing students. Click on this link to see the latest Lugari TTC Fees Structure.

LUGARI TTC PORTALS/ WEBSITE AND CONTACTS

In case you need further information, then use any of the channels below to reach Lugari TTC administrators for assistance;

New TSC recruitment interview dates and venues per County- Busia

The 2020 recruitment of new teachers by the Teachers Service Commission Commission, TSC, was revised. Consequently, Counties have released new interview dates and venues. In Busia County recruitment for secondary school teachers will be done between Monday September 28, and Wednesday 30, 2020.

See also; Revised TSC interview dates per County- Trans Nzoia County recruitment schedule

2020 BUSIA COUNTY REVISED INTERVIEW DATES AND VENUES.

Busia County revised interview dates and venues for TSC recruitment exercise.

Sironga Girls High School’s KCSE 2024 Verified Results Analysis & Grade Count

Sironga Girls High School’s KCSE 2024 Verified Results Analysis & Grade Count

Sironga Girls High SCHOOL’S KCSE RESULTS ANALYSIS & GRADES COUNT- 2024

Sironga Girls High School recorded impressive results in the KCSE 2025 exams. Here is  the school’s official results as released by the Kenya National Examinations Council, Knec, on January Thursday 9th, 2024 at Mitihani House in Nairobi.

GRADE CANDIDATES’ COUNT
A (PLAIN) 0
A- (MINUS) 17
B+ (PLUS) 106
B (PLAIN) 285
B- (MINUS) 279
C+ (PLUS) 137
C  (PLAIN) 29
C- (MINUS) 6
D+ (PLUS) 0
D (PLAIN) 0
D- (MINUS) 0
E 0
X 0
Y 0
U 0
P 0
W 0
TOTAL/ ENTRY 859
MEAN POINTS 8.389
SCHOOL MEAN B-  (minus)
CANDIDATES WITH C+ & ABOVE 824
UNIVERSITY PASS % 95.93%

 

Kuccps Final Course List for Kaimosi Friends University; Course Codes, Fees, Requirements, Cluster Cut Off Points

Kuccps Final Course List for Kaimosi Friends University; Course Codes, Fees, Requirements, Cluster Cut Off Points

KAIMOSI FRIENDS UNIVERSITY

PROGRAMMES ON OFFER FOR 2023/2024 CYCLE

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2023/2024 CUTOFF 2020 CUTOFF
1 1470111 BACHELOR OF SCIENCE (BIOLOGY) KSH 224,400 17.459
2 1470115 BACHELOR OF SCIENCE IN COMPUTER SCIENCE KSH 306,000 19.223 19.481
3 1470132 BACHELOR OF SCIENCE IN NURSING KSH 275,400 37.808 34.754
4 1470133 BACHELOR OF COMMERCE KSH 183,600 22.544 22.361
5 1470135 BACHELOR OF EDUCATION (ARTS) KSH 183,600 23.717 27.234
6 1470136 BACHELOR OF ARTS (CRIMINOLOGY AND CRIMINAL JUSTICE) KSH 153,000 22.926 26.769
7 1470137 BACHELOR OF EDUCATION (SCIENCE) KSH 244,800 28.666 30.347
8 1470145 BACHELOR OF SOCIAL WORK KSH 153,000 22.926 24.899
9 1470146 BACHELOR OF SCIENCE IN ECONOMICS KSH 183,600 20.100 20.048
10 1470164 BACHELOR OF SCIENCE (APPLIED STATISTICS, WITH IT) KSH 244,800 20.100 20.048
11 1470180 BACHELOR OF EDUCATION IN EARLY CHILDHOOD EDUCATION KSH 183,600 22.636
12 1470200 BACHELOR OF SCIENCE (ECONOMICS AND STATISTICS) KSH 183,600 20.100
13 1470215 BACHELOR OF SCIENCE (AGRICULTURAL ECONOMICS AND RESOURCE MANAGEMENT) KSH 275,400 17.459 16.791
14 1470232 BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY KSH 275,400 19.223 19.481
15 1470282 BACHELOR OF EDUCATION (FRENCH) KSH 183,600 22.636 22.244
16 1470309 BACHELOR OF SCIENCE (MATHEMATICS WITH IT) KSH 224,400 20.100 20.048
17 1470366 BACHELOR OF SCIENCE (PHYSICS WITH APPROPRIATE TECHNOLOGY) KSH 224,400 17.459
18 1470513 BACHELOR OF SCIENCE (CHEMISTRY) KSH 224,400 17.459
19 1470560 BACHELOR OF SCIENCE IN CLINICAL MEDICINE AND COMMUNITY HEALTH KSH 275,400 34.190
20 1470588 BACHELOR OF SCIENCE (MATHEMATICS & ECONOMICS, WITH IT KSH 224,400 20.100 20.048
21 1470597 BACHELOR OF SCIENCE (OPTOMETRY AND VISION SCIENCES) KSH 275,400 27.294
22 1470644 BACHELOR OF DISASTER MANAGEMENT & INTERNATIONAL DIPLOMACY KSH 153,000 22.926 25.166
23 1470C36 BACHELOR OF SCIENCE IN INFORMATION SYSTEMS AND KNOWLEDGE MANAGEMENT KSH 275,400 22.544

TSC Guidelines For Recruitment Of Secondary School Teacher Interns, 2021-2022

TSC Guidelines For Recruitment Of Secondary School Teacher Interns, 2021-2022

Following the advertisement for the recruitment of teacher interns, Boards of Management of schools are required to conduct the selection exercise for the advertised vacancies in their respective institutions.

The Selection Panel will be expected to exercise the highest degree of transparency and accountability, as stipulated in the Public Officers Ethics Act, and TSC Code of Conduct and Ethics for Teachers. The Head of Institution is required to induct members of the Board of Management/Selection panel on the relevant areas of the TSC Act, the Code of Regulations for Teachers (CORT) and the relevant administrative procedures before the commencement of the exercise.

The TSC County Director MUST ensure that the recruitment process is done in strict adherence to the protocols by the Ministry of Health on containment of COVID- 19 pandemic.

All applicants must be registered teachers as per Section 23(1) of the Teachers Service Commission Act, 2012. Applicants who are not registered do not qualify to be recruited,

Applicants who apply for confirmation of results from KNEC should provide the address of the County Director where they made their application.

It will be the responsibility of the applicants to ensure that the results are received within 14 days after the verification of certificates by the County Directors.

See also; TSC interview questions and their answers- 2020/2021 recruitment

Applicants whose names differ In the certificates and/or identity cards are required to provide a duly Affidavit explaining the variation in names or the sequence thereof.

Applicants who re-sat either KCPE or KCSE examinations (or their equivalent) MUST present certified copies of the certificate(s) of the national examination(s) in question for all attempts.

Applicants will be required to submit their applications to The Secretary, Teachers Service Commission through online platform www.teacheronline.tsc.go.ke for the county where a vacancy has been declared,

System generated Merit list will be sent to the County Directors. Upon receipt of the Merit List, the County Directors shall share with their respective Sub-County Directors and Heads of Institutions. Heads of Institutions shall use the Merit List to organize for the interviews in consultation with their respective Sub-County Directors.

Related news: TSC gives English/Literature subject combination a lion share of advertised vacancies

DOCUMENTS TO PRESENT DURING INTERVIEWS

Upon invitation for an interview, applicants will be expected to appear with originals and clear copies of the following documents: 

    1. National Identification card;
    2. National Council of Persons with Disability (NCPWD) Card (where applicable):
    3. KCPE certificate or its equivalent {include certificates for attempts if one repeated exams):
    4. KCSE certificates or it’s equivalent (include certificates for attempts if one
    5. repeated exams);
    6. Diploma/Degree certificate and official transcripts;
    7. Certificate of Registration as a teacher;
    8. Sworn Affidavit where names appearing on the submitted documents differ;
    9. Primary and Secondary School leaving certificates and other relevant testimonials.

The date, venue and time of the interview should be displayed on Notice Boards at the County, Sub-Counties, Zonal and Institutional offices,

Heads of Institutions should communicate to all shortlisted applicants through SMS (Short Message Service) at least seven (7) days before the actual date of the interview.

This provision MUST be strictly observed to ensure that all applicants are notified of the date of the Interview, venue and time.

All applicants, regardless of gender, disability, ethnicity or Home County should be given equal opportunity. However, in case of a tie in the scores by the applicants, consideration will be given on the following in their order of priority:

  • Applicant (s) disability status, if any;
  • The Applicant’s performance/ grade in teaching practice;
  • Preference will be given to applicant/s who graduated earlier;
  • The academic and professional performance demonstrated through certificates
  • ie. higher aggregate KCSE grade will be given foremost consideration.

The names of Interviewed applicants ranked in order of performance during the selection process for each vacancy (Appendix iii) will be submitted to the Commission by the County Director together with relevant recruitment documents.

Applicants who were previously employed by the Commission DO NOT qualify for the internship programme.

TSC County Directors MUST ensure that Heads of Institutions confirm the online registration status of the applicants to avoid engaging unregistered/deregistered teachers in the selection process.

Related content;

VERIFICATION AND AUTHENTICATION OF ACADEMIC, PROFESSIONAL AND RELATED DOCUMENTS.

Applicants must present original and legible photocopies of the following documents:

  1. National Identification cards;
  2. National Council of Persons with Disability (NCPWD) Card (where applicable):
  3. Certificate of Registration as a teacher;
  4. KCPE (or it’s equivalent) Certificates (include certificates for attempts if one repeated exams);
  5. KCSE (or it’s equivalent) Certificates (include certificates for attempts if one repeated exams);
  6. Diploma/Degree Certificates and official transcripts;
  7. Primary and Secondary Schools leaving certificates;
  8. Sworn Affidavit commissioned by a Magistrate where names in the submitted documents differ;
  9.  A copy of Personal Insurance Certificate;
  10.  Certificate of good conduct/ waiting slip for a certificate of good conduct.

NB: = Provisional transcript(s) shall not be accepted.

The selection panel shall vet each applicant to verify that: –

    • He/she meets the requirements of the TSC advertisement;
    • Submitted original academic and professional certificates, as well as official transcripts, are authentic.
    • The proof of application for confirmation of results from KNEC has been availed where the certificates are missing. It will be the responsibility of the applicants to ensure that the results are received within 14 days after the verification of certificates.
    • Where results have been confirmed, the original statement of confirmation of results MUST be submitted together with recruitment documents.

The Secretary, Board of Management shall certify photocopies of the original certificates and confirm to the Sub-County Director that they are true copies of the candidate’s original certificates.

Once the interview process is completed, the results will be communicated to applicants on the same day.

The successful applicant(s) will be issued with the TSC Internship Agreement for execution.

It is the responsibility of the TSC County Director to ensure that the:

  • Recruitment exercise Is fair and transparent:
  • The successful applicant(s) on the Merit list sign the Internship Agreement and are issued with Offer of Internship Letter.

The Secretary, Board of Management will ensure that successful applicant signs internship Agreement and is issued with the “Offer of Internship letter” by the TSC County Director to report on the stipulated date.

Entry Report (Casualty) MUST be submitted to the TSC Headquarters immediately the teacher intern reports for the internship.

The Internship Agreement together with other relevant documents should be submitted to the TSC County Director’s office by the TSC Sub-County Director.

The TSC County Director, upon verification and ensuring that all the requirements are met by the successful candidates shall issue the candidates with Offer of Internship Letters.

A copy of Offer of Internship letter together with other relevant

documents shall be submitted to the TSC Headquarters within the stipulated timelines.

WARNING: Any applicant(s) who present forged/fake academic, professional and other documents commit(s) an offence; shall be disqualified and considered for deregistration subject to a disciplinary process.

SELECTION PANEL FOR SECONDARY SCHOOLS

The Selection Panel for Secondary Schools with functional BOMs shall comprise of:

  1. Chairperson, Board of Management. Chairperson
  2. Head of the Institution – Secretary
  3. Subject Specialist – Member
  4. TSC County Director’ Representative. Member

TOTAL of 4

The Selection Panel for Secondary Schools with functional BOMs shall comprise of:

  1. TSC County Director/ Representative – Chairperson
  2. Head of the Institution “ Secretary
  3. Subject Specialist – Member
  4. PA Chairperson – Member

TOTAL of 4

N/B: The TSC County Director shall ensure chat the Selection Panel is well sensitized to interview within the COVID-19 containment

measures as set by the Ministry of Health.

SELECTION CRITERIA

The Secretary, Board of Management shall present 2 system-generated lists received from the County Director of all applicants to the selection panel.

The selection panel shall conduct interviews for those who meet the set criteria. The County Director should note any inconsistencies, make decisions based on the guidelines and advise the applicants /panel and the Commission accordingly.

Applicants shall present themselves in person to the selection panel. The Panel shall score each applicant based on the selection score guide (Appendices 1 (a) or 1 (b).

An applicant with Special Needs, especially challenges relating to speech and/or hearing shall be allowed the company and support of a sign language Interpreter or an appropriate Assistant.

QUALIFICATIONS

Eligibility for Graduate Teacher Interns

  • Applicants must have a minimum mean grade of C+ (plus) at KCSE and C+
  • (plus) in each of the two teaching subjects or two (2) Principles and one (1) Subsidiary pass at “A’ Level. Besides, they must have:
  • A Bachelor of Education Degree with two (2) teaching subjects.
  • A Bachelor of Science or Arts Degree plus a Post Graduate Diploma in Education (PGDE) with two teaching subjects.
  •  Bachelor of Science with Education/Bachelor of Arts with Education with two teaching subjects.
  •  Bachelor of Education holders with Mean Grade of C (Plain) and C (Plain) in the two teaching subjects at KCSE and have undertaken a Diploma in Education or gone through the A-Level system in the relevant area(s) are eligible.
  •  Bridging/Pre-university certificates for those who completed the course before December 31″ 2015 may be considered.

Eligibility for Diploma Teacher Interns

  • Applicants must have a minimum Mean Grade of C+ (Plus) at KCSE or its
  • equivalent with at least C+ (Plus) (or Credit pass) in the two teaching subjects or one (1) Principle and two (2) Subsidiaries at ‘“A’-Level. Also, they must have a Diploma in Education from a recognized Teacher Training Institution.
  • Diploma Teachers who graduated in 2008 or before with a Mean Grade of C (Plain) and C (Plain) in the two teaching subjects are eligible;
  • Hearing and Visually impaired teachers who enrolled for training with Mean Grade of C (Plain) and C (Plain) in the two teaching subjects are eligible.

Eligibility for Technical Teacher Interns

Applicants must have a minimum Mean Grade of C+ (Plus) at KCSE or its

equivalent with at least C+ (Plus) (or Credit Pass) in the two teaching subjects or one (1) Principle and two (2) Subsidiaries at ‘A’-Level. Besides, they must have:

    • Bachelor of Education Technology (Bed TECH); OR
    • Bachelor of Science (BSc) in any relevant technical subject (s) /Course; or
    • A Higher Diploma in a technical course. Further, applicants under this category MUST possess a Diploma in Technical Teacher Education from Kenya Technical Teachers College (KTTC) or a Post Graduate Diploma in Education (PGDE) from a recognized University.;
    • A Diploma in a technical course,
    •  Applicants with Economics/Commerce/Accounting can apply for Business Studies and those with Social Education and Ethics (SEE) for CRE/IRE vacancies.
    •  Diploma Teacher Interns with English/other subjects qualify for engagement as English/Literature teacher interns.
    •  All applicants must have studied at least two (2) teaching subjects at KCSE except for Agriculture, Business Studies, Home Science, and Computer.
    • For these who did not study Business Studies and Computer, one should have attained a minimum of C+ (Plus) In Mathematics in CSE. For these who did not study Agriculture and Home Science, one should have attained a minimum of C+ in Biology at KCSE.
    • Graduate Teacher Interns should have studied a minimum of eight (8) course units in each teaching subject.
    • Applicants presenting enhancement certificate(s)/official transcripts in teaching subject(s) from a recognized institution(s) qualify for employment if they scored at least a C+ (Plus) in the enhanced subject at MCSE.
    • Applicants previously employed under contract and whose services were terminated due to inadequate units In teaching subjects and have since obtained enhancement certificates with adequate units are eligible to apply.
    • Applicants applying for computer studies MUST have taken teaching methods course in the subject.
    • For applicants trained in Special Needs Education, Kenya Sign Language (KSL) or Braille will be considered as “teaching subjects”. Such will, for instance, include Biology/KSL and Geography/ Braille etc.
  • Applicants whose training is in subjects that are currently not in the curriculum does not qualify, irrespective of the Post Graduate Diploma in Education (PGDE) and/or enhanced qualification/s they may possess.
  • This category includes, but not limited to Bachelor of Science / Bachelor of Arts in; natural Resources, Meteorology, Forestry, Animal Husbandry, Horticulture, Farm Machinery, Fisheries, Anthropology, sociology, Theology/Divinity, Journalism etc.

MARKING SCHEMES FOR SECONDARY SCHOOL TEACHER INTERNS

AUTHENTICATION OF DOCUMENTS BY THE TSC COUNTY DIRECTOR

The TSC County Directors should:

  1. Ensure that the recruitment documents consist of all the required attachments;
  2. Scrutinize the recruitment documents to confirm that the applicant(s) recruited qualify for the internship as per these Recruitment Guidelines;
  3.  Ensure that all documents are duly signed as required; including the score sheets,
  4. Minutes of the Selection Panels confirming that the candidate qualifies/merits to be engaged as an intern;
  5.  Receive and address the complaints received, liaise with the complainant and submit appropriate action taken and/or recommendations to the Commission Headquarters.

DOCUMENTS TO BE SUBMITTED TO THE TSC HEADQUARTERS

Upon conclusion of the Recruitment exercise at the County level, the County Director Is required to submit the following documents to the TSC Headquarters:

1. Duly executed Offer of Internship letter and the Internship Agreement, together with a copy of the acknowledgement of receipt of the application for an internship, certified copies of Certificate of Registration as a teacher, academic certificates, professional certificates and all official transcripts, identity card, NCPWD Card (where applicable), Affidavits (where applicable) and two passport size photographs in respect of successful candidate(s).

2. The County Director shall also submit the following documents in respect of every successful applicant:

  • Copy of teacher registration certificate;
  • Certified copy of a bank plate;
  • Duly completed pay point particulars form
  • Copy of KRA PIN certificate;
  • Copy of NHIF Card;
  • Certificate of good conduct/ Waiting slip for the certificate of good conduct;
  • A copy of Personal Insurance Certificate.

3. A list of all interviewed applicants in order of merit for the advertised vacancies.

4.  A copy of the system generated list of all applicants clearly showing those who failed to attend the interview

5. List of applicants with special needs.

6. Duly signed Minutes of the relevant Board of Management Meeting;

7. Completed selection score guide duly signed;

8. Any relevant document or material used in the Recruitment exercise.

GRIEVANCE MANAGEMENT

An applicant dissatisfied with the objectivity or any irregular or illegal matter related to the manner the recruitment is undertaken should immediately submit a written complaint to the TSC County Director and send an email thereof to the TSC Headquarters through ddstaffingp@tsc.go.ke not later than seven (7) days after the selection exercise;

Upon receipt of the complaint, the TSC County Director should, within seven (7) days analyze and address the issue/s raised and thereafter respond to the complainant and submit a report to the Headquarters elaborating on the matter and indicating the action taken.

Where the complaint is made against the TSC County Director, the TSC Headquarters shall investigate the allegations and take appropriate remedial action.

IMPORTANT NOTES

  • Clarification and advice on all matters arising from these guidelines should be directed to the respective TSC County Directors.
  • Under no circumstances should an applicant sign an Internship Agreement to serve in two or more schools. Also, an applicant should not have more than one Offer of Internship letter.
  • Notwithstanding the decentralization of the teacher Interns recruitment process, the Commission may undertake the recruitment directly from the TSC Headquarters.

MOI HIGH SCHOOL MBIRURI 2021/2022 KCSE Results Analysis, Grade Count

MOI HIGH SCH MBIRURI 2021/2022 KCSE Results Analysis, Grade Count

The School recorded an impressive result in the 2021 KCSE exams. Below is the full analysis of the school’s KCSE 2021/2022 performance.

Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.

HERE IS THE SCHOOL’S 2021/2022 KCSE RESULTS ANALYSIS IN FULL

GRADE ENTRY A A- B+ B B- C+ C C- D+ D D- E X Y U P W 2021 2020 2019 DEV
NO OF CANDIDATES 275 12 36 62 55 46 33 22 8 0 0 0 0 1 0 0 0 0 8.854 8.543 8.402 0.311
UNIVERSITY DIRECT ENTRY 244                               . .        
TOTAL CANDIDATES 275                               . .        
% DIRECT ENTRY 88.72727                               . .        

BACHELOR OF SCIENCE IN INFORMATION SCIENCE KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE IN INFORMATION SCIENCE KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE IN INFORMATION SCIENCE
# PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF
1 1063150 TECHNICAL UNIVERSITY OF MOMBASA BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 24.371 24.65 24.908
2 1073150 RONGO UNIVERSITY BACHELOR OF SCIENCE (INFORMATION SCIENCE) 22.361 24.648 23.619 24.261 23
3 1077150 KENYA METHODIST UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 24.506 24.941 24.842
4 1082150 MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY BACHELOR OF SCIENCE (INFORMATION SCIENCES AND KNOWLEDGE MANAGEMENT) 24.612 26.182 24.876 26.925 28.353 26.79
5 1096150 GARISSA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCES 22.361 24.438 23.958 24.377 23
6 1105233 CHUKA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 24.249 24.469 24.488 24.706 24.261 30.19
7 1112150 TECHNICAL UNIVERSITY OF KENYA BACHELOR OF SCIENCE (INFORMATION SCIENCE) 31.501 31.601 30.123 30.772 29.917
8 1118150 UNIVERSITY OF KABIANGA BACHELOR OF SCIENCE (INFORMATION SCIENCES AND KNOWLEDGE MANAGEMENT) 22.361 24.82 24.849 24.785 30.909
9 1165150 MAASAI MARA UNIVERSITY BACHELOR OF SCIENCE (INFORMATION SCIENCE) 22.361 24.175 24.912 25.242 24.884 31.91
10 1240150 MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 24.981 24.493 25.911 27.641 27.53
11 1244150 KARATINA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCES 22.361 24.622 24.37 24.056 30.586
12 1253150 MOI UNIVERSITY BACHELOR OF SCIENCE (INFORMATION SCIENCES) 25.857 29.62 29.263 30.865 31.105 36.011
13 1279150 MOUNT KENYA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 25.07 24.58 25.212 25.071 28.26

Revealed: Top 100 candidates in 2022 KCPE exams

Otieno Lewis Omondi Glen and Fwaro Makokha Robinson are the top students in the 2022 Kenya Certificate of Primary Education tests.

The two received 431 out of a possible 500 points.

Glen from St Peter’s Mumias Boys Primary School and Robinson from Christ the King Primary School in Bungoma outperformed the other 1,244,188 candidates who took the exam.

Christ The King Primary school has produced the best pupil in Bungoma County.

NAME MARKS SCHOOL COUNTY
Otieno Lewis Omondi Glen 431 St Peter’s Mumias Boys Kakamega
Fwaro Makokha Robinson 431 Christ The King Academy Bungoma
Wasaka Kisaka 429 Utafiti Primary School Kiambu
Maxwell Muturi 429 Grace Harvest Academy Nairobi
Kioo Collins Muli 429 Premese Makueni Academy Makueni
Wayne Moset 429 Imperial Primary School Kisii
Keith Nimroud Ochieng 429 Golden Elites Kisumu Kisumu
Leselo Evans Kipeno 428 Konza Plains Academy Nairobi
Muriithi Tom Mathenge 428 Gilgil Hills Academy Nakuru
Ochieng Joy Akinyi 428 Ongata Academy Nairobi
Lindell Mwende 427 Amwamba Primary School Meru
Ashley Kaveza Ijayo 427 All Saints Cathedral School Nairobi
Ngigi John Kariuki 427 Bambino Academy Kilifi
Jammel Aunga Ouma 426 St Mathews Learning Centre Nairobi
Kiptoo Isaac 426 Ndanai Township Academy Bomet
Ngome Lenny Nyangechi 426 St. Peters Elite Schools Nakuru
Sasha Wanjiru 426 Fred’s Academy Meru
Odhiambo Nina 426 Tender Care Junior Academy Nairobi
Larry Mburu 425 Good Shepherd Academy Nyeri
Gloria Kiprono 425 Mogotio Little Friends Academy Baringo
Kibe Ndung’u 425 Sukari Presbyterian Academy Kiambu
Melissa Lidabuor Omondi 425 All Saints Cathedral School Nairobi
Makunga Bright enos 425 Christ The King Academy Bungoma
Muriithi Catherine Wangeci 425 Accurate Schools Komarock Nairobi
Mwaniki Baraka Mumo 424 Kerugoya Municipality Kirinyaga
Claire Wanjiru 424 Good Shepherd Academy Nyeri
Ryan Tumbes Kiptui 424 Whitestar Academy Lang’ata Nairobi
Omoke Derrick Keraro 424 Precious Hope School Kisii
Muraya Claire Wanjiru 424 Good Shepherd Academy nyeri
Benny Victor Ng’uono 424 Ober Boys Primary Kisumu
Graca Nyamweya 424 Citam Schools Woodley Nairobi
Christian ian Munene 424 St James Dam Kiserian kajiado
Wamugunda Grace Muthoni 424 St James Dam Kiserian Kajiado
Wesley Muganda 423 Whitestar Academy Lang’ata Nairobi
Ryan Mutwiri 423 Kathigiri Public Mixed Boarding Meru
Maina Elvin Njooro 423 Sukari Presbyterian Academy Kiambu
Kuria Lewis Kahuthu 423 Sukari Presbyterian Academy Kiambu
Derrick Prince 423 Point of Grace Academy Kisumu
Christine Wangari 422 Whitestar Academy Lang’ata Nairobi
Mzungu Ricks Runya 422 The Daniel School Machakos
Kilonzo Douglas Kioko 422 Nyali School Mombasa
Mumbe Dmitry Kitui 422 Lakewood School Kajiado
Kamau Ann Wangui 422 Vidhu-Ramji Primary Murang’a
Veniscoius Njuiri Kinyua 421 St Mathews Learning Centre Nairobi
Jewel Kendi Kimathi 421 Sukari Presbyterian Academy Kiambu
Gideon Kiptoo 421 Ndanai Township Academy Bomet
Titus Kiprotich 420 Ndanai Township Academy Bomet
Cindy Esther Safari 420 Mudzini School Kilifi
Minervah Wiliam Mbugua 420 St Mathews Learning Centre Nairobi
Cherono Adeline Ubindi 420 Greenvale School Eldoret
Joshua Mwendwa Muoki 419 Mudzini School Kilifi
Kihara Einstein Nyaga 419 Sukari Presbyterian Academy Kiambu
Ryan Kahenya 418 Emmanuel Primary Murang’a
Valentine Kimutai 418 Mogotio Little Friends Academy Baringo
Carren Jepsortich 417 Mogotio Little Friends Academy Baringo
Steven Wambua Musyoki 417 Mudzini School Kilifi
Thiong’o Adelaide Wanjiku 417 St Ack Elizabeth Academy Nairobi
Kiarie Mwangi 417 Sukari Presbyterian Academy Kiambu
Rachel Njeri 417 Sukari Presbyterian Academy Kiambu
Sila Eric Mumo 417 Air View Education Centre Kajiado
Eugene Amoro Orutwa 416 St Mathews Learning Centre Nairobi
Kithi Leona Dama 416 Busy Bee School Mombasa
Faith Gakii Ireri 416 Kathigiri Public Mixed Boarding Meru
Muia Nicole Mwongeli 416 Early Bird Schools Machakos
Fundi Brettah Mwende 416 Tenri Primary School Embu
Gideon Kipkoech Bett 416 Ndanai Township Academy Bomet
Iman Said Awadh 415 Mudzini School Kilifi
Shakainah Wambui 415 Sukari Presbyterian Academy Kiambu
Anton Johannes Rainer 415 Mudzini School Kilifi
Muriithi Angela Mumbi 415 Excellent Star Academy Machakos
Otieno Michael Odhiambo 415 Early Birds Schools Machakos
Tessie Nduku 415 Sunrise Children’s Garden Nairobi
Valerie Cherono 414 Mogotio Little Friends Academy Baringo
Gloria Jepkeitany 414 Mogotio Little Friends Academy Baringo
Nyamwaya Edmonds Paul 414 Early Birds Schools Machakos
Tialolo Liz Sintoyia 414 Lizar Schools Nakuru
Kirubi Daphine Njoki 414 Green Cottage Academy Murang’a
Mwangi Mark Irungu 414 Harambee Primary School Nairobi
Roy Kinoti 414 Kathigiri Public Mixed Boarding Meru
Mbesu Maryann Keziah 414 Early Birds Schools Machakos
Mohammed Amin Hassan Daud 414 Busy Bee School Mombasa
Delcy Okello 414 Jupiter Academy Nairobi
Muinde Lauren Mutheu 414 Tenri Primary School Embu
Mwaka Salome Nang’orombi 413 Busy Bee School Mombasa
Faith Kenei 413 Mogotio Little Friends Academy Baringo
Patience Kogei 413 Mogotio Little Friends Academy Baringo
Saidimu Faith Sinantei 413 Magadi Soda School Kajiado
Jason Wangi Njoroge 413 St Mathews Learning Centre Nairobi
Promise Mwangi 413 Vidhu-Ramji Primary Murang’a
Queen Nzioki 412 Bethlehem Academy Kiambu
Daniela Akinyi Achieng 412 St Mathews Learning Centre Nairobi
Shehreen Mitchelle Gesuka 412 St Mathews Learning Centre Nairobi
Teddy Mwenda Mbaabu 412 Kathigiri Public Mixed Boarding Meru
Mungai Kennedy Macharia 412 Mariira Primary Murang’a
Fidel Castro 412 Jupiter Academy Nairobi
Jewel Muga 412 Whitestar Academy Lang’ata Nairobi
Murimi Ian Mbui 412 Tenri Primary School Embu
Dickson Sitei 412 Mogotio Little Friends Academy Baringo
Melvin Kipchirchir 412 Mogotio Little Friends Academy Baringo
Ryan Ouma 411 Jupiter Academy Nairobi
Michael Caleb 411 Sunrise Children’s Garden Nairobi
Muia Shanice Mbithe 411 Early Bird Schools Machakos

TSC Minet Optical Service Providers, Hospitals (Location, Contacts)

TSC Minet Optical Service Providers, Hospitals (Location, Contacts)

TSC MEDICAL SERVICE PROVIDERS MASTER PANEL
Region County Sub-county Town Name of Service Provider Access Services
WESTERN BUSIA MATAYOS BUSIA OPTEX OPTICIANS LIMITED DIRECT OPTICAL
NYANZA HOMABAY RACHUONYO SOUTH OYUGIS BABS OPTICALS DIRECT OPTICAL
EASTERN KITUI MWINGI MWINGI FAITH ANNEX OPTICAL CENTRE DIRECT OPTICAL
COAST LAMU LAMU WEST HINDI INTERNATIONAL  OPTICA DIRECT OPTICAL
COAST LAMU LAMU WEST LAMU TOWN RANIV OPTICALS DIRECT OPTICAL
NYANZA MIGORI KURIA  WEST KOWINYO BRACE CLINIC AND VISION CENTRE DIRECT OPTICAL
COAST MOMBASA MAZERAS MAZERAS MVITA EYE CARE SERVICES LTD DIRECT OPTICAL
NAIROBI NAIROBI DAGORETTI UPPERHILL LIONS SIGHTFIRST EYE HOSPTIAL REFERRAL OPTICAL
SOUTH R. VALLEY NAROK NAROK NORTH NAROK OPTOMART OPTICIAN’S EYE CLINIC DIRECT OPTICAL
NYANZA NYAMIRA NYAMIRA SOUTH TOWNSHIP OPTEX OPTICIAN DIRECT OPTICAL
COAST TAITA TAVETA TAVETA TAVETA SANN OPTICALS DIRECT OPTICAL
COAST TANA RIVER GALOLE HOLLA TOWN LENSLINE  EYE CENTRE DIRECT OPTICAL

Eberege Secondary KCSE 2024/2025 Full Results Analysis {Verified Knec Official Results}

Eberege Secondary KCSE 2024/2025 Full Results Analysis {Verified Knec Official Results}

SCHOOL’S NAME EBEREGE
SCHOOL’S KNEC CODE 40727109
Total Registered Candidates/ Entry 2024 56
A (Plain) 0
A- (Minus) 0
B+ (Plus) 1
B (Plain) 1
B- (Minus) 2
C+ (Plus) 15
C (Plain) 17
C- (Minus) 14
D+ (Plus) 0
D (Plain) 0
D- (Minus) 0
E 0
X (Absent) 0
Y (Cancelled) 0
U (Not Graded) 0
P (Pended) 0
W (withheld) 0
2024 MEAN SCORE 5.571
2023 MEAN SCORE 5.375
2022 MEAN SCORE 5.823
DEVIATION 0.196
2024 MEAN GRADE C (plain)
Position in Kenyenya Sub County 25
University Direct Entry (C+ & above) 19
% Transition to university 33.92857
Physical Location: Sub County Kenyenya
County Kisii

Release Of Examinations Results

The Kenya National Examinations Council (KNEC) wishes to bring the following information to the attention of all institutions presenting candidates for the KNEC examinations:

Examination Results Slips and Printouts
Each of the institutions that enter candidates for the KNEC examinations shall receive a hard copy of the institution’s examination results printout and result slips which captures the following information:
1. Institution’s Code and Name
This appears on the top left side of the printout.  The institution’s code is a unique number by which an examination centre is identified by the Council.  This is the number that an institution should always quote whenever communicating with KNEC.
2. Candidates Details
Below the institution’s name and code are details of the candidates.  These details include the index number of the candidate, year of examination, gender, individual subject grades and the mean grade.
The important features of the examination results are as indicated below:-

  • X – denotes an absent candidate. A candidate is declared absent if he/she did not sit for one or all papers in the examination. However, for the KCPE examination results, the symbol AB indicates an absence;
  • Y- denotes that the candidate was involved in an examination irregularity. For the KCPE examination results, the symbol 00 indicates an irregularity;
  • P- denotes that the candidate’s examination results have been pended due to infringement on the entry requirements for the examination e.g. incorrect KCPE details for entry in KCSE examination;
  • W– denotes that the candidate’s examination results have been withheld on suspicion that the candidate has been involved in an examination malpractice and investigations are ongoing;
  • U- denotes ungraded examination results due to infringement of the awards criteria.

Mean Grade Award Descriptions

  • Mean grade will be X, if a candidate is absent in all subjects
  • Mean grade will be Y , if one or more subjects are cancelled
  • Mean grade will be U, if the entry requirements for the KCSE examination are not met
  • Mean grade will be CRNM, if the course requirements for the Teacher education, Business and Technical examinations are not met
  • Mean grade will be P, if results are pended
  • Mean grade will be W, if the examination results are withheld;

The details of pended, withheld and irregularities are communicated to the institution through the Sub County Director of Education at the time of release of the examination results and are received by the institutions at the same time with the examination results.

Release Of Certificates

Once certificates for a specific examination are ready for collection/dispatch from KNEC, the institutions shall be informed through the mass and print media, Sub County Directors of Education and/or the heads of institutions:

  • All certificates for regular candidates are issued through the Heads of Schools/Institutions and to private candidates through the Sub County Directors of Education.
  • The Kenya National Examinations Council reserves the right to withdraw a certificate for amendment or for any other reason should this be necessary.

 

Tarang’anya High school KCSE Results KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Tarang’anya High School is a top performing Boys’ only secondary school, located in Bukira location, Migori County. This is within the Nyanza region of Kenya. Get to know Tarang’anya High school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

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

TARANG’ANYA HIGH SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

TARANG’ANYA HIGH SCHOOL’S PHYSICAL LOCATION

Tarang’anya High School is a top performing Boys’ only secondary school, located in Bukira location, Migori County. The school’s exact physical location is along the Suna-Migori Road.

TARANG’ANYA HIGH SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: Tarang’anya High School
  • SCHOOL’S TYPE: Boys’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 44708101
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 059, Kehancha 52803
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
TARANG’ANYA HIGH SCHOOL’S BRIEF HISTORY

Tarang’anya High School was established in 1965.

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

Here are links to the most important news portals:

TARANG’ANYA HIGH SCHOOL’S VISION

An institution that is a paragon of excellence and pride to all in the society.

TARANG’ANYA HIGH SCHOOL’S MISSION

To provide quality education in an enabling environment for an all round and lifelong development of an individual.

TARANG’ANYA HIGH SCHOOL’S MOTTO
TARANG’ANYA HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

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

TARANG’ANYA HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is after recording a mean score of 5.494 (C- minus) with a candidature of 276.

Also read;

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

TARANG’ANYA HIGH SCHOOL’S PHOTO GALLERY

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

Also read:

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

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

SPONSORED IMPORTANT LINKS:

ENGLISH NOTES BOOKLET- LATEST UPDATE PDF

INTERGRATED English Literature (General Guidelines)…………………. 3

Section I – ……………………………………………………………………………………… 9

      • E- mail + CV
      • Minutes
      • Internal memo
      • Book review
      • Confidential report + E- mail
      • Recipe
      • Internal memo
      • Speech + E- mail
      • Fax
      • Book review
      • Instructions/ directions
      • Internal memo

Section II……………………………………………………………………………………… 35

  • Section A – unseen text
  • Section B – comprehension:-

Question 2 – an excerpt from one of the compulsory texts

  • Section C
  • Question 3 – literary appreciation
  • Poems
  • Oral narratives
  • Grammar – question 4

 

Section III……………………………………………………………………………………. 99

  • Section A – unseen text
  • Section B – comprehension:-

Question 2 – an excerpt from one of the compulsory texts

  • Section C

Question 3 – literary appreciation

  • Poems
  • Oral narratives
  • Grammar – QUESTION 4

Answers

Section I…………………………………………………………………………………………………………… 105

Section II…………………………………………………………………………………………………………. 129

Section III………………………………………………………………………………………………………… 161

 

INTEGRATED ENGLISH LITERATURE

Introduction

The teaching and learning of English as a second language entails that a learner does a lot of practice in the four key areas of:

  1. i) Listening
  2. ii) Speaking

iii) Reading

  1. iv) Writing

This therefore means that a diagnostic approach to establish learner’s problems must be carefully done. All of us will agree that if one must learn swimming then it means that, the swimming candidate should be ready to step in the water and practice the learning of English entails that one is exposed to the language fully

A candidate preparing to sit for the K.C.S.E exams must have a very mastery of the following

  1. GRAMMAR

The study of grammar should help the student to communicate clearly and understand well and clearly what is heard and read. Grammar entails

  1. a) Parts of speech
  2. i) Nouns
  • Common nouns
  • Proper nouns
  • Concrete nouns
  • Abstract nouns

 

  • Number

 

  • Collective nouns
  • Compound nouns
  • Possessives
  • Use of phrasal quantifiers
  • Typical noun derivations
  • Gender – sensitive language
  • Functions of nouns in sentences – subject, object, complement
  1. ii) Pronouns
  • Personal pronouns
  • Possessive pronouns
  • Reflexive pronouns
  • Functions of pronouns
  • Number and person in pronouns
  • Interrogative pronouns
  • Relative pronouns

iii) Verbs

  • Lexical – regular verbs/ irregular verbs
  • Auxiliary verbs – primary and modal
  • Tenses – simple present tense / simple past tense
  • Aspect – perfective and progressive
  • Future time
  • Transitive and intransitive verbs
  • Infinitive s
  • Phrasal verbs and idiomatic expressions
  • Participles
  • Participate phrases
  • Gerunds
  1. iv) Adjectives
  • Comparative and superlative forms
  • Regular and irregular adjectives
  • Gradable and non- gradable adjectives
  • Order of adjectives
  • Quantifiers – few, a few, little, a little
  • Position of adjectives – predicative/ attributive
  • Typical endings of adjectives
  • Functions of adjectives
  1. v) Adverbs
  • Adverbs of manner, time and frequency
  • Adverbs of place and degree
  • Comparative and superlative forms of adverbs
  • Formation of adverbs
  • Functions of adverbs (modifiers)
  • Position of adverbs in sentences
  • Typical endings of adverbs
  1. vi) Prepositions
  • Simple prepositions – in, of, at
  • Complex preposition – despite the fact, in spite of
  • Distinguishing prepositions  from connectors and adverb particles
  • Functions of prepositions in a sentence

vii) Conjunctions

  • Co-ordinating conjunctions – and, but or
  • Sub-ordinating conjunctions – because, when that, which
  • Correlative conjunctions – both….. and

– Not only ….. but also

– Neither …….. nor

– Either ……… or

– No sooner ………. That

  • Functions of conjunctions in sentences

viii) Articles

  • Definite article – the
  • Indefinite articles – a, an
  1. ix) Interjections
  • Identification and usage in sentences

 

  1. b) Phrases
  • Constituents of a noun i.e. determiner, modifier + main noun
  • Examples of noun phrases
  • Constituents of verb and adverb phrases and examples
  • Prepositional and adjectival phrases
  1. c) Simple sentences
  • Sentence structure (subject, predicate)
  • Types of sentences
  • Declarative / affirmative
  • Imperative
  • Interrogative
  • Negative
  • Exclamatory
  1. d) Clauses
  • Independent and sub-ordinate clauses (relative and adverbal clauses)
  • Compound sentences
  • Complex sentences
  • Active and passive voice
  • Conditional and adjectival clauses
  • Noun clauses
  • Compound – complex sentences
  • Direct and indirect speech
  • Inversions
  • Sentence connectors
  • Substitution and ellipsis

 

  1. LISTENING AND SPEAKING

By the time a candidate prepares to sit for the final exam it is expected that they have been provided with appropriate opportunities in the above areas. This is done through:

  • Reciting poems
  • Telling stories
  • Discussing contemporary issues
  • Debating
  • Dramatizing
  • Role – playing
  • Speech drills

 

Content and listening and speaking

  1. a) Pronunciation
  • English sounds – vowel and consonant sounds
  • Distinction between English sounds, mother tongue and Kiswahili
  • Identification of problematic sounds
  • Mastery of problematic sounds in meaningful contexts i.e. by use of tongue twisters, songs and poems
  • Stress and intonation
  • Rhyme in poetry
  • Word play (puns)
  • Alliteration and assonance in poetry
  • Distinguishing word class on the basis of stress
  • Use of tone to reveal attitude

 

  1. b) Listening comprehension and note – taking

This section is very common in paper 101/2 and 101/1

  • Listening and responding to oral narratives
  • Myths
  • Legends
  • Dilemma
  • Trickster
  • Ogre/ fable
  • Animal/ plant tales

Features of each genre of oral literature

Listening and responding to information/ articles on:

  • Children’s rights
  • Child labour
  • Environment
  • HIV/ AIDS
  • Moral values
  • Issues of social responsibility
  • Drug and substance abuse
  • Equal role of men and women
  • Integrity/ anti- corruption education
  • Information technology
  • Poverty eradication
  • Skills of attention and turn taking through use of dialogues
  1. c) Mastery of content

This section is common in paper 101/1

  • Debates
  • Interviews
  • Discussion
  • Speeches
  • Oral reports
  1. d) Etiquette

– Use of courteous language e.g. tank you sir, excuse me sorry, please e.t.c.

– Telephone etiquette

– Appropriate choice of register

– Interrupting and disagreeing politely

– Negotiation skills

– Turn taking

– Paying attention (listening)

  1. e) Non- verbal cues that enhance listening and speaking (Common in paper 101/1 and 101/2)

– Importance of respecting personal space

– Facial expressions, gestures and eye contact

– Bowing/ curtsying

– Appearance and grooming

– The area of listening and speaking is very crucial for students preparing to sit for KCSE exams  and any other. Questions on oral skills – paper 101/1 and 101/2 are normally drawn from this area

 

  1. READING

Mastery of reading is handy as this is a very important component of language learning

  1. a) Content area
  • Silent reading – avoid the following:

Moving lips

Verbalizing words

Use of fingers

Moving the head

  • Development of good reading habits in:

Silent reading

Reading aloud

Speed reading

  • Using dictionary
  • Using the library
  • Scanning and skimming
  • Using reference materials
  • Interpretive reading
  • Study reading
  • Note – making
  • Critical reading
  • Recognizing attitude and tone
  • Distinguishing facts from opinions
  • Close reading

 

 

 

  1. b) Intensive reading
  2. i) Study of poems, plays and short stories
  3.              ii) Plot and literary language

 

  1. i) Study of novels, plays and poems
  2. ii) Characterization and themes

iii) Aspects of style

 

  1. i) Study of novels, plays, poems and short stories
  2. ii) Critical analysis of three prescribed texts (set books)

iii) Oral literature

 

  1. c) Extensive reading
  2. i) Literacy and non- literacy materials on contemporary issues such as :
  • Children’s rights
  • Child labour
  • Environment
  • HIV/ AIDS
  • Moral values
  • Social responsibility
  • Gender responsiveness
  • Drug and substance abuse
  • Human rights
  • Integrity
  • Good governance
  • Technological advancement
  • Poverty eradication
  1. ii) Adventure stories

iii) Fairy tales

  1. iv) Poems
  2. v) Plays
  3. vi) Novels

vii) Short stories

viii) Newspapers, magazines, periodicals

  1. ix) Biographies
  2. x) Reports

 

  1. d) Comprehension skills
  2. i) Recall, comprehension application, analysis, synthesis and evaluation
  3. ii) Summary and note taking

 

  1. WRITING

This is a skill of language learning that needs a lot of practice

Content

  1. a) Handwriting

– Legibility and tidiness

  1. b) Spelling

– Mastery of spelling rules

– Master commonly miss pelt words

  1. c) Building sentence skills and paragraphing

– Writing clear and correct sentences

– Structure of the paragraph  – Topic sentences

– Supporting sentences

– Clincher sentences

– Sequencing of ideas

– Unity in paragraphs

– Sentence variety – using simple, compound and complex sentences

– Devices of developing paragraphs

– Giving reasons/ examples

– Comparing and contrasting

– Using idiomatic expressions

– Using facts/ statistics

– Using rhetorical questions

– Cohesion in paragraphs

– Using transitional words and phrases

– Choice of words

– Recurrent words (different words that refer to the same idea in the paragraph)

– Paraphrasing

 

  1. d) Punctuation
  2. i) Capitalization
  3. ii) Final punctuation marks

iii) Commas

  1. iv) Question marks
  2. v) Apostrophe
  3. vi) Hyphen

vii) Colon

viii) Semi colon

  1. ix) Dash
  2. x) Parenthesis
  3. xi) devices for presenting titles of publication, quotations and headings
  4. e) Personal writing
  5. i) Diaries
  6. ii) Addresses

iii) Packing lists

  1. iv) Personal journals
  2. v) Shopping lists
  3. vi) Reminders

viii) Recipes

  1. f) Social writing
  2. i) Informal (friendly letters)
  3. ii) Invitations

iii) Notes of thanks, congratulations and condolences

  1. iv) Telegrams
  2. v) E – mails
  3. vi) Fax

vii) Instructions to family and friends

  1. g) Study writing
  2. i) Making notes
  3. ii) Taking notes

iii) Summaries

  1. iv) Descriptive essays
  2. v) Synopsis
  3. vi) Reports

vii) Argumentative essays

viii) Reviews

  1. ix) Expository
  2. x) Questionnaires

 

  1. h) Creative writing
  2. i) Imaginative compositions
  3. ii) Poems

iii) Dialogues

  1. iv) Plays
  2. v) Short stories
  3. vi) Autobiographies

vii) Biographies

 

  1. i) Institutional writing
  2. i) Public notices
  3. ii) Inventories

iii) Telephone messages

  1. iv) Filling forms
  2. v) Letters of apology
  3. vi) Notification of meetings

vii) Agenda and minute writing

viii) Memoranda

  1. ix) Curriculum vitae
  2. x) Speeches

 

 

ENGLISH PAPER 101/1 FUNCTIONAL SKILLS

 

SECTION I

The English paper 101/1 – functional writing has three questions namely:

 

 

Q1 FUNCTIONAL WRITING – 20 MARKS

This area is drawn from the section of writing discussed in the introductory section of this booklet. This can be drawn from:

  1. i) Personal writing
  2. ii) Social writing

iii) Study writing

  1. iv) Creative writing
  2. v) Institutional writing

 

            Types of functional writing              

      • E- mail + CV
      • Minutes
      • Internal memo
      • Book review
      • Confidential report + E- mail
      • Recipe
      • Internal memo
      • Speech + E- mail
      • Fax
      • Book review
      • Instructions/ directions
      • Internal memo
      • CV

 

 

 

 

QUESTION 2 – CLOZE TEST – 10 MARKS

A cloze test is a type of test in which one has to put suitable words in blank spaces in a short passage where words have been left out at intervals of six to ten words. A cloze test has ten blanks which add up to ten marks in the exam. A cloze test evaluates one’s comprehension of the passage, different parts of speech, spelling, tense, vocabulary and general language use. Always supply the blank with the most correct one – word answer

 

POINTS TO NOTE ON CLOZE TEST

  1. Always read through the passage at least three times without filling any words in the blanks
  2. Note carefully repeated words and ideas. This could act as possible clues
  3. Note the punctuation of the passage as this gives possible clues
  4. Always give one – word answers which also include hyphenated compound words
  5. Ensure that your answers are relevant and grammatically correct
  6. Put emphasis on subject – verb agreement
  7. Use noun numbers correctly i.e. singular and plural forms

 

 

QUESTION 3 – ORAL SKILLS

Oral communication is any communication by word of mouth. Any effective oral communication will depend on the learner’s ability to speak and listen effectively. Listening and speaking skills are important because:

  1. i) They help us to acquire acceptable communication skills
  2. ii) To respond to information correctly

iii) To adhere to other language conventions

  1. iv) To pronounce sounds correctly
  2. v)  Listen to the other person carefully so as to advance a sound judgment
  3. vi) Be convincing enough, if one wants to get something then he/ she must give valid and

reasonable reasons

vii) Be compromising in case one doesn’t get what they want. However it is important for

one to state their stand clearly

viii) Appreciate the other party’s view and let them know this as much

 

Question three of this section tests oral skills (listening and speaking). It majorly deals with punctuation, listening comprehension, note taking, debates, speeches, interviews, discussions, oral reports, etiquette and non verbal clues of communication that enhance listening and speaking

 

Constants and vowel sounds are also tested here. Problematic sounds are tested in tongue twisters, poems, songs, riddles or proverbs. Word or sentence stress is also tested as well as stylistic aspects of poetry such as rhyme, rhythm, assonance, alliteration, puns, intonation, tone, attitude and mood. Oral literature is also tested in this section as well as etiquette, mostly in dialogues or telephone conversations. Issues of etiquette such as use of courteous language, negotiation skills, paying attention, turn taking, correct choice of register, interacting and disagreeing politely

 

 

 

TONE, ATTITUDE AND MOOD  

 

TONE

This is the quality of voice or the general character and attitude that expresses a particular

emotion. This is the poet’s outlook. It is the mirror in which the speaker talks, usually inferred from the choice of words. Tone may be expressed as: cold, eager, harsh, gleeful, proud, satirical, doubtful, hostile, surprised, assertive, ironical, grateful, commanding, pleading and reprimanding

In poetry, the persona’s attitude towards the subject or characters can be revealed through the tone

 

 

ATTITUDE

This refers to the way the poet feels about a subject or the character in the poem. It may be described as amusing, patronizing, contemptuous, critical, hostile, sympathetic, disapproving, harsh, kind, serious, cruel or adoring

 

MOOD

This refers to the general feeling of the speaker, the climate or the atmosphere surrounding a literary work. (Poetry or prose). Words such as ‘good’ or ‘bad’ are not specific hence not used here. Mood can be described by such adjectives like happy, quiet, desperate, tense, thankful, sad (melancholic) solemn, silent, violent, jubilant, assertive, ironic, comprehensive, lively, remorseful, optimistic, and pessimistic

 

SECTION A   – WORDS WITH SIMILAR PRONUNCIATION

SECTION B   – IDENTIFYING WORDS THAT ARE THE ODD ONES

SECTION C   – INDICATING STRESS WORDS

SECTION D   – IDENTIFY SILENT LETTERS IN WORDS

SECTION E   – DIVIDING WORDS INTO CONSTITUENT SYLLABLE UNITS

SECTION F   – READING STORIES

SECTION G – POEMS

SECTION H  –  TONGUE TWISTERS

SECTION I    –  LISTENING AND SPEAKING SKILLS/ CONVERSATIONS

 

 

SECTION I – QUESTIONS

FUNCTIONAL WRITING -20 MARKS

 

  1. Imagine that you have completed secondary education. You have come across an             advertisement             in one of the daily newspaper that required clerical officers.  The email address of the Company   is uhurukazi@yahoo.com. You are interested in the job.  Write one page   curriculum vitae (C.V)           using the   e-mail address of the company                                                                                

 

  1. You are the Secretary of your School’s Drama club. Your club is holding its second meeting of

the year to discuss the following  issues:-

(i) Tour to Nairobi

(ii) Awareness campaign

(iii) Strengthening of drama in the school

Two people have sent their apologies and a member from the writer’s club has also attended the

meeting. Write the minutes you could take at the meeting

 

  1. Imagine you are the managing directors of Alroki industries Eldoret. You manufacture padlocks            and of late, there has been a lot of bad press concerning your products. Write an internal    memorandum to your   operations manger and sales and marketing manager. Advise them on             what should be done to   counter    the bad press and also  recapture  and  retain  your market  share.

 

  1. You have finished reading the play An Enemy of the people by Henric Ibsen and you

would like to recommend it to your classmates. In about 350 words, write the book review

 

  1. You are the principal of Baraka Teachers Training College and one of your graduates Mr. Christopher Lipwoni has applied for employment as a teacher at Lirhanda boarding primary        school. The head teacher of that primary school has send you an email requesting         you to avail     more information about Mr. Christopher Lipwoni to enable the school decide whether to employ            him or not. In the space provided below, write a sample report that you intend to email to the head   teacher. Remember to copy the report to the DEO Kakamega East District

 

  1. Imagine that you have been put in charge of a farewell party for your classmates. Write a recipe for the meal you would prepare for the occasion.

 

  1. Imagine that you are the library captain in your school. Write a memo to the class prefects asking them to ensure that students observe the library rules, especially regarding silence, prompt return       of books, appropriate dressing and observing opening and closing time.

 

  1. 8. You are invited to give a speech on the role of the youth in fostering peace in your country by a friend overseas. You are unable to travel due to unforeseen circumstances. E-mail your   speech to your friend to present it on your behalf.

 

  1. You are revising with your friend over the April holiday. On reaching school in May, you realize that one of your books, Top Mark English is missing. Write a fax to your friend in a

neighbouring school requesting for the book he had borrowed from you              

 

  1. You have just read a novel entitled The Modern Girl by a famous writer. You want to         recommend it to a friend who has asked you to briefly tell him why you found the text interesting.          Write with appropriate sub headings, a review of the text convincing your friend to read it.

 

  1. Imagine you live in Mumias, an average town in Western Kenya. The National Music

Festivals are set to be held in this town for five days. Your friend who lives in Webuye town intends to come over.

  1. a) Give them clear directions to Nabongo cultural centre in Mumias town. Make your instructions

as precise (one page) and clear as possible – you could use land marks, well known means of

transport, show distance in kilometers e.t.c.

 

  1. Imagine you  are  the  school  captain, and the CDF  committee wishes  to  set up a  project             in   your school. The principal has asked you to organize with the prefects to collect students

views on the  most appropriate project. Write an internal memo to the concerned             prefects.20mks)

 

  1. Imagine that you have done K.C.S.E exams, qualified and done some training in a professional    course. You have seen an advertisement in “Sunday mirage” Newspaper of a position you qualify             for. You then decide to apply for it. Write your Own curriculum         vitae (C.V)

 

  1. Write a letter to the clerk of your local council complaining about the loud music in the bars

where you live. Indicate how residents spend sleepless nights due to the loud music, and

what you think  should be done

 

  1. You have been selected to deliver a speech on Parent’s day on behalf of other students. Apart

from teachers, parents and students, there are several guests present as well as members of

Board of Governors. You are expected to highlight the challenges facing students population in

the school. Write the speech you would deliver.                                           (20 mks)

 

  1. An Italian friend who had come to visit you left for his country a few weeks ago. He writes to inform you of his safe arrival and requests you for a recipe that would help him prepare ugali for his two friends. Write him through this address; Mckay@yahoo.com

 

  1. The lions football team has won the just completed world cup competition. You are the coach. Write a memo congratulating them and informing them on when/how to collect their tokens.    Remember to have   copies to the minister of sports.                                               (20mks)

 

 

 CLOZE TEXT

  1. Fill in each of the blank spaces in the passage below with the most appropriate answer

One of the challenges…………………..(1)the country  today is youth  unemployment. Related to     this is lack of patriotism and a sense of……………………(2). A  number of  interventions have            been rolled to tackle……………………….(3)challenges  that youth  issues are              so……………………….(4),they deserve a ministry, not  just a ………………….(5).

Among the notable programmes by the ministry was the creation………………………(6). Youth      fund, whose objective is to…………………….(7)money  to youth  people to venture  into business.  ………………….…..(8) it  is  too early  to assess  its impact, the intention was noble.

Following this,……………………………(9) government  now  wants  to  re-introduce  a     company  paramilitary  training  programme for  school  leavers…………….………..(10) the             National  Youth Service.

 

 

  1. Read the passage below and fill in each blank space with an appropriate word

Different types of oral literature can have (1) __________________, if not identical, functions. One can use stories, riddles and proverbs, among other kinds of oral literature, to express (2) ___________________. It is (3) ________________________true to say that one type of oral literature may have many different (4) ____________________. For example a work song that (5) ________________people to pull together in their efforts may also be sung as entertainment for children, or as a political weapon when people are competing in parliamentary elections. It is (6) ________________important that when one is collecting a song, one must also find out for what purpose it is being sung.

(7) ________________________the text of the song is important, its context must (8) _____________________be well known. The interest of the song is greatly enhanced and it is given (9) ___________proper character by the (10) _______________in which it is sung.

 

 

  1. Fill in each blank space with the most appropriate word.

Every year, we look (1)…………..…… to Christmas as a time for festivity and family get       together. The jovial atmosphere that surrounds the season lifts our spirits. Families make last     minute (2)…………..…… to the supermarkets to buy gifts to loved ones (3)…………..…….., we            forget that January is coming with (4)……………..……….challenges. The sooner you            (5)……………….…..… planning, the better. This will help you avoid going (6)       ……………………….…….. in your expenditure. Most people take this   time to (7)           ……………………… their upcoming home, creating transport (8) ……………………….. all             over. A reunion of relatives is always the joy of charismas so to say. To some, it is just the onset of misery.  This is because they don’t have anything to (9)….…………………….. The last week     of the year to them is always injury time. Either they do not have anything to give or they are             worried over (10).…………….……. and its responsibilities.

 

  1. Read the passage below and fill in each blank space with an appropriate word

I do not support abortion. But there are cases of incest (1) ……….             Rape where(2) …..…should be given a chance to choose whether to live with the child      or not. My position is informed (3) ……….. the Christian faith that I profess. The Bible (4) ………states that thou shall    not kill.

Of course there may be a scenario in which a doctor is faced with a (5) ……….           where a           mother’s life is in danger and the only way to save her life is to abort the (6) …..…………… It is unfortunate that nobody wants to address that issue directly.    (7) ……………………………..               my personal view is that  doctors and experts should have the leeway to make professional          judgements. There are hard (8) ………….…………to be made like in the event of              (9)….……… risk of losing life, does the doctor save the foetus or the mother or let both     to die?

When does life begin then? According to churches, life begins at conception.  And when        does it end? Is it when one is put on a life support machine or when a doctor             (10)……….……………one dead? There is need to be pragmatic on this issue of abortion.

  1. Fill in each of the blank space in the passage below with the most appropriate word. *

(1)  …………..the deliberations began yesterday, it was evident that the climate of suspicion   and (2)………………. blood still reigned. The M.P’s and (3) ……………. of their            political parties          must acknowledge cardinal principal (4)             ………………..making accusation and   issuing threats.           They are deliberating on the (5)……………… of Kenya.

They were (6) ………….. by the people of Kenya to sit in the August House to             (7)………. the people. They must remember that they are not discussing a constitution for           themselves or any other. They are not (8) …………. a constitution for president Kibaki or Prime      Minister Raila Odinga or any other individual (9) ………. may be having (10)……… for high office.

 

  1. This may not be such a drab year after all  (1) ……some    good may yet  be   reported in      the education sector following Kenya  National Examination         Council (KNEC) decision to    (2) ……….KCSE examination candidates online.

Registering all candidates (3)……..….is one way towards making the             registration     process efficient and accountable. (4) ……….. this does not mean             scrapping the time tested      manual method, it is surely a (5) ……..…. in the right             direction.

Also it is but one of (6) ……………………reforms being undertaken in education matters       to reduce time school managers, students and parents expend ahead of national examinations.                               It would also significantly reduce (7) ……of Academies registering weak students           (8)……..other examination centers and make it easier for candidates to (9) ………. the status of      their registration  and (10)…..……..perennial  complaints of non-registration

 

  1. Read the passage below and fill in each blank space with the appropriate word.

                        Garbage, garbage and more garbage; easy to generate but difficult to (1)_______                             of. But if we stopped complaining about its chocking (2)_____ for even one minute, we                             would realise that there is (3)______ that we can do about it – perhaps even earn a living                         (4) _______ it.

There are women groups that have been making and selling high (5)______                         manure from   domestic waste such as potato and banana peels. In so doing they create                              employment for (6)_______ and those who collect the garbage for them. The manure is                               said to be so    ______            that it causes crops to yield three times as much as other                           types of manure ________ fertilizers. This boosts our agricultural sector (9)________.

In a country like Britain, waste paper can now be eaten. It is softened and sweetened

(10) ___a certain technology then fed to cows. Such cows are said to produce creamier milk.

 

8:         Fill each of the blank spaces in the passage below with the most appropriate word.

The decision (1)…………..information ministers (2)……………single out            the Media (3) ……….      what is clearly an intrusive audit of (4)         ………..performance prior to , (5) ……… , and after           the highly        problematic December 2007 election should not come as a surprise.           (6)…………..has come as a surprise. (7) ………………..the somewhat muted response from the media fraternity. From a lot that is usually vocal in the (8) ……….. of its rights (9) ……………             both real and imaginary foes, the silence is (10)          ………..….frightening than government’s   seemingly single minded determination to gag the media.

 

  1. Read the passage below and fill in each space with an appropriate word

We say that all children are born equal. (1) _____, apparently, not in Kenya where the        National primary school results (2) ____yesterday again display the superior             performance of           private schools students compared to their counterparts in the public school system.

This is (3) ______worrying trend. We are building an unequal education system             where the        wealthy can literally buy success.

Those children   (4) _______parents have the means will attend private schools where they     stand better prospects of good primary school results, and thus have a head start in the          competition for (5) _______to the best secondary schools, and intimately the best chance at coveted university places.

The children whose parents are not wealthy will have to (6) _______ with inferior            education from the word go. They will be (7) ______by the education system, and ultimately           condemned to lesser professional and employment prospects.

That is not the way to build a society where all have an equal chance (8) ______making it        in life.

This problem with the education system has been evident for some time. It has been          studied by academics and by task (9) ____and has been the subject of numerous reports. It is evident however, that the government has never taken it seriously enough to take any (10) ____action.

 

10:                   There are (1)……… people who have never known the real value of ironing clothes            before use. These people find ironing a (2)……. activity in the house and it continues daily           without anybody ever giving it much thought. By wearing clothes (3)……. are well ironed, we look smart. There is definitely a great (4)…… between clothes that are not ironed and those that      are well ironed. Ironing is one of the most important activities as (5)…… as promotion of       personal hygiene is concerned. When clothes are hung  (6)…………… To dry, they are exposed to insects which could lay eggs or leave poisons that are (7)……….…. To us. Ironing protects us (8)………. some diseases. (9)………… Clothes are not ironed before wearing, we are likely to             (10)………. From various skin problems such as skin rashes and irritations.

 

 

 

  1. Fill in the blank spaces with the most appropriate word                         (10mks)

Although     (1) _____President and prime minister effectively (2) _____ a ceasefire

(3)   ______they    (4)______on the telephone    (5) _________     Wednesday night and asked        their lieutenants to cease hostility     6relationship may not b e out of the woods (7) _________.

The President (8) ______Prime Minister differed when Raila   (9)_______ the suspension            of     (10)___William Ruto of Agriculture and Sam Ongeri of Education a week ago.

(Adapted from The Standard Newspaper)

 

 

 

  1. Read the passage below and fill in each blank space with an appropriate word. *

The  (1)………………… common way for  germs to spread from one person to another or

from animals to people is (2) ………………………… drinking water.

Drinking water from a tap is not possible for everybody (3) ……………………………..

wells and springs can be kept clean. Wells need a fence around them to prevent animals from

falling (4) ………………………….. People might not notice that there was a dead animal in the

well. Then it would rot and every one would become (5) ………………………………… from

the eater. (6) …………………………….. can put germs into springs and water-holes with their

feet and tongues if they drink from them. Springs and water-holes need  a  (7) …………………

around  them too. Best of all, drinking water sources should be covered and water taken

(8)  …………… with a pump. People must not use the grass or brushes near a source of

drinking water as  (9) ……………………… The (10) ……………………………. can easily be

washed into the water by the rain.

                                                           

  1.  Elephants are entirely vegetarian. They may ______up to 300kg a day, which is hundred        ______as much as a human being would consume. _____diet is varied since they are both      browsers and grazers. When there are too many elephants in a ____, they eat so much food that       _______there are no more leaves on the trees and bushes. They even resort to eating the bark of          ______trees; and this kills the trees completely. Then there __­­­­­­­____only the grass to eat, so the             elephants eat that leaving the soil _____. Strong winds and heavy rains quickly wash ____ the          good soil. The resulting ______impoverishes the soil so that no more plants will grow.

 

  1. The US vice-president, Joe _____(1) was recently in the country yet for some reasons his visit ____(2) elicited much excitement. No traditional dancers at the airport or the ‘we love you Biden!’ screams (3) just irritation. It makes one ______(4) why heads of states insist ___      (5) sending envoys at great _____ (6) to tax payers to deliver messages to foreign leaders. That probably made lots of sense in the dark day ____(7) communication was the forte of the village     drummer. ______ (8) in this age of _____(9), twitter, face book and the mobile phone, and emissary who _____ (10) a whole city into a dizzy spin just to deliver ___(11)message sounds            crazy.

 

  1. Fill in the blank spaces with the most appropriate word                         (10mks)

Although     (1) _____President and prime minister effectively (2) _____ a ceasefire

(3)   ______they    (4)______on the telephone    (5) _________     Wednesday night and asked        their lieutenants to cease hostility     6relationship may not b e out of the woods (7) _________.

The President (8) ______Prime Minister differed when Raila   (9)_______ the suspension            of     (10)___William Ruto of Agriculture and Sam Ongeri of Education a week ago.

(Adapted from The Standard Newspaper)

 

 

  1. Read the passage below and fill in each blank space with an appropriate word.

The  (1)……… common way for  germs to spread from one person to another or from          animals to people is (2) ………drinking water. Drinking water from a tap is not possible for             everybody (3) ……. wells and springs can be kept clean. Wells need a fence around them to    prevent animals from falling (4) ………People might not notice that there was a dead animal

in the well. Then it would rot and every one would become (5) …… from the eater. (6) ……….     can put germs into springs and water-holes with their feet and tongues if they drink from them.            Springs and water-holes need  a  (7) ……… around  them too. Best of all, drinking water sources    should be covered and water taken (8)  …………… with a pump. People must not use the grass or         bushes near a source of drinking water as  (9) ……… The (10) ………. can easily be washed into the water by the rain.

                                                           

 

  1. The US vice-president, Joe ____(1) was recently in the country yet for some reasons his visit ____(2) elicited much excitement. No traditional dancers at the airport or the ‘we love you     Biden!’ screams (3) just irritation. It makes one ____(4) why heads of states insist ____ (5)          sending envoys at great _______ (6) to tax payers to deliver messages to foreign leaders. That      probably made lots of sense in the dark day _____(7) communication was the forte of the village drummer. ____ (8) in this age of ____(9), twitter, face book and the mobile phone, and emissary        who ____ (10) a whole city into a dizzy spin just to deliver ______(11)message sounds crazy.

 

 

 

ORAL SKILLS

 

  1. THE MAGNIFICIENT BULL

My bull is white like the silver fish in the river

White like the shimmering crane bird on the river bank

White like fresh milk.

His roar is like thunder to the Turkish cannon

On the steep shore.

 

My bull is dark like the rain cloud in the storm.

He is like summer and winter.

Half of him is dark like the storm cloud,

Half of him is light like sunshine.

 

His back shines like the morning star.

His brow is red like the beak of the hornbill.

His fore head is like a flag, calling the people from a distance,

He resembles the rainbow.

 

                                                                                                                                                                                                                                                                                                         

  1. The singer achieves rhythm in the song above through repetition of words i.e. “white like”

like e.t.c.

Identification

Illustration

  1. If you are to  do  a live  performance  of this  song  how would you  make it  more

interesting to the  audience?

  1. b) Underline the silent letter in each of the following words                                                           (5mks)
  2. i) Rendezvous
  3. ii) Eulogy

iii) Tourism

  1. iv) Condemn
  2.              v) Phlegm
  3. c) Read the genre below, and then answer questions that follow:-

“Willy warmly welcomed Wendy and wondered why Wyatt walked wearingly while whistling.’

  1.   i) Classify the above genre.
  2. ii) Identify and illustrate one sound pattern from the genre

iii) State any one function of the above genre

  1.  d) You school is participating in a debate and the motion is: “Parents should let children

decide their own destiny,” How would you ensure that your argument  convincing?    *KC*

  1.  e) Imagine that you are listening to a telephone conversation between a receptionist and a lady

whose child  is very ill and she  is seeking  her physicians’  help. Unfortunately, Dr. Kemboi is

not in, but the receptionist  is on the line. In the blank spaces, fill in what you think the

receptionist should have said to the lady.

        

 

  1. (a) Read the narrative below and then answer the questions that follow:

A Greedy Old man and the sausage

Once upon a time, there lived an old man. One day he paid a visit to his in-laws. On entering the house of his mother-in-law, he found that she had been roasting some meat, among which was a delicious looking sausage and she was not in the house. He immediately took the sausage and quickly shoved it into his quiver. And it so happened that a piece of live coal had got stuck on the sausage but the old man didn’t know.  He quickly shut the quiver.

No sooner had he sat down than the owner of the house came in. They sat down to talk about the children’s health. When they had finished, it was time for the old man to return to his home. Just then, the woman noticed smoke issuing from the quiver and asked the old man; “Paker, how come the quiver is smoking?” The man answered, “Oh. It’s some naughty fire stick with a soft head that smokes whenever it comes into contact with soft wood and the arrows.” The woman kept quiet and got up to escort her guest.

When they had walked only a short distance, the fire made a hole in the quiver and the arrows fell out, tiak! together with the stolen sausage. The lady, who was walking closely behind, exclaimed: ‘See, had I not known it! Then the old man fearing that his sausage might be eaten. shouted, “Oh, my Paker, please do not eat it!”

So while the lady ran home in shame, the greedy old man continued with his journey in extreme embarrassment. They showed each other their backs and there ends my story.

 

(i) State two things a narrator would do to draw the audience’s attention to the beginning of

t he story

(ii) Describe how a narrator would perform line 4-6 of the second paragraph

(iii) Explain three ways in which the audience can indicate active listening in the performance

of this narrative

(iv) Apart from using the ending formula, how else would a narrator signal to the audience

the ending   of his story?                                                                                    

 

  1. Read the following oral poem and answer the questions that follow:-

Where is she eee

Where is she ee

We want to pamper her

We want to pamper her x2

 

We advise you, we advise you

When you get there respect your husband

When he calls you, respond to his call

So that your marriage can last

 

Both of you may live in peace

Both of you may live in peace x2

 

(i) List down what is lost when the above song is written down

(ii) The above song is a translation from Kiswahili to English. What has been lost in the

translation?

 

(c)  (i) Underline the stressed syllable in the correct pronunciation of the following words

(The dots indicate syllable boundaries)

  • pect
  • view
  • ves. ti. gate
  • so.li.date
  • cu. late
  • vi. de (noun)

 

(ii) Provide another word with a similar pronunciation for each of the following words

  • Feet
  • Alter
  • Ale
  • Cereal
  • None
  • Ate

(d) (i) Explain three things you would do if you were unexpectedly asked to give a short speech

During the form four farewell party

(ii) You are giving this speech without a public address system. How do you ensure you are

heard clearly by everybody

 

  1. i) Read the oral narrative and answer the questions asked.

THE MAN WHO LIVED WITH THE TRIBE OF HIS WIFE

There was a man, it is said, who lived with the ethnic group of his wife. One day he said to his wife, “We are moving away-tell your people.” So she told her people and they gave him the       customary gifts and returned to him a part of his bride wealth.

Then  this  man  who had  been  living with his wife’s ethnic  group  moved away with his family and his wife, and after  he had walked all day  he set up a  camp in a certain place. Then he            said to his wife, “woman, there is a matter I have to discuss with the people whom we left, and I am going back to them. Pen   the animals and wait for me.”

 

So he went back, and when he reached the village in the evening he sat down in the   clearing by the huts, intending to eavesdrop. The people were  gossiping  about and someone said,             “well, let  us all  give  our  opinion of  that  who stayed   with our  tribe  for such a long  time!”

 

“He was a good man.” said one.

“By God, he was a brave man.”

“By God, he was a generous man.”

“By God, he looked after the animals well.”

“By God, he had some knowledge of men.”

 

The whole village praised him, and all the time the man was listening. There was pause,       and then a young girl spoke, “but I know something about him that was bad!”

“What was it?” the people asked.

“He didn’t  go  far away enough from the huts when  he urinated!” at this the whole village  burst in to laughter, but the eavesdropper was  so angry that he  stood up said to them,   “well, by God, I have  moved far enough away now!” to the great astonishment of the whole     village.

 

 

  1. a) How would you performs the narrative in order to capture the audience attention
  2. b) (i) In which tone would the eavesdropper say last line of the narrative
  3. ii) Underline the word in which the vowel sound is different in the following sets of words :
  4. a) ship,        sheep,              sleep
  5. b) Pull,        pool,                book
  6. c) Bark,       park,                buck
  7. d) Might,    height,             mice
  8. e) Barn,      ban,                 bag

iii) State whether the stress would fall on the first or second syllable on the word in

bold by underlining:                                                                                                                                              a) I don’t like associating with that rebel

  1.                         b) Waiyaki had a lot of respect for the elders
  2.                         c) We manage to turn the businesses
  3.                         d) When can you contact me?
  4.                         e) You can access a lot of information in the internet
  5. iv) What would you consider important in giving someone directions especially to a

place that is difficult to trace?                                                                                                                 v) What preparation would you do before attending an interview for a job?

  1.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    Read the poem below and answer the questions that follow:-                                         

 ESCAPE FROM THE CITY

I seek a quiet country life

Without the city’s bursting strife

I seek the sight of trees ablaze

Instead of streets that form amaze

Barbara Klinger

 

  1. i) Identify two sound patterns in this poem and state their effectiveness
  2.   a)       i) rhyme          Life                 Ablaze                         Strife               Amaze
  3. ii) Which words in the poem contain dipthongs?

iii) How could you say the first line of this poem and why?

  1. iv) Describe the rhyme scheme of the poem above                                                            
  2. b)  In each of the following groups of words, one of the underlined is different from the rest.   

                Identify  the word with the different sound:-                                                                 

  1.  i) purse                       further             fury                 nurse
  2.  ii) three                      thick                theme              these

iii) have                     fame                rake                 fate

  1.  iv) heir                       honest             honoraria         harbour
  2.  v) committee             constitution      command       commodity

 

  1. c) Read the item below and answer the questions that follow:-

If freaky Fred found fifty feet of fresh fruit and fed forty feet to his friend Frank,                                      how many feet of fresh fruit did freeky Fred find?

  1.              i) Classify the oral item above                                                                                                                      ii) Identify two characteristics of this genre

iii) State four functions of this genre

           

  1. d) Explain the meaning of the following idiomatic expressions :-
  2.      i) They were taught by the word of mouth
  3.      ii) The guest of honour asked us to lend him our ears

iii) Politicians must now walk the talk

  1.      iv) Daisy has the gift of the gab

 

  1. e) You are a TV presenter with “Duond Joka Nyanam” station. You have been assigned the

                duty              to  interview an important and famous writer in the name of Ngugi Wa Thiong’o.

               How would you  prepare yourself for an effective session with a view to producing a good                            programme?

 

 

  1. a) Read the poem below and then answer the questions that follow:-

                                    SWEET AND LOW

Sweet and low, sweet and low,

Wind of the western sea,

Low, low, breath and blow,

Wind of the western sea!

Over the rolling waters go,

Come from the dying moon, and blow,

Blow him again to me;

While my little one, while my pretty one, sleeps.

 

Sleep and rest, sleep and rest,

Father will come to thee soon;

Rest, rest on mother’s breast;

Father will come to thee soon;

Father will come to his babe n the nest,

Silver sails all out of the west

Under the silver moon;

Sleep my little one, sleep, my pretty one, sleep.

                                    Alfred lord Tennyson.

 

(i) State any two pairs of rhyming words from the above poem

(ii)  Apart from rhyme, with illustrations from the poem, identify any other two techniques                               that have been used by the poet to create rhythm in this poem

(iii) If you were to classify the above poem as a song, in which category would you

place it and why?

(iv) Comment on the number of syllables used in the last line of each stanza.

What does this  tell you about  the rhythm of this poem?

(v) If you were to recite this poem to its target audience, how would recite the last

line of the  last stanza?                                                                                                                              (vi) From the poem, identify any two words containing the vowel sound /Ù/

  1. b) Underline the silent letters in the following words
  2. i) Subtle
  3. ii) Comb

iii) White

  1. iv) Hymn
  2. v) Clinton

 

  1. c) Rewrite the following sentences identifying the stressed syllable in the underlined

                  words    ( use stress marks)

  1. i) Drug abuse is so rampant in coast province
  2. ii) The alarm clock rang on time

iii) Can I have your contact, please

  1. iv) We were forced to desert our fertile land and now, here we are in a total desert

 

  1. d) Carefully study the following conversation and then answer the questions that follow:-.

Juma   : I am so happy! (Jumps up) we finally did it! Four powerful sweet goals!

Solomon: No doubt about that victory! Chelsea…..

Collins            :(interrupting) shut up your pointed beak! Its Chelsea not Chelesea! Simply stated;

the blues.

Solomon: Accept my apology. I didn’t mean to offend anyone. For your information Collins,

Man City isn’t my team. Notwithstanding, the fact remains that Manchester city outran

and outfoxed your team. I saw the match myself.

Juma: Hold your peace, boy. Are you not aware of the adage that goes: he who fights the truth,

fights against God! Chelsea can beat any other team in the English premier league but not

Manchester City: that’s the truth, period.

Collins            : Sure? Come to think of it, have you ever stopped to wonder why all the beautiful women               in  this present world and probably the one that will come, prefer to associate with Chelsea                    players  and fans rather than those of man city? Still wondering? Answer is obvious:  Man               city players are not only short and ugly but also daft morons!

Juma: To be honest, you could be saying the truth as far as your captain’s snatching of Wayne

bridges girl friend is concerned. However, don’t you think it’s a show case of immorality,                 for a married  man like him to engage in an extra-marital affair?

Catherine: Guys, let’s end the entire talk. Why can’t we talk about AFC Leopards, Sofa Paka,

and Western Stima! Isn’t there any football being played in Kenya?

Solomon: True

Catherine: What I…..mean is, who in England talks about Western Stima? Anyway, thanks

for your company! (Walks away)

 

  1. i) Identify and illustrate any two features demonstrated by Collins which indicate lack of

courtesy  while conversing with others

  1.  ii) From the above dialogue, identify any two features of a healthy conversation

iii) With relevant illustrations from the above dialogue state any two features that characterize

natural speech

 

 

 

  1. a) Read the genre below and answer the questions that follow:-

                “How high up has he heaved his heavy hoe?”

  1.   i) Identify the genre above
  2. ii) For what purpose would the above genre be used

iii) Cite one feature of oral skills used in the above genre

  1. iv) Mention two characteristics of the above genre

 

  1. b) Give another word that has the same pronunciation as the words below
  2.             i) Profit
  3.              ii) Mete

iii) Pull

  1.             iv) Dough
  2.             v) Key

 

  1. c)         Imagine that Ngugi Wa Thion’go, the author of the novel ‘The River Between’ has

been invited by the English department to give a lecture on the key themes and aspects

of style evident in the novel, in a week’s time. As one of the students of literature                                             preparing to offer him audience, what steps would you take just before and during

the presentation to ensure that you benefit fully  from the event.

 

  1. d) Read the poem below and answer the questions that follow:

I stood and stared, the sky was lit

The sky was stars all over it

I stood. I knew not why

Without a wish, without a will

I stood upon the silent hill

My eyes were blind with stars still

I stared into the sky

 

  1.  i) Show how the poet has effectively created rhythm in this poem?
  2.             ii) What word would you stress in line 5 and why?

iii) Explain two ways in which you would make the recitation of the first three lines

of the  poem  effective

 

  1. e) Read the conversation below and then answer the questions after it.

Hawa  : Hallo, is that Thatu’s Girl’s school?

Peter   : Yes, what is your name?

Hawa  : Hawa Mukova

Peter   : What do you want?

Hawa  : May I speak to the head teacher?

Peter   : He went to do shopping for his family. What did you want to tell him?

Hawa  : Sorry it is confidential. May I speak to the deputy?

Peter   : He is attending a pre-wedding in fact he is never in school

Hawa  : Oh! I will call later

Peter   : It’s okay

  1.             i) Identify four instances of lack of telephone conversation etiquette
  2.  ii) Write corrections using correct telephone etiquette

iii) Underline the silent letter in the following words

  1. a) Eulogy
  2.  b) Phlegm

                                   

  1. (a) For each of the following words, provide another similar pronunciation.

(i) Site …

(ii) Owe

(iii) Rite

(iv) Road

(v) Blew

(b)      A resource person has been invited to your school to talk on the newly introduced play

An Enemy of the People by Henrick Ibsen. What five things would you do to ensure you

benefit maximumly from this talk?

(c)    Using each of the words given below, construct two sentences to bring out two different

meanings.

  1. (i) Import

(ii) Import.

(iii) Produce.

(iv) Produce

  1. d) Read the following poem and answer the questions that follow:-

                         THANK THE MOTHER

I thank thee mother

Your back I wet

When I leaked

like a broken gourd,

 

Your breast I sought

like a  blind bat,

On your back

I swung like a little vagabond

but you said

‘It’s my vagabond.’

 

(i) Who is the persona?

(ii) On the line ‘Like a broken gourd.’ Which words would you stress? Why?

(iii) How is rhythm achieved in the poem? Illustrate.

 

 

 

(e)       Read the story below and answer the questions that follow:-

There lived two men who were good friends. One of them was very wise and the other very foolish. One day, they argued between themselves, and one said, “I am the wisest man in this country.”  The other said, “No,! I am the wisest.” As there was no way of measuring wisdom, the two men did not know who was  wiser than the other.

One day they were discussing the ill-behaviour of their wives and  one of them said, “If   we want them to behave well we must beat them up. Women are like children, beat them up and  they  will behave well.”

The other said, “No ! if you beat your wife, she will become worse.” After arguing for a long time, they kept quiet and went home. On reaching his house, the man who was in favour of beating wives began to beat an ox-skin vigorously. When the other heard this, he thought the sound came from his friend beating his wife and he took a stick and beat his wife severely until she fell sick and later died.

When the two men met later, it was now clear who between them was wiser than the other.                                                 (Adopted from: The Hyena and The Rock by B.M.

Lusweti: Nairobi: The Macmillan Press Ltd. 1992)

 

            (i) Suppose you are the one narrating this story, what would you do first before narration to

capture the attention of the audience?

(ii) How would you deliver the speech by the 2nd speaker? “No !  I am the wisest.”

(iii) If you are listening to this story, what would you expect the story teller to do so as to

make the story interesting?                                                                                           

 

 

(f)        The following is a conversation between an Admission’s teacher and Juma, a Form One

                         seeking admission to Elimu Secondary School. Study it and complete the blank spaces

                          appropriately.

Juma               :  ……………………………………………………………………………

Teacher          : Good morning young man, how are you?

Juma               :

Teacher          : Welcome to Elimu Secondary School and have a seat.

Juma               : Thank you, Madam.

Teacher          :

Juma               : I’m Hassan Juma Masumbuko.

Teacher      : I have verified your documents and therefore allowed you to join the classroom next

door as our first Form One student this year, congratulations.

Juma   :          

 

 

  1. Read the story below and answer the questions that follow:-

THE CRUEL STEP-MOTHER

Once upon a time, there was a man and wife who had a baby girl. Unfortunately, the wife          died and so, the man married again. He got another girl with the second wife. The two girls           became extremely close; so close that whenever the mother sent one on an errand, the other was             sure to accompany her. The mother, however, did not like the child of the deceased. She would always show her dislike by denying her certain favours. Her feelings became so bad that she   decided to get rid of the girl.

To do this, she dug a hole in her bedroom on a day when the husband was absent and       covered the hole with a cow’s hide. She then called her daughter and sent her to the house of a         friend some kilometers away. As usual, the two girls wanted to go together but the woman          refused, giving the excuse that she wanted to send the other one elsewhere. After the departure of            her daughter, she tailed the other girl and sent her for her snuffbox in the bedroom. Unaware of     what lay ahead, the girl eagerly rushed into the room only to fall into a hole! The mother very       quickly filled the hole with soil, completely disregarding the girl’s screams for help.

When the daughter came back, she merely assumed that the absence of her dear     companion was justified. After hours of waiting, she, however, became impatient and questioned            the mother.

‘Where is my sister?’ she asked

“But she followed you. As soon as she did what I wanted, she ran after you. Now stop         bothering me” the mother retorted.

Time passed and the now anxious girl went round calling out the name of the other one,        but all in vain. Alas …she cried the whole night and the next day and refused to touch any food.       The father helped in the search but to no avail.

After three days, the girl still cried and called the other one. She then heard a very weak voice      responding in song:

Maalya Maalya

Maalya Maalya

Na mwenvu niwe mwai iiee malya

Ekwinza muthiko iiee malya

Wakwisa kunthika iiee malya

Maalya Maalya

(And your mother is the wise one iiee malya

She dug a grave iiee malya

For interring me in iiee malya)

The girl dashed towards the direction of the voice, repeated her cries and again got the   same response. She came to the conclusion that whoever was responding was definitely        underground somewhere in the house. Immediately the father came that day (before the arrival of the mother), she told him what had happened. After hearing the song, the father dug up the place     and pulled out an extremely weak and disfigured daughter. All the three wailed and eventually,        the father gave her a mixture of blood and milk from a goat to drink after which she vomited all      the soil she had eaten. He gave her some more of the mixture after which he hid her.

When the wife eventually came back, the man did not let her get into the house but sent             her for a cow in a far off place. He explained his action by telling her that he had decided to host a feast for relatives (including his in-laws). In the meantime, he sent-for all of them. When the           woman came back with the cow, she found everyone waiting for her. Uneasy now, she sat down   in the place she was shown by her husband. He then stood up and after welcoming all, reminded     them of the lost daughter. He then called upon the wife to explain the circumstance leading to the      sad episode. She hauntingly repeated the now commonly know story. When she sat down, the        husband told this woman’s daughter to repeat her earlier wails after which all heard;

Maalya Maalya

Maalya Maalya

Na mwenvu niwe mwai iiee malya

Ekwinza muthiko iiee malya

Wakwisa kunthika iiee malya

All were surprised to hear the words of the other girl’s song and at that moment; the ‘dead’    girl joined them. The woman was as though paralyzed by shock. The husband then explained the    truth of the matter and told his in-laws to take their daughter with them. They said that if that was             what she had done to the girl, they couldn’t have such a monster in their house. The woman was            disowned by all and chased away.

 

  • How would you say the following opening formula “Once upon a time”?

(b) If you were performing this story what oral skills would you use?

(c) As a story teller, how would you deliver the two songs to portray the different contexts?

(d) If you were one of the relatives invited by the girl’s father, how would you portray

your reaction towards the revelation of the step-mother’s behaviour?

(e) What intonation would you use at the end of this statement and why?

       “Now stop bothering me”

 

 

PART B

(a) Shem showed Sila’s shining shoes shamelessly on Sheba’s shore.

(i) Classify the above genre

(ii) Identify the dominant aspect of style in the above genre and illustrate your answer

with a brief explanation

(iii) State any three functions of the genre identified in (i) above

 

  • Angwech of Shangilia mixed secondary school asked his class to decide on which set of text books in their syllabus they should perform for the rest of the school. She asked Noreen to lead the discussion. Read their discussion below and then answer the questions that follow:-

Mr. Angwech :     Noreen, would you lead the discussion?

Noreen:                Aha, Ok. The question is: What play should we pick for our class play? Does

                               anyone have suggestions? Kabonyi?

Kabonyi:              I suggest we do ‘An Enemy of the People’.

Tom:                     How about ‘Shreds of Tenderness?’

Noreen:                No. I dislike ‘Shreds of Tenderness’

Lilian:                  I love ‘The River Between’.

Kabonyi:               No way! That will make a stupid play! Let’s do ‘An Enemy of The People.’

Noreen:                Peter?

Peter:                   I have never watched ‘Shreds of Tenderness’ but…

Peris:                    It’s a superb play.

Noreen:               Peris, Please let Peter finish then it will be your turn

Peris:                    Sorry.

Peter:                   Anyway, I have seen a play on ‘An enemy of the People’ but I have watched the

movie and I love it

Noreen:                Peris?

Peris:                    I just want to say that I think ‘Shreds of Tenderness’ is a really good play.

Noreen:                Apepo?

Apepo:                  I saw the movie ‘An enemy of the people’ too and I really like it. I loved that part

where Aslasken asks Dr. Stockmann to…

Noreen:                Excuse me, Apepo, but we should talk about that after the discussion is over. Does

anyone have any other suggestions? No? Ok, Kabonyi proposed ‘ An enemy of the

People’, Tom likes ‘Shreds of Tenderness’ and Lillian wants to the ‘The River

Between’. Has anyone seen or read all three? No. Ok? I suggest that we all go to

the library and read them and then continue the discussion in a couple of days. Is

that ok with everyone? Ok. The discussion is over.

 

(i) Identify any three wrong things done by the class in terms of effective communication

 

 

(a) Koech was part of the audience listening to a speech delivered by the Director of Youth

Affairs on how to empower the youth. After the speech the Director asked them questions on

the key issues  which featured in the speech. Koech could not remember much. What do you

think he failed to do during the speech?

(b) You have been invited to give a talk to the Pamoja Youth Group on etiquette. You decide to

focus on respecting personal space in social interaction in your talk. Describe two examples

that you would use to illustrate the different situations in which it would be important to

respect personal  space.

(c) During a presentation, you were interrupted severally by some members of the audience.

Give four reasons why the audience would do so?

 

  1. (a) Identify the silent letter(s) in the following words                                                

(i) Married……………..

(ii) Bomb ……………….

(iii) Difference …………

(iv) Satchet……………….

(v) Buffet …………………..

 

(b) Read the following oral song and answer the questions that follow:-

ORAL SONG

Ndiegu akatsia kusuma

Achima umwana

Numwana akatsia kusuma

Achima ndiegu

 

Ndiegu vava

Ukalilanga gu?

Zunu, zunu, zunu….

 

Translation

Ndiegu went to beg for food

She didn’t give it to the child

The child went to beg for food

It didn’t give it to Ndiegu

 

Ndiegu, please

Why then are you crying?

Pinch, pinch, pinch……

 

(i) Give the characteristics of this oral performance

(ii) What features of oral performance are lost when this song is written down?

(iii) If you were to perform this song before your fellow students in form II, what

accompaniments would make for this audience to remember your performance

for a long time?

(iv) What aspects of this song would make it easy for the audience to join in the singing of

 

     (c) You are required to give an impromptu speech in a crowded assembly of inattentive students.

State what you would do to ensure that they listen to you                                                    

     (d) Divide the following words into their constituent syllable units e.g. Operate – op-er-ate 

    (i) Wonder …………….

(ii) Honey ………………

(iii) Drawback……………

(iv) Town ………………..

(v) Education……………

 

 (e) (i) Two teachers (Mrs. Stima – D.O.S and Mr. Obwaya – the drama teacher) of Kiti High school

are involved in a discussion in the staffroom. They are assessing the possibility of allowing

          students continue with their entertainment on Friday evenings. Complete the conversation:-

Mrs Stima: Mr. Obwaya, do you think entertainment is necessary in this school?

Mr. Obwaya:

Mrs. Stima: More time? This is unacceptable! Let the students do what brought them to school.

This is a school and not a leisure resort.

Mr. Obwaya:

Mrs Stima: In fact we are wasting time discussing this issue. Let’s ban entertainment. We are not

destroying anybody.

Mr. Obwaya:

Mrs. Stima: (calmly) Would you please, explain why you are favouring this issue.

Mr. Obwaya:

Mrs. Stima: But when they go into the dance hall they are never grown ups nor are they

responsible. They should stick to books.

Mr. Obwaya:..

Mrs Stima: I am sorry, Mr. Obwaya, I’ve to cut you short. Are you aware that the majority in

this  school are of the opinion that entertainment should be curtailed?

Mr. Obwaya: (shocked)

Mrs. Stima: That is it. Nothing is going to happen and nobody is going to change this.

Mrs. Stima:…………………….

Mr. Obwaya: yes! Why not? They even need to be added more time

Mrs. Stima: ………………………..

Mr. Obwaya: I agree with you but you know, we may think we are assisting the children but find

we are destroying them.                                                                                  

Mrs. Stima:                                                                                                                           *

Mr. Obwaya: to me entertainment is part and parcel of learning. It is absolutely necessary

Mrs. Stima: ……………………………………

Mr. Obwaya: Students need time away from their books. Let them ventilate their steam.

Furthermore, they are responsible as they are grown-ups

Mrs. Stima: ……………………

Mr. Obwaya: But they need……

They show interruption. if no ellipse or dots, award “0” mark.

Mrs. Stima:                                                                                                                             

Mr. Obwaya: What! It can’t be! You are invited for trouble√                                              

N/B:- The exclamation mark is necessary to show shock.

Mrs. Stima:

 

 

(ii) State two forms of polite address used by Mrs. Stima in the above conversation            (1mk)

 

 

 

  1. (a) Read the poem below and then answer the questions that follow.                        

BOY ON A SWING

                        Slowly he moves                                                        His blue shirt

To and fro, to and fro,                                                            Billow in the breeze

Then faster up and down.                                           Like a tattered kite

 

 

The world whorls by:                                                 Mother!

east becomes west,                                                     Where did I come from?

north turns south                                                        When will I wear long trousers?

The four cardinal points in his head,                         Why was my father jailed?

 

  1. i) Identify any two sound patterns used in this poem and illustrate them.
  2. ii) Why do you thing the poet uses the sound patterns you have identified in (i) above?

iii) How would you say line 2 – 4 of this poem and why?

  1. iv) Give words that sound similar to the following ones in this poem.

Blue  –

Wear

 

b  (i) Rearrange the following words in pairs of homophones.

whines,  mown,    lays,  weather,   dough,  laze ,  moan,  doe,  whether, wine

(ii) Provide minimum pairs for the following words.                                                        

                        /t/                                    /d/

doubt

dt

dor                                                                              

  1. c) You were the best student in K.C.S.E. last year. The principle of your former school has

requested you to give a speech to the present candidates. What important aspects would

you consider in order to enhance effective speech delivery?                                           

 

  1. Read the following dialogue and answer the questions that follow:

Makokha        :           Hi old man! I hope you know why I’m here, Your girl Lavender

loves me and I have come to take her away. Where is she?

Murunga         :           Did I hear you right? Did you say ………………………….

Makokha        :           Yes, Lavender! Just say how many goats you want!

Murunga         :           Who are you? Whose son are you?

Makokha        :           Good heavens! You mean you don’t know f who Iam? You must be

the only one in this village who doesn’t know famous people like

  1. I am Makokha or Deno, the guy whose voice you usually hear

on Egesa F.M. radio. You are a very lucky father- in- law!

Murunga         :           What is the world coming to?

Makokha        :           I hope you are not going completely blind. The world is going

nowhere! It is Lavender who is coming to my three- stories palace.

Ask her to come. I am running late.

Murunga         :      Young man …….. get out of my sight before I set dog, Tobby, on you!

 

 

 

 

  1. (i) Identify and illustrate four things that you find wrong with Makokha’s manner

of speech.

(ii) “Your girl, Lavender, loves me and I have come to take her away.” Rewrite this sentence

in the manner in which Makokha should have uttered if he had a sense of courtesy.

(iii) At one point Makokha deliberately misunderstands Murunga. Identify this point and

state what it reveals about Makokha’s attitude.

 

 

  1. Read the following poem and respond to the questions

I SHALL RETURN

I shall return again. I shall return

To laugh and love and watch with wonder eyes

At golden noon the forest fires burn,

Wafting their blue – black smoke to sapphire skies

I shall return to loiter by the streams

That bathe the brown blades of the bending grasses,

And realize once more my thousand dreams.

Of waters rushing down the mountain passes.

I shall return to hear the fiddle and fife

Of village dances, dear delicious tunes

That stir the hidden depths of native life

Stray melodies of dim- remembered tunes.

I shall return. I shall return again

To ease my mind of long, long years of pain.

 

(a)       i) What three things does the poet wish to return to?

  1. ii) Name the stylistic device to emphasize the poets longing.

iii) Describe two sound patterns used in the poem

  1.                  iv) A poem is best read aloud. What do you think is lost if you read this poem silently?

 

  1. b) Imagine you are part of the audience that is listening to a speech. You look around and notice

that some people are looking at their watches, a few are yawning and one or two are shifting  in

their seats.

  1. i) What would be the likely cause of such behaviour? Mention at least four causes
  2. ii) If you were to be the speaker, what would you do to capture and sustain the interest to

the audience? Mention at least four

 

  1. c) i) For each of the words below give another word with the same pronunciation

Wet –

Soar –

Would –

Tied –

One –

You –

 

  1. ii) Underline the silent sounds in these words

Gain

Helipad

Resist

Rhy

Tomb

Deliver

 

  1. d) What will be the meaning of the sentences below if the underlined words are stressed i) The young tout and the driver, hijacked the car
  2. ii) The young tout and the driver, hijacked the car
  3. e) The phone rings.

Mr. Oundo: (picking the phone) Yes!

Ken            : Who is speaking please?

Mr. Oundo  : What do you want?

Ken              : I would like to speak to …

Mr. Oundo  : Speak up I cant hear what you are saying!

 

      From the above telephone conversation identify and explain at least three cases of lack of

       telephone etiquette                                                                                                                     

 

 

  1. a) Read the poem below and answers questions based on it.

        LISTEN TO THE RAIN

Listen to the rain,

The whisper of the rain,

The slow soft sprinkle,

the drip-drop tinkle,

the first wet shisper of the rain.

 

Listen to the rain,

the singing of the rain,

the tiptoe pitter patter,

the splish and splash and splatter,

the steady sound,

the singing of the rain.

 

Listen to the rain,

the roaring pouring rain,

the hurly-burly

topsy- turvey

Lashing gnashing teeth of the rain,

The lightning-flashing

Thunder crashing

Sounding pounding roaring rain,

leaving all outdoors a muddle,

A mishy mushy muddy puddle.

 

Listen to the quietude,

The silence and the solitude

Of after rain,

The dripping, dripping, dropping,

The slowly, slowly stopping

The fresh wet silent

after time

of rain.

 

  1. i) Identify any two sound patterns employed in the poem
  2. ii) Describe the rhyme scheme of the poem

iii) How would you say the first line of the poem?

 

  1. b) A bear will bear a bear
  2.     i) Classify the above genre                                                                                                                                    ii) State two functions of the genre above

iii) Give another example of the genre

 

.  c) Underline the odd one out

  1. i) Picked                                 wicked                        packed                         sacked
  2.             ii) World                                 worker                         wolf                             worship

iii) Think                                this                              thing                            thistle

  1.             iv) Tube                                  tutor                            turn                             tumour

 

.           d) i) non-verbal  skills  in communication  are  very  important  in the  delivery of any oral  item.

                   State any four forms of non-verbal cues

  1.    ii) Give three reasons why listening is an essential aspect of communication

iii) How would you say the following statements ;

  1.  i) Why do you always come to church late?
  2. ii) Are you the boy who was found bullying the form ones?

iii) I don’t believe your story.

 

  1. e) Imagine  you  are  faced with the  following  situations and  give  at  least  two appropriate 

            responses to  each situation

  1. i) You accidentally knock down another student on the pavement
  2. ii) You are  in a  hurry  to get  to  school  and three people  are  busy  conversing  right  in

the middle   of the  path

iii) Your friend has lost a close relative and you decide to console her

 

                       

  1. Read the poem below and answer the questions that follow:-

 

The sun rises in the east

Sending forth its morning Heat

The lily in the valley below

Reflects its wondrous glow

 

Red yellow pink and white

The roses send out their bright light

It is such a wondrous sight

Beauty shining through the night

 

            (i) Explain one way through which rhythm has been achieved                                            

(ii) Write down the rhyme scheme of the poem.

(iii) Explain any two ways you would ensure your audience enjoys your performance of

this poem

(iv) Which three words would you emphasize in line three of stanza one?

(v) Underline the silent letter in the following words:.

Rendezvous

Condemn

Eulogy .

Phlegm .

(vi) Using each of the following words. Construct two sentences with each to show the two

meanings implied in the word . .

(vii) Your school principal has invited a prominent professor to offer a talk on a topic of students’

interest. Briefly explain any four features that would prove one is not listening

            (viii)        Give a word that sounds similar to the one given below              (3mks) ½ a mark each

Analyst –

Surge –

Session-

Through –

Sterling-

Symbol-

(f) The following is part of a conversation between a student and a principal of some school in

                 Kakamega District.  The student is the chairperson of the school’s writers’ club and is             requesting  for permission for the club members to attend a writers symposium at a neighbouring            school.   Complete the conversation.

 

Student: ………………………………….. . .   …………………………………………

Principal: Good morning, your club patron Mrs. Wasike had mentioned that you would see me about

a symposium but she did not elaborate what is the symposium about and Show will you

benefit from it.

Student:          ………………………………………………………………………………

Principal: That sounds like a very useful symposium How many club members will attend and how

do you intend to finance the trip? .

Student:    ………………………………………………………………………………

Principal: That is a good number, and I hope you will raise enough money from the projects. If some

remains after the trip you could support the school bursary fund. You have my permission.

Student :    …………………………………………………………………………………………

 

 

  1. Fill in the blank spaces with the most appropriate word                         (10mks)

Although     (1) _____President and prime minister effectively (2) _____ a ceasefire

(3)   ______they    (4)______on the telephone    (5) _________     Wednesday night and asked        their lieutenants to cease hostility     6relationship may not b e out of the woods (7) _________.

The President (8) ______Prime Minister differed when Raila   (9)_______ the suspension            of     (10)___William Ruto of Agriculture and Sam Ongeri of Education a week ago.

(Adapted from The Standard Newspaper)

 

.           (a) The following is a telephone conversation between Jane and her mother. Jane is a student at

Mwalimu High School, while her mother, who has been unwell for some time, is a business

lady. Complete the dialogue by filling in the blanks with appropriate responses.

 

MOTHER       : Hello Jane! How are you?

JANE  :            ………………………………………………………(2mks)

Mother                        : Oh! Little girl. Don’t worry about that, I am still on drugs and I believe all will                            be  well very soon. I am concerned about your school work. Have you improved?

JANE  :            …………………………………………………………………………….………

Mother                        : This is great. I have always prayed for you. Don’t relax after mid-term results.

Now make sure that you are working hard to be the best in the district.

JANE  :            …………………………………………………………………………….………

MOTHER       : You are right Jane. Caro is joining University of Nairobi and all of us in the

village are proud of her. Where are you going on the tour?

JANE  :            …………………………………………………………………………….………

MOTHER       : I will send somebody to clear the remaining amount. Next month is only ten

days away.

JANE              :…………………………………………………………………………….………

MOTHER    :  Daddy is doing well but he has gone on transfer to Kianyaga.

 

 

(b) Read the poem below and answer the questions that follow

 

She dwelt among untrodden ways

Besides the springs of dove;

A maid whom there was none to praise

And very few to love

 

A violet by mossy stone

Half-hidden from the eye!

Fair as a star, when only one

Is shining in the sky

She lived unknown, and few could know

When Lucy ceased to be:

But she in her grave, and oh,

The difference to me!

Questions

(i) Describe the rhyme scheme of the above poem                                                               (2mks)

(ii) Which word would you stress in stanza 1 line 4, and why?                                            (2mks)

(iii) If you were to recite the poem in a drama festival, what two performance features would you

employ in the last stanza? Give reasons                                                                          (2mks)

(c) From the following list, write down five pairs of words whose pronunciations are similar                              Abattoir          well                 coup

Rattle              kettle               hail

Nose                zoo                  cape

Hale                tour                 whale

Gape                meteor             noise                                                                           (5mks)

Cattle              knows              cups

(d) Rewrite the following words in two columns of the hissing sounds /s/ and /3/

       depending   on  their pronunciations                                                                              (5mks)

Conscious

Special

Ocean

Measure

Cushion

Explosion

Motion

Seizure

Brush

Fushion

 

 (e) Imagine you have been invited to speak about the role of NACADA in fighting drug abuse

among the Kenyan youth. What would you need to ensure that your speech is successful?

(f) Mention five non-verbal cues you would use to make your speech effective            (5mks)

 

  1. 16. a) Read the poem below and answer the questions that follow;

THE EAGLE

He clasps the Crag with crooked hands:

Close to the sun in lonely hands,

Rung with the azure world, he stands,

 

The wrinkled sea beneath crawls:

He watches from his mountain walls,

And like a thunder belt he falls.

 

Questions

Identify two sound patterns employed in the poem.                                     (2 mks)

What has the poet achieved by use of the above?                                         (2 mks)

Which word would you stress in the last line and why?                               (2 mks)

  1. a) What gestures would you use while reciting line one of the poem?        (2 mks)
  2. b) A small woman who cooks better than your mother, Answer. Bee
  3. i) Identify the above genre.                                                                                    (1 mk)
  4. ii) Give any three functions of the genre above.                                       (3 mks)
  5. c) Write another word with similar pronunciation as these. (5 mks)

Come

aren’t

need

way

oral

  1. d) i) Explain three reasons why listening is an important aspect of communication.
  2. ii) State any three forms of non verbal cues and briefly explain what each of them

entails.

  1. e) Mention the words or expressions you would use in each of the following situation. (3
  2.  i) You are revising for your end term exams at home. Your neighbours are playing very loud

music. You decide to go over to their house to request them to reduce the volume of their

radio.(1 mk)

  1.  ii) A friend of yours comes to your house to invite you to accompany him or her to watch

a movie.

You are unable to accompany him/.her because you have not finished your chores in the house.

You decide to turn down the invitation.                                                                               (1 mk)

iii) Your friend has sent you message that she or he has lost his or her mother. You decide

to console him or her.                                                                                                      (1 mk)

 

 

  1. (a) Read the poem below and answer the questions that follow:

My old man’s white old man

And my old mother’s black

If ever I cursed my old white old man

I take my curses back

 

If ever I cursed my black old mother

And wished she were in hell

I am sorry for that evil wish

And now I wish her well

 

My old man died in a fine big house

My ma died in a shack

I wonder where I’m gonna die

Being neither white nor black                                                (By Langstone Hughes)

 

  1. a) (i) Describe the rhyme scheme of the poem                                                              (2mks)

(ii) Apart from rhyme, identify another sound pattern used in the poem and state its effect

(iii) State the words you would stress in the third last line and explain why                                    (2mks)

(iv) How would you say the last line?                                                                                   (1mk)

  1. b) In which word is the vowel sound different in the following set of words?                  (5mks)

(i)  son, sun, can, hut

(ii) came, come, late, name

(iii) so, sew, sow, sod

(iv) hot, robe, cock, cost

(v) hurt, herd, hard, firm

  1. c) Indicate the intonation pattern in the following sentences                                     (5mks)

(i) Are you serious?

(ii) You must behave yourself

(iii) I am going shopping

(iv) He can’t do that, really!

  1. d)         In a conversation, how does one know it is his/her turn to speak?                           (5mks)

(e) You are attending a seminar with your friend. Halfway through the presentation by

one of the speakers,  she (your friend) tells you that she can hardly concentrate.

Explain any seven strategies you would   advice her to employ so as to listen effectively

and benefit from the talk.                         (7mks)

.

 

 

  1. (i) Read the poem below and answer the questions that follow:

I sit outside my house and listen

From the construction site comes

Pound, push, pull and plunk.

 

I get back into the house and listen

Form her kitchen comes

Wash, swirl and gush

 

To bed I go at last for peace

But

Mutter, wheeze and slurp

 

He snores in peace

While I awake I remain

The noise too intense to ignore

 

Oh! The noise they make

In the house, out the house

Out the bed, in the bed

Why can’t they keep silence?

 

(a) What is the poem talking about?                                                                                      (1mk)

(b) Identify any two sound patterns used in the poem                                                          (4mks)

(c) Which words would you stress in the last line of stanza three? Why ?                          (2mks)

(d) (i)  How would you say the line of the poem?                                                                (1mk)

(ii) Identify four pairs of words with the same pronunciation from the list below            (4mks)

Hale                Pose                missed             draught            mist

Way                bawl                air                    ball                  tile

Why                tall                   pause               draft                hit

Drought           ore                   wail                 till                   heat

(iii) You are a radio presenter and you are scheduled to interview a prominent politician abut

the  current proposed constitution.

(a) What preparations would you carry out before the interview?                           (6mks)

(b) What strategies would you employ during the interview session?                     (6mks)

(iv) Explain any six important details you will use when giving direction to make it accurate.

 

 

 

 

 

SECTION II (Pp2)-

PAPER 101/2 – (COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR)

The KCSE English paper 101/2 has three main parts of:

  1. a) Comprehension – i) Unseen text – 20 mks
  2. ii) The seen text normally an excerpt from one of the compulsory set texts-

25 mks

  1. b) Literary appreciation of either a poem or an oral narrative – 20 mks
  2. c) Grammar – 15 mks

TOTAL – 80 mks

 

SECTION A – UNSEEN TEXT

SECTION B – COMPREHENSION:-

QUESTION 2 – AN EXCERPT FROM ONE OF THE COMPULSORY TEXTS

SECTION C

QUESTION 3 – LITERARY APPRECIATION

This area consists of either a poem or a narrative. The candidate is expected to carry out a comprehensive literary appreciation

POEMS

ORAL NARRATIVES

GRAMMAR – QUESTION 4

 

                                                                         Section A –  COMPREHENSION

  1. Read the passage below and then answer the questions that follow            

WOMEN IN IRAN

So far, everything seems normal. But in the illustrations accompanying this description the            ballerinas have  been  air-brushed out. Instead, an empty space, the floor and the blank wall meets           the eye. Like so many other images of women in Iran the ballerinas have been censored

Dega’s painting is emblematic of a basic paradox of life in Iran, 20 years after the Islamic         revolution. On the one hand, the regime has succeeded in completely repressing Iranian women.     At any Government Institutions, Universities and Airports there are separate entrances for         women, where they are often checked for signs of violating the strict dress code. They are        forbidden to go out unless they are covered by clothing that conceals everything but their hands     and faces. At  one of  the  universities where I  used to  teach, I’m told a female  professor was     expelled  because her wrist  had shown from under her sleeve while she was  writing  on  the           blackboard.

Yet these measures, meant to render women invincible and powerless, are paradoxically making women visible and powerful. By attempting to control every aspect of women’s lives and             by staking its legitimacy on the Iranian people’s supposed desire for this control____the regime           has unwittingly handed women a powerful weapon; every private act or gesture in defiance of official rule is now a strong political statement.

Meanwhile, because its extreme regulation of women’s lives unnecessarily intrudes on the            private lives of men, the regime has also alienated many men who initially supported the            revolution

Women on the eve of the Islamic revolution were active in all areas of life in Iran. They       were encouraged to participate in areas normally closed to them. Women were police officer,    judges and pilots-active in every field except the clergy.  By 1978, 22 women were members of       parliament and two sat in the senate.

The Ayatollah Khomeini accused them of betraying culture and tradition. Dr. Farrokhrou      Parsa was one of these alleged traitors. She gave up her medical practice to become principal of   the girls school I attended in Tehran. Then she became Iranians first female cabinet minister, in    charge of education. When the Shah was ousted, Parsa was summarily tried and executed. She    was charged with “corruption on earth, warring against God” and “Expansion of prostitution”,          allowed no defense nowhere and sentenced by hooded judges; she was put in a sack before being   killed.

Ayatollah Khomeini tried to expel women from the public sphere was not surprising.       What was surprising was the leftist members of the revolutionary coalition who went away.          The leftist had traditionally appeared to support women’s rights. However, their            totalitarian      mindset was    ultimately more at ease with the rigid rule exposed by the    reactionary derics with           the pluralistic approach favoured by the women’s movement. Thus, when the Ayatollah       began his crackdown, he had the full support of the leftists.

Many Iranian women, on the other hand were not so pliant. On a cold day in March 1979,   thousands of shouting women massed Tuto one of the Tehran’s wide avenues. They had gathered   to express their resistance to the Ayatollah’s attempt to make them invincible.

Some days earlier, the Ayatollah had annulled the family protection.

 

  1. What reason did the Ayatollah give for wanting to make women invincible?
  2. Do you think the writer of this passage is male or female? Support your answer
  3. Give: i) Cite one of the repressive laws against women.                                                                                                   ii) Why was the professor expelled?                                                                                              4. List the three accusations leveled against Dr. Farrokhrou Parsa in the passage.
  4. Describe the theme in this passage.                                                 6. Before the Islamic revolution in which areas were women encouraged to participate?
  5. Explain the paradox the author refers in the third paragraph which begins, “Yet these measures”
  6. Describe the writer’s opinion on the treatment of women in the passage
  7. Explain the meaning of the following words and phrases in the passage
  8.             i) censored –
  9. ii) emblematic –

iii) alleged –

  1.             iv) leftist-                              
  2.                         v) espoused-
  3. What title can be given to this passage?                                                             

 

  1. Read the passage below and then answer the questions that follow:-            

 

he research by the Maendeleo ya Wanaume Organization that reports a case of reversed      roles where men are made to cook, wash clothes, clean the house, utensils and baby sit   should reveal more anddelve into the causalities rather than issue inflammatory findings with alarming statistics that will only serve to scare courtship.

It should be noted with clarity that societal transition are normally treated with a lot of    caution, sobriety and reasonableness to avoid endangering the very fabrics that hold the society   together. This is because it’s a process that takes time to sink, be appreciated and acceptably    embraced. Equally, the connotation reversed roles imply replacement of male domination by female domination instead of hybrid system where roles are shared equally and help handed out            where necessary to supplement each other’s effort.

Gender refers to women’s and men’s socially defined roles and characteristics that are shaped by historical, economic, religious, cultural and ethical factors.

Gender is learned through socialization, it is not fixed, it is changeable. Gender stereotypes      therefore include comments like, women are weak and cowards, gentle, nurturing and caring   while men are bread winners, decision makers and generally aggressive.

The African society and Kenya in particular is patriarchal. A social system based on male             privilege and power in which women are regarded secondary and created for the service of men.

Patriarchy is mostly for men and that’s why men feel threatened when patriarchy is    challenged. However, research has shown that not all men are winners under patriarchy.

This is because patriarchy puts a lot of pressure on men to perform and become           workaholic in a struggle to maintain the family, for example, research has shown most     millionaires in the US are women, widows of men who died young from diseases related to over          work.

Since gender is societal creation and not biology, it can be changed, albeit gradually.

The stubborn men who live in the past should be prepared for feminism approach that perceives and interprets social situation from a woman’s point of view.

According to this approach, female oppression should be addressed adequately.

Here, the area of focus includes: Education and legal rights for women. Economic rights,        that advocate’s equal access to properties, jobs and career. The puzzle however, is where the             approach leaves men, especially if the process is forceful.

Gender equity is an idea whose time has come as statistics indicate girls perform better            than boys in schools and ladies are more preferable by employers than men due to hard work,    honesty, loyalty and cost effectiveness.

Women must also rise to the occasion, take responsibility with caution and cease to be      victims of inferiority complex.

Change must not translate to arrogance and revengeful attitudes that will paint women as           heartless. Life is meaningless without effective family institution. Let’s ensure our society does             not fall apart.

(Adapted from Sunday, May 31, 2009)

 

(a) In what way is gender a socialization process?                                                                                       (b) According to the passage, what is gender stereo typing?                                                (2mks)

(c)Explain the contrast between the hybrid system and the case of reversed roles    (2mks)

(d) What evidence is given to show that not all men are winners under patriarchy?

(e) What is the writer’s tone in the passage?

(f)Re-write the following beginning; (Not fixed ………………

Gender is learned through socialization, it is not fixed, it is changeable.

(g) In a summary of about 60words, describe the writer’s attitude towards women

Rough copy

Fair copy

(h) Explain the meaning of the following words and phrases as used in the passage.                                               (i) Inflammatory…………….

(ii) Sobriety…………………………

(iii) Feminism approach………….

 

  1. Read the following passage and answer the questions that follow:-    

The river ,the forest and the  sky  all drew Densu  to  the  top  of  the hill with a power  he         had  no need to  fight against. He asked Nyaneba if there was no more work  he  could  do  on  the    farm up there. But at that time there was nothing really, and Nyaneba almost scolded him when he           asked once more what was there to do.

“Densu,” she said at the end of her patience, “the animal that does not rest gets so angry   and unhappy that it spreads destruction wherever it goes. A human being works fully when there           is work to do. A human being rests fully when the season for rest comes.”

Densu did not importune Nyaneba about work any more.  Almost everyday he climbed up             the hill and sat on the warm rock looking at the river and the forest canopy. From where he sat,   the river now looked thin and completely still. Seeing it at a distance, he had to think before it      became in his mind a moving thing, not a dead, flat sheet shining passively in the sun.

So he knew the river’s motion in his mind, though his eyes perceived stillness. Once the      motion was clear in his mind, it did not stop. It flowed inathought stream that could take him from        the present all the way back to moments so far in the past his remembrance surprised him.

Some of the memories he would never understand. He had known a great happiness at a             time about which he remembered nothing but the feeling itself. This remembrance took his feeling           back to a time when he was helpless but feared nothing because there was a presence around him     that made fear a stranger. He had told people about this feeling and always left them puzzled

They said he could have had such a time, because his father died before he was born, and his            mother also died in child birth. Yet the feeling was part of his memory, and it was so strong he      knew it was true, in spite of what others saw and said. And often as he grew up, he found himself             searching, sometimes in anguish, sometimes with sheer desire for a return of that time and of the        feeling.

Yet life at times became an argument saying that presence, that wholeness he remembered           so mysteriously and sought so naturally, would never be possible in the world outside the wishing            mind. He had  known people  at Esuano, and begun to sees life  clearly, but most of the people       and most of  the life he saw  led his  mind far astray from the  peace he sought.

This too he remembered: in his twelfth year something strange had happened. A white      man had arrived at Esuano. He was not an official from the castle at cape coast, so people were     astonished to see him there at all. They were more astonished when he told them he was a trader     on the coast, but had grown tired of trading. He said he wanted to rest.

People shunned him. They were afraid of him and they had reason enough. He lived as if he and water had quarreled bitterly. He did not like food. his sustenance was drink  and when he     was really  hungry  he  would look for  fruit, like  a child at play, and  that  would be his  meal.

Densu went to him and sat watching him. He still went to him long after the other children             had fled in fear. One day the stranger white man stopped singing his drunken songs, pointed to his            heart and shouted something.

“Collins!” He repeated the name, stabbing his breast repeatedly with an extended finger.

When he stopped, Densu pointed to himself and said “Densu.” The white man roared      happily. He seemed immensely pleased with himself that Densu had understood him, as if he had actually taught him to speak. He began a game of names, teaching Densu English words and    learning Akan words from him.

In less than a month the game of words changed. It became even. Densu went to Collins        whenever he had time. The idea of learning the strange language of the white excited him, and he    worked hard to make free time for his new passion. Collins taught him willingly. He seemed to live for the hours when the eager boy came to talk to him.

But Collins stopped asking Densu the Akan names of things. With an eagerness answering   the boy, he taught him as fast as he could absorb new knowledge, and his yellow-red face  exploded with joy when Densu began at last to speak to him in his own  language. The solitary white man then gave up all pretence of wishing to learn Akan. He was happy enough to have a   person to talk to and teaching Densu to read and write gave him something to do when he was not drinking.

Densu asked him why he had left cape coast to come to Esuano. The white man’s answer was quite incomprehensible  to him. All he understood was that the mention of cape coast made     the white man violently angry. Once, later, Densu asked him why he did not go home.  The            drunken man wept tears at the questions. From then on Densu did not ask him any such questions   again.

In his first months at Esuano the white man Collins sold a few things to the few who had   any money. But after his third month at Esuano he sold nothing. Knowing adults predicted he     would die in a matter of weeks. They were disappointed and embarrassed when in spite of the       way he drank and starved himself, he remained noisily alive.

 

  1. a) Why did Densu spend most of his time seated on the rock up the hill?
  2. b) What effect did the river have on Densu?
  3. c) Who was the stranger and how old was Densu when he arrived?
  4. d) What does “He lived as if he and water had quarreled bitterly,” mean?
  5. e) People dislike the stranger (Rewrite beginning with, “The stranger………
  6. f) From what tribe does Densu come from?
  7. g) Write notes on why Collins was eager to teach Densu his language and why he stopped

learning  Densu’s language

  1. h) Identify and explain one character traits of Densu                                                                                               i) Give the meaning of the following words and phrases as used in the passage:-                                                      i) Importune –
  2.                         ii) Canopy –

iii) Stabbing his breast……

  1.                                     iv) Shunned………………………
  2.                          v) Incomprehensible……………………

 

                       

  1. Read the following passage then answer all the questions that follow:    

It is said that behind every successful man there’s a woman, so how can we help our sons succeed? By bringing them up in such a way that they understand their role as leaders, providers   and protectors.

And how can we do this successfully? By noting their masculine qualities and praising    them for these .Take note when they excel in masculine roles and encourage them. Admiration is   the food of a man’s soul. Never belittle your son’s masculinity; it hurts very deeply and might result in deep resentment.

Are you faced with a rebellious son? Mind your language when you talk to them; you        might be scolding him for doing or not doing something while inadvertently belittling his   masculinity. Try the opposite for change; praise him and see how this transforms him. The untidy   room will be a thing of the past, as will many other pains you have been wishing away. Relate the duties you assign him to his masculine qualities and he will be very glad to help. When he is            facing failure or a crisis, reassure him that you believe in him and his ability to pull through, no     matter how difficult the situation might appear. Do not mock his ability to overcome a difficulty.   Use statements such as “this might be the door to opportunity, a stepping stone to greater          success.” who wouldn’t excel when someone who matters to them like a mum believes in them?   A word of caution, though: we must be careful not to push our sons to become what they are not             interested in being.

Allow them the freedom to make choices and let them learn from mistakes. There’s a         greater temptation to be bossy towards our sons, but we need to refrain from giving detailed            instructions on the what, when, how and where every action they take. Let him know when you            disagree with his decision, but tell him he can still count on you

For the women who have taken over leadership in the home, you need to let go and build    your husband by encouraging him to take up that role. This will allow you time to be a mother    you need to be, one who can nurture her sons and be a homemaker. Our sons need to learn from   their fathers what it means to be a responsible man.

And to those women who are sacrificing their children’s well-being for careers I suggest,        learn from miss Taylor Caldwell, an Anglo- American writer with several awards to her credit o            once remarked: “I’d rather cook a meal for a man and bring his slippers and feel myself in the       protection of his arms than have all the citations and awards I have received worldwide”

(Adapted from Daily Nation)

 

  1. a) What is the role of mothers in the success of their sons?
  2. b) i) How can parents help their sons overcome the challenges they meet while growing up?
  3.                 ii) What precautions should sons take in to account so as to achieve their ambitions?
  4. c) Give three disadvantages of women taking leadership at home.
  5. d) Give a reason why Miss Taylor is mentioned in the last paragraph.                                                 e) In not more than 65 words, summarize the ways parents can deal with rebellious sons:-

ROUGH COPY

FINAL COPY

  1. f) Explain the meaning of the following phrase and words as used in the passage
  2.  i) “Admiration is the food of a man’s soul”…… …
  3.  ii) Masculine……………………………

iii) Bossy………………

 

 

  1. Read the following passage then answer questions that follow.

Soil erosion is a continual process in nature. Over the centuries weather and rocks interact to replace work out soil. Much as man renews his outer layer of skin. But the accelerated soil           erosion created by man often destroys faster than nature can renew. It usually results from rapid      and thoughtless exploitation, an attempt to obtain the maximum product as quickly as possible.     This attitude has led to excessive cultivation, deforestation, overgrazing, failure to consider the   nature of the soil and its environment and reluctance to devote labour and finance to maintaining            its qualities. The results are seen in the barren lands of North Africa, the Middle East, and south                china. And soil erosion has been a factor in the downfall of past civilizations. Perhaps the most             frequently quoted example of soil erosion is that of the American dust bowl. Its natural             equilibrium was upset by over cultivation and the land was reduced to near desert conditions.       Wind erosion accelerated the process assisted by a succession of the dry years. There are many      areas of the USA which have felt the impact of wind erosion. Others have been subject to water     erosion on land which, through misuse has lost its fertility.

A number of measures which help to conserve soil have been in use for centuries in many       parts of the world. Their primary aim is to make the best use of rain. They include terracing,          contour farming and strip ploughing which control the quantity and pace of water run-off. Over      the years, many of the best soils have been developed under grass. The soil itself must have a   good biological content of minute organisms to circulate the nutrients and to maintain a health          structure. With some crops, soil conservation is facilitated by allowing weeds to grow or by      cultivating leguminous crops. These help to protect the soil from wind and water erosion and can     be ploughed back as manure.

To restore vegetational cover to barren lands is a slow process, but the scientific and technical problems are far outweighed by those arising from man’s use of domestic animals,      notably goats and sheep. These animals have caused soil erosion in many areas and it is urgently             necessary to have more control over them. Goats and sheep have grazed large areas of       Mediterranean countries into subsistence farming or deserts; they prevent tree growth and have   reduced the average tree line by 1000 feet in four centuries. Unfortunately they and cattle are still          being introduced into areas being cleared of forests in Africa. For example, the cattle of Maasai in     Tanzania give rise to much erosion in their now restricted territories. In many instances, a far    greater yield of protein could be obtained by ‘farming’ the wild animals in these territories. These             animals and plants on which their life is based have achieved a harmony or balance in their            relationship which, history, shows is rarely achieved between the goat, as farmed by humans, and          its terrain.

Adapted from Man and Environment by Robert Arvil

 

  1. Explain how soil erosion replace work out soil
  2. Soil erosion is said to be a naturally occurring process in nature. What role does man

play in making soil erosion a harmful process?

  1. Perhaps the most frequently quoted examples of soil erosion is that of the American

dust bowl.    Begin: The American dust bowl…………………)

  1. How does the writer show that soil erosion is a global problem?
  2. Which is the greatest consequence of soil erosion recorded in history according to this

passage?

  1. It usually results from rapid and thoughtless exploitation, an attempt to obtain the

maximum product as quickly as possible. State the word class of the underlined words

as  used in the passage

Example: Exploitation: noun

Usually:…………………………………………………………….

Thoughtless:…………………………………………………..

  1. Why do you think the word: ‘Farming’: in the last paragraph has been put in quotation                                  marks?
  2. What measures have been used in many parts of the world t o conserve soil?

(Answer in note form)

  1. Explain the meaning of the following words as used in the passage.
  2.                          i) Renew…………………………………
  3.                          ii) Barren……………………………………………

iii) Pace……………………………………

 

  1. Read the passage below and then answer the questions that follow:-            

A situation whereby a large number of mentally and physically capable people of working      age are willing to work but cannot find work is usually known as unemployment. In Africa, the            unemployment rate is estimated to be 27-29%. This way beyond the usual acceptable rate of 4%.            This is a grievous situation which has contributed to the soaring levels of poverty witnessed all    around us.

But what are the causes of unemployment? Can anything be done to ease the situation?        First. Political upheavals have played a key role in promoting the sky rocketing levels of      unemployment. Civil wars and ethnic clashes have led to bloodshed and massive loss of life. As is           expected, foreign investors have fled for their safety. They have shut down their companies and    relocated their businesses to places that are more conducive to the thriving of their enterprises.             The results are usually jobless and consequently poverty.

Ordinary citizens rarely ferment political trouble. Their “leaders” do it in an effort to           upstage one another and make political and economic gains. Through their vote, citizens have the            means of ensuring that such people do not accede to power.

Contrary to expectation, international trade has not helped the situation for a long time.       The developed countries, instead, have taken advantage of this trade to exploit Africans making        them even poorer. Liberation of trade has meant that goods from all manner of places are allowed          into the country. Most of these are cheaper than locally produced ones because the costs of   production are lowered by efficiency factors and government subsidies. As a result local infant   industries are unable to compete and end up collapsing. Once again many are left unemployed.

In addressing this problem, the buck stops with African governments. It is upon them to   create an enabling environment for local industries by way of improving infrastructure and       security and also giving tax waivers. Sound policies that enhance efficiency in the sector should           be instituted.

In addition, the unemployment problem is worsened by a shortage of entrepreneurs. Many people lack the necessary skills, spirit of boldness and risk taking attitudes required in starting business ventures. Though they have the capital, they do not invest it locally. Thus they deny        many people a chance for employment. Some prefer to stash their money in foreign accounts.

A sense of patriotism is called for here. Nothing gives greater joy and satisfaction than         knowing that one has contributed to the betterment of the lives of others, as they say east or west,         home is the best, and so investing locally will have multiple benefits. African governments and             NGO’s must also do more in equipping those interested with entrepreneurial skills.

Moreover the African system of education has failed to change the white collar job        mentality. Many are those who believe that these are more prestigious and better paying than blue           collar jobs. This has meant that opportunities in the informal sectors go unexploited while there is            excess unabsorbed labour in the white collar sector.

To solve this problem, People need to be socialized differently. The 8.4.4 system of        education in Kenya is a step in this direction. One of its objectives is to equip its recipients with         progressive attitude and skills necessary for self-reliance.

As we have seen, unemployment is a big problem in Africa; it is directly connected to the         high poverty levels crippling many people. However, with concerted efforts, the situation can be    alleviated.

 

  1. a)         What is the subject matter of this passage?
  2. b)         According to the first paragraph, who are the unemployed?
  3. c)         How would citizens ensure their peace?
  4. d) Rewrite the following sentences by putting the first three words in parenthesis:-.

“Through their votes, citizens have the means of ensuring that such people do not

accede to power”

  1. e) According to the passage, why is the expression “their leaders” enclosed in

quotation  marks?

  1. f) Explain what is meant by “the buck stops with African government.”                                                g)         Make notes on the effects of international trade
  2. i) Ease…………
  3.                          ii) Accede…………

iii) Patriotism………

 

  1. Read the following passage and answer the questions that follow.                                                                          

All the interested parties in the education sector are impressed by the Kenya National          Examination Council’s measures to ensure this year’s national examinations are free of cheating.

It is for this reason that the 276,224 Kenya Certificate of Secondary Education        Examination (K.C.S.E) candidates have 4,834 examination centres manned by 4,886 supervisors who are assisted by 13,796 invigilators. All these are qualified teachers who have been recruited      mainly for their integrity.

The centres are manned by 4,886 armed police officers who are ready for action should there be trouble. And as if this is not enough, there are 686 senior officers manning areas at        stations where examination papers are kept.

Before they get into the examination rooms, the candidates and thoroughly searched. Bags            containing question papers are opened by the supervisor in the presence of all candidates and           thoroughly searched.

Any remaining question papers are sealed and kept in full view of the candidates during       the particular paper’s entire duration.

At the time of sitting for the paper, candidates are under hawk-eyed invigilators. And at    the end of the paper answer booklets are sealed as all candidates, invigilators and the head teacher       witness. All these measures are commendable.

The KNEC deserves a pat on the back also due to the fast reaction Kenyans received from             it whenever the media report leakages, which, in any case, turn out to be hoaxes. In fact, all             doubting Thomases are beginning to have faith in the KNEC.

However, all these money-guzzling measures would be unnecessary if Kenyan students         had been brought up in a morally upright environment.

Examination cheating shows how morally deprived our society has become. It is a sign       that parents and teachers have failed in their duty of moulding the youngsters.

Kenyans must stop and think why the current generation believes in short cut to its desire     and does not wish to sweat for it. As Kenyans, we should find out if our education system is    catering for the students’ moral and ethical needs. Whenever things go wrong in education,           interested parties are quick to point accusing fingers.

Teachers blame parents and the society and parents blame teachers. This dangerous buck-         passing game should be stopped to save the youth who are foundation of the country’s future.

The responsibility of instilling moral and ethics rests squarely on education institutions.     School play a crucial role as far as the transmission of value is concerned as once children start      going to school; they spend more time with teachers than with any other person.

This is why what teachers say is gospel to them, and not even parents can make them think

otherwise.

A teacher can make a great contribution to the fostering of sound and religious values in      children by taking interest in their behaviour.

                                                                                    (Adapted from the Saturday Nation, November 3, 2007)

 

  1. a) Make notes on the precautions put in place to ensure that the national examinations are                                free  of cheating.
  2. b) Give two reasons the writer attributes to the examination cheating.
  3. c) Why does the writer think that instilling morals and ethics solely rests on education

institutions?

  1. d) The KNEC deserves a pat for taking (strong) measures to curb examination anomalies.

Use the word in brackets appropriately.

  1. e) Explain the contextual meanings of the following words.

(i) Manned  … controlled

(ii) Hoaxes  ……

(iii) Guzzling …

(iv) Buck-passing –

 

  1. Read the passage below and then answer the questions that follow:-            

You could win a car, a motorcycle, or a generous cash reward. But you have to score

an ‘A’ in the Kenya Certificate of Secondary Education first.

As the cut throat competition for the best performance among schools intensifies,      ingenious school administrators are coming up with all kinds of rewards to motivate their students           to turn into top performers in the national examinations.

The top reward, a car, was promised to the top student at Nairobi school, while Alliance            and Mang’u high schools promised to reward each ‘A’ grade student with shs.10,000.

But Kianjuri High school has a different reward altogether.

At the beginning of 2006, 14-year-old Francis Itote walked through the wrought iron gate       of Kanjuri High school. Four years later, he rode out of the school on a brand new motorcycle.

Itote’s new ride was a gift from the school’s board of governors because he had given the school         its first ‘A’ in the last five years.

The board had challenged last year’s candidates with an enticing offer; anyone who got an      ‘A’ in KCSE would receive a motorcycle, with a one year comprehensive insurance cover and shs.5,000 cash prize. The motorcycle is valued at shs.70,000.

In a region where motorcycle taxis are valued by enterprising youth, the prize elicited   immediate and intense competition among students.

As the motorcycle was officially handed over to 19-year-old Itote at a colourful ceremony    on the school’s football field; students could not wait to dash back to class to study in a bid to         claim the motorcycle next year.

“If I get one, I will go straight into the boda boda business,’ said Max Muturi, a form four    student.

All over Kenya, school boards as well as old boys and girls associations are willing to        spend millions on incentives for students.

But education officials, including school principals, warn that these material rewards may   not be the best way to prepare top students to face the challenges of everyday life after school.

“Motivating students by giving them money may not be sustainable in the long run,’ says            Patrick Nyagosia, a provincial director of education.

The official warns that once top students step into a world where money is scarce; their    level of motivation might come crashing down.

Dr. Stephen Wahome, a clinical psychologist with psychological Health services, Nairobi,       concurs. If not well handled, some of the incentives given by schools can easily end up doing          more harm than good.

“Unless the reward had some relevance to the young learners’ mental and emotional        status, it can easily disorientate them,’ warns the psychologist.

(Adapted from ‘Saturday Nation’ March 27,2010)

 

 

(a) Why do school administrators come up with all kinds of rewards?

(b) In note form, list the types of rewards offered by the various schools

(c) What is the main requirement to deserve the above rewards?

(d) According to the passage, what enabled Francis Itote to ride out of school on a band new

motorcycle?

(e) If I get one, I will go straight into the boda boda business.

                  Rewrite using ‘unless’ …………………………………………………………………..

(f) What is ironic about the mode of rewards given to top performers by school   administrators?

(g) School boards as well as old boys and girls associations are willing to spend millions on

incentives for students.  Rewrite using …not only….

(h) Briefly describe the author’s attitude towards material rewards to students

(i) Explain the meaning of the following expressions as used in the passage:

enterprising youth…….. young, industrious people(1)                                                         

challenges of everyday life………. ups and downs faced in life(1).                                      

disorientate……………….. make unstable.(1)..                                                                        

 

  1. Read the passage below and then answer the questions that follow:-            

Unquestionably a literary life is for the most part an unhappy life; because if you have         genius, you must suffer the penalty of genius; and, if you have only talent, there are so many cares          and worries incidental to the circumstances of men of letters as to make life exceedingly   miserable. Besides the pangs of composition, and the continuous disappointment which a true       artist feels at his inability to reveal himself, there is the ever-recurring difficulty of gaining the public ear. Your writers are buoyed up by the hope and the belief that they have only to throw that            poem at the world’s feet to get back in return the laurel _crown: that they have only to push that     novel into print to be acknowledged at once as a new light in literature. You can never convince a    young author that the editors of magazines and the publishers of books are a practical body of             men, who are by no means frantically anxious about placing the best literature before the public.       Nay, that for the most part they are mere brokers, who conduct their business on the hardest lines of a profit and loss account. But supposing your book fairly launches, its perils are only   beginning. You have to run the gauntlet of the critics. To a young author, again, this seems to be            as terrible an ordeal as passing down the files of Sioux or Comanche Indians each one of whom is            thirsting for your scalp.  When you are a little older, you will find that criticism is not much more            serous than the bye-play of clowns in a circus. When they beat around the ring the victim with    bladders slung at the end of long poles. A time comes in the life of every author when he regards             critics as comical rather than formidable, and goes his way unheeding. But there are sensitive          souls that yield under the chastisement and, perhaps, are the saddest example of a find spirit             hounded to death by savage criticism; because whatever his biographers may aver, that furious    attack of Gifford and Terry undoubtedly expedited his death. But no doubt there are hundreds         who suffer keenly hostile and unscrupulous criticism, and who have to bear that suffering in      silence, because it is a cardinal principle in literature that the most unwise thing in the world for   an author is to take public notice of criticism in the way of defending himself. Silence is the only      safeguard, as it is the only dignified protest against insult and offence.

P.A. Sheehan

 

(a) Why is the literary life mostly an unhappy one?

(b) What are the ambitions of a young author?

(c) Are editors and publishers sympathetic to young authors?                                                         (d) What is ironical about the way editors and publishers operate?

(e) What are some of the ordeals awaiting the young authors from the critics?

(f) Why is Keats mentioned?

(g) How, according to the author, should a writer respond to criticism?

(i) Explain the meaning of the following expressions as used in the passage

men of letters.. –

a new light in literature..

chastisement.-

(h) Why does the writer of this extract call editors and publishers “mere brokers”?

 

 

  1. Read the following passage and answer the questions that follow:-

 

Ethnocentrism is a way of putting ourselves at the centre of everything and judging all      others by our standards. It is a universal weakness and one that is at the root of most tribal and       racial misunderstandings. While we consider ourselves superior and exalt our customs, we look    down with scorn on those who behave differently from ourselves. They are lazy, unintelligent,         immoral, un-enterprising, and materialistic. The more different these people are from us, the     stronger our condemnation.

But this outlook raises a key question – what are the criteria for making these judgments?        In each society, customs evolve to meet specific needs. It is when outsiders judge these customs           against their own, particularly when they are very different, that they find them absurd, illogical         or even downright savage.

Here in Kenya as many parts of Africa, old people are held in very high esteem. Custom          demands respect for the old, and in some cases, superstition enforces it by threatening that if the    old are treated badly, their ghosts will take revenge on those who were unkind to them. The old    people therefore enjoy a great deal of respect; they are consulted in decision- making and they        continue to head their house holds even when their sons are grown up. We find it inconceivable    that the people could treat their old in any other way.

When we learn that some nomadic tribes in Australia and Brazil used to kill their old, we    immediately label them as barbaric and uncivilized. And yet, for those people, it was a perfectly       practical thing to do. They had to walk long distances in search of pasture, often with enemies in       pursuit. The old were a burden and if captured would be tortured to death; it was kinder to kill       them

A further example of apparently strange behaviour is the treatment of old people in some           modern European families. They put their old in homes for the aged, a practice which we may        find cruel and selfish. Within the framework of these societies, however, this is quite acceptable. Many European houses are small, and domestic help is not readily available to care for the old. In    an old people’s home, they will have more company and attention. None of those ways is superior          to the others. They are all ways of coping with the problem of the old and as long as they do not       create discord in the society, they are justifiable.

Variations abound in all forms of behaviour. What, for example is the standard form of         greeting? For some of us, the American nod of the head and ‘Hi’ may appear too casual and             impersonal. To the Americans, our elaborate handshaking and exchange of courtesies may appear   too ritualistic and a waste of precious time. The Baganda women kneel in greeting. Those     sensitive about equality of the sexes may find this behaviour objectionable. The French hug and    kiss when they meet friends – some Africans may find this embarrassing.

The increased speed of travel has in a sense created a world community. There is even some validity in talking about the international man- one who can travel to any corner of the globe          equipped with international language, dress and manners. But shall become sufficiently       internationalized so that we are no longer ethnocentric or shall we always remain intolerant?

 

 

Questions

  1. a) What is at the root of tribal and racial misunderstanding?
  2.      b) Why should we not condemn other people’s customs?                                                           (3mks)
  3.     c) Explain the irony in the way some nomadic tribes in Australia and Brazil used to treat

their old   (3mks)

  1. d) Why does the author contrast how Kenyan’s treat the old and how the old are traditionally                      treated  in Brazil and Australia                                                                                        (2 mks)
  2. e) What is the writer’s attitude towards the old people among the nomadic tribes in Australia

and Brazil

  1. f) Here in Kenya, as in many parts of Africa, old people are held in very high esteem.

(Rewrite beginning: Old people…..)                                                                               (2 mks)

  1.  g) State the theme of this passage                                                                                        (2 mks)
  2. h) Explain the meaning of each of the following words:                                                     (5 mks)
  3.         i) Root
  4.         ii) Exalt…………

iii) Inconceivable

  1.           iv) Apparently
  2.         v) Discord

           

 

 

  1. Read the following comprehension passage and answer the questions that follow

Ethnocentrism is a way of putting ourselves at the centre of everything and judging all      others by our standards. It is a universal weakness and one that is at the root of most tribal and       racial misunderstandings. While we consider ourselves superior and exalt our customs, we look    down with scorn on those who behave differently from ourselves. They are lazy, unintelligent,         immoral, un-enterprising, and materialistic. The more different these people are from us, the     stronger our condemnation.

But this outlook raises a key question – what are the criteria for making these judgments?        In each society, customs evolve to meet specific needs. It is when outsiders judge these customs           against their own, particularly when they are very different, that they find them absurd, illogical         or even downright savage.

Here in Kenya as many parts of Africa, old people are held in very high esteem. Custom          demands respect for the old, and in some cases, superstition enforces it by threatening that if the    old are treated badly, their ghosts will take revenge on those who were unkind to them. The old    people therefore enjoy a great deal of respect; they are consulted in decision- making and they        continue to head their house holds even when their sons are grown up. We find it inconceivable    that the people could treat their old in any other way.

When we learn that some nomadic tribes in Australia and Brazil used to kill their old, we    immediately label them as barbaric and uncivilized. And yet, for those people, it was a perfectly       practical thing to do. They had to walk long distances in search of pasture, often with enemies in       pursuit. The old were a burden and if captured would be tortured to death; it was kinder to kill       them

A further example of apparently strange behaviour is the treatment of old people in some           modern European families. They put their old in homes for the aged, a practice which we may        find cruel and selfish. Within the framework of these societies, however, this is quite acceptable. Many European houses are small, and domestic help is not readily available to care for the old. In    an old people’s home, they will have more company and attention. None of those ways is superior          to the others. They are all ways of coping with the problem of the old and as long as they do not       create discord in the society, they are justifiable.

Variations abound in all forms of behaviour. What, for example is the standard form of         greeting? For some of us, the American nod of the head and ‘Hi’ may appear too casual and             impersonal. To the Americans, our elaborate handshaking and exchange of courtesies may appear   too ritualistic and a waste of precious time. The Baganda women kneel in greeting. Those     sensitive about equality of the sexes may find this behaviour objectionable. The French hug and    kiss when they meet friends – some Africans may find this embarrassing.

The increased speed of travel has in a sense created a world community. There is even some validity in talking about the international man- one who can travel to any corner of the globe          equipped with international language, dress and manners. But shall become sufficiently I     internationalized so that we are no longer ethnocentric or shall we always remain intolerant?

 

 

  1. a) According to the author, what is at the root of tribal and racial misunderstanding?
  2. b)        Why according to the passage, should we not condemn other people’s customs?
  3. c) Explain the irony in the way some nomadic tribes in Australia and Brazil used to treat

their old

  1. d) What does the writers achieve by contrasting the way Kenyans treat old people with the           way the old were treated in Australia and Brazil
  2. e) What is the writers attitude towards the treatment of old people among the nomadic

tribes of Australia and Brazil

  1. f) In not more than 40 words, summarize the argument in the passage                                                                                   Rough copy

Final copy

  1. g) Explain the meaning of the following words and phrases as used in the passage
  2. i) Root –
  3. ii) Exalt–
  4. iv) Putting ourselves at the centre of everything
  5. v) Look down with scorn on

 

 

 

  1. Read the following passage and answer the following that follow:

 

CONSTITUTIONAL LAW

If you belong to a club, a college, a large company or some other institution, you will find   that it has a set of rules. Theses  govern the organizational  structure  of an  institution, its             composition, its  powers  and  the rules  which regulate its  management. All persons who belong           to the institution will have to abide by its rules. It is the same with the nations of the worlds. Each   of them is governed by a set of rules, which is described in law as a constitution.

A  constitution has  been defined  as ‘a document  having a  special  legal sanctity which            sets out  the frame  and framework and  the principal  functions of the organs of  government  of a   state  and  declares the   principles governing the  operation  of these  organs

Most modern constitutions are, in fact, contained in a formal document known as ‘the constitution.’ This constitution is described as a written constitution, because it is contained in a    written law in the form of an Act of Parliament

A written constitution is generally contrasted with an unwritten constitution. An  unwritten constitution  is  not  found in any  formal  document as such, but  is   contained  in a  number  of    sources. One example of an unwritten constitution is the British constitution. Its sources are found     in statute law, case law, conventions of the constitution and even in certain textbooks.

A further contrast between constitutions is that some are rigid while others are flexible. A             rigid constitution is one which can only be changed as the result of a long and cumbersome            procedure.  Such constitutions can only be by definition, written constitutions. For example,  an         amendment  to the American  constitution can   only  be  effected  by  the  approval of the    president  ,  a two-thirds majority  in the  House  of  Representatives  and the senate, and the              approval of the three-quarters of the  Legislature  of  the Federal  States.  It is possible to delay or   block such amendments in either the House of the Representatives or the senate. It does not           follow though, that all written constitutions are rigid. It depends on the manner in which an             amendment can be made. A flexible constitution is a constitution which can be amended with             ease.  All unwritten constitutions will generally be flexible.

The  Kenya  constitution can  be altered by  a  Bill  supported  on the  second  and  third        readings by  votes  of  not less than   sixty  five percent of all  the  members of the  National           Assembly.  Such a Bill also requires the assent of the President. There  is  no  question of any             referendum and  the  ease with which  the  Kenya constitution  has been amended  since  the    original independence constitution of 1963,  suggests  that  although the constitution  is  written, it         is nevertheless a flexible  one.

Another distinction can  be drawn between  Unitary and Federal  constitutions  where ,under a unitary constitution, as is in Kenya,  the  Central  Government retains the  principal powers of  state; there is no  delegation of  powers  to the  provinces. Under a federal constitution, the power of state are divided between the Central Government and the Federal States, as is the case in Nigeria.

The importance of the constitution in Kenya is made by the section 3 of the Act of Parliament. In here, the constitution is supported by the force of law throughout Kenya.  If an   other law  is  inconsistent with  this constitution,  the  constitution  shall  prevail  and  the other            law shall  be  void.  This  gives  the High Court of Kenya power to declare  any  Act of             parliament  which  is inconsistent with  any  part of the  constitution  to be unconstitutional and        void. In  addition, if the  Executive (which includes  both the  administration  and  the  members          of  the local  and  central  government) acts  in  an  unconstitutional  manner,  an aggrieved  person can apply to the  High Court  for declaratory  order. This order can claim the action in        question is ultra vires. In addition, he can apply for an order of injunction to restrain the    Executive from acting in the manner it proposes.

From what has been said above, it is clear that there is a division of powers between the     three organs. The powers of government are traditionally divided into three main organs; the         executive, the judiciary and the legislative. This division, in a way, is necessary. If the same            person or body exercised all   the three functions, then there could be tyranny and arbitrary           government. It is, therefore desirable  that the  power  of government should  be  vested  in             different persons  or bodies, but a  strict  separation is still  not possible  or desirable . In Kenya ,      we have separation of  powers  but  only  to a certain extent.

The legislature, which makes laws, includes certain members of the Executive Ministers   who are responsible for carrying out the laws. This link here, between the executive and the Legislature, is essential for the efficient administration of government services.  For example, the        rent tribunals exercise a quasi- judicial function by these tribunals is not usurpation of the powers of the Judiciary. It is  only  a recognition  of the  fact that there are certain functions  which  can            be  conveniently administered by  other bodies.

Adapted from The Laws of Kenya:  An Introduction

By Tudor Jackson, Kenya literature Bureau, Nairobi, 1970.

 

  1. a) What is the purpose of having rules in any organization according to the passage?
  2. b) According to the passage, differentiate between a ‘unitary’ and a ‘federal’ constitution.
  3. c) Describe the kind of constitution Kenya has in the passage.
  4. d) In note form, state which   constitution you would prefer and why.
  5. e) A  rigid constitution is  one  which  can  only  be  changed as  a  result of  a long  and

cumbersome  procedure’ Begin: Only……..                                                                                      f)        In Kenya, we have a separation of powers but only to a certain extent.   (Add a question tag)

  1. g) Explain the meaning of the following words and phrases:
  2. i) i) Void   –
  3.              ii) Ultra vires    –

iii) block    –

  1.             iv) referendum

 

  1. Read the passage below and then answer the questions that follow

Most of the 10 million Kenyans threatened with starvation are not where you             thought            they would be. They are not in the drought-stricken rural areas. They are instead, in the country’s   urban centres, huddled in the informal settlements famously known as slums.

New official report lays bare the reasons for Kenyan’s hunger – and they go beyond rain     failure. Drought is only one of the growing number of causes of hunger threatening nearly 10 million people in the country.

            The Kenya Food Security Update– released early this week- says that the highest number           of people who are likely to starve are low-income earners who live in urban informal settlements.   According to the February 2009 Survey, 4.1million people in Nairobi and Mombasa slums are       threatened with starvation because of reduced earnings resulting from the loss of employment         after the elections violence.

Matters have been made a lot worse by rising food prices. In the slums, 37percent – or             nearly four in every 10- of the households reported having only one meal a day. And adults are     required to be of good behaviour by restricting the food portion they consume. People are running    into debt, moving elsewhere or selling whatever belongings they have to survive according to the survey.

Ironically, this population is receiving the least help from the government, aid workers and          good Samaritans who are lining up to give donations, everywhere. “The unfortunate reality is that          intervening organizations tend to respond to emergencies fairly quickly and have less enthusiasm          for funding and implementing non-food interventions that are, at the minimum, mitigative in       nature,” says the report. It is jointly published by the government, the World Food Programme,     the United States Agency for International Development and the Famine Early Warning Systems    Network.

As the global economic crisis bites and its effect are felt at home, it is unlikely that the         rains – in whatever quantity – will alleviate the suffering of the urban hungry. The army of the         manual workers, domestic and office support staff, security guards and idlers is hungry.

If they are not fed – and urgently, too – Kenyan’s urban middle class can expect a spike in         larceny and other petty crimes, all to their detriment. Not to forget the public face of the famine,            those affected by the extended drought season are only 2.5million – and they have among their        number some 850,000 school-age children.

Another 1.9 million people are faced with starvation because they are affected by HIV and   Aids – either directly or have lost a breadwinner to the condition. A shocking admission in the      report is that there are 150,000 people displaced after the elections who are in transit camps close       to their homes but cannot return or farm. This number receives food rations from the UN World    Food Programme’s Emergency Operation.

Officially, the government claims that it has moved 255,000 people out of camps for the displaced. With 150,000 people displaced after the election depending on donor dole, the           resettlement effort has only benefited 105,000 people.

This number constitutes 16 percent of the revised total of 663,000 displaced people which is the    official figure from the Ministry of Special Programmes.

Obviously, truth is something that makes the coalition Government extremely        uncomfortable that it spends most of the time sugarcoating it.

 

(a) Where are most starving Kenyan’s assumed to be?                                            (2mks)

(b) What steps are victims of hunger taking for their survival?                               (3mks)

(c) What are the likely consequences of hunger on Kenyan’s urban middle class?  (2mks)

(d) Rewrite the following sentence beginning:

(Rising—————– )  “Matters have been made a lot worse by rising food prices

(e) What according to the passage is wrong with the approach taken by the groups

assisting the  hungry?                                                                                           (2mks)

(f) Make notes on the reasons for Kenyan’s hunger                                                 (4mks)

(g) Why is the rain unlikely to alleviate the suffering of the urban hungry?                        (2mks)

(h) Explain the meaning of the following expressions as used in the passage            (4mks)

(i) Alleviate………………………………………………

(ii) Larceny…………………………………………

(iii) Donor dole…………………………….

(iv) Sugarcoating…….

 

 

 

  1. Read the passage below and answer the questions that follow:

 

MATURITY

One of the most tragic facts of human existence is that while, physical maturity for

normal people develops naturally with the passage of time, mental maturity does not occur/come

so easily. A large number of people who have the physique and age of adults, and are thus in

possession of adult status and privileges, are not mentally mature. This is rather unfortunate, for,

as Harry A. Overstreet in The Mature Mind observes, ‘The most dangerous members of our

society are those grown- ups whose powers of influence are adult but whose motives and

responses are infantile.” Adults who are incapable of carrying out  their duties and obligations

with a proper sense of responsibility cannot only give themselves unnecessary troubles, but also

cause much harm to those over whom they have influence.

It is no doubt true that the mental growth of a person depends to some extent on the way his parents guided him when he was a child and on the environmental conditions he grew up in.

However, mental development, unlike physical growth, need not stop with the end of puberty. A

man is what he makes himself. He can, at any stage of his life, always develop himself further if

he consciously makes the effort to do so. As Gautama Buddha put it, “The mind is everything;

what you think, you become”.

If a man wants to reach an unknown destination, it is always best for him to study any

appropriate map of the region. Similarly, for a man to develop his mental and intellectual

powers, he should at the outset findout as he can what real maturity consists of. As Aristetle put

it: “Those  who wish to succeed must ask the right preliminary questions.”

Careful thinking and observation will enable one to see that a mature man is one with a keen sense of responsibility and a conscious awareness of what is proper. Thus he manages his affairs in accordance with explicit and reasonable criteria, the foundation of which he has examined critically and analytically. He upholds his convictions firmly because he is clear about why he upholds them.

Yet he is conscious of the value of postponed judgment in certain weighty matters. Aware as he is of the complexity of certain affairs, he knows that the different ways of dealing with them entail different consequences which may be of varying degrees of acceptability. He is aware that in such matters, different reasonable men will inevitably come up with different opinions. So while he respects the judgments of other people, and is co-operative, he makes his own study of the problems in proper perspective by looking at them objectively from all angles.

However the way a person makes an assessment depends a great deal on one’s knowledge. Thus, the mature person will never develop the unhealthy conception that what he already knows is all that need be known. In dealing with any problem he first finds out all he can, so that he will be as fair and as correct as possible. He makes the maximum use of opportunities to achieve the best for himself and everyone else.

In this general attitude, a mature man is always sympathetic but never sentimental. Like

a scientist in the conduct of his professional duties, he sees the difference between objectives reality and what he and others desire, or hope to be the case. He knows his weaknesses but he has a well – considered scales of values. Thus while he accepts himself as he is, and others as they are, he persistently tries to mould his character in the way he desires. He never tires of improving himself. It is this trait above all else which gains him the respect of other mature people, and what is more important, his own self-respect.

 

  1. a) From the information given in the first paragraph, what is the most tragic fact?
  2. In not less than 20 words, summarize the factors that determine mental growth.
  3. What is the author’s definition of a mature man?
  4. d) Give the meaning of the following phrasal verbs as they are used in the passage.
  5. a) carrying out
  6. b) Find out
  7. Add the appropriate tag to the following statement.

He never tires of improving himself.

  1. f) Replace the word however” in paragraph 6 with another suitable word or phrase.

“However, the way a person makes an assessment depends a great deal on one’s

knowledge”.

  1. g) Identify and give illustrations of any two features of style used in the passage.   (2 mks)

 

 

  1. Read the passage below and answer the questions that follow:-

 

HOW TO GROW OLD

In spite of the title, this article will really be on how not to grow old. My first advice      would be to choose your ancestors carefully. Although both of my parents died young, I have      done well in this respect as regards my other ancestors. My maternal grandfather, it is true, was     cut off in the flower of his youth at the age of sixty-seven, but my other three grandparents all         lived to be over eighty. Of remoter ancestors I can only discover one who did not live to a great            age, and he died of a disease which is now rare, namely, having his head cut of. A great-   grandmother of mine lived to the age of ninety-two and to her last days remained a terror to all her             descendants. My maternal grandmother, who had ten children, one of whom died in infancy, and   many miscarriages, devoted herself to ten women’s, higher education as soon as she became a             widow. She worked hard at opening the medical profession to women. She used to tell of how she            met in Italy, an elderly gentleman who was looking very sad. She asked him why he was            melancholy and he said that he had just parted from his two grandchildren. “Good gracious!” she            exclaimed. I have seventy-two grandchildren and were sad each time I parted from one of them, I            should have a miserable existence!’ Speaking as one of the seventy-two, I prefer her recipe. After the age of eighty, she found she had some difficulty in getting to sleep, so she habitually spent the hours from midnight to 5.a.m reading popular science. I do not believe that she ever had time to             notice that she was growing old. This, I think, is the proper recipe of remaining young. If you have wide and keen interests and activities in which you can still be effective, you will have no     reason to think about the merely statistical fact of the number of years you have already lived, still             less of the probable shortness of your future.

Psychologically, there are two dangers to be guarded against in old age. One of these is       too great an absorption in the past. One should not live in memories, in regrets for the good old          days, or in sadness about friends who are dead. One’s thoughts must be directed to the future and to the things about which there is something to be done. This is not always easy; one’s own past is gradually increasing weight. It is easy to think to oneself that one’s emotions used to be more       vivid than they are and one’s mind more keen. If this is true, it should be forgotten and if it is    forgotten, it will probably not be true.

The other thing to be avoided is clinging to youth in the hope of finding strength in its vitality. When your children are grown up they want to live their own lives, and if you continue to            be as interested in them, as you were when they were young, you are likely to become a burden to             them, unless they are unusually insensible. I do not mean that one should be without interest in        them, but one’s interest should be contemplative and, if possible, philanthropic, but not too    emotional. Animals become indifferent to their young as soon as they can look after themselves,          but human beings, owing to the length of infancy, find this less easy.

I think that a successful old age is easiest for those who have strong impersonal interest     leading to suitable activities. It is in this sphere that long experience is really fruitful, and that the             wisdom born of experience can be used without becoming a burden. It is no use telling grown-up     children not to make mistakes both because they will not believe you, and because mistakes are an      essential part of education. But if you are one of those who are incapable of impersonal interest,   you may find that your life will be empty unless you concern yourself with your children and             grandchildren. In that case you must realize that while can still help them in material ways, such    as by making them an allowance or knitting them jumpers, you must not expect that they will         enjoy your company.

Some of the old people are troubled by the fear of death. In the young there is a      justification for this feeling. Young men who have reason to fear that they will be killed in battle            may justifiably feel bitter in the thought that they have been cheated of the best things that life has            to offer. Nevertheless, in old man who has known human joys and sorrows, and has done          whatever work he could do, the fear of death is somewhat ignorable. The best way to overcome it-  so at least it seems to me-is to make your interests gradually wider and more impersonal, until bit         by bit the walls of the ego recede, and your life becomes increasingly part of the universal life. An        individual   human existence should be like a river-small at first and narrowly contained within its             banks, then rushing passionately past rocks and over waterfalls. Gradually the river grows wider,   the banks recede, the waters flow more quietly, and in the end, without any visible break, they      become part of the sea, and painlessly lose their individual being. The man, who, in old age, can           see his life in this way, will not suffer from the fear of death since the things he cares for will         continue. Moreover, if, with the loss of vitality, weariness increases, the thought of rest will not be unwelcome. I should wish to die while still at work, knowing that others will carry on what I can   no longer do, and content in the thought that what was possible has been done.

Adapted from How to Grow Old by Betrand Russel T.V. Sachs:. Now Read On, Longman, Green & Co. Ltd., 1969, 66-68                                                                              

 

 

(a) The writer prefers his grandmother’s recipe. Explain the recipe                                   (2mks)

(b) State in note form why there are conflicts in overcoming the psychological dangers

to be guarded against in old age.                                                                                     (5mks)

(c) What role does impersonal interest play in the life of an aging individual?                  (2mks)

(d) Comment on the simile used to describe an individual’s life                                        (2mks)

(e) Rewrite the following sentence in your own words:

“A great-grandmother of mine, lived to the age of ninety-two and to her last days

remained a terror to all  her descendants.”                                                                     (2mks)

(f) Why is the young person’s fear of death justifiable?                                                      (2mks)

(g)  Change the following sentence into the past:

“It is in this sphere that long experience is really fruitful, and that the wisdom born of                                experience can be  used without becoming a burden.”                                                 (1mk)

(h) Explain the meaning of the following expressions as used in the passage                   (4mks)

Vitality ………………………………………………………………………

Melancholy ……………………………………………………………

Rushing passionately………………………………………………………

Clinging to youth …………………………………………………………

 

 

 

 

  1. 16. Read the following passage and answer the questions that follow:                  (20marks)

Ferret is a small mammal belonging to the Weasei family. Ferrets have long, slim bodies     and short legs. There are two types of ferrets, Mustela faro, and the black-footed ferret, Mustela            nigripes. Baby ferrets are called kits.

If frightened, these animals can discharge a strong smelling fluid from their scent glands    under their tails.

The domestic ferret is often kept as a pet. It was originally bred in ancient times to hunt   rats and rabbits, but today it is rarely used. It is a descendant of the European pole cat, which was    once found through out Europe. They vary in colour from nearly white to nearly black. However,        most of them have creamy-coloured fur with dark hair tips, feet and tail and a ‘mask’ of dark fur    around the eyes. Although many owners have the scent glands of their pet terrets removed, the     animals still have a musky odour from other skin glands.

The black-footed ferret is native to Western North America. It resembles the domestic         ferret, but is slightly darker. Their fur is dull yellow that is slightly darker on the backside. Their     feet, tail tips are black, and have black fur around the eyes. The black – footed ferret is usually        found on short grass in close association with prairie dogs, which constitute most of its diet. In addition to feeding on prairie dogs, the ferret spends most of its time underground in Prairie dog burrows, typically spending only a few minutes above the ground each day.

In burrows, it sleeps, catches its food, avoids predators and harsh weather, and gives birth            to its young. It is secretive and primarily nocturnal. The ferret’s long slender body allows it to slip             down burrows to find its prey while they sleep. This reduces the ferret’s risk of injury when         attacking prey the same size as itself.

The black-footed ferret originally occurred in the Great plains from Alberta and      Saskatchewan;’ Canada to Texasi Arizona, U.S.A. Classified as endangered, scientists once            thought black-footed ferrets were extinct, until 1981, when a population of more than 125 black-   footed ferrets were discovered in Wyoming.

Sadly, over the next several years, many of them died of distemper and this prompted the scientists who were now getting concerned that the whole population would die from the disease, thus the remaining animals were captured. Since hen, scientists have been breeding the ferrets in   captivity.

Adapted from The Black-Footed Ferret by Mworia Muchina, Daily Nation, September, 13th, 2007)

 

 

(a) How does the ferret find its find its prey?                                                                      (2mks)

(b) Why does the ferret like burrows?                                                                                   (4mks)

(c)  In about 70 words, give the contrasting features of the domestic and the black-footed ferret?

(d) What was the cause of the black-footed ferrets almost becoming extinct?                    (3mks)

(e) Rewrite the following sentence in the passive voice:-

(i) If frightened, these animals can discharge a strong smelling fluid from their scent

glands under their  tails.                                                                                               (2mks)

(f) Why do black-footed ferrets prefer staying in short grass and underground?                (2mks)

(g) Give the meaning of the following words as used in the passage:                                  (3mks)

(i) Discharge……………..

(ii) Odour………….

(iii) Nocturnal.………………

 

 

  1. Read the passage below and answer the questions that follow:-

How far is personality determined, or at least modified, by physical attributes of a person?            Does the body determine the personality or does the personality in any way determine the            physical make-up of the person? We are all apt, for example, to excuse a number of unpleasant        qualities in a person on the grounds that he is the unhappy possessor of a gastric ulcer. A      weakness of the physique, with the discomfort and pain ensuring,, may distort the personality is          singularly prone to gastric ulcers. We can also note that the personality of a man writes its    signature on the lines of his face.

Probably there is an influence in both directions though there are few who would deny that          much of a man’s personality depends on the makeup of the body he inherits. It is difficult, though            not impossible, to have a dominating personality if one is a dwarf, and it is unlikely that a woman         masculinised by some physical abnormality could achieve a maternal character.

 

 

In the poultry yard something markedly akin to personality is seen. A hen, in the absence     of a cock, may take upon herself the dominance of the hen run, behaving in many ways with the    arrogance and aggressiveness of a cock. These marked masculine attributes can be changed over           to the meekest femininity on the reintroduction of the cock. A certain hen, after a year of normal   henny characteristics, had become dominating and cocky in her relations with the rest of the hens,             but in this instance, not only did the hen imitate the male in her protective care of the other hens     but she grew cock feathers, comb and spurs. On investigation it was discovered that tuberculosis     had destroyed her ovaries. Her psychology and her sex had changed as the result of a clinical             mishap, a clear instance of personality being based upon physical make-up.

These instances of the influence of physical changes on the behaviour pattern of animals      are given because much of our knowledge of the influence of the endocrine glands (the so-called         glands of personality) has been obtained by experiments upon animals and only later confirmed                        by observations upon man, and second, because most biologists believe, and increasingly are     driven to believe, that the whole realm of living things shows a strange unity of plan. Life, almost, is one and indivisible. This is not to say that there are not striking differences between, for example, man and the fly which transmits infection to him. None the less the pattern of the             chemistry and physics of the living cell is fundamentally similar. Therefore in animals it is as easy   to see the effects of physical endowment on personality as it is in human beings.

No one can doubt that physical endowment influences, perhaps even determines,     personality. It is difficult to have a dominating personality if one is intensely ugly or is a tiny          individual (as mentioned before), though it must be admitted, there are exceptions to this generalization. The tall are often shy and retiring; the short bumptious and self assertive. The      artist personality often goes with a particular shape of hand, and so does the practical with another.

But how is physical endowment inherited? We have all known families whose members          were more unlike each other, both in temperament and physique, than are unrelated people. An        extraordinary case is that of unidentical twins one of whom was tall, blue-eyed and red-headed    and other short, black- haired and brown-eyed. At first, and quite superficially, it might appear         that inheritance plays little part in producing physical endowment, and yet we know that it does. It          is known that hair colour, eye colour, albinism and a certain number of abnormalities such as      colour-blindness, are inherited according to definite laws. As regards these inherited abnormalities      we know that they must influence the personality. Imagine the effect of being colour blind. The             person so afflicted can see little in the spring or autumn landscape to stir him; perhaps he cannot       understand many of the passions of the poet and painter. And when an artistic temperament is      inherited along with colour-blindness the effect on the personality must be almost tragic.     Therefore if personality is grounded in physical make-up, physical endowment becomes of prime importance, and the more we learn of its inheritance the better.

 

 

  1. i) What effects may a gastric ulcer have on a person’s personality?
  2. ii) The body affects the personality. Justify this statement using four examples the

writer gives in relation to human beings.                                                                                          iii)       Why does the writer quote instances of physical changes affecting the behaviour pattern

of animals?

  1. iv) Does inheritance play any role in endowment? Illustrate your answer.                               v)         Why is it important to learn more about inheritance?
  2. vi) Explain the meaning of the following words and phrases as they are used in the passage :-

Writes its signature on the lines of his face……                                                                                          Bumptious    ………                                                                                                                                      Masculinised……                                                                                                                                          Clinical mishap……                                                                                                                                      akin……

 

  1. Read the passage below and then answer the questions that follow:-

 

DEMOCRACY

Broadly speaking, modern political democracy is a system of governance in which rulers    are held accountable for their action in the public realm by citizens acting indirectly through the             competition and co-operation of their elected representatives.

A regime is an ensemble of patterns that determines the methods of access of the principal           public offices, the characteristics of the actors admitted to or excluded from such access, the          strategies that the actors may use to gain access, and the rules that are followed in making            publicly binding decisions.

Like all regimes, democracies depend on the presence of rulers, persons in authority     roles who can give legitimate commands to others. What distinguishes democratic rulers       from non-democratic ones are the ways in which the former come to power and the practices     that hold them accountable for their actions.

Citizens are the most distinctive element in democracies. All regimes have rulers and a        public realm, but only to the extent that they are democratic do they have citizens.      Historically, severe restrictions on citizenship were imposed in most emerging or partial        democracies based on age, gender, class, race, literacy, property ownership, tax-paying status,          and the like. Only a small part of the population was eligible to vote or run for office.  Only        certain social categories were allowed to form, join or support political associations.

Today, the criteria for inclusion are fairly standard. All native-born adults are eligible,      although age limits may be imposed on candidates for certain offices. Unlike like American            and European democracies of the 19th century, none of the recent democracies in Southern Europe, Latin America, Asia, or Eastern Europe has even attempted to impose formal           restrictions on the franchise.

Competition has not always been considered an essential condition of democracy.     Classic democracies presumed decision-making based on direct participation leading to          consensus. The assembled citizenry was expected to agree on a common course of action after listening to the alternatives and weighing their merits and demerits. A tradition of hostility to         factions and particular interests persists in democratic thought, but it has become widely    accepted that competition among factions is a necessary evil in democracies that operate on a           more-than-local scale.

Yet while democrats may agree on the inevitability of factions, they tend to disagree      about the best forms and rules for governing factional competition. Indeed, differences over         the preferred modes and boundaries of competition contribute most to distinguishing one           subtype of democracy from another.

The most popular definition of democracy equates it with regular elections, fairly          conducted and honestly counted. Some consider the mere fact of elections-even ones from       which specific parties or candidates are excluded, or in which substantial portions of the       population cannot freely participate- as a sufficient condition for democracy. This fallacy has     been called electoralism, or faith that merely holding elections will channel political action         into peaceful contests among elites and accord public legitimacy to the winners.

However, central to democracy, elections occur intermittently and allow citizens only to           choose between the highly aggregated alternatives offered by political parties, which can,   especially in the early stages of a democratic transition, proliferate in bewildering variety.     Between elections, Citizens can seek to influence public policy through interest associations, clientelistic arrangements, social movements, locality grouping, and similar intermediaries.          Modern democracy, in other words, offers a variety of competitive processes and channels for expressing interests and values.

Another commonly accepted image of democracy identifies it with majority rule. Any         governing body that makes decision by combining the votes of more than  half of those eligible              and present is said to be democratic, whether that majority emerges  within an electorate, a        parliament, a  committee, a city council , or party caucus. For exceptional purposes (for example,       amending a constitution or expelling a member of the governing body). Qualified majorities of     more than 50 percent may be required, but few would deny that democracy must involve some   means of aggregating the equal preferences of individuals.

A problem arises, however, when numbers meet intensities. What happens when a             properly assembled majority regularly makes decisions that harm some minority, especially a             threatened cultural or ethnic group? In these circumstances, successful democracies tend to          qualify the central principle of majority rule in order to protect minority rights. Such         qualifications can take the form of constitutional provisions that place certain matters beyond the      reach of majorities, requirements for concurrent majorities in several different constituencies,    guarantees securing the autonomy of local or regional movements against the demands of the       central authority, grand coalition governments that incorporate all parties, or the negotiation of      social pacts between major social groups, such as business and labour. The most common way of             protecting minority interests, however, lies in interest associations and social movements.

Another central feature of democracy is co-operation; Actors must voluntarily make        collective decisions binding on the polity as a whole. They must cooperate in order to compete.          They must be capable of acting collectively, through parties, associations, and movements, to      select candidates, articulate preferences, petition authorities, and influence policies.

But the freedoms of democracy should also encourage citizens to deliberate among             themselves, to discover their common needs, and to resolve their differences without relying on      some supreme central authority.

   Adapted from: Topic Issue 1999

 

 

(a)       What according to the passage is democracy?                                                                        (b)       How, according to the passage, does a democratic government ensure protection

of the interests of minority groups ?

(c)       What does the author mean by saying “Competition among factions in necessary evil …? “

(d).     In one sentence, say how one can tell the difference between two democratic rulers.             (e).      Describe two major weaknesses of some forms of democracies.

(f).       Democracy is usually identified with majority rule. When, according to the passage, is

this rule said to be valid and when is it said to be  invalid ?

(g).      Explain the meaning of the following expressions as they are used in the passage.

(i) In the public realm

(ii) Regime

(iii) Franchise

(iv) Polity                                                                                                                                                       (v) legitimate commands

 

 

Section B-

  1. Read the extract below and answer the questions that follows:-            

“Be careful, Waiyaki. You know the people look up to you.  You are the symbol of the tribe, born again with all its purity. They adore you.  They worship you.  You do not know   about    the new oath.  You have been too busy. But they are taking the new oath in your name, in the       name of the teacher and the purity of the tribe. And remember Kabonyi hates you.  He would kill     you if he could.  And he is the one who is doing all this. Why?  The Kiama has power.  Power.   And your name is in it, giving it even greater power. Your name will be your ruin. Be careful.”

Kinuthia was very excited.  His voice was full of concern and anxiety. Waiyaki laid his         hand on Kinuthia

“It is alright, she would not marry me.  And they would do nothing to me. There are young men      there. I know them. They are loyal to Kabonyi. And they are sworn to keep the tribe pure and       punish betrayal…….”

“I tell you, she would not marry me.”

“So it is true?”

“What?”

“That you’ll marry her?”

“Listen, Kinuthia. I tell you. She would not accept me.”

He went to see an elder a few weeks after this. The elder was a close associate of Kabonyi.             The old man talked about Waiyaki’s own father and grandfather. He praised them for their          bravery. He ended by saying that they never would have betrayed the tribe.

Waiyaki went home, his heart glowing with pride. His ancestors had done well.

But  at night  it suddenly occurred  to  him  that the  old  man hinted   a warning to him.          What made Waiyaki connect his warning and Kinuthia’s  information? Yet the more he thought          about it, the more it all seemed to become clear.

Christmas was approaching. This season of the year coincided with the coming tribal ceremonies and rituals. Waiyaki did not take part in them as much as he used to do.  His work was   becoming almost more than he could manage. Many teachers from all over the ridge came to see            him and many elders and children came to him with various problems. But in spite of all these,   Waiyaki was losing that contact with the people that can only come through taking part together       in ritual. He was becoming too obsessed with the schools and the widening rift and divisions.

Then it happened. It was a thing that scared everyone. Such a thing had never happened before. A    hut that belonged to one of Joshua’s newest followers was burnt. Nobody was hurt but everything        that was in the hut was destroyed. Waiyaki could not tell why, but he connected the incident with             the Kiama. Was Kabonyi determined to destroy all that stood against him and the tribe?

The realization came to him as a shock. He instantly thought that he should not have          resigned from the Kiama. Its power and influence was there, everywhere.

 

  1. a) What was Kinuthia warning Waiyaki against?
  2. b) Which oath is being referred to?
  3. c) Your name will be your ruin! Comment on this statement
  4. d) In about 60 words, summarize why Kinuthia feels Waiyaki should be careful
  5. e) What warning did the old man hint to Waiyaki
  6. f) Discuss any one theme employed in the extract
  7. g) Identify one character trait of Kinuthia as seen in the extract
  8. h) What does Waiyaki feel about having resigned from the Kiama?
  9. i) Why does Waiyaki seem to be loosing contact with people?                                                           j)         Give the meaning of the following words as used in the passage.
  10.   i) associate     –
  11.  ii) rift    –
  12. k) In view of what happens later in the novel, does Waiyaki’s name become his ruin?

 

 

  1. THE RIVER BETWEEN by ‘Ngugi Wa Thiong’o’

              Read the passage below and answer the questions that follow:-

A big roar of “The Teacher” greeted his brief speech. Some cried “The Teacher is right,”        though they did not know what he was right about. Others cried, “Let Kabonyi come forward”.        And Kabonyi stood up with dignity. Their unfinished battle was now on.

He was once a follower of Joshua. Now he was the leader of the Kiama and he lived in       Makuyu. He spoke with the authority of a man who knows the secret workings, evil and good, in    men’s hearts and in the country. His big accusation was that Waiyaki was unclean. He had thahu             and if he continued teaching the people there would be darkness instead of light. When a girl       called Muthoni died because she was visited by evil spirits,Waiyaki had taken her to the white    man’s hospital in Siriana, and was never cleansed. As he was a leader, his thahu had visited the tribe. It was now for the tribe to take action. For Waiyaki was a greater menace than the people     realized. He was in league with the white man, who had brought a secret religion to quieten the     people while the land was being grabbed by their brothers. And taxation? Who did not now             complain of the heavy taxation imposed on the men and women? He described Waiyaki’s many         secret journeys to Siriana under the pretext of getting more teachers for the people. When the        Kiama said that people should take arms against the Government Post (it was very small anyway,           it would not be difficult to take it) Waiyaki opposed this and cried: “Education! Education!” Will      education give use back our land? Let him answer that.

He sat down. Waiyaki noticed that Kabonyi had carefully avoided any mention of Joshua      or Nyambura. Why? He thought that he too would avoid dragging in the name of Nyambura but     he would speak of unity. Now, or he would never get another chance. Kabonyi’s speech had been   greeted first with stony silence and then with murmuring. The sun was slowly going down.

Waiyaki’s voice was calm and  compelling . His eyes shone and anger began to stir in him, for now he knew without any doubt that Kabonyi was determined to see his ruin.

“What does Kabonyi want?” he asked. “Who first followed the white man and embraced the new faith? Who betrayed the tribe when Makuyu and Kameno and the other ridges could have          risen in arms against the white man?”

He turned to the people and in simple words reminded them of their history. “It was before             Agu and Agu, at the beginning of things, that Murungu, the Creator, gave rise to Gikuyu and         Mumbi, father and mother of the tribe. He made them stand on the holy ground on top of Kerinyaga and showed them all the land. You remember what he told them; the great promise that he gave to our ancestors. ‘This land I give to you, O man and woman.  It is yours to till, you and your posterity.’ The land was fertile and in it grew all, the fruit and honey was there in plenty.     When he brought them to Kameno, they still saw the land was beautiful. They were happy and         with content in their hearts followed Murungu to Mukurwe wa Gathanga, where he kept them.            And now we who are descendants of the nine daughters of Gikuyu and Mumbi are torn with strife   and rivalry.”

He spoke of the great heroes of the tribe and mentioned Demi na Mathathi, Wachiori,        Mugo wa Kibiro and Kamiri. He told them of the great victories that these heroes had over other             peoples whom they had fought with.

 

(a) What had Waiyaki just said that caused the roar?

(b) What theme is well illustrated in this extract

(c) Give a question tag for this statement:                                                                                                           You remember what he told them; the great problem that he gave the ancestors…………

(d) Make notes on the accusations Kabonyi levels against Waiyaki

(e) Who is Mugo wa Kibiro and how relevant is he to Waiyaki’s mission?

(f) In which way is Mugo wa Kabiro’s Prophecy opposed to people taking up arms against

the  government

(g) What is ironical about Kabonyi’s accusation against Waiyaki ?

(h) Illustrate the use of flashback in the extract

(i) Who were Demi na Mathathi and why was Waiyaki previously told he could not play

Domi

(j) What happened at the spot where Murungu showed Gikuyu and Mumbi the land in

Kameno

 

  1. Read the excerpt below and then answer the questions that follow:-

“Why does the Kiama want me?” Waiyaki asked again as soon as they had stepped out.

“Oh, I don’t know exactly,” Kamau answered vaguely, yet with a note of finality that invited no            more questions. Waiyaki’s mind was behind with his mother. Then he remembered the     frightening images that had passed through his mind while he had lain awake in bed. He looked             around in the darkness and felt a terror of nothing visible pursued him.

“It is a dark night,” he commented.

“It is dark,” Kamau agreed. These two never held a long conversation, not unless there     was third   person. Kinuthia had always been the third person. Kamau saw in Waiyaki the hawk       that always snatched his piece of meat when he himself was about to eat it. How would he ever      rise or succeed as long as Waiyaki was in the way? He came to hate him. The hatred had grown    slowly, gathering violence as the years dragged along. And yet Kamau felt more and more powerless to fight against Waiyaki. He could never quite rouse himself to the effort.

The lone hut to which they went was a distance from Kabonyi’s group of mud huts. The             outside was dimly lit by a small lantern that was put on a stone near the fireplace. In the fireplace             were glowing pieces of wood which gave oppressive warmth to the hut. Waiyaki was aware of     figures lurking in the edges of darkness and he took them for the elders.

“Is it well with you all?”

“It is well.”

There was not the same warmth of response and they did not call him the teacher, a title             which was now his name. He sat on a stool and wondered what was coming.

It was Kabonyi who first spoke. He was old, very old, yet his eyes had that glitter in them             that made you think they were only live things in him. But he had energy and you could detect this in his voice. He spoke about the ridges, the initiation ceremonies that were under preparation.       Now this ancient custom was about to be ruined by certain impurities in the land. The disease in       the ridges had started with Joshua. The death of Muthoni had been the first contamination.

“But that is not our fear. The trouble now comes because the impurity in Joshua has       caught some in our midst. It is the hidden soul in your body that kills you.”

Here he looked at Waiyaki meaningfully. Numbness came over the Teacher as he heard      Kabonyi speak. He did not know where the talk was leading, but he could guess. He remembered           Kinuthia’s warning, the elder’s hints and his own mother’s questions. Waiyaki thought: “And all           this while I have busied myself with the education of their children.” Something like bitterness       began to eat into him. To hear Kabonyi speak in that voice you would never think that he had       once been one of Joshua’s followers.

“Yes,” Kabonyi repeated slowly. There was a strange stillness in the hut. It was a stillness             such as precedes a storm or an explosion. “It is bad when he who has taken himself to be the           leader of the people is touched by the impurity, for he is still in a position to spread the thahu to    those close to him, to the stem and roots of the tribe. Such a person is a danger and he needs         cleansing.

Again Kabonyi paused, and his eyes rolled all round the hut, finally resting on Waiyaki.    You could not tell if there was malice or scorn in that look. He spoke in an even voice and his      words were measured.

“You, our teacher, no doubt remember that girl, what was her name?”

“Which girl?” Waiyaki forced him to ask. “I am in the dark.”

“Joshua’s daughter. Her name? Yes. Muthoni. She was not clean. Yet you took her to the            hospital. You touched a dying woman, a dead body. And were you ever cleansed? I do not think so. But you ought to have been. You are not ignorant and you know what this means to the tribe.”

Waiyaki was going to speak, but Kabonyi waved him into silence.

 

 

  1. a) What had happened just  before this  excerpt?
  2. b) What does the excerpt reveal about the character of Kamau?
  3. c) Who is Kinuthia?
  4. d) According to the Kiama why Waiyaki should be cleansed?
  5. e) Explain the irony that is witnessed in the extract
  6. f) “It is a dark night,” he commented (rewrite in reported speech)
  7. g) Identify and explain any two stylists devices used in the poem
  8. h) Give the past simple tense form of the verb lain

Vaguely………

Rouse…

Glitter……

  1. i) Give the of the following words as used in the extract

 

 

 

 

 

 

  1. Read the following excerpt and then answer the questions that follow:-                         

The idea that she had actually run away, actually rebelled against authority, somehow         shocked him. He himself would not have dared to disobey Chege. At least he could not see   himself doing so.

So tonight Waiyaki knew that Muthoni had actually run away. Her aunt, living in Kameno,       was going to take charge of her. In some villages people could not believe this. They said that    Joshua had a hand in it, probably to appease the angry gods of the outraged hills. Was it not             known that Joshua took beer secretly? Strangely, nobody had ever seen him drinking .But they           said they knew.

The dance was being held at an open-air place in Kameno. Whistles, horns, broken tins      and anything else that was handy were taken and beaten to the rhythm of the song and dance.          Everybody went into a frenzy of excitement. Old and young, women and children, all were there    losing themselves in the magic of the motion of the dance. Men shrieked and shouted and jumped         into the air as they went round in a circle. For them, this was the moment. This was the time.        Women, stripped to the waist, with their thin breasts flapping on their chests, went round and           round the big fire, swinging their hips and contorting their bodies in all sorts of provocative ways,       but always keeping the rhythm.

They were free. Age and youth had become reconciled for this one night. And you could            sing about anything and talk of the hidden parts of men and women without feeling that you had violated the otherwise strong social code that governed people’s relationships, especially the            relationship between young and old, man and woman

Waiyaki still felt uneasy. Something inside him prevented him from losing himself in this            frenzy. Was it because of Muthoni? He wondered what Livingstone would say now if he found     him or if he saw the chaos created by locked emotions let loose. And the words spoken! Even   Waiyaki was slightly embarrassed by this talk of forbidden things. Perhaps this was so because          the mention of forbidden things at any other time was a social taboo. Of course Waiyaki knew      that nothing bad would happen in spite of the talk. It was actually a taboo to go with a woman on such an occasion.

 

  1. a) Why did Muthoni rebel against her father?
  2. b) What made Waiyaki feel embarrassed by the talk of forbidden things?
  3. c) Describe the character of Muthoni and Waiyaki as portrayed in the excerpt.
  4. d) This was the time. (Change into an interrogative)
  5. e) Explain how the women danced.
  6. f) What rumours were being spread about Joshua and what was strange about them?
  7. g) From your knowledge of the text, who is Livingstone?            
  8. h) Identify and illustrate one aspect of style used in paragraph 3
  9. i) They were free. Age and youth had become reconciled for this one night.

(Join into one sentence  beginning: Being…..)                                                                            

  1. j) State what later happens to Muthoni after this occasion

 

 

  1. LITERARY PASSAGE.-The River between by Ngugi wa Thiong’o           

A pleasurable numbness dulled Waiyaki into immobility. He did not move but leaned against a tree and watched the apparition. The girl was on the opposite bank, in a flat clearing hidden a little by small bushes. Waiyaki could not tell why the place reminded him so much of the sacred groove where long ago his father had taken and revealed the ancient prophecy. This place she was in was sacred too. Nyambura seemed to be bending over something. And Waiyaki watched, held by the desire to posses her. He moved a little. He could now see her clearly. She was kneeling down in a praying posture. He was fascinated. A kind of holy

light seemed to emanate from her body. The place would forever remain sacred to him. Few yards away from here was a place where he had sat long ago when being circumcised. It was a place where he had shed blood, as if it was needed to propitiate angry spirits. When Waiyaki realized she was praying he was moved. It was very strange as he watched he experienced a frightening sensation, as if she and he were together standing on an altar ready for a sacrifice.

A grave atmosphere seemed to be enveloping the whole area and Waiyaki wanted to go away. He would not see her. No.  Not now. All he wanted was to run away from this, for he could not face it. He was confronted with a might, a presence far beyond him. And he now felt her beyond him, on the other side. He made as if to move away, unseen. But the dry crack of a broken twig betrayed him. She raised her head and saw him. Waiyaki stood and looked at her. Nyambura still knelt. Their eyes met and they didn’t utter a word. Nyambura was afraid of the intense excitement that possessed her. Then Waiyaki made as if to move again, now feeling afraid of her, as if the intense glare in her eyes would destroy him. He wanted to shake off that power she now exercises over him on this altar of sacrifice. But her excitement was growing to a breaking point and she spoke to him, forcing herself to be calm. A note of defiance and challenge was discernible in the voice. And Waiyaki saw that she had been crying.

“Don’t run away, teacher,” she said.

A pleasant shock went through Waiyaki and made his body hot with desire. She had actually called him “Teacher”, a name no follower of Joshua would call him. Was there a mocking laughter in the voice? He could not tell. He waited for her patiently.

“Where are you going?” she asked him when she had crossed the river. Waiyaki felt confused. The question wrung the truth out of him. He had wanted to go round and sit in a place where he could watch the meeting at a distance in the hope of seeing her.

“I was just walking. I like the river, the bush and the trees.”

“I am going to the meeting.”

“ I thought you would already be there. It was a surprise to see you.”

“I-I just wanted to pass through here.” A pause. Then she laughed, a little nervously. “You see, I also like the river, the bush and the trees. That is my favourite spot.”

“Do you often come here?”

“Sometimes I do. Not very often.” Waiyaki was quiet. Another silence fell between them. His whole body was on fire. “My sister was initiated there,” she said abruptly. She made him feel guilty.

“You still remember her.”

“How can I forget her? I loved her.”

“Were you only two in your family?”

“Yes, now I am alone.”

“I am also alone in my family. All my sisters are married. The youngest, whom I loved most, died a long time ago. I was then young_”

Nyambura felt pleased because of  this exchange of confidence. Waiyaki did not know what else to say.

“You will be late for the meeting.”

She did not move. Then quietly, as if speaking to herself, she said, “she was brave. Do you remember her?”

“I do, always.”

“Her last words.”

“Yes…..”

 

  1. Place the excerpt in its immediate context
  2. Identify and explain two themes present in the excerpt
  3. What ancient prophecy mentioned in the passage were revealed to Waiyaki by his

father?

  1. State one character trait of each of the two characters, Waiyaki and Nyambua as revealed this excerpt.

Waiyaki

Nyambura

  1. Why do you think Nyambura was praying here?
  2. Explain the meaning of the following as used in the passage
  3. i) Apparition……
  4.              ii) Propitiate……

iii) Discernible.

  1. But the dry rack of a broken twig betrayed him. Replace the underlined words with a

phrasal  verb.                                                                                                                                             8. State any three reasons why the traditionalists resented the white man

  1. State two other instances, Waiyaki has met Nyambura

 

 

 

  1. Read the excerpt below and answer the questions that follow:-            

“Mugo was born and grew up in Kameno before he went to tell people what he saw. For he saw many butterflies, of many colours, fly about over the   land, disrupting the peace and the ordered life of the country. Then he cried aloud and said: ‘there shall come a people with clothes like butterflies…’people didn’t   believe him. Some even poured scorn on him, laughing at him, for they said: ‘he is not well.’ and they would not listen to his voice, which warned them: ‘beware!’  The seer was rejected by people of the ridges. They gave him no clothes and no food. He became bitter and hid himself refusing to tell them more. He went beyond the hills, to the world yonder, the whole extent of Gikuyu land. He was not yet exhausted and there spoke the message even louder. Still they laughed and poured scorn on him. Here they thought him dead. But disguised he came back here and settled.”

Chege paused for a while as if to gather his breath. His eyes shone as if with inner power and then slowly he said:

“We are his offspring. His blood flows in your veins.” Waiyaki stood as if dumb. The knowledge that he had in him, the blood of this famous seer, who had been able to see the future, filled him with an acute sense of wonder. He could not speak; the only word which escaped him was, “Ha!” his father was still speaking:

“He died here. Our fathers do not know where his grave is. But some say that he was carried up by Murungu.”

Chege stopped and slowly turned to Waiyaki. Waiyaki trembled freely.

“I see you fear. You must learn to fight fear…fear…It was not only Mugo whom they rejected. When I told them about Siriana, they would not listen.”

For the first time, Waiyaki felt really frightened. Unknown terror gripped him. He fought with it.

“No doubt you wonder why I tell you all this…”

Waiyaki wanted to cry out: “don’t tell me more. I don’t w ant to hear more. No! No! No! Father!” instead he only whispered

“Ye-es!”

“You are the last in our line.”

Waiyaki felt as if a heavy cloud was pressing down on his soul and he felt a strange sensation of suspension in his stomach. It was as if something, a presentiment, was moving toward him with all speed and he was powerless to prevent it.

“Sit down.” his father spoke gently.

Waiyaki’s legs had begun to lose strength and sank onto the grass.

“You are tired,” Chege said as he moved near his son.

Waiyaki stopped trembling and hated himself for showing fear. Chege repeated slowly.

“You see, when Mugo became bitter he refused to tell them more.” Chege made another pause .His face and eyes were set as if he was trying to recall something long-forgotten. He was now standing just behind Waiyaki. He bent down and touched his son on the shoulder. Waiyaki realized that his father’s hand was trembling slightly. Chege withdrew his hand quickly and then with a loud tremor. In his voice went on:

“Now, listen my son. Listen carefully; for this is the ancient prophecy…I could not do more. When the Whiteman come and fixed himself in Siriana. I warned all the people. But they laughed at me. May be I was hasty; perhaps I was not the one. Mugo often said you could not cut the butterflies with a panga. You could not spear them until you learn and know their ways of movement.  Then you could trap, you could fight back. Before he died, he whispered to his son the prophecy, the ancient prophecy: ‘Salvation shall come from the hills. From the blood that flows in me, I say from the same tree, a son shall rise and his duty shall be to lead and save the people!’ he said no more. Few knew the prophecy. Perhaps Kabonyi, who has betrayed the tribe, knows about it. I am old, my time is gone. Remember that you are the last in this line.

“Arise. Heed the prophecy. Go to the mission place. Learn all the wisdom and all the secrets of the white man. But do not follow his vices. Be true to your people and the ancient rites.”

“Father…” Waiyaki called out when he had recovered from the shock. He felt weak and small; he did not know what he wanted to say.

“You go there. I tell you again, learn all the wisdom of the white man.  And keep on remembering, salvation shall come from the hills. A man must rise and save the people in their hour of need. He shall show them the way; he shall lead them.”

“But…but…they don’t know me, I am a child and they rejected Mugo…”

“Let them do what they like. A time will come-I can see it coming-when they shall cry for a saviour…”

 

 

  1. a)         What becomes subsequent to the account of this excerpt?
  2. b)         Replace the idiomatic expression in the following sentence with one word :-

…”poured scorn’…

  1.  c)        In note form, write out phrases/sentences in the excerpt that point to biblical allusion
  2. d)         What image is used in the excerpt and what does it refer to?                                                e)        What happened to Mugo wa Kibiro when he died?
  3.  f)        Use an appropriate correlative conjunction to join the following sentences:-
  4.             i) He felt weak and small. He did not know what he wanted to say
  5.             ii) People did not believe him. Some even poured scorn on him
  6. g) Describe the character of father and son in this excerpt in relation to the prophecy.
  7.              i) Chege                                                                                                                                                         ii) Waiyaki
  8. h) He died here. Our fathers do not know where his grave is

(Use a conjunction of contrast to join the two sentences and omit the use of ‘is’

  1. i) What reason does Waiyaki’s father give to reassure him not to fear?
  2. j) Chege stopped and slowly turned to Waiyaki (add an appropriate question tag)

 

  1. Read the extract below and answer the questions that follow:-            

When Waiyaki began to speak again he felt happy. This was the moment to push his plans through. He spoke quietly; clearly, the elation of speaking to a large crowd making him feel light. He briefly outlined his plans for Marioshion. The roof needed tin; the children needed desks, pencils, papers and then many more schools had to be built. More teachers had to be employed. He sat down, fearing that he had not made his point clear. But the applause that greeted him left him with no doubt about the reception of the short speech.

A moment too soon Kabonyi was on his feet. He did not smile but looked defiantly around him. The battle was on. He was old but his voice was good and steady. Besides he knew his audience well and knew what to appeal to. He could speak in proverbs and riddles, and nothing could appeal more to the elders, who still appreciated a subtle proverb and witty riddles. Kabonyi again knew his limits. He did not want to bring too many issues together. So he decided to leave the Joshua affair and come to it later as a final blow.

He reminded them of the poverty of the land. The dry month had left the people with nothing to eat and the expected harvest would not yield much. He touched on the land taken by the white man. He talked of the new taxes being imposed on the people by the Government Post now in the midst. And instead of Waiyaki leading people against these more immediate ills, he was talking of more buildings. Were people going to be burdened with more buildings? With more teachers? And was the white man’s education really necessary? Surely there was no way out.

 

 

It was better to drive away the white man from the hills altogether. Were the people afraid? Were there no warriors left in the tribe? He, Kabonyi, would lead them. That was why he had formed the new Kiama. He would rid the country of the influence of the white man. He would restore the purity of the tribe and its wisdom.

“Or do you think the education of our tribe, the education and wisdom which you all received, is in any way below that of the white man?” He challenged the people, appealing to their pride, to the manhood in them and to their loyalty to the soil. “Do not be led by a youth. Did  the tail ever lead the head, the child the father or the cubs the lion?.”

A few people applauded. And then there was silence. (Kabonyi too had stirred something       in their hearts). Soon they began to talk. Some saw a lot of truth in what Kabonyi had said. They knew they were not cowards. And surely it was easier to drive away the white man and return to the old ways! But others, especially the young people, were on Waiyaki’s side. Waiyaki himself was hurt. Kabonyi had touched on sore spot, the question of youth. When Waiyaki stood up again the old defiance came back. The courage that had made him famous among the boys of his riika was now with him. At first he just looked at the people and held the voice of his father.

No – it was like the voice of the great Gikuyus of old. Here again was the saviour, the one whose words touched the souls of the people listened and their hearts moved with the vibration of his voice. And he, like a shepherd speaking to his flock, avoided words that might be insulting. In any case, how could he repudiate Kabonyi’s argument? Waiyaki told them that he was their son.

They all were parents. He did not want to lead. The elders were there to guide and lead the youth.

And the youth had to listen. All he wanted was to serve the ridges, to serve the hills. Unless the people heeded his words and plans, the ridges would lose their former dignity and would be left a distance behind the country beyond ……..

 

  1. a) What had interrupted his speech?            
  2. b) What actions did Waiyaki want to push through?
  3. c) i) The battle was on ……….. What battle is being referred to?
  4.             ii) What pertinent issues did Kabonyi raise?

iii) Why do you think he raised these issues?

  1.             iv) What does this reveal about the character of Kabonyi?
  2. d) Identify any stylistic device employed in the extract.
  3. e) Which Joshua affair is Kabonyi talking about?
  4. f) Give the meaning of the following words as in the extract.
  5. i) Rid …………
  6.  ii) Ills…………
  7. g) What resolution was made at the end of the meeting?
  8. h) In about 80 words, summarize Waiyaki’s defenses against Kabonyi’s argument.

Rough draft

 

 

 

  1. Read the excerpt below and answer the questions that follow:-            

The moon was also awake. Her glare was hard and looked brittle. The whole ridge and everything wore a brilliant white. And the little things that in the day appeared ordinary seemed now to be changed into an unearthliness that was both alluring and frightening. Waiyaki listened for voices in the ridge but he could only hear silence. As he moved across the ridge through small bushes and trees, the silence and the moon’s glare seemed to have combined into one mighty force that breathed and had life. Waiyaki wanted to feel at one with the whole creation, with the spirits of his sister and father. He hesitated. Then the oppression in him grew and desire to talk with someone mounted. The brightness of the moon seemed now soft and tangible and he yielded to the magic. And Waiyaki thrust out his arms and wanted to hold the moon close to his breast because he was sure she was listening and he wanted her cold breath near him. Now his muscles and everything about his body seemed to vibrate with tautness.

 

Again he was restless and the yearning came back to him. It filled him and shook his whole being so that he felt something in him would burst. Yearning. Yearning. Was life all a yearning and no satisfaction? Was one to live a strange hollowness pursuing one like a malignant beast that would not let one rest? Waiyaki could not know. Perhaps nobody could ever know. You just had to be. Waiyaki was made to serve the tribe, living day by day with no thoughts of self but always of others. He had now for many seasons been trying to drain himself dry, for the people. Yet this thing still pursued him.

Suddenly he thought he knew what he wanted. Freedom. He wanted to run, run hard, run everywhere or hover aimlessly, wandering everywhere like a spirit. Then he would have everything –every flower, every tree- or he would fly to the moon. This seemed possible and Waiyaki raised his eyes to the sky. His heart bled for her. But he could not run. And he could not fly.

All this while, Waiyaki had been moving. Soon he was down at Honia river. The crickets went on with their incessant shrilling. The quiet throb of the river echoed in his heart. He felt comforted. The water looked strange under the moon. He crossed the river and started climbing up the slope, following the cattle road that would take him to Joshua’s village – Makuyu. He would go to see Kamau. It was strange how Kamau and Kinuthia’s lives seemed to be running on the same road, always affected by the same events. When young, they used to take their herd grazing together.

At Siriana, they were together. It was only after Waiyaki’s circumcision that they separated for a time. Kamau was initiated a few months after the break away. And now they were together at Marioshoni. For a time, Waiyaki became rapt in thoughts, about Kamau, Kinunthia and their life at school.

 

(a)       Describe what happens after this excerpt

(b)      Identify and illustrate any two features of styles used in the excerpt

(c)       Rewrite the sentences below according to the instructions given after each:-

(i) He had now for many seasons been trying to drain himself dry, for the people.

Begin: For the people….)                                                                                                                   (ii) The crickets went on with their incessant shrilling………………….(Add a question tag)  

(iii) The quiet throb of the river echoed in his heart. He felt comforted.

(combine the two sentences using ‘which’)

(d)       In not more than 25 words, show how Kamau and Kinuthia’s lives were affected by the

same events.

(e)       In what ways was Waiyaki made to serve the tribe?

(f)        Identify instances in the excerpt where nature seemed to be in agreement with

Waiyaki

(g)       From your knowledge of the text, why would you say that Kinuthia was a true friend

to Waiyaki?

(h)       Explain what it was that Waiyaki was yearning for?

 

 

 

  1. Read the excerpt below and then answer the questions that follow:

A moment too soon Kabonyi was on his feet. He did not smile but looked defiantly around him. The battle was on. He was old but his voice was good and steady. Besides, he knew his audience well and knew what to appeal to. He could speak in proverbs and riddles, and nothing could appeal more to the elders, who still appreciated a subtle proverb and witty riddles. Kabonyi again knew his limits. He did not want to bring too many issues together. So he decided to leave the Joshua affair and come to it later as a final blow.

He reminded them of the poverty of the land. The dry months had left the people with nothing to eat. And the expected harvest would not yield much. He touched on the land taken by the white man. He talked of the new taxes being imposed on the people by the Government Post now in their midst. And instead of Waiyaki leading people against these more immediate ills, he was talking of more buildings? With more teachers?    And was the white man’s education really necessary? Surely there was another way out. It was better to drive away the white man from the hills altogether. Were the people afraid? Were there no warriors left in the tribe? He, Kabonyi, would lead them. That was why he had formed the new Kiama. He would rid the country of the influence of the white man. He would restore the purity of the tribe and its wisdom.

“Or do you think the education of our tribe, the education and wisdom which you all received, is in any way below that of the white man?”

He challenged the people, appealling to their pride, to the manhood in them and to their loyalty to the soil. “Do not be led by a youth. Did the tail ever lead the head, the child the father or the cubs the lion?”

 

            (a) Place this excerpt in its immediate context

(b) How is Kabonyi’s attitude towards Waiyaki revealed within and without this excerpt?

(c) Identify and illustrate the main theme evident in this excerpt

(d) “Do not be led by a youth”. From your knowledge of the rest of the text, what were

Kabonyi’s other accusations against Waiyaki?

(e) Describe the character of Kabonyi as portrayed in this extract

(f) “Were people going to be burdened with more buildings? (Re-write the sentence beginning:

People ………..)

(g) Explain the irony in this statement: “It was better to drive away the white man from the hills

altogether……He Kabonyi, would lead them”

(h) In note form, write the speech delivered by Kabonyi to the people

(i) From your knowledge of the text, who is Nganyira?

 

 

  1. UJNSEEN TEXT – The River Between

Read the passage below and then answer the questions that follow:

Just then, another boy came running from a group of cows a distance away.

“Stop fighting!” he shouted breathlessly as he stood near the pair. Kamau stopped, but he still sat on Kinuthia. “Why are you fighting?”

“He called me names,” answered Kamau

“He is a liar. He laughed at me because my father died poor and …..”

“He is !”

“You beggar.”

“You……….. you…………”

Kamau became furious. He began to pinch Kinuthia. Kinuthia looked appealingly to the other boy. “Please stop this, Kamau. Didn’t we swear that we of the hills were comrades?” He felt helpless. It was the day earlier that they had sworn to be brothers.

“What do I care about comrades who insult my father?” asked Kamau.

“I will do it again,” retorted Kinuthia between tears.  “Do now.”

“I will.”

“Try!”

Kamau and Kinuthia began to struggle. The boy felt an irresistible urge to fall on Kamau; he pulled a blade of grass and began to chew it quickly, his eyes dilating with rage and fear.

“Kamau,” he burst out

The tremor in the boy’s voice sent a quiver of fear up Kamau. He quickly looked up and met the burnt eyes, grazing at him. Meekly he obeyed the unspoken command. But his face went   a shade darker than normally was. He slunk away, feeling humiliated and hating himself for submitting. Kinuthia stood unsteadily and looked gratefully at the boy. The boy kept on lowering his face, gazing at the same spot feeling of pride and triumph he had suddenly subsided to one of regret at having done that to him. Perhaps it might have felt better if Kamau had stuck it out and he had to use to remove him.

 

  1. a) What happens just
  2.   i) Before this extract                                                                                                                        (2 mks)
  3.   ii) After this extract                                                                                                             (2 mks
  4. b) Identify the main stylistic device used in the passage and say how effective it is (4 mks)
  5. c) How relevant is the main event in the above extract to the rest of the novel? (4 mks)
  6. d) Discuss Waiyaki’s role and character as brought in this passage (4 mks)
  7. e) Illustrate one theme that is suggested in the above excerpt (4 mks)
  8. f) “Perhaps it might have felt better if Kamau had stuck it out.”

(Rewrite this sentence beginning: Had ………..)                                                   (2 mks)

  1. g) In about 40 words outline the reactions of Kamau and Waiyaki as seen in the last

paragraph                                                                                                                           (5mks)

 

 

  1. Read the following comprehension passage and answer the questions that follow           

The moon was also awake. Her glare was hard and looked brittle. The whole ridge and everything wore a brilliant white. And the little things that in the day appeared ordinary seemed now to be changed into an unearthliness that was both alluring and frightening. Waiyaki listened for voices on the ridge but he could only hear silence. As he moved across the ridge, through small bushes and trees, the silence and the moons glare seemed to have combined into one mighty force that breathed and had life.

Waiyaki wanted to feel at one with the whole creation, with the spirits of his sister and father. He hesitated. Then the oppression in him grew and the desire to talk with someone mounted. The brightness of the moon seemed now soft and tangible and he yielded to his magic. And Waiyaki thrust out his arms and wanted to hold the moon close to his breast because he was sure she was listening and he wanted her cold breath near him. Now his muscles and everything about his body seemed to vibrate with tautness.

Again he was restless and the yearning came back to him. It filled him and shook his whole being so that he felt something in him would burst. Yearning! Yearning! Was life all a yearning and no satisfaction? Was one to live a strange hollowness pursuing one like a malignant beast that one could not ever know. You had just to be. Waiyaki was made to serve the tribe, living day by day with no thoughts of self but always of others. He had now for many seasons been trying to drain himself dry, for the people. Yet this thing still pursued him

Suddenly he thought he knew what he wanted freedom. He wanted to run, run hard run anywhere. Or hover aimlessly, wandering everywhere like a spirit. Then he would have everything- every flower, every tree- or he could fly to the moon. This seemed possible and Waiyaki raised up his eyes to the sky. His heart bled for her. But he could not run. And he could not fly.

All this while, Waiyaki had been moving. Soon he was at Honia river. The crickets went on with their incessant shrilling. The quiet throb of the river echoed in his heart. He felt comforted. The water looked strange under the moon. He crossed the river and began climbing up the slope, following the cattle road that would take him to Joshua’s village – Makuyu. He would go and see Kamau. It was strange how his life and Kamau’s and Kinuthia’s seemed to be running on the same road.

 

  1. a) “The moon was also awake.” Who else was awake and why?
  2. b) Comment on the use of any three (3) features of style in the excerpt                                     c)         Identify and illustrate the dominant theme evident in the excerpt
  3. d) “It was strange how his life and Kamau’s and Kinuthia’s seemed to be running on the same  road………”     Referring to the rest of the story, explain the truth of this statement
  4. e) “Waiyaki listened for voices on the ridges but he could only hear silence.” Rewrite this sentence beginning: Listening
  5. f) What happens immediately after this excerpt
  6. g) Write down words which have the same pronunciation with the following words
  7. h) Explain the meaning of the following words and phrases used in the excerpt
  8. i) Brittle-
  9. ii) Yearning-

iii) He yielded to her magic–

  1. iv) His heart bled for her–

 

  1. Read the following passage and answer the questions that follow:            

“A man shall rise and save the people in their hour of need.” Was he that saviour? Was he the promised one or had Chege’s mind been roving? How would he save them? Chege had placed a burden on his shoulders, a burden hard to carry. A saviour did something big, something that had power to change the lives of the people. A saviour did something   startling, a thing that happened so suddenly one night that nobody could resist its power. What had he himself done?

But now he wanted an opportunity to shout what was oppressing his mind. He would ell the people: “unite.” That would be early next year.  For a moment he dreamt the dream.  It was a momentary vision that flashed across his mind and seemed to light the dark corners of his soul. It  was the vision of a  people who could trust  one another,  who  would  sit side  by side, singing the  song  of love which harmonized with music from the birds, and  all their hearts  would beat to the rhythm of the throbbing river. The  children would play  there, jumping  from the rock onto  rock, splashing  the water  which reached fathers  and  mothers  sitting  in the  shade around, talking ,watching. Birds sang  as they hovered from tree to tree, while farther out in the forest beasts  on the  land circled around…In the  midst  of this Nyambura would  stand. The children would come to her and she would talk to the elders. The birds too seemed to listen and even the beasts stopped moving and stood still. And a  song  rose  stirring the heart  of all,  and their  longing  for a new life  in the future was reflected in the dark eyes  of Nyambura.

He stretched his hands and wanted to touch her trembling figure as she led them into this song.  And then he saw that the hands of the other people, including Joshua, were stretched towards her. For a moment he stood still, fascinated by the sight. And then horror caught him. They were all pulling her into pieces, as if she were a thing of sacrifice to the god of the river, which still flowed with life as they committed this outrage on her. And  he  too had joined  the  crowd and  he was tearing  her  to himself and  she  did  not cry out because she was dumb. Then he saw that it was Muthoni, and she was thrown into the river and she was saying, “I am a woman now.”  The river carried her with it into a darkness which no one could fathom. Waiyaki’s heart cried and he knew that she was not there.  She had gone. And everyone turned away, not speaking to one another because they felt guilty. They averted their eyes from Waiyaki, the Teacher as they passed him. At last he as left alone. He did not know whether he should follow Muthoni or the crowd. Nyambura now stood in front of him. A flash of joy drove the guilt away and he went forward to touch her. She would not let him.  And Waiyaki wanted to remonstrate with her and remind her that one tie when she had allowed him to hold her in his arms. But he remembered that Nyambura had not agreed to marry him. Why did she refuse? Because she would not disobey a father? Yes. That was the word obedience. And because she was obedient he had lost her. Forever. and his  yearning  would go on, on, on  till he died. Death was the end of everything. He was about to open his mouth and tell her that Joshua had led the crowd in tearing her to pieces.  Then Waiyaki remembered that  he  too had  chosen  the crowd, had  acceded  to the  ritual demands  of the  tribe and  had shed her blood. Guilt weighed on him.  The darkness terrified him. He wanted to scream in horror of himself. He had failed to tell people  to unite. Another time. A next time.  And he woke up still panting, next time.

 

 

  1. a) Place this extract in its immediate context
  2. b) Identify and state the effectiveness of any two features of style in the passage
  3. c) How do the following characters contribute to Waiyaki’s downfall:
  4. i) Kabonyi
  5. ii) Chege
  6. d) In summary of about 50 words, state in what ways this vision is a reflection of what

happens later in the  novel

  1. e) Give three reasons why Waiyaki could not unite the ridge
  2. f)         He stretched his hands and wanted to touch her trembling figure as she led them

into  this song      (Begin:……Not only………..)

  1. g) Cite another incident where Waiyaki sees a vision
  2. h) Identify and illustrate any one theme brought out in this extract

 

  1. Read the comprehension below and answer the questions that follow             (25mks)         

“Mugo was born and grew up in Kameno before he went to tell people what he saw. For he saw many butterflies, of many colours, flying about over the land disrupting the peace and the ordered life of the country. Then he cried aloud and said: “There shall come a people with clothes like butterflies….” People did not believe him. Some even poured scorn on him, laughing at him, for they said: ‘He is not well.’ And they would not listen to his voice, which warned them: ‘Beware!’ the seer was rejected by the people of the ridges. They gave him no clothes and no food. He became bitter and hid himself, refusing to tell them more. He went beyond the hills, to the world yonder, the whole extent of Gikuyu land. He was not yet exhausted and there spoke the message even louder. Still they laughed and poured scorn on him. Here they thought him dead. But disguised he came back here and settled.”

Chege paused for a while as if to gather his breath. His eyes shone as if with inner power and then slowly he said. “We are his offspring. His blood flows in our veins.”

Waiyaki stood as if dumb. The knowledge that he had in him the blood of this famous seer, who had been able to see the future, filled him with an acute sense of wonder. He could not speak; the only word which escaped him was, “Ha!” his father was still speaking: “He died here. Our fathers do not know where his grave is. But some say that he was carried up; by Murungu.”

Chege stopped and slowly turned to Waiyaki. Waiyaki trembled freely. “I see you fear. You must learn first fear …fear…. It was not only Mugo whom they rejected. When I told them about Siriana, they would not listen.”

For the first time, Waiyaki felt really frightened. Unknown terror gripped him. He fought with it. “No doubt you wonder why I tell you all this Waiyaki wanted to cry out: “Don’t tell me more. I don’t want to hear more. No! No! No, Father!”. Instead he only whispered.

“Yes-es!”

“You are the last in our line.” Waiyaki felt as if a heavy cloud was pressing down on his soul and he felt a strange sensation of suspension in his stomach. It was as if something, a presentiment, was moving towards him with all speed and he was powerless to prevent it. “Sit down,” his father spoke gently.

Waiyaki’s legs had already began to lose strength and he sank onto the grass.

“You are tired perhaps, “Chege said as he moved near his son.

Waiyaki stopped trembling and hated himself for showing fear. Chege repeated slowly: “You see, when Mugo became bitter, he refused to tell them more.” Chege made another pause. His face and eyes were set as if he was trying to recall something long-forgotten. He was now standing just behind Waiyaki. He bent down and touched his son on the shoulder. Waiyaki realized that his father’s hand was trembling slightly. Chege withdrew his hand quickly and then with a loud tremor in his voice went on: “Now, listen my son. Listen carefully, for this is the ancient prophecy… I could not do more. When the white man   came and fixed himself in Siriana, I warned all the people. But they laughed at me. May be I was hasty. Perhaps I was not the one Mugo often said you could not cut the butterflies with a panga. You could not spear them until you learnt and knew their ways and movement. Then you could trap, you could fight back.” Before he died, he whispered to his son the prophecy, the ancient prophecy: ‘salvation shall come from the hills. From the blood that flows in me, I say from the same tree, a son shall rise. And his duty shall be to lead and save the people! He said no more. Few knew the prophecy. Perhaps Kabonyi, who has betrayed the tribe, knows about it. I am old, my time is gone. Remember that you are the last in this line.

“Arise. Heed the prophecy. Go to the Mission place. Learn all the wisdom and all the secretes of the white man. But Waiyaki disregarded his father’s advice.

 

(a) Where was Mugo born and what does it represent?                                                        (2mks)

(b) Who are those people with clothes like butterflies?                                                       (2mks)

(c)  Why did the seer become bitter and hid himself?                                                          (3mks)

(d) “We are his offspring. His blood flows in your veins”. Rewrite it in reported speech (2mks)

(e) Why is Waiyaki unable to speak?                                                                                                (2mks)

(d) According to your understanding of the novel, which specific ritual had Waiyaki

undergone through a few weeks before this extract?                                                      (2mks)

(g) With evidence from this extract, identify two themes discussed                                               (4mks)

(h) At what specific point were Chege and Waiyaki when those ways were being said?    (2mks)

(i) In which way has Kabonyi betrayed the tribe?                                                                (2mks)

(j) Identify two things that were emphasized in Siriana which eventually aided the falling

apart of the people of  Makuyu and Kameno                                                                  (2mks)

(k) Which important rituals does Waiyaki undergo through in the days after his excerpt

and what is its significance?

 

  1. Read the following passage and answer the questions.

There was general uniformity between all the houses that lay scattered over this ridge.

They consisted of round thatched huts standing in grounds of three or four. A natural hedge

surrounded each household. Joshua’s house was different. His was a tin-roofed rectangular

building standing quite distinctly by itself on the ridge. The tin roof was already decaying and let

it rain freely, so on top of the roof could be seen little scraps of sacking that covered the very

bad parts. The building, standing so distinctly and defiantly, was perhaps an indication that the

old isolation of Mukuyu from the rest of the world was being broken down.

As yet, it was true, no town was near. Nairobi was far, a town not known to the hills. Siriana was still the nearest missionary centre: a big place with hospitals and a flourishing school taking boys and girls from all over the country. But the missionaries had not as yet penetrated into the hills, though they sent a number of  disciples to work there. The people remained conservative, loyal to the ways of the land. Livingstone occasionally paid a visit to the hills, giving new life and energy to his various followers. His main work however, was being carried on by Joshua.

Joshua, Nyambura’s father, was now a middle-aged man who always preached in sharp ringing tones that spoke of power and knowledge. He, along with a few others, had been the first to be converted to the new faith. He was then a young man who ran from the hills and went to live

with the white man in the newly established mission. He feared the revenge of the hills; the

anger of his friends, betrayed. In Siriana he found a sanctuary and the white man’s power and

magic. He learnt to read and write. The new faith worked in him till it came to posses him

wholly. He renounced his tribe’s magic, power and ritual. He turned to and felt the deep

presence of the one God. Had he not given the white man power over all? He learned of Jesus.

Behold, a virgin shall conceive,

And bear a son.

And shall call his name Immanuel.

 

He realised the ignorance  of his people. He felt the depth of the darkness in which they lived. He saw the muddy water through which they waded unaware of the dirt and mud. His people worshipped Murungu, Mwenenyaga, Ngai. The unerring white man called the Gikuyu god the prince of darkness.

Isaiah, the white man’s seer, had prophesied of Jesus. He had told of the coming of a Messiah. Had Mugo wa Kibiro, the Gikuyu seer, ever foretold of such a saviour? No. Isaiah was great. He has told of Jesus, the Saviour of the world.

 

Those who refuse him are the children of darkness;

These, sons and daughters of the evil one, will go to

Hell;

They will burn and burn forever more, world unending.

 

These strong words frightened Joshua and shook his whole body; shook him to the very roots of his being. He became baptized and it was only then that he felt at peace and stopped trembling

He felt happiness which cut sharp into him, inflaming his soul. He had escaped Hell. He felt a new creature. That is always what he said at home and in church.

If anybody is in Christ, behold he is a new creature. He was new. He became a preacher, brave, having been freed from fear. He no longer feared Chege or what the hills and their inhabitants would say or do to him. He went back to Makuyu and preached with a vehemence  and fury that frightened even  his own old listeners. Few could resist that voice. Many came and some were converted. And they all together rejoiced and praised God.

But some went back to drinking; to dancing the tribal ritual, to circumcision. And Joshua day by day grew in wrath and vehemently condemned such bevaiour. Perhaps the word had not taken root. Joshua himself was strict and observed the word to the letter. Religious uniformity in his own home was binding. He meant to be an example to all, a bright light that would show the

way, a rock on which the weak would step on their way to Christ.

 

 

 

  1. a) How is Joshua different from other villagers? (2 mks)
  2. b) Why does Joshua run away from the hills? (2 mks)
  3. c) Identify and explain any two themes that come out in the passage. (4 mks)
  4. d) Identify any two styles evident in the passage. (4 mks)
  5. e) “He meant to be an example to all, a bright light that would show the way, a rock on

which the weak would step on their way to Christ.”

With reference to the above statement show the Irony in Joshua’s lifestyle. (4 mks)

  1. f) Which challenges do Joshua face in his mission of spreading the Gospel? (2 mks)
  2. g) Write the following sentences in past tense.

“Behold a virgin shall conceive and bear a son.”

  1. h) Punctuate the following sentence.

Siriana was still the nearest missionary centre a big place with hospitals and a flourishing

school taking boys and girls from all over the country.

  1. Rewrite the following sentence ending with the word occasionally.

Livingstone occasionally paid a visit to the hills.                                         (1 mk)

  1. j) Identify any two character traits of Joshua.

 

  1. Read the excerpt below and then answer the questions that follow:-

He could not sleep. Thin rays of the moon passed through the cracks in the wall into the hut and fell at various spots on the floor. It was no good staring blankly at the hazy darkness in which every object lost its clear edges. Waiyaki wanted to talk to someone. That was what oppressed him: the desire to share his hopes, his yearnings and longings with someone, his plans in education. The desire for assurance and release. Twice he had tried to tell his mother, to ask her something. But each time he stood in front of her and he heard her shaky voice, he found himself talking of irrelevant things. It was strange that the tremor in her voice should set doubts darting in his soul.

After all, what was the longing, what was the something for which he yearned? Did he know it himself? Yet the hopes and desires kept on haunting him. They had followed him all his life.

He did not want to think. But thoughts came and flooded his heart. Strange chapters of his life unfolded before him. His young sister who had died early was the only person with whom he had been intimate. He had loved her, if that sort of closeness could be called love. He thought he loved the hills and their people. But they did not give him that something he could get from her. Then, he had been very small; many seasons before his second birth. He wondered why he remembered that time. But she was dead. And death was the end of everything, on this earth. After you were buried, you turned into a spirit. Waiyaki wondered if his sister was a spirit. A young good spirit. Was she watching him? He turned round, rather frightened. He felt guilty.

Waiyaki was superstitious. He believed the things that the people of the ridges believed. Siriana Mission had done nothing effective to change this. His father had warned him against being contaminated by the ways of the white man. Yet he sometimes wondered. Was the education he was trying to spread in the ridges not a contamination?

He wanted to sleep. From side to side he wriggled on his bed, trying to close his eyes and shut away these thoughts that would not let him alone. He thought: There is something unexplainable in the coming of the white man. He had found no resistance in the hills. Now he had penetrated into the heart of the country, spreading his influence. This influence could be disruptive. Muthoni had died on the high altar of this disruption. She had died with courage, probably still trying to resolve the conflict withinin herself in an attempt to reach the light. Since her death everything had gone from bad to worse, and probably conflicting calls and loyalties strove within the hearts of many. Not many were like Muthoni in courage. Waiyaki wondered where he was. Was he trying to create order and bring light in the dark?

The image of his sister, that of Muthoni and many others followed each other across his mind in quick succession,, shadows that had no concrete form; shadows that came and went; sometimes merging, forming nothing. Then, for one moment, his life became one white blur. But only for a second. Then came the mist, dark with no definition. The clear edges of life had gone. He lay still, a little frightened, not knowing what to think or how to find a way out.

 

(a) What had happened just before this excerpt?                                                                 (3mks)

(b) Waiyaki mentions his second birth. What is he referring to here?                                 (2mks)

(c) According to this excerpt, what is the thing that the people of the ridges believed in?       (2mks)

(d) What does the last paragraph portray about Waiyaki’s impending fate?                                   (3mks)

(e)In about forty words, summarize the effects brought about by the coming of the white man

(f) Chege sent his son Waiyaki to Siriana Mission. What conflict did this bring in Waiyaki’s life?

(g) What theme is evident in this excerpt?                                                                            (3mks)

(h) ‘Yet the hopes and desires kept on haunting him’…………………………………………………………

(Supply an appropriate question tag)                                                                              (1mk)

(i) What does this excerpt reveal about Waiyaki’s character?                                             (2mks)

(j) Give the meaning of each of the following words as used in the excerpt

Yearnings…………………………………………….

Strove……….

 

 

 

  1. EITHER

Read the following excerpt and answer the questions that follow:

PETER STOCKMANN:  I protest against the personal allusions.

  1. STOCKMANN: (imperturbably) — and that, not because he is like myself, descended from

some old rascal of a pirate from Pomerania … because that is who we are

descended from….

PETER STOCKMANN: An absurd legend. I deny it!

  1. STOCKMANN: … but because he thinks what his superiors think, and holds the same

opinions they hold. People who do that are, intellectually speaking, common people; and, that is  why my magnificent brother Peter is in reality so very far from any distinction — and  consequently also so far from being independent-minded.

PETER STOCKMANN: Mr. Chairman………!

HOVSTAD     : So it is only the distinguished men that are liberal- minded in this country? That is a new one! (Laughter.)

  1. STOCKMANN: Yes, that is part of my new discovery too. And another part of it is that free-

thinking is almost precisely the same thing as morality. That is why I maintain that it is absolutely irresponsible of the People’s Messenger to proclaim, day in day out, the false doctrine that it is the masses, the crowd, the compact majority, that have the monopoly of liberal principles and morality — and that vice and corruption and every kind of intellectual depravity are the result of culture, just as all the filth that is  draining  into our Baths is the result of the tanneries up at Molledal! (Uproar and interruptions. DR. STOCKMAN” is undisturbed and goes on, carried away by his ardour, with a smile.) And yet this same People’s Messenger can go on preaching that the living standards of the masses ought to be elevated! But, bless my soul, if the Messengers teaching is to be depended upon, this very elevation of the masses would mean nothing more or less than setting them straightaway upon the paths of Depravity Happily, the theory that culture demoralizes is only an old falsehood that our ancestors believed in and we have inherited. No. it is ignorance, poverty, ugly conditions of life, that do the devil’s work! In a house which does not get aired and swept every day-my wife Katherine maintains that the floor ought to be scrubbed as well, but that is debatable — in such a house let me tell you, people will lose within two or three years the power of thinking or acting in a moral manner. Lack of oxygen weakens the conscience. And there must be a plentiful lack of oxygen in very many houses in this town, judging from the fact that the whole ‘compact majority’ can be irresponsible enough to wish to build the towns prosperity on a quagmire of falsehood and deceit.

ASLAKSEN:              We cannot allow such a grave accusation to be flung at our community.

A CITIZEN:               I move that the Chairman rule the speaker out of order.

VOICES (angrily):     Hear, hear! Quite right! Make him sit down!

  1. STOCKMANN: (losing his self-control): Then I will go and shout the truth at every street

corner! I will write it in other towns’ newspapers! The whole country shall know what is going on here!

HOVSTAD:                It almost seems as if Dr. Stockmann’s intention were to ruin the town.

  1. STOCKMANN: Yes, my native town is so dear to me that I would rather ruin it than see it

prosper upon a lie.

ASLAKSEN:              This is really serious. (Uproar and whistles, MRS. STOCKMANN coughs in

vain: her husband does not listen to her any longer.)

HOVSTAD:               (shouting above the din): A man must be a public enemy who wishes to ruin

a whole community!

  1. STOCKMANN: (with growing fervour): What does the destruction of a community matter,

if it lives on lies? It ought to be razed to the ground. I tell you — All who live by lies ought to be wiped out like vermin! You will end up infecting the whole country; you will bring about such a state of things that the whole country will deserve to be destroyed. And if it ever comes to that,

 

 

(a) Place this extract in its immediate context                                                                      (4mks)

(b) Who are the compact majority?                                                                                       (2mks)

(c) Why does Dr. Stockmann accuse The People’s Messenger of being irresponsible? (3mks)

(d) Identify and explain any two themes presented in this excerpt                                      (4mks)

(e) In your own words, explain the meaning of the image of the house that is never

swept in relation to what Dr. Stockmann talks about in this excerpt                              (3mks)

(f) Rewrite the following according to the instructions given after each:                         (2mks)

(i) A man must be a public enemy who wishes to ruin a whole community (Rewrite in the past tense)

(ii) It almost seems as if Dr.Stockmann’s intention were to ruin the town ………………………

(Insert an appropriate question tag)………………………………………………(2mks)

(g) Illustrate character traits of Dr. Stockmann evident in the excerpt                                (4mks)

(h)      (i) Explain the meaning of the following words as used in the passage                   (3mks)

Conscience……………………………………….

Deceit………………………………………………………………………..

Depravity……………………………………………………………………

Or

(ii)       Read the following excerpt and answer the questions that follow:

“Of course I mean your father as an example — for example, you see.”

“I shall take my father, for example, if you like. He is the head of the family. Suppose another man, Karanja or Njuguna for example, comes in and we offer him hospitality. Suppose after a time he deposes my father and makes himself the head of the family with a right to control our property. Do you think he has any moral right to it? Do you, Waiyaki? And do you think I am bound by any consideration to obey him? And if conditions become intolerable, it lies with me to rebel, not only against him but also against all that is harsh, unfair and unjust. Take Siriana Mission for example, the men of God came peacefully. They were given a place. Now see what has happened. They have invited their brothers to come and take all the land. Our country is invaded. This Government Post behind Makuyu, is a plague in our midst. And this hut-tax ..”

He was exhausted. He looked around defiantly and yet sorrowfully. Then he began to breathe hard. He was becoming excited again. He waved his hands in the air and then gave a thud on the table. He let his eyes roll around as if he were speaking at a big political rally. Waiyaki had never seen Kinuthia like this before. And why should they, who had been educated at Siriana, be so vehement against it? It was just like his father, who had sent him to the Mission to which he had all his life objected. Perhaps life was a contradiction. Waiyaki felt something stir in him as he listened to Kinuthia. Perhaps Kinuthia was speaking for the sleeping hills, for the whole of Gikuyu country. Then he suppressed the feeling and thought of the new drive in education. Perhaps this was the answer to a people’s longings and hopes. For a moment he became lost in his contemplation of education and the plans he had in mind:

“Come, Waiyaki. Tell us about this new Kiama.’

It was Kamau who asked. Waiyaki lost his vision but he still watched the rain. This rain was a blessing; and the famine which people had feared would come if the drought had continued would now be averted. From the scoops flowed little narrow streams at and through the grass. They mingled and flowed on to join. Main stream, like a small river, like Honia. Or like a flood.

Only this one would end and Honia River would forever flow.

And the small river went down making a small murmuring sound, talking to itself, or to the ground. “Noah’s flood,”

Waiyaki thought.Kinuthia spoke.

“Yes. I think such a Kiama, to preserve the purity of our tribal customs and our way of life, should be formed now.” Waiyaki had heard about this Kiama. He knew the drive came from Kabonyi. Waiyaki feared they would give him a place in the leadership of this Kiama, which was meant to embrace all the ridges. He did not feel enthusiastic about it. He wanted to concentrate on education. Perhaps the teaching of Livingstone,that education was of value and his boys should not concern themselves with what the government was doing or politics, had found a place in Waiyaki’s heart. It rained on, the downpour almost slashing the sun-scoched grass. What was it? And still it rained, with the litt1ieams gathering and joining together. He saw what they were doing —

Carrying away the soil.

Corroding. eating away the earth.

Stealing the land.

And that was the cry, the cry on every ridge. Perhaps the sleeping lions would sleep no more, for they were all crying, crying for the soil. The earth was important to the tribe. That was why Kinuthia and others like him feared the encroachment of the white man. They feared what had happened in Kiambu, Nyeri and Murang’a. The new settlers at Siriana wore the same face. And Waiyaki was thinking, was Mugo wa Kibiro right? One day the white man would go. And for a time Waiyaki remembered his father and that prophecy.

Suddenly he became angry, not with the white man or Kinuthia. He was angry with the rain.

 

 

(a) What had happened just before this excerpt?                                                                  (3mks)

(b) Who was Mugo was Kibiro?                                                                                            (2mks)

(c) Give one character trait evident of Kinuthia in this excerpt                                           (2mks)

(d) Explain clearly with illustrations any two themes brought out in this excerpt              (4mks)

(e) Rewrite the following sentences according to the instructions given after each;              (2mks)

(i) Only this one would end and Honia River would forever flow _____ (insert an

                        appropriate question tag)

(ii) Then he suppressed the feeling and thought of the new drive in education.

(Re-write in the present  simple)……………………………………………………………………………….

(f) Why did Waiyaki feel life is a contradiction?                                                                 (2mks)

(g) Explain any two stylistic devices evident in this excerpt                                                           (4mks)

(h) From your understanding of the text, write notes on why the people of the ridges felt

that their rights were being violated by the white man                                                 (4mks)

(i) Give the meaning of the following words as used in the excerpt                                                (2mks)

Sun –scorched………………………………………………………………

Plague……………………………………………………………………….

 

 

Section C- QUESTIONS

  1.  

 Read the story given below and answer the questions that follow:-

THE HARE  AND THE TORTOISE

The hare was always laughing at the tortoise because he walked so slowly. “Really I don’t know why you bother to go at all,” she sneered. ‘By the time you get there it will all be over-whatever it is.’

The tortoise laughed. “I may be slow.’ He   said, ‘but I bet I can get to the end of the field before you can. If you want to race, ill prove it to you.’

Expecting  an easy  victory  the hare  agreed and  she  bounced off as  fast  as  she  could  go. The tortoise plodded steadily after her.

Now it was in the middle of a very hot sunny day and before long, the hare started to feel a little drowsy. I think ill just take a short nap under this hedge. ‘She said to herself.’ Even if the tortoise passed by ill catch him up in a flash. The hare lay down in   the shade and was soon fast a sleep. The tortoise plodded on under the midday sun. Much later, the hare awoke. It was later than she had intended but she looked round confidently ‘No sign of old tortoise, I see, even if I did have rather more than forty winks.’

Away she went, running through the short grass and the growing corn, leaping ditches and brambles with ease. In a  very short  time   she  turned  the  last corner  and  paused  for a  moment  to look  at the place  where the  rope was to end. There, not a yard from the finishing line was the tortoise, plodding steadily on. One foot after another, nearer and nearer to the end of the race.

With a great bounce the hare streaked   forward. It was too late.  Though she threw herself panting over the line , the tortoise  was there  before her.

‘Now do you believe me?’  Asked the tortoise. But the hare was too out of breath to reply.

 

 

  1. i) Classify the above narrative
  2. ii) Why did the hare always laugh at tortoise?

iii)       Why did the hare feel drowsy?

  1. iv) What made it possible for hare to lose the race?
  2. v) Try to picture yourself as the story teller charged with the responsibility of narrating this

particular story.  What story telling devises would you employ?

  1. vi) Why did the tortoise laugh at Hare’s comment?

vii)      Describe how tortoise’s own words “…. I may be slow but I bet I can get to the end of the

fields before you can…..”eventually proved to  be  true.

viii)     Mention any two moral lessons you can learn from this story

 

  1. POETRY                                                                                    

Read the poem below and answer the questions that follow:-

                                                 CRAZY PETER PRATTLES

 

So what is the mountain deal

about the minister’s ailing son

that he makes boiling news?

 

How come it was not whispered

when Tina’s hospital bed crawled with maggots

and her eyes oozed pus

because the doctors lacked gloves?

 

What about Kasajja’s only child

who died because the man with the key

to the oxygen room was on leave?

 

I have seen queues

of emaciated mothers clinging to

babies with translucent skins

faint in line

and the lioness of a nurse

commanding tersely

“Get up or leave the line’

 

Didn’t I hear it rumoured that

the man with the white mane

and black robes

whose mouth stores the justice of the land

ushered a rape case out of court

because the seven-year-old

failed to testify?

 

Anyway, I only remember these things

when I drink,

they are indeed tipsy explosion

 

(Crazy Peter Prattles’ by Susan Nalugwa Kiguli in Echoes Across the Valley: Ed. Arthur I. Luvai and Kwamchetsi Makokha)

 

(a) What problems are highlighted in the poem about the state of health care?

(b) What is the significance of the rhetorical question in the first stanza?

(c) Pick out any two images in this poem and explain their significance

(d) (i) Identify the problem that the fifth stanza deals with

(ii) How does this connect with the problems in the previous stanzas?

(e) Explain the meaning of the following words as they are used in the poem

(i) Oozed     ….

(ii) Emaciated………………..

(iii) Translucent ..

(f) What is the significance of the last stanza?

 

 

  1. Read the poem below and answer the questions that follow.

 

I MET A THIEF

 

On the beach, on the coast,

Under the idle, whispers coconut towers,

Before the growling, foaming, waves,

I met a thief, who guessed I had

An innocent heart for her to steal.

 

She took my hand and led me under,

The intimate cashew boughs which shaded

The downy grass and peeping weeds

She jumped and plucked the nuts for me to suck:

She sang and laughed and pressed close

 

I gazed; her hair was like the wool of a mountain sheep,

Her eyes, a pair of brown –black beans floating in milk.

Juicy and round as plantain shoots

Her legs, arms and neck:

And like wine-gourds her pillowy breasts:

Her throat uttered fresh banana juice:

Matching her face-smooth and banana-ripe.

 

I touched-but long I even tasted,

My heart had flowed from me into her beast:

And then she went-high and south-

And left my carcass roasting in thee

 

  1. a) Who is the persona?
  2. b) What is the relevance of the title?
  3. c) Paraphrase the last stanza
  4. d) Identify and explain the significance of the three stylist devices employed in the poem
  5. e) Of what race is the ‘thief’ in the poem?
  6. f) Explain the meaning of the line ‘an innocent heart for her to steal’
  7. g) Identify one economic activity portrayed in the poem

 

  1. Read the poem below and answer the questions that follow:

                                       THE PROSTITUTE

There I see her coming

With borrowed steps

Like a coward ghost

Out of grass covered graveyard

 

She comes

Bearing no more

That attractive dames

Cover like soft babes

 

These

She has exposed

to bitter weather

and lusty eyes.

 

There I see her coming

like a nestles bird

that enters any nest

for a transient stay

at times

finding snakes

or hostile hawks

There I see her coming

like a black jack

a poisonous pest

that infects the city’s plantation

diseasing the young

and old plant

 

There I see her

coiling herself around

tourists and bosses

like a parasitic

climbing plant

 

 

There I see her coming

from the back door

like a forged coin

that assumes the high value

yet always hounded by spies

 

I stand to see her

when the forged coin is found

when the immigration birds

are back in their nests

or when the dog

that it constantly feeds on

is washed with DDT

or when the dog is dead

on a tarmac road

and when the stems are cut

in the dry windy season

 

  1. a) Name FOUR things the person referred to as ‘her’ has been likened to.
  2. b) What is the main theme of the poem? Explain with suitable examples
  3. c) What is the attitude of the poet towards the subject of the poem? Illustrate using words or

phrase  from the poem?

  1. d) Identify three stylistic devices used in the poem and show their effectiveness in bringing out

the poet’s message.

(e) Explain the meaning of the last stanza – what mood does it express?

 

 

 

  1. ORAL LITERATURE

Read the passage below and then answer the questions that follow:                               

THE WICKED CHIEF

There lived once a wicked chief. Nobody liked him, because of his wickedness. He was wicked to old men and women. By pretending to be kind he tried to be popular to young men who lived in that country. When the chief won over young men, they all liked him.

One day, the chief called all the young men and told them, “My friends, don’t you see?” They asked, “What?” you should kill all of them. Everybody should kill his father.”

Ah: (that they should kill their fathers). As a result, everybody whose father was old brought him to be killed. This one went and brought him to be killed. This one went and brought him to be killed, the other went brought his father to be killed. They killed all the old men, leaving one only.

He was a father of a man who said no. “Why should the chief kill all old men and why would I send my father to be killed?” He got down and went to dig a large hole and concealed it nicely. He sent his father there, where he had dug. He fetched wood and put it across and coved it with soil, making a small hole for air to pass through. At that time, they had finished to kill all the old men.

When the chief finished executing them, he then called all the young men. “My friends we have now finished killing all our old men. This is a cow I am giving to you. I am so happy we have got rid of these old men, so go and kill the cow. When you have killed the cow, cut the best part of its meat and bring it to me. If you don’t bring it, you yourself are not safe.”(That is all right) eh;

The young men rushed out and slaughtered the cow, which is the best part of the meat of a cow? They were worried

They went and cut the liver and sent it to him. He asked whether or not that was the best part of the meat. They answered yes. They added part of the bile. He said that wasn’t the best part of the meat and they should go and find it quickly. The people became more worried.

Every night the young man secretly took food to his father. One day he took food to his father, who asked about the news of the town. He said, “My father, now we are suffering. When we killed all the old men, the chief gave us a cow to go and kill. When we killed the cow, he said we must both find the sweetest and the best part of the meat and bring to him, that if we do not bring them, we are not safe ourselves. This is what is worrying us.” The old man laughed, but asked him if he knew the sweetest part of the meat. He said no. He again asked if he did not know the bitterest part. He said no. “Then the sweetest and the bitterest is the tongue. When you go, cut the tongue and sent it to him and say that is the sweetest part of the meat and the bitterest.”

The man rushed home while all the people sat down, undecided about what to do. If something had not happened they might have thrown the whole meat away and run away. When the boy arrived he said, “My friends take the tongue of the cow in.” they cut the tongue for him, and he took it to the chief’s palace.

He went and threw it down and said, “Chief, see the sweetest part of the meat and the bitterest part also.”

The chief sat down quietly and finally said, “You did not kill your father. Speak the truth. You have not killed your father.”

He said, “It is the truth, I didn’t kill him. When all the other men were killing their own fathers I went and hid mine.”

He said, “You are the son of a wise old man. The sweetest and the bitterest part of a meat is the tongue. As for that all these young men are fools. Why should somebody send his father to be killed? But if you want the sweetest part of the meat, find the tongue, were it not for your tongue, you would not have an enemy: it is also because of your tongue that you will not have a friend.”

 

  1. Classify the above narrative
  2. State any two characteristics of oral narratives present in the narrative above
  3. Identify and discuss any two characteristics traits of the chief and any one character of the                       young man (who didn’t kill the father)
  4. Explain any moral lesson that can be learned from this narrative
  5. Give one economic activity practices by the community from which this narrative

was  taken

  1. Identify any two styles in the oral narrative
  2. Why do you think the chief wanted all the old men to be killed?

 

  1. Read The Poem Bleow And Answer The Questions Below:                                                

Would you know my name if I saw you in heaven?

Would it be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

 

Would you hold my hand if I saw you in heaven?

Would you   help me stand if I saw you in heaven?

I’ll find my way through night and day, cause I know I can’t just stay here in heaven

 

Time can bring you down, time can bend your knees

Time can break the heart; have   you ‘begging’ “please” ‘begging’ “please”

Beyond the door there’s peace, I’m sure

And I know there will be no more tears in heaven.

Would you know my name if I saw you in heaven?

Would you be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

‘Cause I know I don’t belong here in heaven.

 

  1. a) What is the subject matter of this poem? Illustrate your answer
  2. b) Identify and illustrate the feature of style evident in stanza three
  3. c) Give and illustrate two examples of the persona’s statements to illustrate his attitude

of  admiration

  1. d) What is the implication of rhetorical questions beings set in conditional tenses?
  2. e) What is the personas imagination of life in heaven? f)         In note form, give the main item of the last stanza
  3. g) Explain the meaning of the following phrases as used in the poem
  4.  i) Hold my hand……     –
  5. ii) Break the heart……

iii) No more tears………

 

 

  1. Read the poem below and answer the questions that follow:-                         *UGU* You see that Benz sitting at the rich’s end?

Ha! That Motoka is Motoka.

It belongs to the minister for fairness

Who yesterday was loaded with doctorate

At Makerere with whisky and I don’t know what

Plus I hear the literate thighs of an undergraduate.

 

You see those market women gaping their mouths?

The glory of its inside has robbed them of words

I tell you the feathery seats the gold steering

The TV the radio station the gear!

He can converse with all the world presidents

While driving in the back seat with his darly

Between his legs without the driver seeing a thing!

Ha! Ha! Ha!

 

Look at the driver chasing the children away

They want to see the pistol in the door pocket

Or the button that lets out bullets from the machine

Through the eyes of the car – Sshhhhhhhhh

Lets not talk about it.

 

But I tell you that Motoka can run

It sails like a lijato, speeds like a swallow

And doesn’t know anyone stupid on its way

The other day I heard

But look at its behind, that mother of twins!

A-ah That Motoka is Motoka.

 

You just wait, I’ll tell you more

But let me first sell my tomatoes

(By THEOLUZUKA)

 

(a)       Who is the persona?

  1. b) Briefly explain what the poem is all about.
  2. c) Identify any two stylistic devices used in the poem.
  3. d) Explain the character of the market women as portrayed in the poem.
  4. e) Explain the meaning of the following lines as used in the poem.
  5.              i) Ha! That Motoka is Motoka.
  6.  ii) The glory of its inside has robbed them of the words.

iii) But look at its behind, that mother of twins. *UGU*

  1. f) Describe the tone of the poem and comment on the persona’s attitude towards the

                         minister   for fairness.

  1. g) Identify the economic activity of the people portrayed in this poem.

 

  1. Read the poem below and then answer the questions that follow:-

AFTER A WAR

The outcome? Conflicting rumours

As to what faction murdered

The one man who, had he survived

Might have ruled us without corruption

Not that it matters now:

We’re busy collecting the dead

Counting them, hard though it is

To be sure what side they were on

What’s left of their bodies and faces

Tells of no need but for burial

And mutilations was practiced

By right, left and centre alike

As for the children and women

Who knows what they wanted

Apart from the usual things?

Food is scarce now, and men are scarce

Whole villages burnt to the ground

New cities in disrepair

The war is over, somebody must have won

Somebody will have won. When peace is declared

 

(a)       According to the poem, what are the consequences of war?

(b)       What techniques has the poet employed and what are their effects?

(c)       What is the poet’s attitude towards war?

(d)      Explain the meaning of the following lines:                                                                       

(i) Food is scarce now, men are scarce*KSW*

(ii) Whole villages burnt to the ground

(e)      From the poem, why would you say that war is a no win situation?

(f)        What’s the mood of the poem?

 

 

  1. Read the oral narrative below and answer the questions that follow:            

Why Zebra has stripped skin

Long ago, man tamed only the dog. Before he started taming any other animal, it was said that the donkey could also be tamed. This story came from one hunter.

One day while hunting, this hunter killed a large animal, which was too heavy for him to carry along. So, as he wondered how to carry his kill he saw a donkey pass nearby and an idea came to his mind.  “Why not place this carcass on the donkey so that it can help me?” he wondered. He did not know what would happen if he tried this because the donkey was also a wild animal. Nevertheless he decided to try.

So he followed the donkey and luring it with sweet words and grass, the donkey allowed him to place his load on its back without resistance. He then led the way until they arrived home. After unloading the donkey, he gave it more grass and some water. It ate and drunk and appeared happy. From that day, the donkey never left the hunter’s homestead; and he gave the donkey food and drink daily. The donkeys multiplied and there were many donkeys in this homestead, all helping the hunter to carry his loads. Soon, the story went round that somebody had tamed a donkey, which he was using as a beast of burden. Villagers came to see for themselves and they were impressed with the way the hunter’s donkeys were working. Having satisfied their curiosity, they also went out into the wild to look for donkeys to tame. The donkey became a famous beast of burden in the whole village and beyond, carrying all the heavy loads that men and women could not even lift with assistance.

As all this was happening, the donkeys which were left in the wild did not know what was going on. They would only see their friends go away with men and women never to return. They came to understand that they had been deserted only after most of their friends had been taken away. The few who were left started to hide deep in the woods to avoid any contact with human beings. But their efforts to hide were all in vain!  Human beings had realized that donkeys were very useful animals. So they made every possible effort to catch them even from deep in the forest.

This problem disturbed the wild donkeys. Many of their kind had been captured by human beings. The rumours spreading around were that the captured ones were made to work very hard with only little food, since there was no time to graze, while those left in the wild grazed the whole day and even during the night.

Indeed, this was frightening. The rest of the donkeys decided to act quickly, lest they too be captured. They called a meeting at which they discussed what should be done to stop the movement of donkeys into people’s homes. When the meeting came to a stalemate, one donkey suggested that they should seek help from Hare since he was known to be cunning and clever. All agreed to seek advice from Hare.

The next morning, the donkey representative went to Hare. Hare was only too willing to help. Therefore Hare asked him to tell all his friends to come to his compound early the next morning. They agreed. When they arrived, they found Hare with whitewash in a large bucket and a brush in his hand. They were all at a loss as to know how this whitewash was going to help them. When they enquired, Hare attempted to explain but they could not understand.

So Hare asked one of them to volunteer for a demonstration but none wanted to. Then Hare approached one old donkey and whispered in its ear saying, “Once you have been painted, you will not be a donkey any more and human beings will not take you away.” The old donkey said, “I will volunteer because if the human beings take me and put loads on my back, I will die.” So the Hare quickly started painting stripes of whitewash on this donkey. Soon, the entire body of the donkey was filled with white and grey stripes. When the other donkeys looked at the painted donkey, they admired it and some wanted to be painted. But others came to the painted donkey and it whispered something in their ears. So they rushed and crowded around Hare and although he warned them that they had to be careful with the whitewash, they did not heed his warning. They jostled, pushed, fought and even bit each other in the struggle to be the next one to be painted. It was during this struggle to be painted that one donkey toppled the bucket containing the whitewash, pouring the entire contents on the grass from where it could not be recovered. The donkeys that had been painted remained in the forest because human beings did not capture them for they looked different from the domesticated ones. The striped donkeys changed their name from donkey to Zebra. All the ones that remained unpainted after the whitewash were captured by the human beings and taken to their homes to labour for them up to this day. And there ends my story.

(Adapted from Kenya Oral Literature Narratives, A selection edited by Kavetsa Adagala

and Wanjiku .M. Kabira. East African Educational Publishers.)

 

.           (a) Classify , with reasons, this story

(b) Identify and illustrate the following:-

(i) One economic activity

(ii) One social activity.

(c) Explain the use of personification in this narrative

(d) What was the agenda of the meeting held by the donkeys?

(e) What is the attitude of the donkeys towards the Hare?

(f) What were the consequences of the donkey’s struggle to be painted?

(g) Apart from personification, what other features of oral narratives have been used in this story

(h) Explain the character of the donkeys in the 2nd last paragraph

(i) Explain the meaning of the following words and expressions as used in the story

(i) Beast of burden……..

(ii) Demonstration…..

(iii) Toppled…………………..

 

 

  1. 10. Read the following poem and answer the questions that follow            

                        SYMPTOMS OF LOVE

Love is a universal migraine,

A bright stain on the vision

Blotting out reason.

Symptoms of true love

Are leanness, jealousy,

Laggard dawns;

 

Are omens and nightmares-

Listening for a knock.

Waiting for a sign:

 

For a touch of her fingers

In a darkened room,

For a searching look

 

Take courage, lover!

Could you endure such pain

At any hand but hers?

(Literature: Reading Fiction, Poetry and Drama, McGraw-Hill, 2000)

 

 

Questions

  1. a) Identify the persona in the poem (2 mks)
  2. b) What is the persona’s attitude towards love? (Explain) (3 mks)
  3. c) Describe the tone of the poem with evidence from it (3 mks)
  4. d) Identify and explain any three figures of speech used in the poem (6 mks)
  5. e) Describe the mood of the poem citing evidence to support your answer (3 mks)
  6. f) Explain the rhetorical question at the end of the poem (2 mks)
  7. g) Explain the meaning of each of the following expressions as used in the poem
  8. i) Migraine
  9.  ii) Laggard dawn’s

iii) Searching look

 

 

 

  1. Read the following oral poem and answer the questions that follow:-

Don’t cry baby

Sleep little baby

Father will nurse you

Sleep baby sleep

 

Little bird flitting away to the forest so fast

Tell me, little bird, have you seen her

Have you seen my crying baby’s mother?

 

She went to the river at early dew

A pot upon her head

But down the water floats her pot

And the path from the river is empty

 

Shall I take him under the palm?

Where the green shade rests at noon?

Oh no, no

For the thorns will prick my baby

Shall I take him under the giant baobab

Where the silk cotton plays with the wing?

 

Oh no, no

For the termite- eaten bough will break

And crush my little baby

My little sleeping baby

The day is long and the sun grows hot

So, sleep, my little baby, sleep

For mother is gone to a far, far land- Alas!

She is gone beyond the river.

 

  1. a) Give four features which prove that the above oral poem is a lullaby
  2. b) Identify and illustrate the two speakers in the poem
  3. c) Why is the singer hesitant to take the baby under the shade?
  4. e) Identify and illustrate any two characteristics of oral poems evident in the above poem
  5. f) What is the singer’s attitude towards the baby?
  6. g) Comment on social organization of the people in the community where this song was collected

 

 

 

 

  1. Read the following oral poem and answer the questions that come after it:

                       

The earth   does not get fat,

It makes an end of those who wear the head plumes,

We shall die on the earth

The earth does not get fat. It makes an

end of those  who  act  swiftly as heroes

Shall we die on the earth?

 

Listen O earth. We shall mourn because of you,

Listen O earth. We shall die on the earth?

 

The earth does not get fat. It makes an end of chiefs

Shall we all die on the earth?

The earth does not get fat.

It makes an end of the women chiefs

Shall we die on earth?

 

The earth does not get fat. It makes an end of the royal women

Shall we die on earth?

 

Listen O earth. We shall mourn because of you.

Listen O earth. We shall die on the earth?

 

The earth does not get fat. It makes

an end of the beasts.

Shall we die on the earth?

 

Listen you who are a sleep, who are

left tightly closed in the land.

Listen you who are asleep, who are left tightly closed in the land.

Shall we all sink into the earth?

Listen O earth, the sun is setting tightly.

We shall all enter into the earth

                   (Source: Akivaga.K   and Odaga A.B, Oral Literature: A school certificate course)

 

 

 

  1. a) Classify this song and give reasons for your classification
  2. b) What is the subject matter in this song?
  3. c) Identify and comment on two features of style that are characteristic of songs
  4. d) Describe the attitude of the singer to the subject he/she is singing about
  5. e) What social belief is brought out in this song?
  6. f) Explain the meaning of the following lines :-
  7. i) The earth does not get fat
  8. ii) We shall all enter into the earth                                                                                                                iii)…… who are tightly closed in the land.                                                                          

 

 

 

 

 

 

 

  1. Read the poem below and then answer the questions that follow

 

I SHALL RETURN

I shall return, I shall return again

To laugh and love and watch with wonder eyes

At garden noon the forest fires burn,

Wafting their blue black smoke to sapphire skies

I shall return to loiter by the streams

That bathe the brown blades of bending grasses,

And realize once more my thousand dreams

Of waters rushing down the mountain passes

I shall return to hear the fiddle and fife

Of village dances, dear delicious tunes

That stir the hidden depths of native life

Stray melodies of the dim-remembered tunes

I shall return, I shall return again

To ease my mind of long, long years of pain

(Claude McKay)

 

(a) Explain briefly what the poem is about                                                              (3mks)

(b) In NOTE form, identify four things which the persona is longing to return to          (4mks)

(c) With illustration from the poem, identify and illustrate any three stylistic devices

used in the  poem                                                                                               (6mks)

(d) What is the tone of the poem? Illustrate your answer                                         (2mks)

(e) In what kind of environment is the persona living? Explain your answer            (2mks)

(f) What specific name is given to the poems with one stanza and fourteen lines as

one above?

(g) What is the name given to the last two lines ending in similar sound?       (1mk)

 

 

  1. Read the poem below and answer the questions that follow:

POETRY:- OUT CAST

 

They met by accident                                                 So they had to separate

He proposed the idea                                                  The boy remains illegitimate.

She gave her consent

All the way to the alter.                                              Last month not long ago

They both took their go

The casualty was male                                               Coincidentally by accident

And his pigment was pale                                          Nothing to inherit.

Unlike his alleged sire

Who was black with Ire                                              The poor boy is hardly ten

And knows no next of kin

The recourse was legitimate                                      He roams the street of town.

He declaimed responsibility                                      Like a wind sown outcast.

So they had to separate

The boy remains illegitimate.

 

  1. a) Who is the persona in this poem? (2 mks)
  2. b) What is the message in the poem? (4 mks)
  3. c) Comment on any three stylistic device used in the poem. (6 mks)
  4. d) What is the persona’s attitude towards the ”they?” (2 mks)
  5. e) Comment on the last stanza. (3 mks)
  6. Read the poem below and then answer the questions that follow:

 

The inmates

Huddled together,

Cold biting their bones,

Teeth chattering from the chill,

The air oppressive,

The smell offensive

They sit and they reflect.

 

The room self-contained,

At the corner the gents’ invites

With the nice fragrance of ammonia,

And fresh human dung,

The fresh inmates sit thoughtfully.

 

Vermin perform a guard of honour,

Saluting him with a bite here,

And a bite there,

Welcome to the world’ they seem to say.

 

The steel lock of the door,

The walls insurmountable

And the one torching torturous bulb

Stare vacantly at him.

Slowly he reflects about the consignment

That gave birth to his confinement

Locked in for conduct refinement

The reason they put him in the prison.

 

The clock ticks

But too slowly

Five years will be a long time

Doomed in the dungeon

In this hell of a cell.

 

(a) What is the attitude of the speaker towards the fresh inmate?                                  (4mks)

(b) Explain the atmosphere created through description in the poem                            (4mks)

(c) Why is the fresh ‘inmate in prison?                                                                           (2mks)

(d) Identify and explain any three stylistic devices in the poem                                    (6mks)

(e) Explain the mood of the new convict                                                                         (2mks)

(f) Explain the meaning of the following line:

‘Locked in for conduct refinement                                                                             (2mks)

 

  1. Read the following poem and answer the questions that follow:                                     (20mks)

THE FOOLISH OLD MAN

My father began as a god

Full of heroic tales

Of days when he was young

His laws were as immutable

As if brought down from Sinai

which indeed he thought they were.

He fearlessly lifted me to heaven

By a mere swing to his shoulder

And made me a godling

By seating me astride

Our milk cow’s back and too,

Upon the great white gobbler.

of which others went in constant fear.

 

Strange then how he shrank and shrank

Until by my time of adolescence

He had become a foolish small old man

with silly and outmoded views

of life and morality.

 

Stranger still

that as I  became older

his faults and his intolerances

scatted away into the past

revealing virtues

such as honesty, generosity, integrity.

 

Strangest of all

how the deeper he recedes into the grave

the more I  see myself

as just one more of the little men

who creep through life

no knee – high to this long-dead god.

(Ian Mudie)

 

(a) Briefly comment on the theme of the poem                                                                    (4mks)

(b) Comment on the suitability of the tittle of the poem                                                      (3mks)

(c)What is the attitude of the persona towards his father?                                                   (3mks)

(d) Identify and explain any three stylistic devices used in the poem                                 (6mks)

(e) What do the following groups of people learn from the poem?

(i) Parents. ………………                  (ii) Children………

(f) Explain the meaning of the following words as used in the poem.                                (2mks)

Immutable……………                       Outmoded……………………

 

17 .                  ORAL LITERATURE                     

Read the story below and then answer the questions which follow:-

When she is the only one at the foot of the mortar-stones the hen only scratches with one paw. For she has, so she thinks, plenty of time to choose her grains for corn.

Ponda certainly was not the only girl in M’badane, but she had only to appear for the most beautiful, and far from being fastidious and difficult to please as might have been expected, she was only too anxious to find a husband, as she was afraid of growing into an old maid, for she had already turned sixteen. On their side suitors were not lacking: every single day her girl-friends’ brothers and fathers, young men and old men from other villages, sent griots and dialis bearing gifts and fine words to ask her hand in marriage.

If it had only depended on herself Ponda would certainly by now have a baby tied on her back, either good, or bad-tempered and crying. But in the matter of marriage, as in all things a girl must submit to her father’s will. It is her father who must decide whom she is to belong to: a. Prince, a rich dioula or a common badolo who sweats in the field in the sun; it is for her father to say it he wishes to bestow her on a powerful marabout or an insignificant talibe.

Now Mor, the father of Ponda had demanded neither the immense bride-price of a rich man, nor the meager possession of a badolo; still less had he thought of offering his daughter to a marabout or to a marabout’s disciple in order to enlarge his place in paradise. Mor simply told all those who come to ask for his daughter, whether for themselves, for their masters, for their sons or for their brothers:

“I will give Ponda without demanding bride-price or gifts, to the man who will kill an ox and send me the meat by the agency of a hyena; but when it arrives not a single morsel of the animal must be missing.”

That was more difficult than making the round-cared Narr-the-Moor keep a secret. It was more difficult than entrusting a calabash full of honey to a child and expect him not  to even dip his little finger in. You might as well try prevent the sun from leaving his home in the morning or retiring to bed to the end of the day. You might as well forbid the thirsty sand to drink the first drop s of the first rains. Entrust meat to Bouki-the-Hyena? You might as well entrust a pot of butter to a burning fire. Entrust meat to Bouk and prevent her from touching it.

But how can you entrust meat; even dried meat to a hyena, and prevent her to touch it? It was an impossible task, so said the griots as they ended their way home to their masters: so said the mothers who had come on their sons’ behalf, so said the old men who had come to ask for the

beautiful Ponda for themselves.

A day’s walk form M’Badane lay the village of N’diour. The inhabitants of N’Diou were by no means ordinary folk’ they were, or so they believed, the only men and the only women since earliest times to have tamed the double hyenas, with whom in fact they lived in perfect peace and good understanding. It is true that the people of N’Diour did their share to maintain these good relations.

Every Friday they killed a bull which they offered to Bouki-the-Hyena and her tribe. Of all the young men of N’Diour, Birane was the best at wrestling as well as working in

the fields, he was also the most handsome. When his griot brought back presents that Mor had refused, and told him the conditions which Ponda’s father had laid down, Birane said to himself:

“I shall be the one to win Ponda for my bed,” He killed an ox, dried the meat, and put it in a goatskin; the skin was enclosed in a coarse cotton bag and the whole thing placed in the middle of ‘a truss straw.

On Friday, when Boruki came with her family to partake of the offering given by the people of N’Diou Birane went to her and said, ‘My griot, who has no more sense than a babe at the breast and who is as stupid as an ox has brought the fine gifts that I sent to Ponda, the daughter of Mor of N’Badane. I am certain that if you, whose wisdom is great and whose tongue is as honey, took this simple truss of straw to N’Badane to the house of Mor you would only need to say, “Birane asks for your daughter, “for him to grant her to you”.

“I have grown old, Birane, and my back is no longer very strong, but N’Bar, the oldest of

my children, is full of vigour and he has inherited a little of my wisdom. He will go to N’Badane

for you, and I am sure that he will acquint himself well of your mission.”

M’Bar set off very early in the morning, the truss of straw on his back. When the dew moistened the truss of straw the pleasant Odour of the meat began to float in the air. M’bar-thehyena stopped, lifted his nose sniffed to the right, sniffed to the left, then resumed his way, a little less hurriedly it seemed. The smell grew stronger, the Hyena stopped again, bared his teeth, thrust his nose to the right, to the left, into the air, then turned round and sniffed to the four winds. He resumed his journey, but now hesitating all the time, as if held back by this penetrating, insistent smell which seemed to come from all directions.

Not being able to resist it any longer, M’Bar left the track that led from N’Diour to N’Badane, made huge circling detours in the veld, ferreting to the right, ferreting to the left continually retracing his steps, and took three whole days instead of one to reach N’Badane.

N’Bar was certainly not in the best of tempers when he entered Mor’s home. He did not wear the pleasant expressions of a messenger who comes to ask a great favour. This smell of meat that impregnated all the grass and all the bushes of the veld and still impregnated the huts of N’Bedane and the courtyard of Mor’s home, had made him forget on the ‘way from N’Diour all the wisdom that Biouki had instilled into him, and stilled the gracious words that one always expects from a petitioner. M’Bar scarcely even unclenched his teeth to say: Assalamou aleyokoum!” and nobody could even hear his greeting; but as he threw down the truss of straw from his back had bent under its weight, he muttered in a voice that was more than disagreeable, ‘Bitane of N”Diour sends you this truss of staw and asks for your daughter. Under the very eyes of M’Bar the Hyena, first astonished, then indignant, then covetous Mor cut the liana ropes that bound the truss of a straw, opened it up and took out the bag of coarse cotton; from the coarse cotton bag of he took out the goat-skin and from the goatskin the pieces of dried meat.

‘Go’, ‘Mor, said to M’Bar-the-hyena, who nearly burst with rage at the sight of all that meat he had unsuspectingly earned for three days, and which was spread out, there without his being able to touch a single bit. (for the folk of N’Badane were not like the inhabitants of N’Diour, and in M’Badane hunting spears were lying all round). ‘Go,’ said Mor, ‘go and tell Birane that I give him my daughter. Tell him that he is not only the most spirited and the strongest of all the young men of N’Diour, but he is also the shrewdest.

He managed to entrust meat to you, hyena, he will be able to keep a sharp watch on his wife and outwit all tricks.’

 

  1. a) What type of oral narrative is this?
  2. b) State one economic activity of the community from which the story is taken. c)         What two aspects of Birane’s character come out in this story?                                           d)         What moral lesson do we learn from this narrative?
  3. e) Identify two significant devices used in this narrative and comment on their

effectiveness

  1. f) Identify three aspects of social life in the community from which the oral narrative is set

 

 

 

  1. Read the poem below and answer the questions that follow.

 

                                 “SYMPATHY”

I know what the caged bird feels, alas !

When the sun is bright on the upland slopes;

When the wind stirs soft through the springing grass

And the river flows like a stream of glass;

When the first bird sings and the first bud opens,

And the faint perfume from its petals steals-

I know what the caged bird feels!

 

 

I know why the caged bird beats his wing

Till its blood is red on the cruel bans;

For he must fly back for his perch and cling

When he rather would be on the branch a – swing;

And a pain still throbs in the old, old scars

And they pulse again with a keener sting –

I know why he beats his wing!

 

I know why the caged bird sings, ah me,

When his wing is bruised and his blossom sore,

When he beats his bars and would be free;

It is not a song of joy or glee,

But a prayer that he sends from his heart’s deep core,

But a plea, that upward to Heaven he flings –

I know why the caged bird sings !

                                                                                            (Adapted from the poem by Paul Lawrence Dunbar

                                                                                                           In American Negropoetry, edited by Arna Bontemps.

                                                                                                           New York: Hill and Wang, 1974)

 

 

(a) Explain briefly what the poem is about .

(b) What does the poet focus on in each of the three stanzas?  Give your answer in note form.

(c) How would you describe the persona’s feelings towards the caged bird?

(d) What can we infer about the persona’s own experiences?

(e). Identify a simile in the first stanza and explain why it is used.

(f).  Explain the meaning of the following lines:                                                                                                                (i) “And the faint perfume from its petals steals”.

(ii) “And they pulse again with a keener sting “

 

 

 

SECTION D – GRAMMAR

  1. a)        Fill in the blanks with the correct word from the brackets
  2.  i) He……………….……(flung/flang) the mud onto  the                             
  3.             ii) The murderer was………………………..(hung/hunged)  for  his                         

iii) The leader…………………..(dealt/dealed) the  cards  out to  the  players briskly.

  1.             iv) The boy…………………….….(leaped/lept/leapt)  across the  ditch
  2.             v) She…………………………(bore/borne)   the burden  patiently

 

 

 

  1. b) Complete the passage below with the most appropriate word from the list given:

                         (breath, breathe, cloth, clothe, bathe, bath)                                                                                    

Namboka felt dizzy and she took a walk so as to…….. fresh air.  It was while walking that she noticed that her ……………as smelling badly. She went to her room, brushed her teeth and decided to……………… her sweaty body. She        put…………… water in a basin, undressed and  then wrapped herself with a clean……………before going to clean her  body.  After five minutes, she emerged clean and put on her best……………

 

  1. c) Supply the missing prepositions in the following sentences:-
  2.  i) Opemi has a great passion………………………….….. debtors
  3.  ii) My mother  prohibited me……………………………… talking to strangers

iii) Walukanga  was born…………………..… humble  and  God fearing  parents

  1.  iv) The head dress of Acoli is similar……………. that of the Luo.

 

  1. (a) (i) I am sure it was an exciting experience for her (Rewrite the sentence using ‘must’)

(ii) People always want more; it doesn’t matter how rich they are

(Rewrite the sentence using ‘however’)

(iii) The boy jumped from school to school every year. (Rewrite to end with school)

(b) Give the meaning of the underlined idiomatic expressions in the sentence

(i) There was no love lost between the two friends

(ii) The President and Prime Minister resolved to bury the hatchet.

(c)  Change the following to direct speech   

(i) Jumping and clapping, the Pastor remarked that Jesus was on his way

(ii) The Prefect said that the student was absent the previous day.

(d) Using the verb in brackets, form a phrasal verb to replace the underlined word                 

(i) The workers felt that the management despised them (look)

(ii) It takes a lot of challenge to nurture a child into an adult (bring)

(iii) The politicians dirty tricks did not succeed (come)

(e) Fill in the blank spaces with the appropriate form of the word in brackets

(i) The boy said that he was (true) ______________in love.

(ii) The _____________ (maintain) of the vehicle is quite expensive.

(iii) She was quite ________________ (gratitude) for the honour bestowed on her.

(f) Fill in the blank spaces with the appropriate preposition                                             

(i) Tom agreed ____________Lona’s idea of punishing the culprit

(ii) The performers feel indebted _______________the school for the use of the hall

 

3          a) Identify, underline and correct the four words that have been mis-spelt in the paragraph       

below:-                                                                                                                              

  1. b) Rewrite the following sentences as instructed

i)The UN security  council has  declared Sudan a failed state  (begin  Sudan……….)

  1.  ii) Please sit down   ……    (add a question tag)

iii) The boy is very foolish. He believes everything I tell him. (Rewrite as 1 sentence using enough to)

c.) Replace the underlined words with a suitable phrasal verb

  1.  i) I was completely deceived by the confident trickster
  2.   ii) The first thing   my uncle did on leaving prison was to visit us

iii) He tried to disguise himself as a beggar but his soft, clean hands betrayed him

  1.  iv) Please submit your scripts at the end of the exam
  2. d) Use the correct form of the words given in brackets
  3. i) The husband tried to restrain his………………………..wife (aggression)
  4.  ii) Such a policy can………………………..….. (Danger) the poor

iii) The guest of honour was given a………….. (Tumult) welcome by the waiting crowd

  1. iv) (Literate)………………… means the state of being unable to read and write.

 

 

  1. a) Fill in the blanks with the correct form of the word in brackets
  2.     i) Has the motor boat…………………………………….in the lake. (sink)
  3.    ii) The company has employed a specialist for the…………………….of its machine. (maintain)

iii) Uganda is contending against the………………..of Kenyan goods in the markets. (dominate)

  1.   iv) In Kenya……………………….…….elections are usually hotly contested. (mayor)
  2. b) Rewrite the following sentences by replacing the underlined verbs with appropriate phrasal verb
  3.     i) You need to reduce the expenses.    – Cut down
  4.    ii) He asked Alice to marry him but she rejected -Turned him down

iii) It is not good to desert one’s family. – Walk out on

  1. c) Rewrite the following sentences according to the instruction given after each
  2.     i) If he is not ill, he will come (rewrite using ‘provided’)
  3.    ii) Joan has several friends. All of them are ballet dancers. Her mother is the president of our judo club.

(Combine into one sentence using relative pronouns)

iii) The principal asked me to see him the following day. (Change into direct speech)

  1.    iv) The visitor treads on the carpet with his muddy shoes. (Write in the past tense)
  2. d) Explain the difference in meaning in these pairs of sentences :
  3. a) Harry, our elder brother, has arrived.              Harry, our elder brother has arrived.
  4. b) My uncle stopped to drink.

My uncle stopped drinking.

 

  1. 1.        Rewrite the following sentences according to the instruction given
  2.              i) Omondi is a weak student. He can hardly write meaningfully. (Rewrite as one

                                sentence  using, “such…………)

  1.              ii) One of my cousins has gone to the USA. (Begin, A cousin……..)

iii) Jane has been writing a composition. (Change in to a passive voice)

  1. Replace the underlined word with phrasal verb formed from the verbs given in brackets
  2.             i) I have left the relationship because my boyfriend is unfaithful.  (Walk)
  3.  ii) My father scolded me because I had not done the assignment (tell)
  4. 3. Supply the correct question tag                                                  i) Let us go to school………………………….
  5.  ii) Stand up………………………………..
  6. Use the correct form of the word given in brackets
  7.              i) The maid……………………………………..(hang) the blouse on the cloths line yesterday.
  8. ii) It…………(cost)our school a lot of money to sponsor drama up to the nationals level

last year.

iii) We could not…………… …………………………….(large)  the portrait any further.

  1.  iv) You can’t……………………….. (Prison) a child below fifteen years of age for truancy.
  2. Change the following to direct speech or indirect speech accordingly                                                  (i) The stranger asked my mother where my father had gone (direct speech)
  3.  ii) “We shall meet again next week,” said the chairperson(indirect speech)

6          i) The following idiom is wrongly stated, rewrite it correctly                                                                Ibrahim doesn’t struggle at all. He expects to get everything on a silver plate

  1. ii) Explain the meaning of the idiom underlined in the sentence below

Why are you quick to fly off the handle at me? said Dr Stockmann,

 

 

  1. a) Fill in the spaces with the correct form of the word in brackets                          
  2. i) All……………..…………. (pay) are supposed to count their money before they leave the bank
  3. ii) His………………………..………………………… (pronounce) did not make sense to the audience.

iii) Jane has a …………………………………………………………… (wool) jacket

 

 

  1. b) Rewrite the following sentences according to the instructions after each. Do not change the

            meaning of the original sentence

  1.  i) He managed to persuade her to go   (Begin: He succeeded………..)
  2. ii) Silence is necessary in the library  (Begin:  You must………….)

iii) Rimau has always strongly supported the college football team (use: staunch)            

  1. c) Replace the underlined word in each of the following sentences with an appropriate phrasal verb
  2.        i) The presidential jet will land at 7.30am.
  3.       ii) The young man fabricated the story just to save himself from the angry crowd.

iii) After a heated argument, the students decided to check the meaning of the word from the

oxford    dictionary.

  1.  d)   Use one word to replace the underlined ones without changing the meaning                         
  2. i) The magistrate found him guilty of failure to fulfill his part of the contract……..
  3. ii) The doctor concluded that the boy died when he was deprived of air

iii) My brother was among the group of actors performing, “an enemy of the people”          

  1. e) Rewrite the following sentences correcting all the errors
  2. i) He is looking for an employment in Nairobi                                                                                                         ii) This exercise comprises of rigorous training in the morning

iii) Sometimes last year, we agreed to improve our relationship with our neighbours

 

  1. a) Rewrite the following as instructed.                                                                                                  i) The mother cannot take credit for it and neither can the daughter.

(Rewrite beginning: Neither…………….)

  1. ii) Karendi is the …………… of the twins. (Use pretty in its correct form)

iii) The warrior was mutilated by the lion…………..(He is recuperating from the attack)

  1. b) Use the correct form of the words in brackets to complete the following sentences.
  2. i) Due to lack of proper diet, Atieno’s child is ……………..……. (nourish).
  3. ii) Tuju is one man whose ………………………………(pronounce) is superb.

iii) Wanja is a very……….… (discipline) student, no wonder she is always punished.

  1. c) Replace the underlined words with the most appropriate phrasal verbs formed from the

      words in brackets.                                                                                                                 

  1. i) The brothers do not agree in principles. (Get)
  2. ii) He refused to withdraw the injurious words on his opponent. (Take)

iii) Marion despises her step sister because she is illiterate from the (look).                     

  1. d) Arrange the adjectives in brackets to fill in the gap in each sentence.
  2. i) He bought ………… dress as a Christmas gift for his mother. (large, cotton, blue, pretty.)
  3. ii) The ………… man is the king’s only heir. (light skinned, handsome, young, short

iii) Let us take a seat at the…………………………(oval beautiful, mahogany) table

  1. e) Use the verbs in brackets to form correct idiomatic expressions to complete each of the

           sentences below:                                                                                                                    

  1. i) Although Peter and John are brothers, they never quite ………………….. (see).
  2. ii) The maize scandal case is certainly a………(crack) because there seems no headway.

iii) When someone habitually steals he will one day ……………………………(face).

 

  1. (a) Re-write the following sentences according to instructions. Do not change the meaning

(i) Even if the board does not meet, I will present my complaint.

Begin; Whether…………………………………………………………………………………………………

(ii) She opened the gate. Darkness fell.                   Join into one beginning; Barely

(iii) Either Mary or John have the keys.             Correct the sentence                               

(b)     The following sentences are in the active voice. Change them into the passive     

(i) Nobody did the work

(ii) The police arrested the thief

(iii) They collect rubbish every Thursday

(c)     Punctuate the following sentences correctly:-

(i) alonje said i will return next month

(ii) let us listen to him ivan argued he sounds reasonable”

(d)      Use the correct form of the word given in brackets to fill in the gap in each sentence

(i) The dog barked …………………………………………………….(menace)

(ii) Most of the students we come across ……………………………………(be) lazy.

(iii) God’ power is ………………………………………………………..(compare)                                         

(e)       Re-write the following sentences replacing the bold words with gender sensitive words

(i) She sneaked because the watchman was a sleep.                                                           

(ii) The master on duty made me kneel the whole day for making noise in class.

(f)        Use appropriate phrasal verbs to replace the underlined words in the sentences below

(i) This child resembles the father.

(ii) The teachers can no longer tolerate John’s behaviour.

(iii) What a relief that Joan passed all her exams.

 

  1. Re-write the following sentences according to the instructions given after each            

(i) Hassan did not complain. He did not report to the police. (Re-write as one sentence

                 using a conjunction)

(ii) It was my sister who made it possible for my schooling. (Use ‘but for’)

(iii) Ibadan is a very large town in Africa. (Use the superlative degree)

 

(b) Explain the meaning of the underlined idiomatic expressions:-

(i) Many people in this country live from hand to mouth.

(ii) The manager realized that Mbuthia was a hard nut to crack.

 

(c)       Fill in the blank spaces with the appropriate form of the word in the bracket                       

(i) We should give ______________________to our academic work            (PREFER)

(ii) His ____________________surprised His Excellency   (ELOQUENT)

(iii) People rushed to the street when they heard the ________of the two

lorries.(COLLIDE)

(d) Replace the underline word in each of the following sentences with a phrasal verb:-

(i) The old man died quietly last night.

(ii) We felt completely disappointed by John’s performance.

(iii) Juma always visits during meals.

(e) Re-write the following sentences correctly:-

(i) The student knocked on the door continuously as the others watched

(ii) The child inflated the balloon too much that it burst

(f) Fill in the blanks with the most appropriate preposition :-

(i) She has lived in Samburu ________________ten years.

(ii) It is improper to hurl abuses ____________people.

 

10        a) Fill in each of the blank spaces with a phrasal verb which means the same as the word given*

  1. The driver ………………………..… (started) the lights and saw the carjackers
  2. Many girls ………………………(leave) school before completing their secondary education
  • We study till late in the night to ……………………………. (compensate) the lost time
  1. b) Rewrite the following sentences following instructions given in brackets
  2. i) Agnes accepted to marry Abdalla. She did not know he had two other wives already.

(Rewrite as one sentence beginning: Oblivious of ……………..)

  1. ii) “Akinyi why do you always quarrel Edwin?” he asked

iii) He is quite handsome (Begin: How———-)

  1. c) Fill in the following sentences with appropriate linking words
  2.         i) She could have improved ………………………..she had listened to her teachers
  3. ii) Weche is rude to his instructor;………………,  he is a loving husband and father back home

iii) Students are prone to break rules; ……………., they should be under strict surveillance

and   encouraged to do right

 

  1. d) Rewrite the following sentences correctly
  2.  i) If today was Sunday, I would have gone to church
  3. ii) We returned back to school before 7.00 P.M

iii) I wish I was as well prepared for K.C.S.E as you

  1. e) Fill in the blanks with the most appropriate personal pronoun
  2. Between you and ……………………..(me/ I) who is taller?
  3. Rose and ……………………………………. (she/ her) left for Nairobi.
  • The winners are Arendi and………………………….. (her/ she)

 

  1. a) Rewrite the following sentences according to instructions. Do not change the meaning  
  2. i) “I don’t know why she came,” Okoth replied. (Rewrite in reported speech)            
  3. ii) Nevele sang this song. (Change into passive)            

iii) Peter does not have any money. (Change into affirmative form)                          

  1. iv) I was not surprised that Nanjendo trekked that far. (Rewrite beginning: That….
  2. b) Complete the following sentences using the appropriate form of the words in brackets
  3.   i) Swiss watches are famous for their ________________ (precise).                               
  4.  ii) Such ______________________ (repeat) serves no purpose.                                       

iii) The ___________________ (clear) of the speech impressed us.                                  

  1.  iv) The police said it was a strange __________________(occur)                         
  2. c) Use an appropriate word to complete each of the following sentences
  3. i) She was in great pain ___________ did not complain.                                                    
  4. ii) Matumbayi earns his living ___________ selling second hand clothes.                        

iii) The preacher spoke for hours; _______________I did not get what he was saying

  1.  iv) “For ______________ have you brought this food?” Tortoise asked the servers
  2. d) Rewrite the following sentences, inserting all punctuation marks in the correct places
  3. i) the river between the teacher said was Ngugi wa thiongo’s first novel
  4. ii) tom had one great desire to become a doctor

iii) its pity we have to live on charity he lamented                                                              

 

 

  1. a) Rewrite the following according to the given instructions without changing the meaning
  2.             i) It was the first time the school performed well (Begin: Never before…………)
  3. ii) It is better to spend a holiday at the coast than to go overseas,                          

(Begin:  Spending …. Use ‘preferable’ in place of better)                                     

iii) Mulwa’s leg is still in a cast after last month’s match. He will have to watch the

match from the grandstand (combine  into one sentence, using  a relative  pronoun)

  1.  iv) ‘There’s a little food left for you in the kitchen.’ William’s mother told him.

(Rewrite in indirect speech)

  1. b) Rewrite the following sentences correctly:      i) Jairo  is more better  educated than Saisi.                                                                                    ii) He has the tendency of visiting people late hours.                                                      

iii) When she came in, it was all calm but all over a sudden the house became noisy.            

  1. c) Replace the underlined words with suitable phrasal verbs formed from the words in brackets
  2.                 i) The latest achievement deserves a celebration (call).                                                  
  3.               ii) The patient regained consciousness at 2pm (come).                                                     

iii) I will work hard to compensate the wasted time (make).                                            

  1. d) Explain the difference in meaning of the following pair of sentences
  2.              i) I only heard the news briefly
  3.             ii) I only heard the news in brief

 

  1. e) Fill in the blank spaces with the correct preposition
  2.             i) The teacher congratulated him……………………………… his graduation.
  3.             ii) No other being can be compared …………………………………. God.

iii) They disagreed…………..………………….… who should be chosen the prefect.

 

  1. (a) Complete each of the following sentences by selecting the correct alternative from

       the words in the brackets                                                                                        (5mks)

(i) Our school will move to a new_____________________next year.  (cite,   site)

(ii) Have you ____________ permission from the teacher? (sought,    sort)

(iii) The ___________________store in the city is well-stocked. (stationary,      stationery)

(iv) Mary is the _______________ of the two sisters. (tallest,    taller)

(v) Neither the teacher nor the cook __________________arrived. (have,    has)

 

(b) Rewrite each of the following sentences as instructed. Do not change the meaning      (5mks)

(i) The residents saw the burglar enter the house (Rewrite in the passive voice)

(ii) He drank the water yesterday. (Rewrite beginning: The water was……….)

(iii) As soon as the teams arrived, the competition began. (Rewrite beginning: No sooner………..

(iv) Boys are playful and quick on their feet. They are also curious and like to explore.

(Combine using ……………..”not only”………………….)

(v) The tourist knows some Kiswahili. He understands what I say. (Rewrite as one

sentence using…….”enough”…..)

 

(c)  Fill in the blank spaces with an appropriate prepositional phrase made with the

                   word in brackets                                                                                                             (3mks)

(i) They crossed the river __________________a boat. (means)

(ii) _________________the school rules and regulations every student should be in full

school  uniform.  (Accordance)

(iii) ___________the prefect’s negligence, he was demoted. (account)

(d) Explain the difference in meaning between these sentences                                       (2mks)

(i) The hawker was selling ten day-old chicks.

(ii) The hawker was selling ten-day old chicks.

 

 

  1. A) Identify, underline and correct the four words that have been mis-pelt in the in the

    paragraph  below.                                                                                                              (4 mks)

 

We didn’t give him the priviledge of representing us on the District Environmental Committee because he has a tendency of disagreeing either everyone. He embarrasses himself by pretending to be so knowledgeable.

 

 

  1. Rewrite the following sentences as instructed. (3 mks)
  2. i) She realized that she had made such a serious blunder. (Rewrite using “what”)
  3. ii) Just in case you change your mind, call this number. (Begin: should ……….)

iii) I don’t know either of them,      (End ……………….. to me)

 

  1. Fill in the blank spaces with the correct preposition.                                     (4 mks)
  2. i) Nyawira, get ……………………. The wet wall immediately!
  3. ii) My sisters and I will share this piece of land………………………………… ourselves.

iii) We wondered if there was need ………………………… such equipment.

  1. iv) Mwela dipped the bucket ……………………………… the well.

 

  1. Use the correct form of nouns given in brackets.             (4 mks)
  2. i) These ……………………(student) phones were confisticated.
  3. ii) There are many ………………………(hero) who fought for our independence.

iii) How many ……………………..(editor-in-chief) were invited?.

  1. iv) This must be your ……………………….. (father – in-law) car.

 

  1. (a) Rewrite the following sentences according to the instructions given. Do not change the

         meaning.                                                                                                                        (3mks)

(i) The teacher found out how intelligent Omollo was when he started the discussion

(Begin: It was not………………………………………………

(ii) The prefect forgave Achimo, but only because she apologized

(Begin: If…………………………………………………

(iii) “Congratulations! All the best in all you do!” the principal told the graduands.

(Rewrite in reported speech)

 

(b) Use the correct form of the verb given in brackets to fill in the blanks in the

           following sentences                                                                                                          (4mks)

(i) The drama club patron wanted a written __________from the students following their

misconduct during the festivals. (apologize)

(ii) Your explanation is based on too many ___________.   (presume)

(iii) The government has lost all ____ following the increasing cases of corruption in high

places.               (credible)

(iv) Expectant mothers should not do ______________work. (strain)

 

(c) Rewrite each of the following sentences, replacing the underlined word with a suitable    

phrasal verb                                                                                                                      (3mks)

(i) The suspect confessed after a long interrogation.

(ii) Nyambura rejected Waiyaki’s proposal for marriage

(iii) Our principal does not tolerate indiscipline

 

(d) Put the adjectives given in brackets in the correct order to fill in the blank space in

        each sentence (2mks)

(i) He bought a _______________dress for his mother (large, cotton, blue, party)

(ii) The ____________________man is the King’s heir (Light-skinned, handsome, young, short)

 

(e) Fill in the blank spaces with the correct preposition                                                     (3mks)

(i) Every member is entitled ________one acre of land.

(ii) John is very excited __________going to India.

© SIJE – 2010                                                     Form 4   English 101/2                                                                     Turnover;

                                                                                          8

(iii) He has been down ______________malaria for the last three days.

 

  1. (a) Rewrite the following sentences according to the instructions given after each:- (4mks)

(i) The main is not to blame. The boys are also not to blame. (combine into one

                  sentence using neither….nor…..)

(ii) He paid the bill and this surprised me. (Re-write the sentence starting with: His….)

(iii) He comes to school late. This has been a concern for many people.

(Join the two using a gerund)

(iv)  He won the race. I am not surprised (Begin: That……..)

(b) Replace the underlined words with a suitable phrasal verb                                         (3mks)

(i) I was completely deceived by the thief.

(ii) The teacher ordered the students to submit their scripts at the end of the exam.

(iii) I will visit you if I got time.

(c) Change the following sentences into the passive                                                                 (3mks)

(i) The organization bore the burden

(ii) The trainee pilot flew the plane.

(iii) Tom is riding the bicycle.

(d) Indicate whether the verb in the following sentences has been used transitively

      or transitively.                                                                                                                 (3mks)

(i) Tomas drives his car every day…………………………………………………………

(ii) The girl wept bitterly……………………………………………………………………

(iii) We have to grow maize every year…………………………………………………

(e) Underline the adjectival phrases on the following sentences                                       (2mks)

(i) Thank you for being so kind.

(ii) My mechanic is quite skillful.

  1. a) Complete each of the following sentences by selecting the correct alternative from

       the words in the brackets                                                                                        (5mks)

(i) Our school will move to a new_____________________next year.  (cite,   site)

(ii) Have you ____________ permission from the teacher? (sought,    sort)

(iii) The ___________________store in the city is well-stocked. (stationary,      stationery)

(iv) Mary is the _______________ of the two sisters. (tallest,    taller)

(v) Neither the teacher nor the cook __________________arrived. (have,    has)

 

(b) Rewrite each of the following sentences as instructed. Do not change the meaning      (5mks)

(i) The residents saw the burglar enter the house (Rewrite in the passive voice)

(ii) He drank the water yesterday. (Rewrite beginning: The water was……….)

(iii) As soon as the teams arrived, the competition began. (Rewrite beginning: No sooner………..

(iv) Boys are playful and quick on their feet. They are also curious and like to explore. (Combine

using ……………..”not only”………………….)

(v) The tourist knows  some Kiswahili. He understands what I say. (Rewrite as one sentence

using…….”enough”…..)

 

(c)  Fill in the blank spaces with an appropriate prepositional phrase made with the

                   word in brackets                                                                                                             (3mks)

(i) They crossed the river __________________a boat. (means)

(ii) _________________the school rules and regulations every student should be in full school

uniform.  (Accordance)

(iii) ___________the prefect’s negligence, he was demoted. (account)

(d) Explain the difference in meaning between these sentences                                       (2mks)

(i) The hawker was selling ten day-old chicks.

(ii) The hawker was selling ten-day old chicks.

                                                                       

 

  1. (a). Use the correct form of the word given in brackets to fill in the gap in each sentence.

(i) The _____________of the right of expression in a violation of human rights (den)

(ii) Saving the child from the burning house was a __________________ act. (hero)

(iii) They were asked to ________________________ the alarm (active)

(i).We can control the spread of HIV/AIDS by educating the public

(Begin: The spread of ………………………….………..)                                         

(ii). The man was arrested. His cattle destroyed the maize in the school farm.

(Rewrite as one sentence)

(iii). Mount Kilimanjaro is the highest Mountain in Africa.

(Rewrite using “higher “instead of “highest” )

 

(b). Fill in the blanks with the correct alternative from the choices given.

(i) Who ______________________ a fire outside my house? (Light/lighted/lit).

(ii) Since the introduction of community policing in our estates _________ of theft have

reduced. (Incidence/incident/incidents)

(iii) An elephant looks after ________________________calf.  (it’s / its)

(c). Rewrite the following sentences to remove gender bias

(i) A professor should give his students opportunities to develop their skills.

(ii)  My sister was appointed Chairman of the water project committee,

(iii) The fireman took a long time to arrive at the scene of the accident.

(d).   (i)  Jomo Kenyatta the first president of Kenya was a great orator. (Punctuate the sentence)

(ii) The teacher of English taught about The Town in Half a Day and Other short stories

(punctuate the title(s) in the sentence)

(iii) Chinua Achebe, wole Soyinka, Babadejo Babafenyi these are some of the renowned

Nigerian writers.

(Punctuate using the dash)

 

SECTION III- (pp3)

 

IMAGINATIVE  COMPOSTION  AND ESSAYS BASED ON SET TEXTS

 

The English paper three has a total of five questions. From these both the first and second questions are compulsory. The learner is to choose one question from the three given normal referred to as the optional set texts. All the answers in each of these questions should be presented in prose form and not in point form.

The different parts of this paper have been well discussed below

 

  1. Imaginative composition

This area tests the learner’s capability to creatively come up with an exciting, captivating and moving original story.

In this area, the candidate can be asked to write a composition either beginning or ending with given phrases or sentences.

The learner or candidate can also be asked to write a story illustrating a proverb or a saying. Credibility and relevance is very crucial at this stage.

The candidate should wisely make the right choice of the question. The following are examples of questions on imaginative compositions

 

IMAGINATIVE COMPOSITION (COMPULSORY)

QUESTION 1

QUESTION 2 (COMPULSORY)

QUESTION 3 (OPTIONAL)

  1. i) SHORT STORY
  2. ii) DRAMA – SHREDS OF TENDERNESS

 

iii) THE NOVEL

            VELMA POLLARDS: HOMESTRETCH

            QUESTION 3 C

 

 

 

A – IMAGINATIVE COMPOSITION

 

  1. Either
  2. a) Write a composition ending with the words: The events of the previous day left me

challenged  to begin a new life

Or

  1. b) Write a composition entitled “Love conquers all”
  2.   Either

(a) Write a composition to illustrate the saying “Do not count your chicks before they are

hatched”

 Or

(b) Write a story ending; “Since then my brother and I have been good friends”

 

  1. IMAGINATIVE COMPOSITION (Compulsory)

 Either

  1. a) Write a composition beginning “Everybody was very excited, little did we know that at

that  moment………….

                         Or

  1. b) Write a composition to illustrate the saying “A bird in hand is worth two in the bush.”

 

 

  1.           Either
  2.   a) Write a story ending with the following sentence:   “……..thank you it was only a nightmare.”

Or

  1. b)  Write a composition to illustrate the saying: “A journey of one thousand miles begins with

one step.”

  1. Either

(a) Write a composition ending:

…………….from that day, when ever I see him my heart is filled with bitterness.                            or

(b) Write a story to illustrate the proverb: ‘ Once bitten twice shy.’

  1. Either
  2. a) Write a story beginning:

He steadily walked towards me with a broad, warm smile, but as we shook hands, I realized he was avoiding eye contact…………….

Or

  1. b) Write a composition to illustrate the saying:

“Those who live in glass houses should not throw stones.”

 

 

  1. Imaginative Composition (compulsory)

Either;

(a) Write a story to end with the following sentence:-

…………………If I had known, I would have thought twice before making that statement.

Or;

(b)  Write a story to illustrate the following saying:-

You reap what you sow.

  1. Either
  • Write an essay to illustrate the saying: “The early bird catches the worm”.

 

Or

  • Write a story beginning: There was an air of celebration…
  1. Either

(a) Write a composition ending:

…………….from that day, when ever I see him my heart is filled with bitterness.                            or

(b) Write a story to illustrate the proverb: ‘ Once bitten twice shy.’

 

  1. Either
  2.         a) Write a story ending                                                                                             

I realized that I would never have a second chance in life

                        Or

  1. b) Write a story to illustrate the following saying

“A tortoise may be slow but he seldom falls”

 

  1. Either
  2. a) Write a story beginning with

“It looked quite easy at first…………………….”

            O r

  1. b) Write a story to illustrate the proverb; Too many cooks spoil the broth

 

 

  1. Either
  2. a) Write a story that illustrate the saying:-a bird in hand is worth two in the bush

Or

  1.  b)        Write a composition beginning with the sentence:-from the outset one could see that a lot

was a waiting us.

  1. Either
  • Write a composition beginning with the following sentence: ‘John could not stand up by himself that particular morning’

Or

(b) Write a composition on the measures that have been taken in your country to preserve forests

 

  1. Either,
  2. i) Write a composition with the following ending;

………………that experience taught me never to wish to be somebody else.                 (20mks)

                                     Or:

  1. ii) Write a story to illustrate the saying “You cannot climb the ladder of success with your

hands in the pocket.”         (20mks)

 

  1. Either
  • Write a composition ending “The events of that day will remain printed in my mind for ever.”

Or

  • Write a composition supporting the statement “Charity begins at home.”

 

  1. Either

(a)Write a composition showing that the strong do not always succeed.

Or

(b) Write a story ending with: I wish I had known earlier.

 

  1. 17. Either
  2. a) Write a story illustrating the saying, ‘Better to have tried and failed than never to

have tried at all’

Or

  1. b) Write a story with the following beginning:

This was no ordinary day for a child orphaned by HIV and AIDS. Never before had the

future  looked…………..

 

 

SECTION B- COMPULSORY QUESTIONS

 

  1. The compulsory set text: An Enemy of The People

“No attempt to manipulate Dr.Thomas Stockmann would bear any fruits.” Write a composition to

support

  1.       Henrick Ibsen: An enemy of the people

“The character of a person and the role he plays in the society are very important.”

Using Thomas Stockmann in Henrik Ibsen’s “An enemy of the people”, write a composition to illustrate  the statement above.

  1. DRAMA (COMPULSORY)

Henrik Ibsen “An enemy of the people”

Write a composition on the ironic instances in Henrik Ibsen’s “An enemy of the people”

  1. Drama (compulsory)

“Man’s nature is basically controlled by his materialistic nature. “Write a composition drawing your examples from Peter Stockmann and Aslaksen to justify this statement.

  1. The compulsory set text

Henrick Ibsen, An enemy of the people

Write a composition to show the consequences of standing up for the truth in a conservative

society.    Draw your illustrations form Henrick Ibsen’s ‘An Enemy of the People’

  1. The Compulsory Set Text (20 mks)

An Enemy Of The People’. By Henrick Ibsen.

Write an essay on the ills in the society as presented by the author.

 

  1. Henrick Ibsen, ‘An enemy of the People’

Using illustrations from Henrick Ibsen’s ‘An enemy of the People’, write an essay to justify the

statement:    “The fight against corruption in a society is tricky as it fights back.”

  1. Ibsen Henrik’s ‘ An Enemy of the People’

“Society cannot progress because most people are blinded by short-term gains and selfish motives’. Basing your illustrations

  1. Ibsen Henrik’s ‘ An Enemy of the People’

“Society cannot progress because most people are blinded by short-term gains and selfish motives’. Basing your illustrations on the play ‘An enemy of the People’ write an essay that illustrates this statement.

  1. Henrik Ibsens play “An enemy of the people”

With illustrations from the play “An Enemy of the people” Write an essay to illustrate the

Statement

“Bad governance results when the citizens choose to follow their leaders blindly.”

An enemy of the people   by Henric Ibsen

  1. Drama (compulsory)

Enrick Ibsen: An enemy of the people

Doctor Stockman faces many obstacles on his way to achieve his purpose.

Discuss this with reference to “An Enemy of the people”

  1. The compulsory set text.

An enemy of the people: Ibsen Henrik

Using illustrations from the text show how the theme of betrayal has been portrayed

  1. Drama (Compulsory)

Henrick Ibsen; An Enemy of the People.

Peter Stockman pretends to be quite charitable and considerate of the plight of the town’s people yet he is actually both cunning and sadistic. Discuss this statement drawing illustrations from the play.

  1. Enemy Of The People
  2. i) Drawing your illustrations from Henrik Ibsen; An Enemy of the People, write a composition

outlining how Dr. Stockmann’s good intention to purify his society are thwarted/undermined.

  1. Henrick Ibsen, ‘An Enemy of the people’

Using illustrations from Henrick Ibsen’s play; ‘ An Enemy of the People’ write an essay entitled: “The strongest man in the world  is he who stands alone.”

  1. Henrik Ibsen: An enemy of the people

“The character of a person and the role he plays in the society are very important.”

Using Thomas Stockmann in Henrik Ibsen’s “An enemy of the people”, write a composition to illustrate the statement

 

C-  ESSAYS BASED ON SET TEXTS  (Optional )

I- SHORT STORIES

  1.       ‘Half a Day and Other Stories’

Comment on how ignorance, greed and corruption have led to the suffering of people in Saida,

Hagi-Dirie Herzi’s “Government by Magic Spell”

  1. Macmillan (Ed) ‘Half a day and other stories’

The Hands The Hands of the Blacks is a case of racial biasness’. Discuss this statement using Luis Bernado  Honwana’s . The Hands of the Blacks

  1. The short story: Macmillan (Ed) Half a day and other stories.

Write a composition to justify the statement “John is to blame for the death of Wamuhu”

basing  your  illustrations on Ngugi Wa Thiongo’s “A meeting in the Dark”

  1. Macmillan (Ed), half a day and other stories.

Write a composition highlighting the challenges of inter-racial relationships as revealed

in the story  Breaking Loose by Moyez Vassanji

  1. Macmillan (Ed.) , Half a Day and other stories with reference to story ‘The Hands of the Blacks’ by Luis Bernado Honwana, justify the assertion that racism is a creation of individuals.          (20mks)
  2. Macmilan (Ed), ‘Half a Day and Other Stories.’

With reference to the short story ‘Hands of the blacks’ by  Luis Bernado Honwana,   write a composition on how whites attempt to justify their mistreatment and   exploitation of the black race.

  1. Macmillan (E.d.), ‘Half a Day and other stories’

With illustrations from Peter Nazareth’s ‘Money Man’, write an essay to illustrate the saying: ‘money cannot buy happiness”.

  1. Macmillan (Ed), Half a Day and other stories

Write an essay on the complications that arise from Akoto and Yasmin’s relationship right from the start-basing your illustrations on Moyez Vassanj’s story ‘Breaking Loose’

  1. Macmillan (Ed) Half a Day and Other Stories

Drawing your illustrations from “Government by magic spell” by Saida Magi- Dirre Menzi,

Write an essay on the saying “Power corrupts and absolute power corrupts absolutely.”

  1. Macmillan (Ed) Half A Day and Other Stories

Drawing your illustrations from “Government by magic spell” by Saida Hagi Dirre Henzi,

write an essay on the saying, “Power corrupts and absolute power corrupts absolutely

  1. Macmillan(Ed), Half a day and Other stories

Write an essay entitled: “Africans should not celebrate the new millennium.” Base your argument on the reason given in Havua Tuma’s story- “Who cares for the new millennium.”

  1. Half a Day and Other Stories: (20mks)

“Hama Tuma is against ills in society”. Write an essay in support of the statement. Draw your

illustrations from Hama Tuma’s short story, ‘Government by Magic spell’.

  1. Macmillan(ed), Half a Day and other Stories

“School is not a punishment. It is the factory that makes useful men out of boys.”

Write a composition in

  1. Half a day and other stories-

Basing on Ngugi’s story a meeting in the dark, write an essay to highlight problems of premarital sex.

  1. Macmillan (Ed), Half a Day and other Stories

Using Ngugi wa Thiong’o “Martyr” write an essay to show that Njoroge was bound to die as

he did

  1. Macmillan(Ed.) ‘ Half a Day and other stories’ Saida Hagi-Dirie Herzie ‘Against the Pleasure        

            Principles’.

Write a composition to show that Rahma and other women did not go through circumcision but

female genital mutilation.

  1. Macmillan(Ed) half a day and other stories.

“Power corrupts and absolute power corrupts absolutely” justify this statement basing your argument on  Saida Hagi Diries story “Government by Magic Spell

 

II- THE DRAMA – SHREDS OF TENDERNESS

  1. Write a composition showing the problems caused by war
  2. Write an essay showing Odie’s feelings and fears towards his step brother Wak.
  3. Whenever there is turmoil that leads to war, women and young girls suffer most .

Write a composition showing how this happens to Stella.

  1. Illustrating your answer with examples from “Shreds of Tenderness,” write a composition

entitled, “the prevalence of betrayal in human relationships.”

  1. In case of political tribulance in a country, those who remain (in the country) suffer as much as those who seek refuge elsewhere. Write a composition to illustrate this assertion basing your argument on John Ruganda’s ‘Shreds of Tenderness.’
  2. Drawing illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay in support of this statement: “John Ruganda has successfully used the style play within a play in his book Shreds of tenderness
  3. With close reference to the play ‘Shreds of Tenderness’, show why the title of the

text is a suitable one.

  1. Imagine that your school has organized a joint debate whose motion is: “Military take over should not be given any room in this millennium.” Propose this motion using illustrations from John Ruganda’s ‘Shreds of Tenderness’
  2. Drawing your illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay supporting the statement “Betrayal in human relationships lead to the suffering of both the betrayed and the betrayer”.
  3. Write a composition on how the author has displayed the female character in the society.

Refer to John Ruganda’s “Shreds of Tenderness.”

  1. Write an essay on the plight of women in a country under civil strife. Refer to John

Rugandas’ Shreds of Tenderness.

12        Write an essay on ironies in Shreds of Tenderness using at least 4 illustrations of irony

  1. “Odie is his own enemy”. Write a composition to validate the truth of this statement in relation

to Shreds of Tenderness

  1. Illustrating your answer with examples from Shreds of Tenderness, write an essay entitled “The pivotal character traits of the Girl child.”
  2. Odie’s father is an epitome of an African man. Discuss.             (20mks)
  3. Using illustrations from John Ruganda; “Shreds of Tenderness” Write a composition and show that sibling rivalry is dangerous
  4. Write a composition showing the problems caused by war

 

III – THE NOVEL – HOME STRETCH – VELMA POLLARD

  1. Using illustrations from Velma Pollard’s ‘Homestretch’, write an essay on the problems

a black person is  likely to encounter while  in  America  and England                                 (20mks)

  1. Illustrating your answers with examples from Homestretch write an essay on how any three women offer help to Brenda in the foreign country.
  2. Write a composition on experiences which forced Brenda to develop negative

attitude towards Jamaica. Give illustrations from Velma pollard’s “Homestretch”

  1. “Home stretch” is a novel that explores the search for identify and belonging. Discuss

the validity of this statement basing your answer on Velma Pollard’s novel, “Home Stretch.”

  1. Write a composition on the challenges that immigrants encounter. Refer to the novel “Homestretch”       Velma Pollard.
  2. “One can make home be the best place by engaging in community development activities”

With close reference to Velma pollard’s Homestretch’, write an essay to show how David and Edith prove the validity of the above statement.

  1. Specifically focusing on Brenda in the novel, ‘Homestretch’ by Velma Pollard; Write a composition to illustrate how early childhood experiences shape one’s perception of life.
  2. Write an essay showing how Brenda’s contact with Laura changes her attitude towards Jamaica.
  3. With illustrations from the novel ‘Homestretch’, write an essay on the problems that people who migrate to foreign countries encounter
  4. Write a composition on the beauty of homecoming after a period of absence abroad.

Draw  your illustrations from Velma Pollards Homestretch

  1. Using at least two characters from Velma Pollands Homestretch write an essay on the role

played by women in the community.

  1. “If well planned for, retirement is not to be feared. It can in fact be a useful period in a person’s life.” Basing  your reasoning  on what  happens  in the  novel ,write  a  composition to  explain this statement.
  2. Write a composition on challenges! Problems experienced by Africans in the diaspora.

Draw your illustrations from the novel Homestretch by Velma Pollard.

  1. Despite challenges, women still become usefully successful. Using any two of the characters given below from Pollard’s novel ‘Homestretch’ support this statement.

(i) Brenda

(ii) Edith

(iii) Mama Joy

  1. Using illustrations from Velma Pollard; “Homestretch” write an essay how Laura helps Edith and David to settle down in Jamaica.

Section I – (Pp1) – ANSWERS

SECTION I – ANSWERS

FUNCTIONAL WRITING -20 MARKS

  1. Must be an e – mail

Layout

To: Uhurukazi@yahoo.com

From: cunmero@hotmail.com

DATE: Tuesday 19th, may 2009

Subject : Position of clerical officer

 

  1. Personal information

Name

Date Of Birth

Marital status

Nationality

Telephone number

 

  1. Educational background
  2. Qualification
  3. Work experience
  4. Interests/ hobbies
  5. referees names and addresses
  6. Complimentary close. Yours faithfully/ Sincerely

Eunice Kiprono

Language accuracy: – spelling, punctuation, tense

  • Tone should be formal

 

 

  1. `Must be minutes “
P1

Format

P1

title – Name of school (½mk)

P

– Name of club (½mk)

P1

– Venue of meeting (½mk)

P1

– date (½mk)

– Time (½mk)

 

P
P

Attendance ; present

– apologies

– absent – (optional ) Don’t award in attendance -1

 

P

body – (i) Preliminaries ( ½mk)

P

(ii) Confirmation of previous minutes (½mk)

P

(iii) Matters arising (½mk)

P

(iv) Visit to Nairobi ( ½mk)

P

(v) Awareness compass (½mk)

P

(vi) Strengthening of drama in the school (½mk)

P

(vii) Adjournment ( ½  mk)

space for signing Chairman ( ½mk) – Secretary  ( ½ mk)

P

                      total =

F – 10

L – 6

C – 4 (Give marks out of four depending on how effectively the three main items of the agenda are

discussed. The three should be considered together

Language scale

A – 6

B – 4-5

C – 2-3

D – 1-2

  • These grades correspond to those in paper 3 questions 1 where the scale is (0-20)

A candidate who does not use the minutes format will forfeit the marks for format.

 

  1. FORMAT

Must be an internal memo

Must have:

  1. a) Address (logo) (½ )
  2. b) recipient-operations manger (½) sales and marketing manager (½ )
  3. c) Sender-the managing director (½ )
  4. d) Date – (½mk )
  5. e) ref- 1mk
  6. f) subject- (½ mk)
  7. g) Complementary close-yours faithfully-1mk
  8. h) signature-
  9. i) name-
  10. j) Designation –

 

 

Body/content

  1. a) Description of items that have received bad press
  2. b) Brief explanations of the alleged faults –
  3. c) Solutions to the faults identified –
  4. d) Advice on how to counter the criticism –
  5. e) Closing remark- ½
  6. f) Formal tone- ½

 

            Language

5marks-very good language. Without any mistakes whatsoever. Can arouse a spark, poem with       correct tone etc

4marks.just a good language .not many minor errors perhaps

3marks-fair language/average language with some minor errors

1-2marks-below average. cross errors can be found in the language. It is hard to follow the

story/chaotic.

 

  1. Points to consider
  2. Title of the book
  3. Author
  4. Publisher Format 6 marks
  5. Year of publication
  6. Price
  7. Reviewer

. Summary of the book

  1. a) Done in the form of a synopsis

Introduction; Setting in terms of time/ places

Body ;- Plot/ event, themes

Striking aspects of the book, could be style character and characterization, the setting

Conclusion- assessment/ recommendation giving reasons

Language-

Scoring:          Format-

Content

Language

 

  1. (A Confidential report in form of an email).
  2. Expect the format of an email – the student should use subject for the title of the body instead of RE/REF: max. marks
  3. Well constructed and relevant institutional (not personal) email addresses instead of the usual official letter – format addresses
  4. Copied to the DEO Kakamega East
  5. Date and Time
  6. Appropriate subject containing the name Christopher

Lipwoni and the specific job he was applied for.

N:B Do not penalize the student for using upper or lower case letter for writing

The content of the subject.

  1. Expect the body to have the following features:                  
  • Brief history regarding Christopher Lipwoni’s beginning and completion of his course

at the college.

  • Christopher Lipwoni’s personality – positive qualities/negative qualities 1mks
  • Christopher Lipwoni’s Academic/Educational record- 1mk
  • Recommendation for/against employment –

 

  1. Closing tag (should not contain any signature) –
  2. Grammar max. marks
  3. General appear                 TOTAL

 

  1. a) Heading- If 2 or  more items  missing deduct
  • If only  one  item missing deduct ½ mk
  1. b) Record of attendance-
  • Members present-2mks (protocol must be followed if not no mark)
  • Absent with apology-
  • Absent-
  • In attendance-
  1. c) Body
  • Preliminaries-1mk
  • Main agenda-3 items 1mk each-total
  • O.B-
  • Adjournment-
  1. d) Signing off-
  • Chairman√ ½ sign√ ½       date√ ½
  • Secretary√ ½ sign√ ½       date√ ½

(½ x6=3mks)

(If signed/dated = Zero)

 

  1. Functional writing
  2. Expect a memo
  3. (i) Layout                                                                                                                               

(a) Name of the school

(b) Date

(c) Ref. No.

(d) To

(e) From

(f) Subject

(g) Signature

(h) Name (i) Name: Internal memo

(Expect 8 areas (½ a mark each)

 

(ii) Tone –                                                                                                                              

 

(iii) Body                     Silence                                                                                              

Prompt return of books

Opening and closing time                                                                            

Appropriate dressing in the library

(iv) Language A – 4

B – 3

C – 2

D – 1                                                                                                              

(v) Margin /frame                                                                                                                 

 

ANYIKO SECONDARY SCHOOL

LOOSE MINUTES / MEMORANDUM/ MEMO/INTERNAL MEMO

Ref No.

From

To                                                                                                                    Date:

Subject

——————————————————————————————————

Sign:

Otieno John

 

  1. Points of interpretation

(a) It must incorporate both the features of a speech and email. If not deducted up to 4mks for

wrong    format  (WF)

(b) E-mail must have the following :-

(i) From: the sender address in small letters e.g. dabii@yahoo.u.k( ½  mk)

(ii) Date, day, date time (½ mk)

(iii) To: recipient address in small letters (½ mk)

  1. iv) CC: blind copy to other recipients (½ mk)

(c)  i) body of the speech

It must have the following

  1. i) subject/title e.g. role of the youth in fostering peace in our county                        

(Must be communicative and related to question)

If title is just ‘speech’= (0mk)

  1.  ii) Acknowledgment

Must start with the most important person (s)

If jumbled deduct up to ( ½ mk)

If no acknowledgment (0mk)

iii) Tone should be 1st person pronoun e.g. ‘I/We’                                                            

If not deduct- (1AD)

  1.    iv) Body

At least three issues that foster peace  must be                                                                    

If not treat as irrelevant :  award =(0mk)

E.g.

  1. Educating masses through seminars, workshops etc
  2. Compose songs, poems, drama etc with the theme of peace.
  • Preach peace in churches, mosques etc
  1. Enhance cohesiveness through sports games etc   (Any other relevant issues)
  2.  v) Appropriate conclusion                                                                                                          

Must be a summary of issues handled in the body

If only some items are handled-1mk

If conclusion is not tied to the body-0mk

(d) Language accuracy                                                                                                                      

A-6

B-5

C-3-4

D-00-02

NB: deduct-2AD for brevity in case the candidate uses less than 150 words

 

 

  1. This is like an official letter with the following:
  2. i) Addresses
  3. ii) Date

iii) Fax number or phone number of correspondent

  1. iv) Reference
  2. v) Content
  3. vi) Signature of the sender

 

 

  1. Title – Book title

– Author

– Year of publication

– Price (Optional)

 

  1. Points of interpretation
  2. a) – Must be instructions/ directions. If not deduct 4 marks AD (Automatic Deduction)
  • Relevant title e.g. How to get to Mumias
  • Identify and address friend by name        
  • Go straight to the point
    • From Webuye board a shuttle, Eld Express e.t.c. to Bungoma town- distance of x Km. Mention markets, centers, institutions e.t.c along the road
    • At Bungoma bus park near G/ hard ware e.t.c. board a matatu, minibus e.t.c. to Mumias a distance of Y Km- mention markrts, stages e.t.c. along the road
    • In Mumias town alight in the bus park and pick a bicycle taxi to Bomani- 500m in the southern direction
  1. b) Also prepare a packing list for your friend to facilitate their stay in Mumias town for the             duration   of the festivals

–     Must be a packing list. If not deduct 4 mks AD

  • Items needed for the 5 days stay in Mumias: clothes, personal effects, foot wear, money, personal documents, camera e.t.c.
  • Format tabulated e.g.

 

S/NO Item Specification Details Mk
1

2

3

4

5

6

Clothes 5 shirts/ blouses e.t.c. White, black, cotton e.t.c. 1

1

1

1

1

1

6

 

N/B A row must have all the four items to earn full mark 3 items ½ m

Marks awarding:

a________     08

b________     06

La_________ 06

 

 

  1. Must be an internal memo

Format

Content (body)

Language

TOTAL

 

SAMPLE FORMAT

LETTER HEAD√1

INTERNAL MEMO

Ref No. √1

To √ ½

From √ ½

Date√1

Subject√1

Closure (Designating) √1

TOTAL

CONTENT/ BODY

  • Invitation to meeting
  • Source of information
  • Purpose of meeting
  • Time
  • Venue
  • Date
  • Ending remarks
  • TOTAL

 

LANGUAGE

1 -2  Very limited and hampered language

3       Able to communicate effectively

4 -5    Very good language, effortless, appropriate tone and vocabulary

– Good mastery of language

 

* Use your direction as a teacher of English to award the linguistic mark

 

SAMPLE INTERNAL MEMO

SIKU NJEMA HIGH SCHOOL

INTERNAL MEMO

Ref No. 001/05/010 F

To: All school prefects

From: The captain

Date: 20th June, 2010

Subject: Prefect meeting/ C.D.F project/ choice of project/ project

I would like to invite you to a meeting to discuss how we can obtain the views of students concerning the choice of project the C.D.F should establish in our school. The principal has requested me to convene a prefects meeting to deliberate on how to collect the students views on what type of project to be initiated

The meeting will be held on 30th June, 2010 in the main hall at 3:30 p.m.

You are reminded to keep time

 

Thank you

 

MAPITO WA MAPITO

SCHOOL CAPT                                                                                                                        

 

  1. Check on following details:
  2. i) Bio data            
  • Name
  • Date of birth
  • Gender
  • Marital status
  • Address
  • Telephone number

(ii) Educational background                                                                                                       

  • Dates, certificates and name of institution to be listed beginning with the latest to the earliest.

(iii) Professional background                                                                                                           

  • Any specialized trainings be listed starting with the latest tot the earliest
  1. iv) Work experience to show dates and positions held and the institution  
  • show language competence.
  1. v) Hobbies/interests
  2. vi) References – Names of personalities and address

vii) signature– Check on the language competence

It must have the curriculum vitae’s format with the above details If not deduct up to 4marks

 

  1.    – Should be a letter of complaint

– Should have an official format

– Should have identification-who is the complainant and where he/she comes from

– Should describe the nature of the problem e.g. loud music in the bars near your home i.e.

should give examples for clarity

– Suggest what could be done

2mks- Layout-more than 2 omissions – 1mk

4mks- Body – any important information lost out take away (1mk)

4mks- Language – tone, spellings i.e. grammatical errors     

  1. Check on heading

Introduction    –   Establish those present.

Body               – Begin something interesting.

  • Let it be coherent.

Conclusion      – should be memorable.

  • Rounded off naturally.
  • Thank the audience for listening

14.

  1. Must be a friendly letter containing a recipe sent through an e-mail. Thus the informal tone of a friendly letter should be felt. Also remember the commending language of a recipe.
  2. The recipe can be written in either prose form or under sub-headings. However, it must have:-
  • Ingredients and their actual quantity
  • The method in a logical order that is clear and in an imperative language with the correct register
  • Mention what the meal is served with and whether hot or cold.
  • Must mention the number of people the food can serve
  1. Include closing remarks
  2. Velediciton

 

Marks awarded

Format- 8mks

Language- 5mks

Body –            Ingredients – 2mks

Method- 5mks

            Sample

FROM: Pema@kenyanet.com(1mk)

DATE: 20th March, 2010        (1mk)

TO       : Mckay@yahoo.com (1mk)

SUBJECT: Recipe for ugali   (1mk)

 

Salutation                               (1mk)

Greetings and acknowledgement of the receipt of the request

 

Body- (i_) Ingredients                        (1mk)

  • Sauce pan and cooking stick                         ½mk
  • Half-a litre of water ½mk
  • 250grams of maize meal ½mk

(ii) Method

  • Put the water in the sauce pan and place it on fire to boil (1mk)
  • Add the flour little by little as you stir until the ugali is tough enough. Keep the fire constant.
  • Reduce the fire and leave it to simmer for five minutes while it is covered
  • Remove it from the fire and serve it hot with beef stew or green vegetables

Closing remarks (1mk)

Relediction     (1mk)

 

1.5

  • Must be a memo
  • Formal tone must be felt – if not deduct 1 mk
  • Award marks as follows:

 

  1. Format – 8 mks
  2. Body – 6 mks
  • Tone – 1 mk
  1. Language – 5 mks

 

SAMPLE

Format:

  1. Letter head Ö1
  2. internal memo Ö1 (underlined)
  3. TO: Ö1
  4. FROM: Ö1
  5. Date: Ö1
  6. Subject: Ö1
  7. CC: Ö1

 

BODY

  • State why the team is being congratulated.
  • Must congratulate the team
  • Mention something about the token
  • Closing tag
  • Valediction Ö1 (part of the format)

 

TONE: Formal tone must be felt Ö1

Language

5 mks – Good use of language with no grammatical errors

4 mks – No errors, the language naturally flow but simplistic

3 mks – Communicates but not clearly due to a few grammatical errors

2 mks – communicates with a lot of errors

1 mk – hardly communicates

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

i.          Many

ii.          Routine

iii.          That

iv.          Difference

v.          Far

vi.          Out

vii.          Harmful

viii.          Against

ix.          If (capital I )

x.          Suffer

  1. But
  2. Released
  3. ………….
  4. Whose
  5. Admission
  6. Contend
  7. Disadvantaged
  8. At
  9. Forces
  10. Remedial

 

1. by

2. To

3. For

4 Its

5. During

6. What

7. Is

8. Protection

9. From

10. More

1.                        Dispose

2.                        smell/stench

3.                        more/much/a lot

4.                        from

5.                        grade/ class/ quality

6.                        themselves

7.                        enriched

8.                        and / or

9.                        greatly/ immensely

10.                     by

 

i)                since

ii)              register

iii)            electronically

iv)             Although/However

v)               step/move

vi)             the

vii)           cases

viii)         in

ix)             verify/confirm

x)               eliminate

 

1.  As                                      6.  Mandated

2.  Bad                                     7.  Serve

3.  Leaders                              8. Discussing

4.  Before                                 9  .  Who

5.  Constitution                         10. Ambition

1)     And

2)     Victims

3)     By

4)     Clearly

5)     Situation

6)     Foetus

7)     But

8)     Decisions

9)     A

10) Declares

  1. forward
  2. rush
  3. However
  4. its
  5. begin/start
  6. overboard
  7. visit
  8. hitches
  9. celebrate
  10. January                                                                                                                                    *STK*

 

1-     similar

2-     oneself

3-     Equally

4-     functions

5-     helps

6-     Therefore

7-     Although

8-     Also

9-     Its

10- Manner

1.     facing

2.     direction

3.     these

4.     important/ vital/ crucial

5.     department

6.     of

7.     provide

8.     although

9.     the

10.  under

 

B- CLOZE TEST

 

3-     Unique

4-     to

5-     being

6-     about

7-     a

8-     if

9-     avoid

10- who

11- younger

12- chore                                                                        *TNW*

13-

 

 

 

 

 

 

 

 

 

 

 

 

 

        i) most

ii) through

iii) But

iv) in

v)Sick

vi) Animals

vii) Fence/wall

viii) Out

ix) latrines/toilets

x) Germs

 

 

 

 

 

 

 

 

 

 

 

1- the

2- declared

3-when

4- spoke

5- on

6- their

7- yet

8- and

9- announced

10- ministers

  1.  Biden
  2. Hasn’t
  3. Wonder
  4. On
  5. Cost
  6. When
  7. But
  8. Email
  9. Sends
  10. a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C

  1. 3. Magnificent bull
  2. a) i) The singer achieves rhythm in the song above through repetition of words i.e. “white like”

like e.t.c.

Identification 1 mk

Illustration 1 mk

 

  1. ii) To enliven the performance of the song one would do the following
  1. Employ gestures
  2. Body movement
  3. Mimicry
  4. Dramatization
  5. Use of appropriate tone variation
  6. Accept any two well explained aspects of performance

 

iii) The last line would be said with falling information

  1. b) Underline silent letters
  2. Rendezvous
  3. Eulogy
  • Tourism
  1. Phlegm
  2. Condemn

 

  1. c) i) Tongue twister

Sound patterns

  • Alliteration – repetition of consonant words
  • Assonance – welcomed wendy
  • Identification ½ mk illustration ½ mk
  1. ii) Function of genre

To practice pronunciation

For entertainment

To practice fluency in language

 

  1. d) – Conduct background research on the topic

– Be confident and convincing

– Accept any other speaking skill

 

  1. e) This is an open question, teachers should accept responses that are courteous and correct

 

  1. (a) (i)– clearing thraat

– clapping the hand

– sing a short song as a prelude          (2×1=2mks)

(ii) Performance – use tone variation from the pure narration style to sued of dialogue i.e rising

intonation (1mk) accompanied by appropriate facial expression(1mk) /gestures in the questions       asked by the mother-in-law

OR – Arising – falling intonation appropriate facial expression in the old man’s answer/speech                                                                                                            (1×2=2mks)

(iii) Active listening – nodding head

  • Laughter
  • thumping of feet
  • clapping
  • use of voice e.g. (mhh?) (3×1=3mks)

 

(iv) End story – using falling intonation       (1mk)

 

(b) (i) Gestures – ‘where is the birds’

facial expression – where is she ee

voice variation – where is she ee (any three =3mks)

body movement – They would move and dance as they look for the bride

Dramatic pauses – pause from 1st to 2nd stanza

(ii) Authenticity – Original meaning

  • Local flavour (any 2)
  • – Aesthetic beauty (2mk)

 

  • (i) Respect

(ii) review

(iii) investigate

(iv) consolidate

(v) calculate

(vi) divide       (each ½ x 6= 3mks)

 

(c)(ii) fear (ii) altar (iii) All (iv) serial (v) nun (vi) eight           (6 x ½mk)

 

(d) (i) Fight off nervous by taking a deep breadth and thinking that, that was a chance to practice public

speaking.

– Try to look calm and confident

– Be careful to organize your thoughts logically

– Say things that are appropriate to the audience

– Jot a few points before speech for reference

– Be brief

– Try to remember points said by others to avoid repletion  (any 3 = 3×1=3mks)

 

(ii)       -Project your voice

-be audible

-more closer to the audience

-pronounce words properly (any 3×1=3mks)

 

(e) (i) Short –comings include:-

– Lack of eye contact – avoids eye contact

– Not alert – misses questions asked

-confusion evident =- answers wrongly

-doesn’t concentrate – mind wanders (any 2= 2mks)

 

(ii) Listening skills to adopt include:

  • Maintain eye contact
  • concentration – avoid distracters (physical or emotional distracters)
  • Correct sitting posture
  • follow any use of non-verbal questions by the speaker to grasp message better
  • Be an active listener i.e. nod head in agreement, laugh at jokes etc
  • Be alert at all times (any 3 =3mks)

 

  1. 3. ORAL SKILLS (30MARKS)
  2. a) The eavesdropper’s part can be acted out like he is hiding  somewhere  and then  shoots up  and  speaks in

a loud  angry or sarcastic tone.

-dramatise  and mimic  the  various  persons  who  are  giving the  varied  opinions  about  the man

-talk in  a low  tone  when  he  is  telling  the wife  hat  they would  leave the  next   day.

-act the eavesdropper’s part as he sits in a clearing by the huts with an intention of eavesdropping

  1. b) (i) He would speak in an angry/sarcastic tone

 

  1. ii) a) Ship
  2. b) Pool
  3. c) Buck
  4. d) Height
  5. e) Barn

 

iii)a) Re.bel

  1. b) Re.spect
  2. c) Ma.nage
  3. d) Con.tact
  4. e) Ac.cess

iv)

  • Begin from the starting point of  the person  begin directed
  • Make the directions simple and clear
  • Make the directions precise and concise
  • Present the directions step by step in the correct sequence
  • Use sketches and maps
  • Refer to land marks and printers such as left, right, behind etc
  • Suggest the approximate distance from one print  to another

v)

  • Before  going for  an  interview consider:
  • the nature of  work/job you are attending the  interview for
  • appropriate  skills/competence  expected
  • qualifications and relevant documents/testimonials  etc
  • location of the interview
  • time for  the interview
  • dress to the occasion
  • get relevant  information  about the  company

 

  1. 3. a)         i) rhyme          Life                             Ablaze

Strife                           Amaze

 

Repetition- I seek

½ mark for identification

½ mark for illustration

 

 

  1. ii) Diphthongs

Life

Strife

Ablaze

Amaze

Sight                                                                           (any four, ½ a mark each)

 

iii) I would say it with a falling intonation to indicate my final decision to go for

a peaceful country life. It is a declarative statement                         2 marks

 

b)

  1. Fury
  2. These
  • Have
  1. Harbour
  2. Committee

 

c)

  1. This is a tongue twister                         1 mark
  2. The use of alliteration e.g. freaky Fred
  • Entertainment
  • Improves pronunciation and enunciation
  • Creates humor
  • Informative
  • Enhances fluency in language use

 

d)

  1. i) They were taught verbally, orally (without reading)
  2. ii) The guest of honour asked us to listen to him attentively/ symphanthetically

iii) Politicians must now do what they say

  1. iv) Daisy has the ability to speak easily and persuasively ( 1 mk each= 4 marks)

 

  1. e) I would book an appointment with Ngugi Wa Thiongo on phone, through e-mail or ordinary mail

I would conduct a thorough research about him to acquire a detailed background of the writer

I would conduct leading questions about himself and his works

I would stick to major issues according to our editorial policy

I would give room to callers to ask him emerging/ supplementary questions during the programme

I would take notes during the interview to keep alert and be relevant during the entire session.

I would prepare in advance all the necessary recording apparatus and support personnel to

make recording of the programme possible

I must be punctual (at the time) and venue of the interview to receive my guest

Any 6 one mark each

  1. (a) (i)  low,blow/rest,breast/nest, west/west, breast/blow,go/sea,me/moon,soon A mark

For each pair max. 2mks

 

(ii)  Mark for any of the following styles if identified with a relevant illustration.

  • Repetition
  • Alliteration
  • Assonance
  • Consonance
  • Use of regular syllabic patterns

(iii) – Lullaby1 mk Any feature of a lullaby evident

  1. 3a) i) -It is a tongue-twister√1

ii)-Development of oral skills√1

-Used by children during play√1

-For entertainment√1 (Any 1pt =1mk)

iii) Allitaration√1 i.e. How high up has he heaved (id-1mk

iii-1mk                               (1×2=2mks)

  1. iv) -Usually short i.e. One sentence√1

-Repetition of a particular sound i.e. ‘h’ sound√1

(Any 2pts 1mk each)   1×2 =2mks

 

  1. b) i) Prophet
  2. ii) Meat/Meet

iii) Pool

  1. iv) Doe
  2. v) Quay (1mk each 1×5=5mks)

 

  1. c) -Settle down early enough before the talk begins

-Prepare and make ready writing materials

-Take down notes that are relevant

-Ask questions to clarify points not well understood

-Maintain eye contact

-Maintain good sitting posture/sit upright

-Avoid fidgeting on your chair

-Be alert/avoid detractions                                          (1mkeach-1×5=5mks)

 

  1. d) (i) -The poet creates rhythms by: using rhyme in the poem i.e. lit/it ,will/hill/still√1

-Use of alliteration i.e. without a wish, without a will√1

-Repetition i.e. I, sky√1                                      (any 2pts =1mk each ; Total=2mks)

  1. ii) Silent√1

To emphasize the magnitude of the silence in the night√                                (Id-1mk  ; Exp-1mk)

iii) a) a  short  pause in line 1 where  the comma  is  used

  1. b) a long pause  in line 3 where  the  full  stop is  used(2mks)

 

e i) -What is your name?

-What do you want?

-What did you want to tell him?

-He is never in school.                                                     (½ mk each ½ x4=2mks)

 

  1. ii) Peter: Hello, I am peter, who are you?

Peter: How may I help you?

Peter: Sorry, he is not in school. May you please leave information?

Peter: Sorry, he is out to attend a family function.

 

iii)a) Eulogy-E√

  1. b) Phlegm-g√

 

  1. 3. (a) ORAL SKILLS

(i) sight / cite

(ii) o,oh!

(iii) right, write

(iv) Rode/ rowed

(v) Blue

 

(b) (i) Maintain eye contact

(ii) Ask question at the end of the speech for clarification

(iii) Appropriate sitting posture

(iv) Avoid audio/visual distractions

(v) Read for familiarity

(vi) Taking notes

 

(c) (i) Noun – our annual import dropped by 20% due to drought                           (1mk)

(ii) Verb- He will import a new car next week                                                    (1mk)

(iii) Noun – The Maragua milk produce has gone down owing to low rainfall (1mk)

(iv) Verb – Brazil normally produce quality footballers                                      (1mk)

 

(d) (i) a child/ a son / a daughter (1mk identification)

(ii) ‘broken’ and ‘gourd’ – they are content/information word (1mk)

(iii) Use of alliteration as in /b/ in ‘blind’ and ‘bat’ /l/ like a little (identification (1mk) illustration (1mk)

use of repetition in ‘I’ ‘your

 

(e) (i)  –  enter a stage with a song

any correct three award 1mk each

 

– Pose a question

– Use a riddle/proverb

– Cough, clear voice

– Use a tongue twister

– Sit upright/stand confidently before the audience

 

(ii) Say ‘No’ with a rising intonation and the rest of the sentence with a falling intonation            (1mk)

Identification 1mk/ illustration 1mk

 

 

 

(iii) – use tonal variation e.g. rise at No

  • Use varying facial expressions e.g.
  • Dramatize e.g.

 

(f) – Good morning, Madam (must be ‘Madam’ (if ‘Sir’ award 00)

– Fine, thank you, Madam (if without ‘thank you’ deduct ½mk)

– What is your name; please (1mk)

– Thank you (very much), Madam            (1mk)

N/B: If more four grammatical errors –IAD – 1AD4GE

 

  1. QUESTION 3: PART ‘A’ ORAL NARRATIVE

(a) pause and rising intonation   (1mk)

  1. b) Oral skills:
  2. i) Tonal variation to distinguish the difference, character i.e. the narrator, the girl and the mother
  3. ii) Singing the song

iii) Use of gestures e.g. digging, covering hole with a cow’s hide etc

  1. iv) Use of facial expression e.g. surprise after the girl is discovered; portray weak and

distinguish girl, etc.                                   (4mks)

  1. v) dramatization-mother quickly filling the hole with soil

(any 2-1mk for identification, 1mk for illustration

(No mark for illustration without identification).

  1. c) 1st song-low intonation (weak/pleading tone to show despondency/helplessness/despair/stress) (1mk)

2nd song-higher intonation (confident tone/force/tone of malice/condemnation) (1mk)

  1. d) Gesture of surprise

-shaking of head in disbelief

-clicking in disgust

-a sigh of relief(any 1=mk)

  1. e) falling of intonation to show finality (1mk)

PART B

  1. (i)tongue-twister(1mk)

ii)alliteration-/sh/widely used at the beginning of words(2mks)

iii)it is used for entertainment

-enhance once fluency in the use of a language

-help one learn to promote words properly(3mks)

  1. (i)-poor turn taking by the members; they don’t go though the person chairing the discussion, e.g. Tom, Noreen and Lilian after Kabonyi is invited to make a suggestion

-improper interruption by Peris when she failed to allow to complete his        statement

-poor or lack of negotiation skills .the spirit of give and take is not shown  by any  of the members as all think their suggestions are  the best

-rudeness by Kabonyi – He trashes Lilian’s suggestions as ‘stupid’.

-impolite disagreement by Noreen when she says she dislikes ‘Shreds of   Tenderness’ (any 3 well explained)  (3mks)

(ii)-Noreen says ” excuse me Apepo”

-Peris apologises for interruption peter and says “sorry”

-Noreen says “please Peris…”(2mks)

PART C

  1. -didn’t pay attention to non verbal cues e.g. gestures, facial expression and body movement that enhance understanding

-didn’t set a listening objective e.g. questions he would need to answer during the speech

-didn’t take notes during the listening therefore he had nothing to refresh his memory

-He may have allowed other things to distract his attention

(Accept any 4 reasonable responses) ( 4mks)

  1. b) The examples offering by the candidates must show their understanding of the concept of personal space g.

-not going through another persons drawers, desk or box without permission

-not listening in on private conversation or phone calls

-not going through   someone’s letters or writing without their consent

– getting into a persons room without permission

-moving too close (physically) to persons one I not intimate withA1

(accept any two well explained examples) (2mks)

  1. c) Circumstances that may cause interruption

-If you didn’t hear what the speaker said

-When you strongly disagree with the speaker

-When you strongly support the speaker

– When you wish the speaker to clarify unclear issues

-When you want to make an additional to the speaker’s point

-When the speaker has misinterpreted certain known facts

(Accept any 4 reasonable responses)  (4mks)

  1. b) (i)
  • Repetition e.g. pinch, pinch ,pinch.
  • Rhythm-enhanced through repetition.

ii)

  • Voice
  • Tempo
  • Gestures
  • Costumes
  • Painting and décor
  • Movement and patterns (Any two, 1mk each (2 marks)

 

iii)

  • Wear relevant costumes e.g. jungles.
  • Hit the drum where necessary.
  • Have an attractive and relevant décor.
  • Apply a relevant make-up e.g. facial point to capture the theme of your poem.

(1mk each, total (4 marks

iv)

  • Repetition pinch ,pinch, pinch
  • Rhythm (Any two,1 mark each total. (2 marks)

 

 

c)

  • Be audible.
  • Make use of gestures.
  • Vary my tone to sustain their attention.
  • Use facial expressions.
  • Involve the audience. (1 Mark each. Total 5 mks)

 

d)

  1. i) won-der
  2. ii) ho-ney

iii) draw-back

  1. iv) town
  2. v) e-du-ca-tion (For any correct 1 mark each. Total 5 mks)

 

  1. i)

Mrs. Stima:…………………….

Mr. Obwaya: yes! Why not? They even need to be added more time(√ ½mk  )

Mrs. Stima: ………………………..

Mr. Obwaya: I agree with you but you know, we may think we are assisting the children but find we are destroying them.√ ½

Mrs. Stima: ……………………

Mr. Obwaya: to me entertainment is part and parcel of learning. it is absolutely necessary√ ( ½  mk)

Mrs. Stima: ……………………………………

Mr. Obwaya: students need time away from their books. Let them ventilate their steam. Furthermore, they are responsible as they are grown-ups.√ (1mark)

Mrs. Stima: ……………………

Mr. Obwaya: but they need……√ (1mark) [the ellipses are important for this point to score. they show interruption. if no ellipse or dots, award “0” mark.

Mrs. Stima: ………………………….

Mr. Obwaya: What! It can’t be! You are invited for trouble√ ( ½  mk)

NB the exclamation mark is necessary to show shock.

Mrs. Stima: ………………………………………….

 

ii)

  • Would you please√ ½
  • I am sorry√ ½   (total=1mark)
  1. 3. a)         i) Repetition – to and fro                                                                     (2 marks)

Faster

Alliteration – billows         breeze                                                               (2 marks)

World           whorls

 

  1. ii) To enhance the rhythm

To make the poem more interesting

To make the poem memorable                                          (Any 2 = 2 marks)

 

iii) With a falling intonation

They are all wh- questions                         (2 marks)

  1. iv) Blue – blew

Wear – where                                                         (2 marks)

 

  1. b) i) Whine – wine

Mown – moan

Lays – laze

Weather – whether

Dough – doe                                                                                                   (5 marks)

 

  1. ii) Tout

Tot

Tore

 

  1. c)
  • Good grooming
  • Maintaining eye contact
  • Use of appropriate pasture/ to show confidence
  • Use of relevant gestures/ facial expressions
  • Good command of language
  • Mastery of content
  • Talking to audience instead of reading (Any 4 = 4 marks)

 

  1. d) i) – Makokha is rude- he does not show courtesy to Munonga – his prospective father-

in- law. He says “I hope you are not going completely blind”

  • Makokha is a poor negotiator- he demands for Lavender instead of requesting e.g. I have come to take her away
  • Makokha lacks in good turn- taking skills. When Murunga says “Did you say my ……….. . Makokha doesent allow him to finish/ wait for his turn to speak
  • Makokha has poor listening skills. He misunderstands Murunga when he says “What is the world coming to?”                   (4 marks)

 

  1. ii) Your daughter Lavender and I are in a relationship and I have come to humbly request your permission for us to get married (Accept any other polite form) (2 marks)

 

iii) When Murunga says “What is the world coming to?” Makokha deliberately misunderstands and says “I hope you are not going completely blind. The world is going nowhere. This reveals makokha’s contemptuous/ arrogant/ disrespectful attitude towards Murunga                                                                                                    (2 marks)

 

  1. Oral skills
  2. a) i) – The forest fires

– The streams

– The fiddle and fife

  1. ii) Repetition

iii) Alliteration:… watch with wonder…bathe…brown blades…bending…e.t.c.

Rhyme: return/ burn

Eyes/ skies

Streams/ dreams e.t.c.

  1. iv) – allitering sounds

– rhyme

– Rhythm

 

  1. b) i)- Subject is boring
  • Presenter is boring
  • Topic may be irrelevant
  • Audience may be feeling hungry
  • Presentation may be too long
  • Speaker may not be audible

Any 4×1=4

  1. ii) – ensure topic is relevant to the audience

– Research on the topic

– time speech so that it isn’t too long

Maintain eye contact with audience

Make sure I am audible

Make use of gestures and facial expressions ( 1ny 4×1=4mks)

 

  1. c) i) – Wet – whet
  • Soar- sore
  • Would- wood
  • Tied- tide
  • One-won
  • You-ewe

 

 

ii)- Gain – a

  • Helipad- h
  • Resist- s(1st one)
  • Rhy- hy
  • Tomb- b
  • Deliver- e (1st one)

 

  1. d) i) Only the tout was young
  2. ii) both the tout and the driver were young

 

  1. e) – Lack of identification
  • Lack of courtesy – doesn’t greet
  • Rudeness – “What do you want?”
  • Interruption       Any 3×1=3

 

  1. ORAL SKILLS
  2. a) i) repetition – rain, rain
  3. ii) rhyme – sprinkle, tinkle

iii) alliteration – splish, splash, splatter

  1. iv) onomatopoieia – lighting – flushing, thunder crashing
  2. v) assonance – mushy, muddy, hurly, burly

Any two = 2 marks

 

  1. ii) aabba aaccda             aaeeaff                        agg

hhaffija                                                                                                        (2 marks)

It is an irregular rhyme scheme                                                         (1 mark)

iii) With a falling intonation                                                                          (1 mark)

 

  1. b) i)         A spun                                                                                                 (1 mark)
  2. ii) – To entertain

– To sharpen wit

– To teach pronunciation                                                        Any two 2 marks

iii)       – Your bob took our Bob’s bob, if your Bob does not return our Bob’s bob, we

shall bob him on the eye

– I will book your book to read

– Lie here and lie

  1. c) i)         wicked
  2. ii) world

iii)       this

  1. iv) turn

 

  1. d) i) Gestures
  2. ii) Facial expressions

iii) eye contact

  1. iv) dramatization
  2. v) body movement
  3. vi) posture Any four 4 marks

 

  1. d) ii)-       i) In order to understand the information being given
  2. ii) So that one can avoid making mistakes

iii)To help one get correct instructions

 

iii) –  i) With a falling intonation

  1. ii) With a rising intonation

iii) With a rise – fall intonation

 

  1. e) i) I am sorry
  2. ii) Excuse me

iii) I do apologize

 

ii)-   i) May I pass please

  1. ii) Allow me to pass

iii) Please give way

  1. iv) Excuse me please

 

iii) –  Sorry for losing your relative

–  Please accept my sincere condolence

 

  1. (i) Writing the material down as it comes from the performers and the

(ii) Use audio-tape to record the voices e.g. for songs, proverbs riddles tongue twisters and narratives.

(iii) Filming / video recording the performance and interviews

  1. iv) Memorizing the material Any 2 xl mark each for an explained                                     *KKN*     

          (i) When two strong camps/ parties /people are at war the innocent / weak subjects suffer.  *KKN*     

          Shows communities practise livestock keeping   ( ½ mk) The mention of bulls                   *KKN*     

  • Family (paper fight/ dispute the children suffer.
    Politics government and opposition when they fight or arc antagonistic. citizens suffer)
    ½ a mark for identification
    ½ a mark for explanation.

(i)The lily in the valley below
Any 1 tick after illustration

  • Rhyme scheme – aa    bb        cccc

Dramatize e.g. use compass points to show cast a torch to show the heat  and the wondrous glow
 – Dress in the colour white red, yellow, pink
– Gestures and mimicry— express bright light beauty shining through higher

Lily, valley, below V

 (i)z     (ii)n     (iii)e    (iv)g     ½  a mark each total

seat — Bumb / buttocks
– chair
Feat — measurement unit of length
– plural of foot

N/B:- If both sentences are correct a candidate scores 2 marks if only one is correct give a zero.

 

Any four of the following well explained                                                                              

Rocking in the chair

Conversing with neighbours

Frequent walking in and out of the place of address

Dosing off

Continuous/ frequent yawning

Chewing ones’ nails

Drumming the chair or desk

Looking at the watch frequently

Looking outside

Looking at passers – by                                              Any 4 marks each

 

Annalist

Serge

Cession

Threw.

Stirling .

Cymbol .                                             ½ a mark total

 

Language must be courteous if not penalize 4 a mark each .

Students’ responses must flow I not penalize a mark each.

Penalize grammatical errors i,e spellings

– capitalization

– punctuation        ½ mark each,                                                                      

 

 

  1. 14. (a) JANE: Hello mum/mother I am fine

Have you recovered?

JANE: Yes mother/very much so mother.

I was on top of my class when the mid-term exam results were announced.      (2mks)

JANE:  I am told Carol is joining the university of Nairobi. Is it true?          (2mks)

JANE: Next month mum/mother please clear arrears for me

JANE: Thanks/ I will be grateful

How is Daddy?  (2mks) (2×5=10mks)

 

(b)           (i) Stanza 1 –   ways        a

dove         b

praise      a

love         b

Stanza 2 –        Stone   c

Eye      d

One     e

Sky      d

Stanza 3 –        know   f

Be        g

Oh       f

Me       g

Rhyme   scheme is ababcdedfgfg

N/B Accept abab scheme a regular rhyme scheme

(ii) ‘very’ to emphasize the fact that nobody but himself noticed her beauty and loved her.

N/B- Accept ‘few’ for a similar reason.

 

(iii)    – Facial expression – to express the sense of loss

  • Gestures to emphasize loss
  • Tone variation – stress the feeling of loss

pace– slow pace for effect

(accept any other performance feature which must be tied to the stanza) (2mks

  1. (i) Kettle

Cattle

(iii) Nose

Knows

(iv) Gape

Cape

(v) Abottoir

Tour

(vi)  Zoo

Coup

(v) Whale

Hail                        (Accept any 5 pairs = 5mks)

(d)          /s/                   /z/

Conscious       measure

Motion                        seizure

Brush              explosion

Special                        fusion

Ocean              cushion

(mark ½mk each correct – ½ x 10=5mks)

(e) – Gather information about the topic e.g. though library research, questionnaires, interviews of

observations

– Focus on the topic, purpose of the speech and audience (why are you writing it and what do you    intend  your audience to learn/gain /do?) Appropriate to a particular audience

– Choose a pattern of organization that is likely to captivate the audience. Put emphasis on the

introduction and conclusion

– Select words and expressions that communicate clearly and precisely the message you want to convey                                                                                                                                                           (4mks)

(f)        – Gesture

– facial expressions

– Dramatization

– Body movement

– Eye contact with audience   (5mks)

 

  1. ORAL SKILLS
  2. i) Alliterations – Clasps crag, crooked
  3. ii) Onamatopoera – thunderbolt

iii) Rhyme e.g. hands   crawls

lands     walls                                                                          (Any two 2mks)

  1. Gives musicality to the poem making it memorable and enjoyable.                         (2 mks)
  2. Thunderbelt this is because it captures the meaning of the line and vividly captures the strength of the eagle.                                     (2mks)
  3. I would fold my hands into a fist to vividly show how the eagle flys. (2 mks) or dramatize

flapping of the eagle’s wings.

  1. a) Riddle

Entertain

Educate

Sharpen wits

  1. Come – Calm

Aren’t – Aunt

Need – Knead

Way – weigh

Oral – Aural

  1. i) – Understand the message.

– One can synthesize the message and know how to respond.

– It enhances the relationship between the speaker and the listener.

– You learn more about what is being said.

  1. Facial expression.

– Used to enhance meaning. An example of facial expression – eye contact/frown.

  • Gestures; the use of hands e.g pointing a finger at somebody.
  1. Body posture – standing position. – Sitting position.

 

  1. i) Excuse me please – ‘could you lower the volume of your radio.’  Or

Excuse me please ‘lower the volume of your radio’.

  1. I am sorry, ‘I cannot accompany you’  Or I am afraid ‘I cannot accompany you.
  • I am saddened / shocked to learn of the death of your beloved mother. Please accept my

sincere condolences, I am sorry.

 

 

  1. a) (i) abab cded fbgb

The rhyme scheme is irregular though the second and the forth lines in all the stanzas rhyme

(ii) Another sound pattern used is repetition. The repeated words and phrases;

– ‘my old man’

-‘old man’

-‘old’

This is meant for emphasis

(iii) Third last line: My ma died in a shack”

I will stress ma died and shack

This is because they are content words

(iv) I would say the last line in a low falling tone to indicate the sad tone of the poem

  1. b) (i) can

(ii) come

(iii) sod

(iv) robe

(v) hard

  1.   c)              a) Are you serious?
  2. You must behave yourself
  3. I am going shopping
  4. He can’t do that, really!

 

  1.   d) – One must wait for pauses, it is the most appropriate time to speak

– Note when the speaker may use either falling or raising intonation to indicate they have finished  Talking

             – When the speaker asks a question

             – One must observe the speaker to see if the body language indicates they want to change roles

When the speaker uses fillers/hesitations such as: you see—–, you know—, I mean— etc

  • Strategies to adopt include:
  • Correct sitting posture e.g. leaning forward
  • I would tell him to maintain eye contact with the speaker
  • Ask her to follow any use of non-verbal cues by the speaker
  • I would ask her to make brief notes of the presentation
  • Ask her to respond to the speaker’s rhetorical questions, jokes etc through nodding, laughing etc
  • Identifying with the topic being discussed
  • Advice her to try as much as possible to concentrate by being keen and avoiding any destructors.

 

  1. a) It is about a person complaining about the disturbances caused by the noise which making

the surrounding environment uncomfortable to stay in

 

  1. b) i) Alliteration: pound, push, pull and plunk
  2. ii) Repetition:

Listen              a

Comes             a

Plunk               b

Listen              a

Comes             a

Gush                b

Peace               c

But                  b

Slurp               b

Accept other illustrations

Rhyme helps to emphasize the message and create musically in poem

 

  1. d) Loudly; in order to emphasize the message

 

  1. ii) Bawl Ball

Whale         Wail

Draft           Draught

Missed        Mist

 

iii)       a) – Make an appointment the politician (Interviewer)

  • Set time for the interview
  • Inform the interviewee and the listeners about the interview i.e. Announcement
  • Ensure all support materials and personnel are ready and functioning e.g. machines, writing materials e.t.c.
  • Set specific objectives for the interview
  • Have a copy of proposed constitution
  • Read and understand the proposed document, especially the contentious clauses
  • Set the interview questions in systematic and clear manner i.e should be precise
  • Accept any six and any other appropriate answer/ point

 

  1. b) – Begin the interview with introduction e.g. personal details, and the purpose of the interview

– Make the topic of the interview clear

– Allocate appropriate time to each event that would take place during the interview

– Make the necessary materials available

– Ask specific questions of the interview

– Manage the time allocated

– Make reference from the proposed constitution

– Give the interview appropriate time to respond to questions

– Asking for clarification where necessary

– Allow for the final conclusion both from interviewee & interviewer

 

iii) – Use of drawing e.g. map to illustrate the direction

  • Use of compass direction e.g. move West, South, Turn left right
  • Use of physical infrastructure e.g. roads, buildings, streets, avenues e.t.c.
  • Use of geographical appearance e.g. mountains, rivers, forests e.t.c.
  • Illustrating means of transport e.g. train, matatu e.t.c.
  • Indicating the distance either accurate or approximations
  • Use of sign posts
  • Indicate time frame
  • Source of assistance in case of difficulties
  • The language should be imperative
  • Accept any six, each point should be accompanied by explanation
  • Accept any other appropriate answer/ point

 

Section II (Pp2)– Answers

Section A
1.  1. He felt that they were betraying Iranian culture and tradition                                                 1 mk

  1.    Female – She attended a girl school in which Dr. Farrokhrou Parsa was a principal only girls

attend a girls school

  1. Separate doors to check on their adherence to the strict dress code

– Forbidden to go out unless their whole body I covered by clothing except face and hands

  1. Cannot be police officers, judges and pilots/ clergy
  2. Because her wrist had shown from under her sleeves while she was writing on the black board
  3. – Corruption on earth

–  Warring against God

– Expansion of prostitution

  1. – Gender discrimination

– Women discrimination

– Violation of women rights

Explanation: Women are looked down upon and there are laws to ensure this

  1. – Police security

– Judges (courts, judiciary)

– Pilots (arcation)

– Mps (parliament/ politics)

  1. A situation that the women are in is supposed to make them powerless but it ends up making them powerful because any defiance from them is a strong political statement. The regulation of women lives has also affected the men
  2. She feels that treatment of women is unfair. They have been censored; rendered powerless

and invincible

  1. i) Censored – Removed and assumed as not part of the society
  2. ii) Emblematic – Represents/ symbolizes/ signifies/ typically

iii) Alleged – Somebody says that one is; not proved

  1. iv) Leftist – Persons who support left wing (socialism/ social change)
  2. v) Espoused – Supported
  3. Iranian women/ Gender discrimination in Iran/ freedom of women in Iran e.t.c.

 

2          . (a) It is streamlined through societal of need and people social needs brought about by historical,

economic, religious, cultural and ethical factors            (2mks)

(b) Comments such as omen are weak and cowards, gentle , nurturing and caring while men are

bread winners, decision makers and generally aggressive/association women with certain roles    and men with     certain roles    (2mks)

(c) the hybrid system is where roles are shared equally, help given out where necessary to supplement each   other’s efforts but/however, the case of reversed roles is where men are made to cook, wash clothes,     clean the house, utensils and baby sit (The contrast must be brought out)  (2mks)

(d) Research has shown most millionaires in the US are women; widows of men who died young

from   diseases related to overwork        (2mks)

(e) Cautious, sensitive /concerned; he says reports on reversed roles should not be inflammatory;

should not    threaten the social fabric; concerned about men where feminism thrives (2mks)

P

(f) Not fixed but changeable gender is learned through socialization          (1mk)

(g) The author is supportive/appreciative/encouraging 1g (identification

1aP½ mk
P 1b

(i) Men should be prepared for feminism approach

P

(ii) Time for gender equity has come

P ½ f
P ½ e
P½d mk d

(iii) Girls perform better than boys 1c

P½ mk

(iv) Ladies are more preferable than men by employers due to hard work, honesty, loyalty and cost effective g

(v) Women to take up responsibilities with caution and cease to be victims of inferior complex 1hj

  • must be 55 -65 words
  • must be in continuous prose if not 50% deducted from the total marks
  • penalize for expression errors ½ at every sentence 1mk for identification plus any 5points = 6mks)

(h) (3mks) (i) Inflammatory; – provocative/provoking anger/annoying /causing anger

(ii) Sobriety – sense /sensitivity

(iii) Feminism approach; – ways by which he rights and opportunities can be given

to women

 

  1. a) Because he is expecting to be assigned some work. That was where the farm was√ (1mark)
  2. b) It made him draw back to the past memories√(2marks)
  3. c) He was a white man√ (1mk) and Densu was twelve years old√ (1mk) (2mks)
  4. d) He did not take a bath √ (1mark)
  5. e) The stranger is disliked (by the people) √ (1mark)

f)Akan√(1 illustration)-when  the  white man  stopped  asking  him about the  Akan  names

of  things√(1mark)

g)-For companionship √1a

-No longer interested in Akan language√1b

-At first he wanted to attract Densu√1c

NB/ must be in note form if not deduct ½ mk from the total (4mks)

  1. h) Patients√-all the time  waiting to be assigned some work√1

determined-learned  the  language  very fast(any one well illustrated 2mks)

i)-Implore, inquire (1mk)

-Top cover of trees (1mk)

-Pointing or prodding with a finger (1mk)

-Isolate/ignore (1mk)

-Not clear, not  understood (1mk)(1×5=5mks)

 

  1. a) They should bring them up in such away that they understand their roles as leaders, providers and

protectors                                                                                                                               2 marks

  1. – They should encourage them that the challenges are doors to opportunity, stepping stone to

greater success                                                                                                            2 marks

–  They should believe in their abilities                                                                           1 mark

  1. ii) – They must not allow to be pushed to become what they are not interested in

– They should make their own choices

– They should learn from their mistakes                                                                    3 marks

 

  1. c) They will have inadequate time to nurture her sons and be a homemaker. It will also make their sons learn that their father is irresponsible
  2. d) It is to remind the career women who shun their domestic roles/ duties that these roles should take precedence over their careers/ achievements 2 marks
  3. e) Suggested points 4 marks

ROUGH COPY

  • Mind your language when talking to him to avoid belittling his masculinity
  • Try praising him for a change
  • Relate the duties you assign him to his masculinity
  • Reassure him that you believe in him in times of crisis

f)

  • Male children feel happy/ satisfied/ contented when parents take note of or praises their masculine qualities
  • Masculine- Qualities typical of men/ related to male
  • Bossy- feeling superior           3 marks

 

  1. UNSEEN TEXT
  1. Weather and rocks interact/ to replace work out soil                                                                        2 mks
  2. Man accelerates soil erosion creating imbalance where soil is eroded faster than nature can replace it
  3. The American Dust Bowl is perhaps the most frequently quoted example of soil erosion            1 mk
  4. Mentioning examples of soil erosion cases from all over the world e.g. America, Africa (Tanzania), Asia, Middle East e.t.c.                                                                                                   2 mks
  5. The downfall of civilizations                                                                                                             1 mk
  6. Usually : Adverb  Thoughtless: Adjective                                                                            1 mk
  7.  The animals are wild, domesticating them is not realistic in the real sense of the word, as we know it
    1. Terracing
    2. Contour farming
    3. Strip ploughing
    4. Grass growing
    5. Allowing growth of weeds
    6. Cultivating leguminous crops                                                                                                5 mks
  1. i) Renew – replace
  2. ii) Barren- bare/ without vegetation

iii) Pace – speed at which something happens

 

  1. COMPREHENSION.

 

MARKING INSTRUCTIONS:

  1. a) Deduct ½ a mark from the total of every answer with an expression error, except in (g) and 1(h)
  2. b) Affix capital letter ‘E’ to the penalized mark. It is advisable to underline the errors in order to

justify the penalty.

  1. c) Penalize once in each answer.
  2. d) Insist on complete sentence except in questions 1(h) and1 (g)

 

  1. It is about unemployment (1mk)
  2. They are those who are mentally and physically capable and  willing  to  work  but

cannot  find  work(2mks)

  1. They would by using votes  to  ensure  that  leaders  who  cause political  trouble  do not  rise

to/are voted out  of  power   by   using/through their  votes, citizens can  ensure that politically

troublesome leaders  do not rise  to power     (any one point 2 marks)=TOTAL (2mks)

  1. Citizens, through their votes, have  the means of  ensuring  that  such people  do not accede  to

power(2mks)

  1. -The leaders are false/not real/fake

-The leaders/the people elected do not live to the expectations of the people /electorate

-The leaders /people elected do not satisfy what they are elected for.   (any ONE, 1mark=1mk)

  1. a. -The African government are to blame (for the unemployment)

-The African governments hold the blame for the unemployment   situation

  1.    -The African government would support local industries but they do not
  2.    –They  would  improve infrastructures but they  do not
  3. They  would enhance  efficiency by sound  policies but they  don’t
  4. –They would improve security but they don’t.

(Either point (a) 2mks AND 3 of b, c, d, e, 1mk each=5MKS)

  1. a) exploitation of Africans making them even poorer√1a
  2. b) Cheaper goods are allowed in the country√1b
  3. c) Local industries cannot compete, hence they collappse√1c
  4. d) Unemployment is always the consequences√1d  (four points, 1MK each=4mks)
  5. i) ease-make less severe/alleviate
  6. ii) accede-take high position in/to leadership

iii) patriotism-love for one’s country         (each 1 MK=total 3mks)

 

7 . (a) Precautions taken include:-                                                                                                     (8mks)

  • The examination centres are manned by supervisors and invigilators who are qualified teachers of integrity.
  • Armed police officers man the centres
  • Senior officers are in-charge of the stations that the examinations papers are kept.
  • Candidates are thoroughly searched before they get into examination halls.
  • Bags containing question papers are opened by the supervisor in the presence of all candidates, invigilators, security officers and centre head teacher
  • Any surplus papers are sealed and kept in full view of candidates during the particular papers entire duration
  • At the time of sitting for the paper, candidates are under hawk-eyed invigilators
  • Answer booklets are sealed in the presence of all candidates, invigilators and head teachers.(8mks)
  • – Examination cheating is caused by lacking of moral integrity or moral depriviation in the society                         (2mks)

– The parents and teachers have failed in their duty of moulding the youngsters           (2mks)

(c)The education institutions have the ability to instill morals and ethics because:

  • Schools play a crucial role in transmitting values
  • School going children spend more time with teachers than with any other persons.
  • Learners take anything said by the teachers as the gospel truth and not even parents can make them think otherwise (3mks)

(d) Stringent                     (1mk)

(e)  –  Manned –controlled

– Hoaxes – untrue/tricks

– Guzzling – consuming a lot of money

– Buck – passing- shifting , blame or responsibility

 

  1. COMPREHENSION

a)To motivate their student (1) to turn into top performers

(In the national examination)(1)

  1. b) a-a car (1a)

b-a motorcycle 1b

c-a generous cash reward (1c)

(Must be in note form if not deduct ½ from total mark)

  1.  c) Must score an ‘A’ (1)

(if ‘A’ is not in quotes no mark)

  1.  d) The board had challenged candidates with an enticing offer; (1)

anyone who had got an ‘A’ would receive a motorcycle , (1)one-year comprehensive  insurance cover(1) and sh.5000 (1)

  1.  e) Unless I get one, I will not go straight into the bodaboda business

OR

I will not go straight into the boda boda business unless I get one (1)

  1. f) Whereas the reward motivates the student to be top performers, their level of motivation could

easily come crashing down once they step out into a world where money is scarce.(must be   irony if not no marks) (3)

  1. g) Rewards are good (1) as long as they are relevant and sustainable (1)

h)Not only school  boards but  also old boys and girls associations are willing to spend millions

on incentives  for the students1)

  1. i) Enterprising youth-young, industrious people(1)

Challenges of everyday life-ups and downs faced in life(1)

Disorientate- make unstable.(1)

 

  1. a) If an author has genius, he suffers the penalty of genius. If he has only talents, various care s

and worries make life extremely miserable. He takes great pains to compose. He meets with of

continuous disappointments at his ability to express himself. He is also face with the difficulty

of  gaining the public ear. A literary life is, therefore, mostly an unhappy one.

  1. b) Young writers hope that they will become famous if they just throw that poem at the worlds

feet.  They believe that they have only to get that novel printed to be acknowledged at one as

a new   height in literature.

  1. c) No. Editors and publishers are a practical body of men; they conduct their business in the

hardest   times of a profit and loss accounts. They cannot therefore be sympathetic to young

authors.

  1. d) Whereas they are expected to place the best literature before the public their main interest is

making profit.

  1. e) It would be generally difficult for a young author to have his book published. After his book is

brought out, he should be prepared to face hostile critics.

  1. f) Keats is mentioned in order to show the damage that savage critism can do a sensitive writer.
  2. g) A writer should be silent when criticized.
  3. h) Became editors and publishers are only interested in making a profit.
  4. i) Men of letters-writers a new light in literature – an important writer.

Chastisement-torture, punishment.

 

  1. a) The root of tribal and racial misunderstanding is entnocentricism             (1 mark)
  2. b) Because customs in each society evolve to meet specific needs (1 mark)              Illustration: Nomadic tribes of Brazil and Australia kill their old in order to avoid

being delayed as they move in search of pasture and from attacks              (2 marks)

  1. c) The irony in the way the nomads treated their old is that they thought it to be kind to kill their

own old ones. They preferred to kill their own (old) if they burdened them than to let them

be tortured and killed by their enemies. The bottom line is the old would have died, why kill

them yourself                                                                                                           (3 marks)

  1. d) By contrasting how the old are treated in Kenya and Brazil/ Australia, the writer shows that

there is no standard criteria, of treating the old across the world. Thus we should not

be ethnocentric                                                                                (2 marks)

  1. e) The writers attitude is that the treatment was justifiable because it helped them to meet a

need: Feed their animals in new field and avoid the enemies                             (2 marks)

  1. f) Old people are held in very high esteem, here in Kenya as in many parts of Africa
  2. g) Ethnocentricism
  3. h) i) Root – the cause/ origin
  4. ii) Exalt – uplift, hold in high esteem

iii) Inconceivable – unthought-of unexpected/ unimagined

  1. iv) Apparently – clearly, without doubt
  • Discord – disharmony, friction

 

  1. a) Ethnocentrism/ practice of putting ourselves at the centre of everything and finding others by

our standardsÖ 1                                                                                                                  (1 mk)

  1. b) – Customs in each society evolve to meet specific needs/ needs unique to that society Ö 1

– Nomadic tribes of Brazil and Australia used to kill their old to avoid the difficulty of mourning

with them/ in order to save them from torture Ö 2                                                              (3 mks)

  1. c) It is ironical for the nomadic tribes to claim that they were saving their old from death by

killing them

  1. d) He uses contrast to prove that there can be no universally accepted way of treating the old/

culture evolves to meet specific needsÖ 2                                                                         (2 mks)

  1. e) He supports/ appreciates the practice. Ö 1 He argues that “the old were a burden and if captured, Ö 1 would be tortured to death; it was kinder to kill them                                                (2 mks)
  2. f) a) Culture evolves to meet specific societal needs Ö 1
  3. b) Different environment will have different culturesÖ 1
  4. c) No culture is inferior/ superior to another Ö 1
  5. d) People should learn to appreciate other cultures Ö 1

– Mark up to 40 words

– Deduct a glimmer for grammatical mistakes

– Award ½ mk for every point in note form

  1. g) i) Root – cause/ origin                                                                                                            (1 mk)
  2. ii) Exalt – praise/ make something look better than it is/ uplift/ hold in high esteem(1 mk)

iii) Inconceivable – Unfathomable/ unheard of/ under stable/ incomprehensible

  1. iv) Putting ourselves at the center of everything- making ourselves look better or more

important than all other people

  1. v) With down with scorn on – Treat other people as if they are worthless

 

  1. a) Rules govern the organizational structure of an institution, its composition, its powers and

the rules which regulate its management √ 2 marks

  1. b) In a unitary constitution the central government retains the principal powers of state; there is

no delegation of powers to the provinces√ 2 while under a federal constitution t

(The contrast must come out through use of words such as ‘while’ e.t.c.)              4 marks

  1. c) Kenya has a constitution that has the following qualities:
  • It is a written constitution√ 1
  • Flexible√ 1
  • Unitary√ 1                   3 marks
  1. d) Candidates choice : Written constitution√ 1 / unwritten
Reasons for unwritten Reasons for written
√ – It is contained in a number of sources e.g. statute law, case law e.t.c. – Supported by the law so that any other law that is in consistent with the constitution cannot prevail
√  – Flexible – Found in one document
√  – Can be amended easily – Not easily amended

(Choice – 1 mark, 3 reasons each, total 4 marks)

  • Must be in note form evident through use of numbers, dashes, bullets e.t.c. if not penalize by reducing ½ mark from total scored
  1. e) Only as a result of a long and cumbersome procedure can a rigid constitution be changed √ (Any spelling or grammatical error should be penalized by ½ mark)
  2. f) In Kenya, we have a separation of powers but only to a certain extent, don’t we?

(Without comma, ½ mark

Without question mark 0

Capital D in don’t  ½ mark)

g          i) Cumbersome procedure – a long and taxing process

  1. ii) Void – useless, irrelevant

iii) Ultra vires – Irregular, null and void

  1. Block- Stop, hinder the progress of
  2. Referendum – process of seeking the acceptance of the public for a constitution

 

 

  1. (a) They are assumed to be in the drought stricken rural areas (2mks)

            (b) (i) Having one meal a day

(ii) Adults are restricting the food rations they consume

(iii) Some are running into debt

(iv) Some are moving elsewhere

(v) Some are saving whatever they have       (3mks)

(c)  Arise in larceny and other petty crimes  (1mk)

            (d) Rising food prices have made matters a lot worse          (1mk)

            (e) They are giving the least help to the urban poor. They have less enthusiasm for funding and

implementing non food interventions     (2mks)

            (f)        (i) Drought

                        (ii) Reduced earnings resulting from the loss of employment after the election violence

                        (iii) Rising food prices

(iv) HIV and AIDS
                        (v) Displacement due to post-election violence        (4mks)

  1.         g) They don’t engage in farming

            (h) – Alleviate – reduce

– Larceny – stealing

– Donor dole- aid

– Sugar coating – to down play the bitter truth     (4mks)

 

 

  1. a) The most tragic fact is that while physical maturity develops naturally with the passage of time,

mental maturity doe not.

  1. b) – Parental guidance during childhood.

–  Environmental conditions under which one grows up.

– Personal attitude/individual effort.

  1. c) According to the author, a mature man is one who is responsible and who is aware of what is

acceptable and correct.

  1. d) Performing – doing, learning information, discover.
  2. e) Does he?
  3. f) Possibilities are: on the contrary, on the other hand, nevertheless.
  4. g) Quotation from authority.
  5. i) For example Gautama Budhaa, Aristole and Harry
  6. ii) Use of repetition – in 5th paragraph; Aware as he is and he is aware.

iii) Use of analogy – in 3rd paragraph

  1. h) He is contemptious – – he refers to them as dangerous and says that “they cause much harm.”

 

  1. (a) The grandmother’s recipe of remaining young is to keep oneself busy doing things that

interest oneself instead of idling around and becoming sentimental and personal about

other people

       (b) – One must look forward to the future, yet the past is impossible to ignore           1a

  • Often, the attractive issues of the past are difficult to ignore    1b
  • One must control interaction with the youth 1c
  • One’s own children often lead one to taking a personal interest in the affairs of young people 1d
  • The constant awareness of one’s duty to the young conflicts with the wish to remain emotionally detached. 1e

 

MARKING INSTRUCTIONS

  • Must be in note form if not, deduct ( a mark from the total score)
  • Notes are detected by use of dashes, dots, use of roman numbers e.t.c
  • No penalty for faulty expressions
  1. c) Impersonal interest helps the individual who is growing old to avoid becoming burdened with the

emotion of too much attachment to the youth                                                                      (2mks)

  1. d) The simile is ‘an individual human existence should be like a river (1mk). Like a river on its

course  to the sea or its destination, the individual’s life is packed with action       (1mk)

  1. e) Even at the old age of ninety-two, the writer’s great grandmother was so active that her

descendants could not ignore her presence, for she actively made it felt                              (2mks)

  1. f) It is because the future still holds a great deal for him (1mk) and that death will deprive/deny him

of   all these possible opportunities     (1mk)             (2mks)

  1. g) “It was in this sphere that long experience was really fruitful, and that the wisdom born of

experience could be used without becoming a burden.”       (1mk)

N/B: Ignore the quotation marks

  1. h) Vitality- great energy/liveliness

Melancholy – sad

Rushing passionately – moving fast/steadily

Clinging to youth- constantly seeking the company of young people          (4mks)

 

  1. a) Its long slender body allows it to slip down burrows and find prey while they sleep Ö1

thus reducing the risk of injury when attacking prey the same size as itself Ö1              (2 mks)

  1. b) It is secretive and primarily nocturnalÖ1             (1 mk)

In burrows, it sleeps Ö ½ mk catches food Ö ½ mk, avoids predatorsÖ ½ mk and harsh

weather Ö ½ mk. It also gives birth to its young Ö 1 mk                                                  (4 mks)

  1. c) i) Black – footed ferret is smaller than domestic ferretÖ1a
  2. ii) Domestic ferrets have creamy coloured fur while black footed ferrets have dull yellow

fur that is slightly darker on backside Ö 2b

iii) Domestic ferrets have dark hair tips, feet and fur while black footed ones have black

tail tips and fur around eyes Ö 2c                                                                         (5 mks)

N.B – The contrast must be there for each to score

– Must be in PROSE FORM. If not, deduct 50% from the total score.

– Deduct a glimmer (-) once in a sentence for faulty expressions

– Maximum number of words, 75. Put two parallel lines (//) after the 75th word

  1. d) Most of them died of distemper prompting scientists to capture the remaining ones (3 mks)
  2. e) A strong smelling fluid from that scent glands under the tails can be discharged if these

animals are frightened                                                                                                       (1 mk)

  1. f) To get its main diet, prairie dogs, which are found in those places             (2 mks)
  2. g) i) Discharge – send out liquid/ allow liquid to escape
  3. ii) Odour – smell

iii) Nocturnal – active at night                                                                                   (3 mks)

 

 

 

 

Section B – answers
1.         EXTRACT                                                                                                                            

  1. Betraying the tribe by marrying Nyambura
  2. To keep the purity and secrets of the tribe
  3. It is ironical that Waiyaki’s name should be his ruin
  4. – people look up to him
    • Symbol of the tribe, born with all its purity
    • They adore and worship him
    • They are taking the oath in his name
    • Kabonyi hates him and would kill him
    • His name is in Kiama giving it great power

e)) Against betraying his tribe unlike his father and grandfather

  1. f) Violence – Burning of a hut belonging to Joshua’s newest followers
  2. g) Concerned – Concerned about Waiyaki’s welfare

Advisory – He advices Waiyaki

  1. h) He regrets as he feels the power and influence was everywhere in it
  2. i) Preoccupied with schools and the widening rift and divisions

He has no time for tribal ceremonies and rituals

  1. j) i) Associate – One you work with
  2. ii) Rift – Disagreement
  3. k) – Yes, people lose confidence in him at the end because he breaks the oath by associating

with Nyambura. – He is rejected by the very people who were praising his name

  • His great name is smeared with mud as Kabonyi proves he is against the tribe

 

  1. THE RIVER BETWEEN ‘Ngugi Wa Thiong’o’
  • – He attempted to get reaches of Siriana and succeeded
  • He was accused of being a traitor by the Kiama
  • They would accuse him publicly and if he Waiyaki was n the wrong, let the public decide his fate (3mks)
  • The theme of rivalry

– This is the rivalry between Kabonyi and Waiyaki (1mk identification + illustration = 2mks)

(c) don’t you? (without a coma give ½ ) (1mk)

(d) – He had thathu/He was cleansed after touching dead Muthoni 1a

– He was in league with the white man 1b

– Waiyaki made many secret journeys to Siriana in the protest of looking for teachers 1c

– Waiyaki prefers education to taking up arms against the white man1d

– Education cannot give back the land     1e (5mks)

(e) The seer who prophesized the coming of the white man /people with cloths like butterflies (1mk)

His message /prophecy prepared Waiyaki for leadership he embarked on education of the ridge(3mks)

(f) The butterflies cannot be speared not can they be cut by a panga. One must learn their ways (2mks)

(g) Kabonyi was the first convert to join the white man and he is accusing Waiyaki of all forms of

indulgence with the white man (The two opposite sides must be brought out) (2mks)

(h) The episode of how Murungu the creator gave rise to Gikuye and Mumbi and gave them the land   – shows how defensive they were of their land (on top of Mount Kirinyaga) (2mks) (Any2 illustrations  of the story )

(i) The giants of the tribe

Waiyaki was not ready for circumcision      (3mks)

(j) A sacred groove had sprung up and people paid homage there         (2mks)

 

  1. a)-Circumcision was in the offing√ (1mk)

-Waiyaki wanted to take part  in the ceremonial  activities of the tribe but he  was disturbed√ (1mk)

-Waiyaki goes to his mothers hut  at night and finds her still awake√ (1mk)

-The mother asks  him if it is true he is  intending to marry Joshua daughter. He denies  this√ (1mk)

-He  goes  to his hut and he hears  a  knock  at the door. it  is Kamau  who has called on him √ (1mk)

(Any  four  points 1  mark each (total 4 marks)

  1. b) Revengeful√ (1mk) Kamau saw in Waiyaki the  hawk that  always  snatches his  piece

of meat when he himself was about to eat it√ (1mk)

Sly√ (1mk) he deceives Waiyaki that he did not know why the Kiama wanted to see him√ 1mk

Identification 1mk

Illustration      1mk       any 2 traits  (illustration without identification 0 marks  (total 4 marks)

  1. c) He is Waiyaki colleague teaching together in Marioshoni. He  has a  cordial relationship with Waiyaki

d)-He had  taken  Muthoni to hospital√ (1mk)

-He had  touched a dead body√ (1mk)          (2mks)

e)-Waiyaki had  always strove to bring light to the  tribe through education√ 1mk

-He had been  respected  and  referred to as the teacher√ 1mk

-When he appears before the Kiama.  He receives a cold welcome from the elders √ 1mk

-The Kiama does not refer to him as the teacher as had always been the case√ 1mk       (total 4 marks)

  1. f) He commented that it was a dark night (1mark)

g)i) Metaphor√1mk Kamau looks at Waiyaki as  being a hawk that always  snatches his

piece of  meat√ 1 mk

  1. ii) Direct speech√1 mk. “why does the Kiama want  me?”

“oh, I don’t know exactly”√ 1mk                                         (total 4 marks)

h)lay (1mark)

i)i) vaguely-not detailed/not exact/unclear. (1mark)

  1.   ii) rouse-excite (1mark)

iii) glitter-brightness (1mark)     (3marks)

 

  1. COMPREHENSION 2
    1. She wanted to get circumcised and knew her father wouldn’t allow her
    2. Because the mention of forbidden things at any other time was a social taboo
    3. Muthoni:- Rebellious- Rebels against her father
    4. Wasn’t that the time?
    5. They stripped to the waist; their breasts flapping on their chests. They also wnt around the big fire, swung their hips and contorted their bodies
    6. That Joshua took beer secretly but nobody had ever seen him drinking. That he also had a hand in Muthoni’s decision to get circumcised so as to appease the angry gods but no one could prove this
    7. A whiteman who runs the siriana mission school
    8. Repetition:- They went round and round, Men shrieked and shouted and jumped

 

5          LITERARY PASSAGE

.           Before the excerpt

– There had been a rally at Kameno

– Waiyaki’s watches the rally from his hut

– He walks away towards Honid River

– Meets Nyambura near Honia river (praying)          Any two points 1 mark each = 2 marks)

After the excerpt

  • Waiyaki remembers the scene a few years back when they had carried Muthoni to Siriana
  • Waiyaki tells Nyabura he loves her
  • A tear drops from Nyambura’s eye
  • They hug (ebrace) Waiyaki takes Nyambura in his arms
  • Waiyaki asks Nyambura if she will marry him/ she says no Any 2 points 1 @ = 2 mks

 

  1. Themes of religion – sacred grove mentioned

– Nyambura praying

A theme of love – Waiyaki embraces Nyambura

– He ask her to marry him

Any 2 themes illustrated @ 2 marks = 4

Identification – 1 mk

Illustration – 1 mk

  1. A leader shall rise from the hills who will lead and save the people 2 mks
  2. Waiyaki

Patient – He waited for her patiently

Cowardly – He wanted to walk away

Loving – He held her in his arms (embraced)

  • Asks Nyambura to marry him

Nyambura

Religious – goes to Honia River to pray

Defiant – Talks to Waiyaki despite her father’s restrictions                                                            4 mks

  1. – Feels attached to river Honia

– River Honia is scred

– Looking for privacy from home

– Remembers Muthoni

– Makes her feel a peace of mind

  1. i) Appariation – figure (unclear)
  2. ii) Propriate – stop from being angry/ placate

iii) Discernible – recognizable/ visible                                                                                 3 mks

  1. Gave (him) away 1 mk
  2. – land forcibly taken

– Whites had no respect for traditional values e.g. circumcision

– Forced labour

– Taxation                                                                                                                               3 mks

  1. – At night wiyaki was strolling in the village

– After he had attended Joshua’s service (he was standing with Kamau)

– At Honia River when he came to tell her to go visit the sick Muthoni

 

6.

  1. Deduct ½ a mark from the total of every answer with an expression error
  2. Affix capital letter ‘E’ to the penalized mark. It is advisable to underline the errors in order to

justify the penalty

  1. Penalize only once in each answer
  2. Insist on complete sentences in giving the answer

a.-soon Waiyaki vanished  the  hills  with the  knowledge  of  his father  to  go to Siriani√1

-later he is joined by Kamau and Kinithia√1                                           TOTAL=(2MKS)

  1.   ridiculed(1mk)
  2.          a.) The seer was rejected by the people (of the ridges)

b.) The people did not believe him

c.) They gave him no clothes and no food

d.) He became bitter

e.) He hid himself

f.) he refused to tell them more

g.) he went beyond the hills to the world yonder

h.) they spoke the message even louder

i.) they laughed and poured scorn on him

j.) But some say he was carried up by Murungu    (ANY 6 POINTS, 1MK EACH=6MKS)

d.-the image/it is butterflies√1   (2mks)

-it refers to the whiteman√1                       (Identification =1; illustration=1mk)

e.-some people say he was buried√1

-others say he was carried away by Murungu√1(Expect both points for 1mk each=total (2mks)

  1. i) he only felt weak and small but he also did not know what he wanted to say√1
  2.    ii) Not only did people not believe him but some also poured scorn on him√1       Total= (2mks)
  3. a.) Chege

-Loyal-obeyed the traditions of his people/he fulfilled the prophecy

-Reverent-to the sacredness of the mystical, celestial grove and environment

-Knowledgeable-about traditions/know the story of his tribe.

Identification 1mk; illustration 1mk=total (2mks)

Illustration without identification=zero

b.)Waiyaki

-fearful/are struck-….. “I see you fear”/by the divine consciousness

-Sensitive-to the divine consciences

-Obedient-to the father as shown in his way he responds and listens

Identification 1mk; illustration 1mk=total (2mks)

Illustration without identification=zero

  1. He died here though our fathers do not know the place/position/location of his grave (2mks)
  2. The reason/it is that when he told them about Siriana, they would not listen (2mks)
  3. Chege stopped and slowly turned to Waiyaki, didn’t he?

Omission or wrong use of any of the comma, small letter‘d’ and the?

(Question mark at the end=scores zero

 

  1. (a) The children were presenting songs

(b) Rotting roof needed more time

– Children needed more desks, pencils, paper

– Many more schools had to be built

– More teachers had to be employed

(c)  (i) The rivalry between Waiyaki and Kabonyi

(ii)- Poverty of land

– The land had been taken by the white man

– New taxes had been imposed on the people

(iii) He knew the issues were more weighty on Waiyaki thus he would bring him down.

(iv) Malicious, tactical, contemptuous

(d) – Parenthesis – A few people applauded …(Kabonyi too had stirred something in their hearts)

– Rhetoric questions – Kabonyi uses a series of rhetoric questions e.g. “Did the tail—Lion”?

(e) Waiyaki had been seen talking to Joshua’s daughter and also attending a service at Joshua’s church.

(f) (i) ills – problems /difficulties

rid – remove/keep off from

(g) An inter-ridge committee was elected to look after the education of all and to see to the building of   new schools in the country

(h) Points to consider

– Waiyaki told them he was their son and them his parents

– He did not want to read

– The elders were there to guide and lead the youth the youth to listen and be led in the paths of wisdom

– He wanted to serve the ridges

– Unless people heeded to his words and plans the ridges would lose their former dignity and be left a

distance behind by the country beyond.

 

  1. THE RIVER BETWEEN

a)-Waiyaki bumped into Nyambura(1)

-she tells him she had been s sent to Yohanas(1)

-he tells her he was going to see Kamau(1)

-they walk together (1)

-they part with Nyambura promising to visit his school.(1)

  1. b) Personification -moon was also awake

-her glare was hard

-the moons glare

-he yields to her magic

-he was sure she was listening etc

Rhetorical questions-was life all yearning and no satisfaction?

-…..a malignant beast that would not let one rest?

Simile                  -hollowing pursuing one like a malignant beast

-wandering everywhere like a beast.

Onomatopoeia      -crickets shrilling

Award any 2 well illustrated features

1 mark id

1mark illustration                  2 x 2=4

No identification no mark

c)i)For the people, he had now for many seasons been trying  to drain himself dry(1)

  1.    ii) Didn’t they?(1)

iii) The quiet throb of the river which comforted him echoed in his heart (1)

  1. d) When they where young, Kamau and Kinuthia took their herds grazing together (1a) after

which they went to Siriana(1b) and later taught at Marioshoni together(1c) (24 words)

(Must be in prose if not deduct 50% from total marks)

-must be grammatically correct, if not deduct a glimmer (¼ )  from each sentence

-must not be more that 25words

  1. e) Gain the Whiteman’s knowledge to help his tribe beat the Whiteman(1)

-educate the young ones in his tribe the ways of the Whiteman(1)

-help in maintaining the purity of the tribe         (Any 2 1=2marks)

f)-The moon was awake (1)

-Small bushes and trees breathed (1)

-Crickets were shrilling (1)

-River throbbed quietly   (Any 2 x 1=2marks)

  1. g) loyal-almost worshiped Waiyaki

Caring concerned-warns Waiyaki about Kabonyi’s hatred

-informs Waiyaki about Kamau’s intention

-fears for Waiyaki’s life

Expect any two traits of Kinuitha

1mark id

1mark illustration      2 x 2=4

(No marks for illustration without identification)

  1. h) Waiyaki yearned for freedom(1)

-He needed to have a chance to associate with whomever he wished (Nyambura included)(1)

(if candidate simply says ‘freedom award 1mark and full marks for one who goes ahead  to

mention Nyambura

  1. a)
  • Waiyaki has invited parents to his school to sell his vision about the school.
  • He manages to convince them (parents) to invest more in the school.
  • Children have presented songs all emphasing the importance of education.
  • Parents appreciated the learning of their children and vows to educate them.
  • Waiyaki gives his maiden speech touching on the roofing needing repair, children needing desks, pencils and papers.
  • He emphasized that more schools had to be built and more teachers employed.
  • However, Kabonyi rubbishes all these and instead he emphasizes that the only option is to drive away the Whiteman from the hills.

Any four relevant points, 1 mark each total (4 marks)

  1. Kabonyi calls him a “youth” meaning he is young and inexperience hence cannot lead the people.

– He refers Waiyaki as an upstart/a good for nothing fellow/ a boy with rather silly ideas.

He  undermines him as the peoples’ expected Messiah.

(Any one reference and meaning, 1 mark each total (2marks)

  1. c) Identify and illustrate the main theme evident in this excerpt.

– Hatred/rivalry-Kabonyi hates Waiyaki because he is the only one who knows the secret

of   the bribe. He challenges Kabonyi’s leadership. “Do not be led by a young man.”

(Identification, 1mark, explanation/illustration 1mark total (2 marks).

  1. d)
  • That Waiyaki has joined/been seen/visited Joshua’s church
  • That he has been to siriana under the pretext of getting more teachers, that instead he goes to sell the tribe to the Whiteman.
  • That Waiyaki intends to marry/had been seen with Nyambura several times.
  • That Waiyaki is unclean / impure after touching the body of a dead woman (Muthoni’s) and hence he needs cleansing.
  • That if he continued teaching the people, there would be darkness instead of light.

(Any 4 points, 1 mark each total (4 marks).

e)

  • Scheming-he had left the Joshua affair and decided to talk about other issues then come to it later as a last blow.
  • Wise-he knows his limits.

-he knew his audience and chose his register well.

-uses local imagery-tail vs. head; cab vs. lion.

  • Oratorical-moves the crowd with his speech. “He challenged the people, appealing to their pride, to their manhood and their loyalty to the soil.
  • Commanding- “do not be led by a youth”

(Any one trait identified 1mark; an illustration one mark total (2 marks)

  1. f) – People were going to be burdened with more buildings.
  2. – Kabonyi has been preaching against the tribe (he was Joshua’s assistant) yet he wants to enforce

the purity of the tribe and shamelessly declare Waiyaki impure.

– Kabonyi was the very first convert with Joshua to the white man. He had backslid and formed

the   Kiama. He wanted to be a leader.

h)

  • Poverty of the land.
  • Drought-which left many people with nothing to eat.
  • Miserable harvest.
  • Land taken away by the white man.
  • New taxes. (Any 4 points 1 mark each. Total (4 mks)
  1. i) From your knowledge of the text, who is Nganyira?
  • Was a great warrior.
  • He led the tribe.
  • He was tempted by a woman.
  • He betrayed the tribe secrets to the enemy.
  • The curse of the people destroyed him. (Any 3 points 1 mark. Total (3 mks)

 

  1. SEEN TEXT: THE RIVER BETWEEN
  2. a) Kamau and Kinuthia have been engaged in a fight as they graze their cows

After the expert, we learn that Waiyaki is the son of Chege and that he is a hero to other

boys  in ridges                                                                                                      (4 marks)

  1. b) Dialogue- Reveals the conflicts in the story. First the animosity between Christian converts

and non- converts

  • Reveals Waiyaki’s role as a mediator, his commanding nature
  • Reveals the plot i.e. we learn the cause of the fight (4 marks)
  • Any two effects two marks each
  1. c) – The fight is relevant to the rest of the novel as it is later seen how antagonism between

Makuyu and Kameno, Christians and non- Christians has brought disunity in the ridges

  • We also later see Waiyaki emerging as a leader and an advocate of reconciliation
  1. d) Waiyaki
  • Commanding/ Authoritative e.g. “Stop fighting”/ “Kamau,” he burst out
  • Plays the role of a mediator. He stops the fight/ A leader
  • Any one character and one role 2 marks each
  1. e) Themes – Colonialism- Kamau’s father is a convert to the white, “White man’s slave”.
  • Conflict between converts and non- converts. The fight between Kamau and Kinuthia is representative of this conflict
  • Any two illustrated themes 2 marks each
  1. f) Had Kamau stuck it out, perhaps it might have felt better
  2. g) Kamau quivered, looked up and meekly obeyed the unspoken command. His face darkened. He

slunk away, humiliated and hating himself. Waiyaki lowered his head and gazed at the same

spot. His feeling of triumph subsided into one of regret

 

11        a) Waiyaki Ö 1 He feels a strong desire to talk to somebody bout his yearningÖ 2             (3 mks)

  1. b) Personification. The moon is personified in the statement: “he wanted her cold breath

near him”   Moon is used to emphasize the gap between waiyaki and NyamburaÖ 1

Imagery (Simile) “Was one to live a strange hollowness pursuing one like a malignant beast?”

This image underscores Waiyaki’s loneliness and feeling of alienationÖ 1

Identification and illustration (1 mk)

Comment (1 mk)

Accept any other well illustrated style                                  (6 mks)

  1. c) LoveÖ 1 waiyaki is obsessed with a strange yearning, which he personifies in the moon. He

has realized that he requires someone intimate in order to feel wholeÖ 1                                   (2 mks)

  1. d) Waiyaki, Kinuthia and kamau

Used to go herding together

All learned at Sinana at the same time

Were teachers at Marioshoni primary

  1. e) Listening for voices on the ridges, Waiyaki could only hear silence

(award ‘0’ if comma is missing

  1. f) Waiyaki bumps into Nyambura

Nyambura tells him that she has been sent to see Johanna/ Waiyaki lies to her that he i

going to see KamauÖ 1

The two walk together in the moonlight night Ö 1

Nyambura promises to visit Waiyaki’s school the following dayÖ 1

  1. g) i) Breath – breadth
  2. ii) Flower – flour

iii) Rest – rest

  1. h) i) Brittle- hard and easily breakable/ fragile
  2. ii) Yearning- obsession/ strong desire for something

iii) He yielded to her magic – succumbed to her attraction

  1. iv) The heart bled – for her – he longed for her/ he felt passion for her

 

  1. THE RIVER BETWEEN
  2. a) Place this extract in its immediate context (4 marks)

Before:  – Waiyaki had been to Siriana and had succeeded in getting teachers for the schools√ 1

–   As he lay in his bed two days later, he remembered his father’s words concerning

the prophecy and the need  for a saviour√ 1

After:   –   When he wakes up from the vision/ dream he realizes it is still too early to sleep so

he visits his mother√ 1

–  His mother asks him if it is true that he is planning to marry Nyambura, Joshua’s

daughter and she warns him against it√  immediately Kamau comes and informs him

that he is required by the Kiama                (2 marks before x 2 marks after = 4 marks)

  1. b) Identify and comment on use of any 2 styles             (6 marks)

– Rhetorical questions √ 1 was he the saviour√ 1

Use: Reveals Waiyaki’s fears and doubts as if it was to be him to be him to accomplish

or fulfill the prophesy√ 1

  • Fore shadowing √ 1 e.g. pulling Nyambura into pieces √ 1
  • effect: Reveals how  later Nyambura is to be handed over to the Kiama which is to decide her fate √ 1
  • Symbolism√ 1 e.g. Pulling of Nyambura to pieces by many hands √ 1
  • Effect: Reveals the destruction of Nyambura – many contributed e.g. Joshua, the Kiama, Waiyaki e.t.c. √ 1
  • Repetition: e.g. Next time√ 1….. emphasizes regret for Waiyaki having failed to preach reconciliation √ 1
  • Use of dream/ vision √ 1- this passage reveals Waiyaki’s internal conflict and fear.

(Any 2×3=6 marks)

  1. c) How characters contribute to Waiyaki’s downfall
  2. i) KABONYI – He schemes for Waiyaki’s fall when he makes people swear in Waiyaki’s name

to keep the tribe pure, secretly he knows Waiyaki is young and doesn’t

the seriousness of the matter – when Waiyaki is found to go contraryto the oath

by taking Nyambura, he cannot escape the wrath of the people who find him a

traitor  Kabonyi hates and opposes Waiyaki, he fears that Waiyaki could be the

saviour, he therefore uses all ways to pull him down or find him at fault e.g.                                           Kamau spies on him                                       Any 2 correct answers (2×2=4)

  1. ii) CHEGE – Introduced Waiyaki to Siriana mission and the need for the whiteman’s education.
  • Creates a lot of passion for education and Waiyaki forgets other important matters concerning the tribe – the need for liberation- Kabonyi uses this as a weakness for Waiyaki’s leadership
  • to incite the people, when Waiyaki goes to look for teachers from Siriana, Kabonyi tells people Waiyaki is a traitor – this causes mistrust for Waiyaki as a leader√ 1
  • His passion for education keeps Waiyaki away from the working of the Kiama, and gets rather too late and busy to be informed on the goings on a point that he regrets √ 1
  1. d) Summary about 50 words (4 marks)

Like in the vision, Waiyaki is rejected √ 1 and left alone. Nyambura is also brought

before the people√ 1 and accused of betraying the tribe and misleading Waiyaki √ 1

the people feel guilty and avoid looking at Waiyaki whom they have failed to protect  √ 1

  1. e) Reasons why Waiyaki could not unite the ridges (3 marks)
  • The ancient grudge between Makayu and Kameno √ 1
  • Waiyaki is young and inexperienced – doe sent know for example the seriousness of keeping the tribe pure √ 1
  • Opposition and hatred for Kabonyi who fears that Waiyaki could be the messiah √ 1
  • Opposition from Joshua who hates him like the devil/ satan following Muthoni’s death√ 1
  • The conflict between the Christians and the traditionalist √ 1

(Any 3 answers x1=3 marks)

  1. f) Not only did he stretch his hand, but he also wanted to touch her trembling figure as she led

them in that song  √ 1

  1. g) One day when he was lying in his bed and he could not sleep√ 1, he saw a hazy figure of a

woman, when he decided to walk out to Kameno to see Kamau, he met Nyambura and

confirmed the hazy  √ 1 figure that had formed in his mind was Nyambura

  1. h) Theme: Betrayal – crowd felt guilty as it had failed to protect Waiyaki – The teacher √ 1

Conflict – Waiyaki wonder if he is that saviour and feels guilty for not preaching unity √ 1(Any well illustrated x1)

 

13 .      (a) Kameno – It represents African culture leadership         (1mk)

(b) The white men /missionaries/ colonizers            (2mks)

(c) – He was rejected by the people of the ridges      (1mk)

– They gave him no clothes       (1mk)

– They gave him no food           (1mk)

            (d) He told him that they were his offspring and his blood flows in his veins             (2mks)

            (e) He was struck by the knowledge that he had in him the blood of the famous seer            (2mks)

            (f) Second birth          (2mks)

             – Colonialism – white man has come and fixed himself in Siriana (1mk)

– Independence struggle – you could not spear them until you learn and know their ways    (1mk)

(any two plus properly identified theme)

             (h) On top of a hill (1mk) under a giant Mugumo tree (1mk)

            (i) He joined Christianity       (2mks)

(j) Education (1mk) and Christianity (1mk)

(k) Circumcision (1mk) manhood/change/ initiation into culture (1mk)

N/B: No penalty for faulty expression except in grammar question)

 

  1. RIVER BETWEEN
  2. a) Whereas others had round thatched houses Joshua’s was rectangular tin roofed house.(2 mks)
  3. b) He feared revenge of the hills and the anger of his friends. (2 mks)
  4. c) Betrayal – Joshua betrays the tribe change.

Religion – white man religion embraced by Joshua.

Education – Mission schools at Siriana.        (4  mks)

  1. d) Rhetoric question – Had he not given the white man power?

Biblical Allusion – Behold a virgin shall bear a son and his name will be Immanuel.

Contrast – Joshua’s house vs others.

Metaphor – Muddy water that the people were walking in without realizing. (4mks)

  1. e) Rebellion in Joshua’s house.;- He does not live as per Christian principles i.e.

he is unforgiving.(4mks)

  1. f) People go back to drinking and dancing tribal dances. (2 mks)
  2. g) Behold a virgin conceived and bore a son. (1 mk)
  3. h) Siriana was still the nearest missionary centre: a big place with hospitals and a flourishing school

taking boys and girls from all over the country. ( 1mk)

  1. i) Livingstone paid a visit to the hills occasionally. (1 mk)

Charismatic –           He preached in a sharp voice

Determined               Appropriate illustrations.

Optimistic

 

  1. (a) – Waiyaki’s father had just died (1mk)

– Waiyaki embarks on self-help in education (1mk)

– Waiyaki is so determined to provide education that he earns admiration from the villagers

(b) Circumcision                                                                                                                   (2mks)

(c) People of the ridges believed that when one died, one turned into a spirit                     (2mks)

(d) The last paragraph concentrates on shadows (1mk). This is a premonition, in that it

signifies the  unfortunate fate that finally befalls him in the hands of the Kiama, towards

the end of the novel           (1mk) where he is declared a traitor                                      (1mk)

(e) People’s land was alienated by the colonialists. Such traditional beliefs like circumcision is

shunned by the white man 1b. The villagers are forced to pay taxes to run the government post

1c education is also introduced   1d                                                                                (4mks)

N/B:    – Maximum number of words 45

– Put two parallel lines (//) after the 45th word

– Must be in pure form. If not, deduct 50% from the total score

– Affix a glimmer (N) once in a sentence for faulty expressions

(f) The conflict brought is that he was expected to learn the ways of the white man while at the same time  not to follow his vices                                                                                             (3mks).

(g) Education  (2mks) He yearned to provide education to the children of the village  (1mk)

    N/B – Identification            (2mks)                                                                                    (3mks

– Illustration    (1mk)

– No mark for illustration without identification

(h) ‘Yet the hopes and desires kept on haunting him, didn’t they?

– No question mark (0)

– Comma missing (½mk)

(i) Nostalgic (1mk). Thoughts came and flooded his heart  (1mk)

N/B:    – Identification           (1mk)

– Illustration    (1mk)

– No mark for illustration without identification     (2mks)

(j) Yearnings – to desire for something

Strove- struggle

 

  1. a) i)

– Dr. Stockmann prepares to deliver a speech attacking the mayor Ö1

– No one is ready to have him, have a hall for the meeting until Captain Horster offers him oneÖ1

– Peter Stockmann informs the public that the proposals about the conditions of the municipal

baths are all a false hood Ö1

– The Doctor now gives his scathing attack on both the major and the compact majorityÖ1      (4 mks)

  1. b) The compact majority are the ordinary citizens upon whom those in position exploit (2 mks)
  2. c) – The people’s messenger has a moral responsibility of objectively informing the public

on what  is going on around them Ö1mk

– The paper, however, has been manipulated by the likes of Peter Stockman to serve their

own selfish interests Ö1 mk

– Instead of informing them therefore of the real state of the Municipal baths, its worker

like Aslaksen misinforms the masses until they form a false opinion that Dr.Stockmann is

an enemy of the people Ö1mk                                                                                           (3 mks)

  1. d) i) Vulnerability of the compact majority Ö1

The ignorance of the masses is exported by the greedy leaders to ensure they protect

their wealth and position/ that the compact majority have the monopoly of liberal

principles and morality Ö1

  1. ii) The role of the press Ö1

It is witnessed here that the press; the people’s messenger is there to mislead the masses/

it almost seems as if Dr.Stockmann’s intention were to ruin the townÖ1                (4 mks)

Identification 1mk

Illustration 1 mk

  1. e) This refers to a society where people are not furnished with the truth Ö The masses live on a

falsehood that their leaders really mind about their welfare Ö1. The society needs to get rid of

greedy leaders in their midst, just like a house needs to be swept                                              (3 mks)

  1. f) i) A man had to be a public enemy who wished to ruin the whole community
  2. ii) , doesn’t it ? No comma ½ mk

No question mark 0                                                    (2 mks)

  1. g) i) Conscientious/ patriotic Ö1 – He loves his country and says that it is better for the

whole country to be destroyed than for it to live in lies Ö1

  1. ii) Idealistic – He rejects the existing structure and suggests the society should change for

the better Ö1

Identification – 1 mk

Illustration – 1 mk                                                      (4 mks)

  1. h) Conscience – ones thinking capacity

Deceit – trick/ falsehood

Depravity – prevented from using/ taken away from                                                        (3 mks)

a)- It has been raining heavily Ö1

– Waiyaki and his two colleagues, Kinutia and Kamau are in the office; Waiyaki at the

door while the two inside. Kinuthia is arguing with Kamau over the alienation of the

land by the white manÖ1

– The strained relationship between Waiyaki and Kamau is witnessed as we are told that

Waiyaki  did not have the same warmth for Kamau as he had for Kinuthia Ö1                (3 mks)

  1. b) Mugo wa Kibiro was one of the great seers of the tribe Ö He had warned the tribe against

the coming of the white man Ö1                                                                                        (2 mks)

  1. c) He is impatient Ö1 – He believes very strongly that the white man should be driven away Ö1

1 mark for identification   1 mark for illustration                             (2 mks)

  1. d) i) Education Ö1- Waiyaki is determined to provide education to the people of the ridges/

he wanted to concentrate on education Ö1

  1. ii) Land alienation Ö1- The white man has grabbed the natives land/ they have invited

their brothers to come and take all the land Ö1

Any two correct themes 1 mark for identification, 1 mark for illustration              (4 mks)

  1. e) i) , Wouldn’t it?          No comma ½ mark                 No question mark 0
  2. ii) Then he suppresses the feeling and thinks of the new drive in education             (2 mks)
  3. f) Chege, his father, had sent him to Siriana Mission to learn the ways of the white man yet

had warned him not to follow his ways                                                                           (2 mks)

  1. g) i) Biblical allusionÖ1 1 mk – the rain made a small river, which Waiyaki refers to as

“Noah’s flood.’ Waiyaki looks at himself as the saviour of the people against the

aggression by the white man Ö1

  1. ii) Symbolism Ö1 mk

The rain was carrying away the soil and stealing the land. This symbolizes

the alienation of the land by the white manÖ1mk

iii) Direct speech Ö1 mk of course I mean your father as an example, for example you see

This authorizes the story Ö1 mk

Any two stylistic devices

Identification 1 mark

Illustration 1 mark

No mark for illustration without identification                                 (4 mks)

  1. h) – The white man has imposed hut tax on the natives Ö1a

– He has introduced forced labour Ö1b

– The natives have been forced to cede their land Ö1c

– He has denied their (natives) children a right to formal education due to the fact that their

parents are traditionalists Ö1d                                                                              (4 marks)

NB:- Must be in note form, if not, deduct ½ mark from the total

  • No penalty for faulty expressions
  1. i) Sun – scorched – dried up

Plague – curse                                                                                                (2 marks)

 

SECTION C ANSWERS

 

 

  1. COMPREHENSION
  2. i) Fable
  3. ii) She thought tortoise was too slow and could not make it in race

iii) It was too hot

  1. iv) She lay down for a nap
  2. v) – Mimicry

– Voice variation

– Gestures

– Facial expression

– Body movements

– Pauses

– Costumes

  1. vi) He knew he could beat hare

vii) She got to the finish line before hare

viii) Respect others

 

 

  1. (a) – Hospital beds , crawl with maggots

– doctors lack gloves

– Irresponsible medial staff – oxygen room man on leave’

– lioness of a nurse (any 2pts 1×2 =2mks)

(b) It raises a moral question on whether some human beings life are more important than others because     of positions, held in society.

-It builds suspense in the poem          (total 3mks)

(e) – Boiling / metaphor – to become a major concern

– mountain (metaphor)- Overstated issue

-Lioness (metaphor) – Ironically a nurse is supposed to be so human yet this image implies she is

war like (any two – 2mks)

  • (i) It deals with corruption form judicial officers who ignore the plight of the down frodden and side with the powerful and moneyed.

 

(d) (ii) – Like in the second stanza where two suffered under inefficient hospital services so does the victim suffer inefficiency in the court

  • Like in the second stanza where Kassya’s child died out of staff irresponsibility, so does the judge irresponsibly acquit the child abuser on unreasonable grounds
  • Like in the third stanza where the nurses dismiss the weak and bully the emaciated, so does the judge side with the rapist and punish the 7-year old.

(e) Oozed – bled /produced

emaciated – thin/very sick

translucent – watery/ unhealthy/ scald-like

(f) – Whatever comes to light when one is tipsy can only be said to have grown in proportions that it has

become the order of the day. The stanza suggest that these have painfully become part of our life and

we no longer question them/ we risk being considered mad/petty for pointing out these injustices.

Scores – they are injustices

  • they have become part of our life /accepted
  • We fear being regarded me/petty for printing them (total 3mks)

 

 

  1. a) a beach boy√1- a man staying  along the coastal  region on the  breach

on the coast….√1  (2mks)

  1. b) The lady  is compared  to a thief became the man  found himself in care without his

Awareness√1and by the time he came  to terms with love√1the lady goes back  to where she

has come     from√1 thus  leaving him empty i.e.  Without a cover the thief leaves one without

property√1  (4mks)

  1. c) Talks about the  acceptance  of  the lady  and the intimacy√1  that did  not last because the  lady  has gone back to where  she came from√1  (3mks)
  2. d) Simile√1-her hair….√create a mental picture of the lady’s  physical appearance

personification√1- peeping weeds whispering coconut towers-helps in creating√1 a mental picture about the intimacy that had been developed.

metaphor√1- her eyes a pair of brown-black beans…..creates a mental picture of the

attractiveness of  the lady√1

NB/Identification and  illustration of the style  1mk-significance 1mk. 3 styles  illustrated

and their  significance 3×2=6mks

  1. e) She is a European√1 as described in the 3rd stanza the appearance of her hair and

even the eyes√1   (2mks)

  1. f) One who was naïve and knew not much  about the tricks of the  white girls√ (1mk)

g)-Tourism√1-lady  is an a tour and  the beach

-Coastal farming-coconut, cashew  nuts etc

NB/ any  one well illustrated economic activity (2mks)

 

3.

  • She has been likened to a coward ghost
  • A nestles bird that enters any net
  • A black jack
  • A parasitic climbing plant
  1. b) Theme of immorality – the prostitute exposes her body to lusty eyes. She infects diseases to the young and old alike. She seduces the bosses and tourists too
  2. c) Of hatred: The poet describes the subject in such terms as “a black jack, a poisonous pest, and that she walks with borrowed steps”
  3. d) Repetition- There I see her coming

Simile – Like a black jack

Coming like a nestles bird

Alliteration- A poisonous pest

– hostile            hawks

  1. e) The speaker hopes to see the prostitute change her ways. He also hopes that the people the prostitute preyed on also change. He says “when the immigration birds are back in their nets”, or when they dug it constantly fed on is washed with DDT”. It expresses the mood of hope. = hopeful/ optimistic

 

  1. ORAL LITERATURE
  2. Trickster narrative – the clever young man saves his father and emerges the hero

– Human tales/ folk tale                                                                                 2 mks

  1. Characteristics of oral narratives

– Opening formula – there once lived……….

Fantasy – father living in a hole

– All except one killing their fathers                                                       2 mks

  1. Chief – Brutal/ wicked – ordered all fathers killed

– Cunning/ tricky – tricks others to kill their fathers

– Wise – discovers the one who had not killed his father

– Scheming – wants the old/ elderly killed so that he remains the only wise old man             4 mks

The young man – Wise – Didn’t kill the father                                                                                2 mks

  1. Moral lesson – i) We should make wise decisions/ independent
  2. ii) We should respect the old                                                                                2 mks
  3. Livestock rearing – mention of the cow 2 mks
  4. Styles

– Repetition

– Fantasy

– Opening formula

Identification – 1mk, illustration 1 mk                                                                      4 mks

  1. Chief wanted all clever people killed so that he can easily rule the foots

 

 

  1. 5. a) It is about meeting(s) relationship(s) in a place/somewhere/thereafter/after this place/beyond

this physical world√1

Illustration: a….if I saw you in heaven

b….beyond  the  door  there  is peace              √1

c….there  will  be no more tears in heaven

 

 

IDENTIFICATION, 1MK.’ILLUSTRATION, 1MK

ILLUSTRATION WITHOUT IDENTIFICCATION=ZERO (0MK)   = (2MKS)

 

b)i. it  is personification.√1

  1. Time has been given human qualities of√1

iii.a) limiting life in the world√1

  1. b) Super being-nobody has power or it√1 either of t he two for 1mk

IDENTIFICATION-1MK

ILLUSTRATION/EXAMPLE-1MK   total (3mks)

ILLUSTRATION-1MK

c.)a.-beyond the door there  is  peace√1

-meaning in the new world there will be no disturbance√1

b-no more tears in heaven√1

-there will be no death/there will be no pain/there will be no suffering√1

 

IDENTIFICATION 1MK in each case      total (4mks)

ILLUSTRATION 1MK in each case

 

d.)1.The  implication is that  they seem  to  suggest that  the persona  has doubt  about  how  he

would  be treated in  heaven√1

  1. They seem  to  suggest  that  persona  might  be treated  the same  way  he  has been  treated

here  on earth√1

  1.   He is wondering whether things will change in the   unknown world or not√1

ANY TWO 1MK each=total (2mks)

 

e.) He  seems  to  imagine that  life  in heaven  is  so  good  that  people  like him  are not worth

enjoying it

OR

He imagines life in heaven is so good for the likes of him

OR

He feels he does not deserve it

OR

He is very sinful.

Any ONE of these TWO MARKS=Total (2mks)

  1. f) his wonderment about their relationship in heaven
  2. whether their relationship in heaven will be same or not
  3. whether  the  person  who has gone  will  be changed or not
  4. his  strong relationship  to  enter heaven
  5. when he  knows he  does  not deserve it/to be  there in  heaven
  6. his determination to enter heaven even when  he knows  he  does not deserve it/to be  there in heaven  (Any four 1 mk each=total 4mks)

g.)i. Hold my hand-support me/help me/greet me

  1.                  Break the heart-cause pain/discourage

iii. No more tears-no suffering/no pain   (3mks)

 

  1. (a) The person is an observer/trader in the market —-“but let me sell my tomatoes” (1mk for

identification 1mk for illustration)

(b) It is about extravagance and promiscuity as seen in the  life of a political figure who happens to

be holding a doctorate degree and who lives  a loose/careless life. (“—I hear the literate thighs

of an undergraduate!)

(c) (i) Rhetoric question – ‘You see that Benz sitting at the rich’s end’?’

Effect – intensifies the contrast between the two different types of lifestyles/environment-one                                        side simple/cheap – the market seller and the rich/effluent – rich’s end

(ii) Personification – You see that Benz sitting —!

Effect. Intensifies the Benz’s hearty/charm as observed by the simple market woman.

(iii) Metaphor —that mother of twins’

Effect: Emphasizes the big size/state of the vehicle since it has several gadgets.

(iv) Simile –‘It sails like a Liyato, Speeds like a swallow

Effect: Intensifies the speed of the vehicle

(v) Use of irony – ‘It belongs to the minister of fairness who yesterday was loaded with                                                               whisky.”            Effect – Undermining the presumed dignity of the politician.

(vi) Sarcasm – ‘But look at its behind, that mother of twins!’

Effect –mock at the big size of the vehicle

(d) Materialistic – “The glory of its inside—e.t.c”

(i) Observant/Nosy – “You see the Benz—”

(ii) Naïve –‘The glory of its inside —-‘

(e)  (i) Refers to a sophisticated/complex/expensive

vehicle – feathery seats, gold steering, T.V, radio e.t.c

(ii)The complicated/sophisticated nature of the vehicle is beyond their imagination

(iii) It’s a mockery of the nature/size of the vehicle that the political figures use

(f) Tone – sarcastic/satirical – ‘but look at its behind that mother of twins’)

Attitude – contemptuous/disrespectful

Malicious – ‘who yesterday was loaded with doctorate at Makerere with whisky and I don’t know

what —,

(g) Small scale trade/hawking; 1— those market women — sell my tomatoes,

 

  1. POERTY

a)-death(1)

-mutilation (1)

-famine/hunger (1)

-destruction (of villages and cities) (1)

  1. b) Rhetorical questions (1) –the outcome?(1)

– Apart from the usual things?

Effects          -provoke the readers mind into thinking (1)

Alliteration (1) -who knows what (1)

-somebody will have won

Effect   -creates rhythm, interesting, memorable (1)

Note: no mark for illustration without identification.

  1. c) Contemptuous /hateful (1)-we are busy collecting the dead (1)

d)i)There is hunger for the few who survived the war. Men who would have provided for their

families also   dead.(2)

  1.   ii) Homesteads completely destroyed (2)
  2. e) Good people who would have ruled without corruption perish (1) and people from both sides

lose   their lives.(1)

  1. f) Sad/melancholic (1)-new cities in despair (1)

-Busy collecting the dead.

 

 

  1. a) It is an explanatory/aetiological narrative. It explains how the donkey became domesticated    and why the zebra has striped skin.  (1 mk to classification, 1 mk to reason. Total (2 mks).
  2. b) i) Economic activity is animal keeping. We are told men kept the donkey. Another

economic  activity is hunting. We are told about a hunter.

  1. ii) Social activity is holding meetings. The donkey held a meeting to deliberate on their

situation.(1mk for each activity. No mark for activity without illustration. Total (2mks).

  1. c) Animals are given human qualities. The donkey called for a meeting to deliberate. The

personality helps the reader to identify with the animals and their dilemma and situations.

  1. d) The agenda was to discuss what they could do to avoid being captured by human

beings/people.                                                                                                            (2 mks)

  1. e) The attitude of the donkeys towards the Hare is one of admiration and respect. We are told

that they decided to seek advice from Hare because he was cunning and clever. (2 mks)

  1. f) The donkeys struggle to be panted led to the pouring of the paint and this others could not

therefore be stripped and finally were captured by people.

  1. g) The other features of the oral narratives are:
  2. i) Use of formula; there is opening formula: ‘long ago…..’ and closing formula: and there

ends my story.

  1. ii) Direct speech/dialogue-conversation between Hare and old donkey.

-The exact words of the hunter in paragraph one.

NB: Accepts any other valid feature.

(Any two illustrated features, 1 mk each. Total 2 mks)

  1. h) The donkeys are impatient and disorganized. They rushed and crowded around Hare

and that did not heap his advice.            (Identification of trait 1mk, illustrations 1 mk. Total 2 mks).

  1. i) i) Beast of burden-animals used to work or carry loads.
  2. ii) Illustration, exhibition e.t.c.

iii) Toppled-overturned.         (1 mk each. Total 3 mks)

 

  1. a) The persona in the poem is the poet. He writes about love affair from his own stand point (1
  2. b) The persona hates the experience of being in love. He calls it a nugraine, a bright stain on

the vision                                                                                                                            (2

  1. c) Tone of anxiety, expectation, eagerness

Illustration: Laggard’s dawns listening for a knock, waiting for a sign                   (3

  1. d) Metaphor: Love is a bright stain on the vision Rhetorical questions: could you endure

such pain…………… ?                                                                                                       (6

  1. e) He is in a romantic mood/ mood of romance

Illustration: Waiting for a sign

For a touch of her fingers

In a darkened room                                                                                         (3 marks)

  1. f) The rhetorical feeling pain, could you endure such pain at any hand but hers? It is used to

show that the symptoms of love as shown in the poem are overbearing on the lovers. That it

takes pain to love                                                                                                   (3 marks)

  1. g) i) Migraine – chronic headache
  2. ii) Laggard dawns – mornings that delay to come

iii) Searching – keen/ curious look                                                                (3 marks)

 

  1. a)
  • It is short and repetitive
  • It is musical/ has a soft rhythm
  • Song addresses a baby
  • Song cries a simple message                                                                                     Any 4×1=4
  1. b) Identify and illustrate the speakers in the song
  • Baby’s father: “father will nurse you”
  • The little bird: The bird tells the baby’s father that baby’s mother went to the river at early

dewÖ 1

  1. c) The palm tree thorns will prick the babyÖ 1

The bough of the baobab tree will break and crush the babyÖ 1

d)

  • Lull or soothe babies to sleepÖ 1
  • Entertainment Ö 1
  • Singer expresses attitude towards the baby and the familyÖ 1
  • Teach babies about family tiesÖ 1                                                                                         4×1=4

e)

  • RepetitionÖ 1 Don’t cry babyÖ 1
  • PersonificationÖ 1 Little bird has human speech Ö 1
  • Direct speech Tell me, little bird, have you seen her?
  • Soloist – chorus format       2 mks
  1. f) Singer loves / adores/ the baby. He does not want his baby to be harmed

Oh no, no

For the thorns will prick my body                                                     2 mks

  1. g) Parents practiced division of labourÖ 1 while the mother goes to fetch water, father looks after baby Ö 1

 

  1. a) Dirge/ funeral song √ 1

Reason: Because it talks about death and mourning as shown by the line, ‘we shall

mourn because of you’ √ 1

  1. b) – Death has taken very many people and even though they are buried in the soil it does

not physically show that in it there are so many people √ 1 as illustrated in the words. The

earth does not get fat√ 1

– It also states that buried in the soil are also men and women of all calibers√ 1 as shown in

the people listed such as chiefs, women chiefs, royal women e.t.c. √ 1               (4 marks)

  1. c) i) Use of refrain/ chorus √ 1 mark

e.g. Listen O earth, we shall mourn because of you

“          “          “          die on earth? √ 1 mark

It emphasizes on the despair of the people as they continue to lose loved ones √ 1 mark

  1. ii) Repetition √ 1 mark

e.g. ‘The earth does not get fat’ has been repeated √ 1 mark

It emphasizes the fact that there is no limit to the number that will be

buried because the earth does not physically that it is full √ 1 mark

iii) Personification√

e.g. ‘The earth does not get fat’ √

The earth is attributed a human quality of eating or swallowing and not

getting fat

It reveals the despair the people feel at the hands of death √

  1. iv) The use of apostrophe √ in the conversation lines to earth

‘listen O earth …………………..’

‘listen O you who are asleep………….’

This also expresses the desperation of the singer who addresses death as

if it would hear and respond, yet it cannot √

(Any 2 styles; ident – 1 mark

Illus – 1 mark

Comment – 1 mark

  1. d) Resigned attitude/ attitude of hopelessness/ despair √ 2

This is seen in the fearful acceptance in the last line, ‘we shall all enter the earth’ √ 1

Identification – 2 marks

Illustration – 1 mark

  1. e) – Leadership roles are taken by both men and women √ 1 e.g. chiefs √1

– Belief in the living dead √  as we see the singer addressing them as if they were alive: ‘Listen

you who are asleep √                                 Any one 2 marks

  1. f) i) Despite the many people who have been buried in it there is no indication to show that

the earth has swallowed them √ 1 mark

  1. ii) Everyone shall die and be buried√ 1 mark

iii) The dead are confined and cannot go out anywhere √ 1 mark

 

  1. (a) – It is about a man/woman who is in exile away from home (1mk). He/she is missing various

aspects   of  life at home (1mk) and strongly wishes to return/go back to his /her  home (1mk)

            (b)       – Forest fires

– Streams

– Village music (fiddle and pipe/village dance)

– To ease his mind

Must be in Note form and if  Not award 50% of the total score should use numericals – 1,2 ,

3,………roman – i, ii, iii, ….., dots, dashes e.t.c

            (c)Alliteration – watch with wonder          (1mk)

–  Refrain – The line – “I shall return” is repeated at regular intervals.

The same line qualifies as RHYTHM (award for any candidate who uses rhythm)

– Rhyme – e.g. line two, line four;  these numbers are examples of rhyme

– No mark for illustration without identification. (For identification alone give 1 mark)

            (d) Nostalgic /sentimental/longing (any one = 2mks)

    (e) A cold environment devoid of sunshine rivers and  with little time for relaxation and socialization.

These are the aspects of life he is missing

     (f) Sonnet                                       (2mks)

     (g) Couplet                                    (2mks)

 

  1. POETRY

Outcast

  1. a) A sympathizer.
  2. b) A child born and later left by the two parents because of his pigment an indication of infidelity.(4mks)
  3. c) The child is an outcast because he does not know the father.
  4. d) – Rhyme – accident, consent male – pale, safe – ive

– Simile – He roams the street of the town like a wind sown outcast.

  1. e) Resentful – they bore a child whom they’ve run away from making him an outcast who roams aimlessly.
  2. f) The boy is desperate and homeless because his parents have run away from him. The stanza emphasizes the plight of street children.

 

  1. (a) (i) It was not until the teacher started the discussion that he found out how intelligent Omin was

(ii) If Achomo had not apologized the prefect would not have forgiven him.

(No comma ½mk)

(iii) The Principal congratulated the graduands and wished them the best in all they did(3mks)

(b) (i) apology

(ii) presumptions

(iii) credibility

(iv) strenuous                     (4mks)

(c)       (i) owned up

(ii) turned down

(iii) Put up with                   (3mks)

(d)  (i) pretty, large, blue, cotton

(ii) handsome, short, light-skinned, young     (2mks)

(e)      (i)       to

(ii)     about

(iii)   with                  (3mks)

 

  1. a) The poem is about a child who has a lot of respect for the father as a child but as he grows up,

he begins doubting/ despising his father especially when he reaches adolescence stageÖ2.

When he is older, however, he realizes that his father was right and the virtues he advocated

for ought to be followedÖ2                                                                                    (4 marks)

  1. b) The title is suitable Ö1 mk. When the child is young, he sees his father as a god – a

mighty/ superior person Ö1mk. Then as time goes on, he is no longer a god to him but a

foolish old man Ö1mk                                                                                          (3 marks)

  1. c) The attitude keeps changing

When he is young, he adores his father Ö1 when he reaches adolescence stage, he

starts despising him/ seeing him as an old fashioned fellow with nothing to ‘offer’ Ö1.

When grows older, he sees his father as virtuous and remembers all that he told him. He

regards him as superior once moreÖ1

 

  1. d) i) SymbolismÖ1- ‘god’ is used to symbolize perfection, superiority and might Ö1
  2. ii) Simile Ö1- as immutable as if brought down from Sinai / to show the importance

and finality of the laws that his father gave

iii) Hyperbole Ö1- He fearlessly lifted me to heaven/ the picture of the height the person

was liftedÖ1

  1. iv) Repetition Ö1- ‘shrank’Ö1/ To show the persona mewed his father ‘shrinking’

as a continuous process/ strange/ – repeated in various degrees: strange, stranger,

strangest

  1. v) Metaphors Ö1- made me a godling is just one more of the little men/ who creeps

through life/ No knee – high Ö1

Any 3 stylistic devices

Identification 1 mk

Illustration 1 mk

No mark for illustration without identification                     (6 marks)

  1. e) i) Parents – should tolerate their childrenÖ1
  2. ii) Children – should respect their parents Ö1             (2 marks)
  3. f) Immutable – unable to change

Outmoded – old fashioned / no longer modern

 

SECTION D – ANSWERS

  1. GRAMMAR
  2. a) i)  Flung
  3. ii) Hung

iii)Dealt

  1. iv) Leapt
  2. v) Bore
  3. b) PASSAGE
  4. Breathe
  5. Breathe
  • Bathe
  1. Bath
  2. Cloth
  3. Cloth
  4. c) i) For
  5. ii) from

iii) Of

  1. iv) to

 

  1. (a) (i) I am sure it must have been an exciting experience for her

(ii) People always want more; however; it doesn’t matter how rich  they are.

(iii) Every year, the boy jumped form school to school

(b) (i) Enemity/conflict/hatred/animosity

(ii) reconcile

(c) (i) “Jesus is on his way!” The Pastor remarked, jumping and clapping. Jumping and clapping,

the pastor  remarked ,”Jesus is on his way!”

(ii) The prefect said, “The student is absent today”/  “The student is absent today” the prefect said.

(d) (i) Looked down upon

(ii) bring up

(iii) Come off

(e) (i) Truly

(ii) Maintenance

(iii) Grateful

(f) (i) to

(ii) to

 

  1. GRAMMAR

a)i) Grammer- grammar

  1.    ii) Pronounciation- pronunciation

iii) Maintainance- maintenance

  1.     iv) Manouvre- maneuver

(Award ½ mark for each correctly underlined but spelt wrongly)     (4marks)

  1. b) i) Sudan has been declared by the Un security As failed state/Sudan has been

declared a failed   state by the UN Security Council.

  1.  ii) Will you?   (No question mark 0)

iii) The boy is foolish enough to believe everything I tell him (3marks)

 

  1. c) i) Taken in
  2.  ii) Call on

iii) Gave him away

  1. iv) Hand in     (4marks)

 

  1. d) i) Aggression
  2. ii) Endanger

iii) Tumultuous

  1.  iv) Illiteracy    (4marks)

 

  1. a) i) Sunk
  2. ii) Maintenance

iii) Mayoral

  1. iv) Domination (1 mk @ = 4 mks)

 

  1. b) i) Cut down
  2. ii) Turned him down

iii) Walk out on                                                                                  (1 mk @ = 3 mks)

 

  1. c) i) He will come provided he is not ill

Provided he is not ill, he will come

  1. ii) Joan whose mother is the president of Judo club, has severally friends who are

ballet dancers

iii) “See me tomorrow,” the principal said

  1. iv) The visitor strode on the carpet with his muddy shoes (1 mk @ = 4 mks)
  2. d) a)         i) Harry has arrived and the speaker is revealing
  3. ii) Harry is informed of the arrival of the elder
  4. b) i) My uncle stopped in order to drink
  5. ii) My uncle left the habit of drinking Score independently 1mk = 4 mks

 

  1. a) i) Omondi is such a weak student that he can hardly write meaningful                   1 mk
  2. ii) A cousin of mine has gone to the USA             1 mk

iii) A composition has been being written (by Jane)                                                1 mk

  1. b) i) Walked out of                                                                                                         1 mk
  2. ii) Told me off             1 mk
  3. c) i) Shall we ?                                                                                                                1 mk
  4. ii) Will you?                                                                                                               1 mk
  5. d) i) Hang
  6. ii) Cost

iii) Enlarge

  1. iv) Imprison             4 mks
  2. i) “Where has your husband gone?” the stranger asked my mother             1 mk
  3. ii) The chairperson sold that we shall meet the following week             1 mk
  4. i) On a silver platter             1 mk
  5. ii) Fly off the handle – to get angry             1 mk

 

6   GRAMMAR (15MARKS)

a)WRONG SPELLING=ZERO     TOTAL(3MKS)

  1.  i) Payees
  2.  ii) Pronouncements

iii) Woolen

b)i.  Succeeded in persuading her to go                                                              (3MKS)

  1. You must keep silent in the library or you must maintain silence in the library

iii. Riman has always been a staunch supporter of the college football team.

c)WRONG  SPELLING=ZERO       TOTAL (3MKS)

  1.   touch down

ii.made up

iii.look up

  1. d) WRONG SPELLING=ZERO TOTAL (3MKS)
  2.   he is looking  foe  employment in Nairobi
  3.   This exercise comprises rigorous training in the morning

iii. Some last year, we agreed to improve our relationship with our neighbours

 

  1. (a) (i) Neither the mother nor the daughter can take credit for it.

(ii) Karendi is the prettier of the twins

(iii) The warrior who/that was mutilated by the lion is recuperating from the attack.

(b) (i) Malnourished

(ii) Pronunciation

(iii) Indisciplined

(c)  (i) Get along

(ii) Take back

(iii) Looks down upon

(d) (i) Pretty, large blue cotton

(ii) Handsome, short, light-skinned young

(iii) Beautiful, oral, mahogany

(e) (i) See eye to eye

(ii) hard nut to crack

(iii) Face the music

 

  1. GRAMMMAR
  2. a) i)Whether the board meets or not, I will present my complaint.
  3.  ii) Barely had she opened the gate when darkness fell.

iii) Either Mary or john has the keys.

  1. i)The work was not done(by anybody)
  2. ii) The thief was arrested (by the police)

iii) Rubbish is collected every day Thursday (by them)

  1. i) Alonje said, “I will return next month.”
  2. ii) “Let us listen to him,” Ivan argued “he sounds reasonable.”
  3. i) menacingly
  4. ii) Are

iii) Incomparable

  1. e) i) Security officer ½
  2. ii) Teacher on duty ½
  3. f) i )Takes after
  4. ii) Put up with Wrong tense no marks

iii) Got through

 

 

GRAMMAR

  1. 9. i) Hassan neither complained nor reported to the police.
  2. ii)  But for my sister, I wouldn’t have gone to school.

iii) Ibadan is the target town in Africa. (no comma).            (1 mk each. Total 3 mks)

b          i) With no provision  for the future.

  1. ii) Stubborn/difficult to deal with.                             (1 mk each. Total 3mks)

c          i) Preference

  1. ii) Eloquence
  2. i) Collision                                                                 ( 1 mk each. Total 3mks)

d          i) Passed on/passed away.

  1. ii) Let down.

iiii) Calls in.                                                               (1 mk each. Total 2 mks)

  1. e) i ) The student knocked on the door continuously as the others watched.
  2. ii) The child inflated the balloon so much that it burst. (1 mk each. Total 2 mks)
  3. i) for
  4. ii) at (1 mk each. Total 2 mks)

 

  1. Grammar
  2. a) i) Turned/ switched on
  3. ii) Drop out of

iii) Make for

  1. b) i) Oblivious of Abdalla’s having two wives, Agnes accepted to marry him/ Oblivious of

the fact that Abdalla already had wives, Agnes accepted to marry him

  1. ii) He wondered why Akinyi always quarreled Edwin/ He asked Akinyi why she

(Akinyi) always quarreled Edwin/ He wanted to know why Akinyi always quarreled Edwin

iii) How handsome he is

  1. c) i) If
  2. ii) However

iii) Therefore

  1. d) i) If today were Sunday, I would go to church
  2. ii) We returned to school before 7.00 P.M

iii) I wish I was as well prepared for K.C.S.E as you were

  1. e) i) Me
  2. ii) She

iii) Her

 

  1. (a) (i) Site

(ii) Sought

(iii) Stationery

(iv) Taller

(v) has                           (5mks)

(b) (i) The burglar was seen enter the house by the residents/the burglar was seen by the residents enter

the house.

(ii) The water was drunk yesterday by him/ the water was drunk by him yesterday.

(iii) No sooner had all the teams arrived than the competition started / No sooner did all the teams

arrive than the competition began

(iv) Not only are the boys playful, quick on their feet but also (but  are also ) curious and like to

explore/ Boys are not only playful and quick on their feet but also ( but they are also) curious

and like  to explore.

(v) The tourist knows enough Kiswahili to understand what I say.                                        (5mks)

(c) (i) by means of

(ii) in accordance with

(iii) On account of           (3mks)

(d) (i) The one-day old chicks being sold by the hawker were ten in number

(ii) The hawker was selling chicks that were ten days old, but whose number is unknown         (2mks)

 

 

  1. GRAMMAR

a)

  1. Okoth said that he did not know why she came
  2. This song was sung by Kibet
  • I have some money
  1. That Nanjendo did so well in her exam did not surprise me

That Nanjendo did so well in her exam was not a surprise to me

(award ‘0’ for construction errors)

b)

  1. Precision
  2. Repetition
  • Clarity
  1. Occurrence

(Wrong spelling award 0)

c)

  1. But
  2. By
  • Nevertheless/ however
  1. Whom

d)

  1. “The River Between,” the teacher said, was Ngugi wa Thiongo’s first novel
  2. Tom had one great desire: to become a doctor
  • “It’s a pity we have to live on charity,” he lamented

(Do not award if punctuation mark is wrong)

 

  1. GRAMMAR

A         i) Never before has the school perfomed well

  1. ii) Spending a holiday at the coast is preferable to going overseas

iii) Mulwa, whose leg is still in a cast after last month’s match, will have to watch the

match from the grandstand

(The two commas are compulsory, if missing – ½ mk)

  1. iv) William’s mother told him that ther was a little food left for him in the kitchen

B         i) Jairo is better educated than Saisi

  1. ii) He has the tendency to visit people during late hours

He has the tendency of visiting people late

iii) When she came in, it was all calm but all of a sudden the house became noisy

C         i) Calls for

  1. ii) Came to

iii) Make up for

D         i) Means I took a short time to listen to the news

  1. ii) Means the presentation of the news

E          i) On

  1. ii) With/ to

iii) About

  1. A. Environmental, tendency, embarrasses, knowledgeable. (4 mks)
  2.         i) She realized what a serious blunder she had made. (1 mk)
  3. ii) Should you change your mind, call this number. (1 mk)

iii) Either of them is not known to me. (1 mk)

C        i) Off               ii) Amongst                iii) For            iv) into i) students’     ii) heroes                      iii) Editors – in – chief  iv) Father- in – law’s

 

  1. (a) (i) It was not until the teacher started the discussion that he found out how intelligent

Omin was

(ii) If Achomo had not apologized the prefect would not have forgiven him.

(No comma ½mk)

(iii) The Principal congratulated the graduands and wished them the best in all they did(3mks)

(b) (i) apology

(ii) presumptions

(iii) credibility

(iv) strenuous                      (4mks)

(c)       (i) owned up

(ii) turned down

(iii) Put up with                   (3mks)

(d)  (i) pretty, large, blue, cotton

(ii) handsome, short, light-skinned, young   (2mks)

(e)      (i)       to

(ii)     about

(iii)   with              (3mks)

 

  1. a) i) Neither the man nor the boys are to blame
  2. ii) His paying the bill surprised me

iii) His coming to school late has been a concern for many people

  1. iv) That he won the race is not surprising (4 marks)
  2. b) i) Taken in
  3. ii) Hand in

iii) Call on                                                                                                      (3 marks)

  1. c) i) The burden was borne by the organization
  2. ii) The pilot was flown by the trainee pilot

iii) The bicycle is being ridden by Tom                                                        (3 marks)

  1. d) i) Transitively
  2. ii) Intransitively

iii) Transitively                                                                                              (3 marks)

  1. e) i) So kind
  2. ii) Quite skilful (2 marks)

 

 

 

SECTION III (Pp3)– ANSWERS

 

SECTIONA- IMAGINATIVE COMPOSITION

  1. Imaginative composition            

Either

  1. a) Write a composition ending with the words: The events of the previous day left me

challenged to begin a new life

Or

  1. b) Write a composition entitled “Love conquers all”

Imaginative composition

Question one is intended to test the candidates ability to communicate in writing

Communication is established at different levels of intelligibility corrections, accuracy,            fluency pleasantness and originality. Markers would do well to consider the fact that awarding      marks in this paper no longer depends on the subject matter, vocabulary, idioms e.t.c.  but the      general impression on the command of language. It is therefore to determine first how each essay communicates and in which category, A, B, C or d

 

ERRORS:

GROSS ERRORS (DOUBLE UNDERLINING):

  1. Almost all errors of agreement
  2. Serious tense errors
  3. Errors of elementary vocabulary, spelling e.t.c.
  4. Punctuation errors which cause serious lack of communication
  5. Ridiculous use of idioms that affect communication
  6. Misuse of capitals

OTHER ERRORS

  1. Faulty paragraphing
  2. Repetition
  3. Illegibility
  4. Vagueness
  5. Wrong word order
  6. Illogicality/ contradiction
  7. Broken English (BR) margin

MARKING NORMAL SCRIPTS:

  1. After underlining all errors, decide on the category mark A, B, C and D
  2. Decide on degree of communication adhered
  3. Allocate a numerical mark to each essay

PROBLEM SCRIPTS

  1. a) Irrelevancy – Deduct up to 04 marks AD if :
  2. i) Consistently writing a totally different subject with a clumsy attempt at correcting the essay to the subject given
  3. ii) The question is given a questionable interpretation

Length: Penalize the candidate if the essay is too long – 01 AD

 

  1. a) Imaginative composition

POINTS OF INTERPRETATION

  1. It must be a story if not deduct 2 marks
  2. It must be an imaginative story if not deduct 2 mks
  • The ending statement must be there if not deduct – 01 AD

b)

  1. It must be a story if not deduct 2 marks
  2. It must illustrate the title if not deduct 2 mks
  • The title should be written if not 2 AD

 

 

MARKING SYMBOLS

2          . The main indicate the degrees of seriousness of error

(a) GROSS ERROR                                      OMMISSION                        FOR CONSTRUCTION

 

(b) MINOR                                                    OMISSION                MINOR CONSTRUCTION ERROR

 

 (c)  MINOR OF POSSIBLE ERROR

 

This sign in the margin is used only hen a construction error effects more than one line

The following symbols may also be used:

FAULTY PARAGRPHING

REPETITION – (of words) a circle around the word

– (of ideas) usually in the margin                             usually in the margin

 

ILLEGIBILITY

VAGUENESS

WRONG WORD ORDER underline once and write WO n margin

ILLOGICAL or CONTRADICTORY                                     ILL (in margin)

BROKEN ENGLISH when the candidate fails to communicate BR in margin

FOR PURPOSES OF IDENITFICATION

COW to indicate that a candidate has used a pencil to make a correction

BRACKETS [   ] indicate a part of a D script that communicates

*Use an asterisk to indicate an item or sentence that the rubrics indicate should be used

 

 

  1. (a) and (b)must be a story relevant to the given statement. (If not deduct up to 4mks)
CLASS MARK FOR 

CATEGORY

MARK FOR

EACH ESSAY

QUALITY OF  ESSAY
A A+ 19-20 Excellent  complete command

of language .just 1 or 2 minor  slips.

has several merits  ticks  of both  sentence

and word type

  A (plain) 18 Very good, attractive, no strain. Have 3 or 4 slips.

reader  does  not feel wholly possesses  has merit

ticks  for  expression and  words

  A (minus) 16-17 Shows  competence  and  fluency in using  language,

he may lack  imagination or originality which usually

Spank vocabulary. Idiom,  and  sentence  structure links

be impressive. Gross errors  are  rare

B B+ 14-15 Communicates his ideas pleasantly. No strain. a few

errors and slips tenses, spelling  are  quite good.

A number  of merits ticks of “whole sentence and

expression type.”

  B (plain) 13 Sentences  are  varied  but  rather  simple  and  straight

forward. fair range  of  vocabulary  and  idioms some

items of merits  economy of language.

  B(minus) 11-12 Candidate communications fairly and with some fluency.

little variety in sentence  structure, gross errors are found  occasionally.

C

 

C+ 09-10 candidate  communicates clearly but  in a  flat  and

uncertain  manner overuse of cliché’s

  C (plain) 08 Candidate communicate but not with consistence clarity.

Little variety or originality. Bookish English

  C (minus) 06-07 Candidate finds it difficult to communicate his ideas.

Many gross errors of agreement, spelling, misuse of preposition.

D D+(PLUS) 04-05 English is broken and essay is full of errors.

the reader guesses what the writer  wants to say.

  D (plain) 03 Continuous errors .the essay is almost impossible  to follow
  D (minus) 01-02 Chaotic. No meaning at all. No order. Candidate has

no idea about what should be done (question and  or

words  copied)

 

  1. Creative composition (compulsory)

Either

  1.   a) Write a story ending with the following sentence:

“……………………thank you it was only a nightmare.”

  1. a) The candidate must end in the phrases “Thank God, it was only a nightmare.” In the last paragraph
  • If it appears anywhere in the composition other than the last paragraph, deduct
  • The story must bring out a sign of relief. If not treat as irrelevant and deduct (2 mks)
  • It must be a narrative that revolves around a dream, if not deduct (2 marks)      
  • If irrelevant deduct upto
  • If too long or too short deduct upto (2 mks) maximum
  • Must be credible. If not deduct

                        Or

  1. b) Write a composition to illustrate the saying:                                                                                   

A journey of one thousand miles begins with one step.”                                      

  • It must be a story illustrating the proverb, “A journey of one thousand miles begins with

one step”. If not deduct upto

  • Must be a story and not a philosophical statement. If a philosophical statement deduct
  • Must include the saying (almost towards the end of the story). If not deduct upto

 

  1. Imaginative composition (compulsory)

             Either

(a) Write a composition ending:

…………….from that day, when ever I see him my heart is filled with bitterness.

         or

(b) Write a story to illustrate the proverb: ‘ Once bitten twice shy.’

 

Points of interpretation                                                                                                        

  • – Must be a story if not deduct 2 marks.
    • Must and with the given sentence if not deduct 2 marks.
    • There must be a scenario/situation of betrayal or one which would lead to the ending of the story, if it is not the case treat as irrelevant and deduct it marks.
  • – It must be a story if not deduct 2 marks
    • The story should illustrate the given saying, if not deduct 4 mars.

 

Paper 101/3 is intended to test the candidates ability to communicate in English. Communication is established at different levels of intelligibility, fluency, pleasantness and originality.  Within the constrains set by each question.  It is the linguistic competence shown by the candidate that should carry most of the marks.

 

Examiners should not hesitate to use the full range of marks for each essay.  It is the final total marks that counts.

 

It is important to determine first how the essay communicates and in which category ABC OR D it fits.  Use the marks below to classify each essay:

 

D  class   – The candidate either does not communicate at all 01-05 or his language ability is so minimal

that the examiners practically has to guess what the candidate wants to say.  The candidate

fails to fit the English words he knows into meaningful sentences.  The subject is glanced at or

distorted.  Practically no valid punctuation.  All kinds of errors.  ‘Broken English.’

D – 01-02  Chaotic. Little meaning whatsoever.  Question or some words from it simply

copies.

D    03        Flow of thought almost impossible to follow.  The errors are continuous.

 

D+ 04-05   Although the English is often broken and the essay if full of errors of all

Types we can at least guess what the candidate wants to say.

 

C class        The candidate communicates understandably only or less clearly.  The candidate is not

confident with the language.  The subject is often undeveloped.  There may be some

digressions.  Unnecessary repetitions are frequent.  The arrangement is week and the flow

jerky there is no economy  language.  Mother tongue influence is felt.

 

C- 06-07      The candidate obviously finds it difficult to communicate his ideas.  He is Seriously

hampered by his very limited knowledge of structure and vocabulary.  The results are many

gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and

sentence constriction.

 

C  08            The candidate communicates but not with consistent clarity.  His linguistic ability being very

limited, the candidate cannot avoid frequent errors in  sentence structure.  There is little

variety or originality very bookish  English.  Links are weak, incorrect, repeated at times.

 

C+ 09           The candidate communicates clearly but in a flat and uncertain manner. Simple concepts

sentence forms are often strained.  There may be an overuse of clichés, unsuitable idioms.

Proverbs are misquoted or misinterpreted.  The flow is still jerky.  There are some errors of

agreement, tenses, spelling.

 

B class          This class is characterized by greater fluency and ease of expression.  The candidate

demonstrates that s/he can use English as a normal way of expressing himself/herself.

Sentences are even saying and usually well constructed.  Some candidates become

ambitious and even over-ambitious.  There may be items of merit of the one word or one

expression type.  Many essays in this category may be just clean and unassuming, but they

still show that the candidate is at ease with language. There may be a tendency to under

mark such essays.  Give credit tone.

 

B-(11-12)       The candidate communicates fairly and with some fluency.  There may be a little variety in

sentence structure.  Gross errors are still found occasionally, but this must not be over –

punished by the examines.

 

B 13                The sentences are varied but rather simple, straightforward.  The candidate  does not strain

in an effort to impress. There is a fair range of vocabulary and idiom.  Natural and

effortless. Some items of merit, Economy of language.

 

B+(14-15)       The candidate communicates pleasantly and without strain.  There are errors and slips.

Tenses spelling and punctuation are quite good. A number of items of merit of the whole

sentence or the whole expression  type.

 

A class             The candidate communicates not only fluently but attractively with originality and

efficiency.  He has the ability to make us share the deep Feelings, emotions, enthusiasms.

He expresses himself freely and without any visible constraint.  The script gives evidence

of maturity

good planning and often humour.  Many items of merit which indicate

that the candidate has complete command of the language.  There is no

strain just pleasantness, clever arrangement felicity of expression.

 

A- (16-17)       The candidate shows fluency and competence in using the language.  He may lack

imagination or originality which usually provide ‘spark’ in such essays.  Vocabulary,

idiom, sentence structure, links variety are impressive.  Gross errors are very rare.

 

A    18             Positive ability.  A few errors that are felt to be slips. The story or argument has a definite

impact.  No grammar problem. Variety of structures, a definite spark.

 

A+ (19-20)      The candidate communicates not only information or meaning, but also and especially the

candidate’s   whole self, the feelings, tastes, points of view youth culture.  This ability to

communicate his deep self may express itself in many ways:  wide range of effective

vocabulary, original approach, vivid and sustained account in the case of a narrative, well

developed and ordered argument in a debate or dispassion.  Errors and slips should not

deprive the candidate of the full marks s/he deserves.

            MARKING SYMBOLS

  1. The main signs indicate the degree of seriousness of errors.

(a) Gross error omission For construction in margin.

(b) Minor error omission Minor construction error

(c ) Minor or possible.

 

Repetition of words – a circle around the word (or idea).

R = usually in the margin.

 

  1. IMAGINATIVE COMPOSITION (COMPULSORY)

a)-must be a  story, if  not  deduct 4 marks(AD)

-must begin with the sentence given if not deduct (2marks) (AD)

-must show contrast i.e. what brought the broad smile (joy) and shyness (avoiding of eye contact)

b)-must be relevant to the saying, if not deduct up to 4 marks (AD) for irrelevancy.

-must show a situation where one gets hurt after casting the first stone. Can use 1st, 2nd or 3rd person.

Award marks for: introduction 2marks

Language and presentation 4marks

Content 12marks

Conclusion 2marks

  1. Either;

…………………If I had known, I would have thought twice before making that statement.

Or;

You reap what you sow.

GENERAL GUIDELINES

STEP 1

Read the composition through and award an impression grade on the basis of inter alia, the following:

  • Communicative Ability

The candidate should communicate clearly despite some errors of vocabulary, idiom and sentence construction. Ideally the vocabulary should be appropriate and effective while idiomatic expressions should be vivid and relevant. Sentence construction should be varied in terms of length, form and function.

  • Linguistic ability

The very able candidate should strike you as outstanding because of:

  1. excellent use of language
  2. ability to organize and develop his or her work.

 

STEP II

Read the composition a second time and underline all the errors or take any other appropriate measure. this is important because is justifies the awarded in step I above.

ERRORS AND MARKING SYMBOLS

 

TYPES OF ERRORS

Major errors are tense and verb formations/spelling/agreement/syntax/omission. These errors interfere with the flow of communication

Minor errors may e where a student ‘misuses’ vocabulary of a structure but this does not particularly affect communication. Such errors may be said to be the result of experimentation and/or carelessness.

Blatant irrelevancy occurs when a student veers from the point of the composition or introduces irrelevant material.

Stylistic weaknesses are typified by, for example: the overuse of simple sentences, the repetition of vocabulary indicating a limited range or the use of slang in an effort to impress the examiner with his or her knowledge of current use!

Contradiction of instructions (rubric) occurs when a student either does not write enough or writes too much as a result of failing to understand or read the instruction carefully.

Minor irrelevancy occurs when a student veers from the subject although the main point of the composition is till maintained

            ACTION

If a candidate: (i) does not answer the compulsory question, award 00 regardless of whether he/she has answers two other questions fro the subsequent section or not (ii) answers question 1 and 2 from the subsequent section, mark all and record marks for question 1 and the best ark for the subsequent question (iii) writes an essay that borders on cheating e.g. memorized a passage, treat as case of cheating and award 00 (iv) sets his own question and answers it. This is a deliberate attempt to evade questions set for him/her award 00.

IRRELVANCY

  • Consistent distortion of question, evasion of question, writing on a totally different subject with a clumsy attempt at connecting the essay with the subject given, inclusion of memorized passages e.t.c.
  • The question is given an unacceptable or questionable interpretation
  • Essay does not address the subject given or contains long semi-relevant digressions or lacks coherence

 

ACTION

Judge the irrelevancy as either resulting from:

  • candidate’s poor understanding of the subject
  • A deliberate attempt to deceive

The examiner marks the essay, gives a linguistic mark and comments on the nature of the irrelevancy, then deduct up to 4mks. However, if the essay is totally is totally irrelevant then award 00.

 

BREVITY

Candidate may not write the required length of composition

  • If essay is less than 200 words and more than 175 words deduct 1mk (AD)
  • If essay is less than 175 words, then deduct 2mks(AD)
  • With question 1, if essay is less than 150 words then deduct 1mk (AD), but if 150 words or more no deduction is made.

TABLE OF CATEGORIES

D-CLASS D-

D

D+

1-2

3

4-5

C-CLASS C-

C

C+

6-7

8

9-10

B-CLASS B-

B

B+

11-12

12

14-15

A-CLASS A-

A

A+

16-17

18

19-20

CRITERIA FOR AWARDING GRADES

Wide range of vocabulary and idiom. Great sentences. No technical problems. Vivid and sustained account.

A few errors but does not mar the impact of writing. Variety of sentence with good vocabulary and idiom. Fluent.

Lacks the excellence o an A+ of A but still very competent.

Some major errors (tense/agreement e.t.c) however, vocabulary and sentences structure still good.

lacks variety of sentence structure. Vocabulary is still good. Some major errors.

Lacks a variety of sentence structure. Vocabulary less varied. Some major errors. However, still a fluent piece of work.

Lack fluency although communicates. Limited choice of vocabulary. Little variety of sentence. Major errors

Communicates but has a serious lack of fluency. Major and lack of variety in sentence structure and choice of vocabulary. Poor paragraph links

Although the candidate still communicates, he/her has a very limited knowledge of English. Serious errors. Just acceptable.

Many serious errors. Account broken, but still understandable. Just recognizable as English.

Flow of thought almost impossible to follow. Full of serious errors

– Chaotic , little meaning.

 

.           (a) The story must end with the given statement. If not deduct

– The story must bring out the idea of regret. If not deduct up to

– The story must include the statement referred to in the question. Togged to the story if not

deduct

(b) Must be a relevant story. If not deduct up to 4mks). Must be a story. If not

deduct up to

 

 

8..        CREATIVE WRITING

  1. i) Generally paper 101/3 is intended to test the candidate ability to communicate in writing.
  2. ii) Communication is established at different levels of intelligibility, correctness, accuracy,

     fluency, pleasantness and originality.

iii) Within the constraints set by each question, it is the linguistic competence shown by the

candidate that should carry most of the marks.

iv)Examiners should not hesitate to use the full range of marks for each essay i.e. 01-20- based on

communication  classes D C B A

v)Before starting to mark, it is important to determine first how the essay communicates and

classify it- D C B or A

vi)The essay is marked out of 20 whose final total mark is assessed as follows:-

 

D CLASS GENERAL CHARACTERISTICS 01-05

The candidate either does not communicate at all or the language ability is so minimal that the examiner has to practically guess what the candidate wants to say. The candidate fails to fit the English words he/she knows into meaningful sentence. The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors. “Broken English”

 

RANGE OF MARKS

D- 01-02 chaotic little meaning whatsoever. Questions paper or some words from it simply copied

D 03 flow of thoughts almost impossible to follow. The errors are continuously.

D+ 04-05 although the English is always broken and the essay is full of errors of all types, we can at least guess what the candidate wants to say.

 

C  CLASS GENERAL CHARACTERISTICS 06-10

The candidate communicates understandably but only more or less clearly. No confidence in language use. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language. Mother tongue influence is felt.

 

RANGE OF MARKS

C- 06-07 the candidate finds it difficult to communicate his/her ideas. Is seriously hampered by the very limited knowledge of structure and vocabulary. This results in many gross errors of agreement. Spelling, misuse of prepositions, tense, verb, agreement and sentence construction.

 

C 08 The candidate communicate but not with consistence clarity. The linguistic ability is very limited, cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect, repeated at times

 

C+ 90-10  The candidate communicates clearly but in a flat and uncertain manner. Simple concepts; sentence forms are often strained. There may be an overuse of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tense, spelling.

 

 

B  CLASS GENERAL CHARACTERISTIC  11-15

This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over- ambitious. There may be items of merit of the one word or whole expression type.

Many essays in this category may be first clean and un assuming but they still show that the candidate is at ease with language. There may be a tendency to under mark such essays. Give credit to tone.

 

B-  11-12   The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors m are still found occasionally, but this must not be over punished by the examiner

 

B 13 the sentences are varied but rather simple and straight forward. The candidate does not strain him/herself in an effort to impress. There is fair range of vocabulary and idioms. Natural and effortless. Some items of merits. Economy of language.

 

B+  14-15  the candidate communicates ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good .a number of items of merits of the “whole sentence” or the “whole expression” type.

 

A CLASS GENERAL CHARACTERISTICS 16-20

The candidate communicates not only fluently but attractively with originality and efficiency. Has the ability to make us share his/her deep feelings, emotions, enthusiasms. Expresses his/herself freely and without any visible constraint. The script gives evidence of maturity, good planning and often humour. Many items of merits which indicates that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement, felicity of expression.

 

A- 16-17 

The candid ate shows competence and fluency in using the language may lack imagination or originality which usually provides the “spark” in such essays. Vocabulary, idioms, sentence structure, links, variety are impressive, gross errors are very rare.

A 18

Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problems. Variety of structures .definite spark. Many margin ticks

A+ 19-20

The candidate communicates snot only information and meaning but also and especially, the candidate’s whole self. Feelings, tastes, points of view, youth, culture. This ability to communicate deep self may express itself in many ways: wide range of effective vocabulary, original approach, vivid and sustained accounts in the case of a narrative, well developed and ordered arguments in the case of a debate or discussion. Errors and slips should not derive the candidate of the full marks deserved. A very definite sparks

 

ERRORS/MISTAKE-(Gross and minor)

GROSS ERRORS interfere /distort communication/meaning while MINOR ERRORS only slightly  do so.

 

TYPE OF GROSS ERRORS

  • Joining two different words
  • Separating one word
  • Wrong spelling of common words/misuse of words-elementary vocabulary
  • Vagueness
  • Direct translation
  • Illogicality
  • Word order
  • Construction
  • Capitalization
  • Punctuality marks-misuse/omitted
  • Any error of agreement
  • Serious tense error.
  • Ridiculous use of idioms that affect communication
  • Misuse of common prepositions

 

TYPE OF MINOR ERROR

  • Omission of a comma
  • Misspelling of a difficult word
  • Minor construction error (doesn’t distort meaning)
  • Slips

ITEMS OF MERIT (√)

  • Correct use of phrasal verbs
  • Sayings
  • Sentence inversions
  • Ellipses
  • Correct use of idiomatic expression
  • Correct use of vocabulary

MARKING SYMBOLS

GROSS ERROR

OMISSION

FOR CONSTRUCTION IN MARGIN

MINOR ERROR

MINOR OMISSION

MINOR CONSTRUCTION ERROR

MINOR OR POSSIBLE ERROR

FAULTY PARAGRAPHING REPITITION-(OF WORD)

-OF IDEAS

ILLEGIBILITY

VAGUENESS

 

WRONG WORD ORDER underline once ad write W.O  in the margin

ILLOGICAL or CONTRADICTORY-ILL (in margin)

BROKEN ENGLSH when the candidate fails to communicate –BR in margin

 

 

FOR PURPOSE OF IDENTIFICATION USE:

  • COW (candidate own writing) to indicate that a candidate has used a pencil to make a correction
  • BRACKETS [ ] indicate that a pat of ‘D’ script that communicates
  • Use an ASTERICK (*) to indicate that an item or a sentence that the rubrics indicate should be used
  • To indicate an item of merits use a tick (√) either above a word or in the margin for the whole sentence.

 

MARKING NORMAL SCRIPTS

 

  • Read through first to get a feel
  • Decide on the degree of communication-A-D
  • After underlining decide on the mark category
  • Allocate a numerical mark

PROBLEMS SCRIPTS

  1. A) IRRELEVANCY
  • Consistent distortion of questions, evasion of questions, writing on a totally different subject
  • The question is given an unacceptable or questionable interpretation
  • Essays contain long, semi-relevant digressions or lack coherence

ACTION

  • Mark the essay and give a linguistic mark and comment on the nature of the irrelevancy.
  • Deduct up to 4marks

CONTRAVENTION OF RUBRIC

  • If the candidate answers both Q1a and (b only, mark the first
  • If an essay is too short(less than 150 words) deduct up to 2mks
  • But if too long (more than 450 words) deduct up to 2mks
  • If note form used, deduct up to 2marks
  • If the opening/closing sentence not used, deduct up to 2mks

*advice candidate to generally avoid vulgarity and praise of vice.

 

KENYAN ENGLISH

Panga,  rungu, shamba, murram, matatu, wananchi, ugali, madarasa, harambee,  matoke, maendeleo ya wanawake,salaam,aya,askari,debe,duka,nyayo,boma,sukumawiki,manyatta,goiat party magendo, safari.

 

AMERICAN SPELLING

Accept American spelling provided it is consistently used in a certain word.

 

POINT OF INTERPRETATION

  1. a) Must be a story. if not deduct up to 4marks

The story must illustrate the saying i.e. how doing something in good time/early enough culminates in success. Alternatively, how lateness results into a disaster or failer. Either way, the story must naturally lead to or emanate from the saying.

If merely a philosophical discussion, treat as irrelevant and deduct 4marks AD

 

  1. b) Must be a story. If not deduct up to 4marks AD

Must begin with the given sentence. If not deduct 2msrks AD

Candidate must present a situation of celebration/victory/happiness. What is celebrated must be I   dentified. To a large extent, it must be a situation of success and not failure. Treat as irrelevant if he celebration is excluded, then deduct up to 4marks AD.

 

  1. Either

(a) Write a composition ending with the following words: …..it was the worst mistake I have

ever made.

or

(b) Write a composition to illustrate the saying: “Hurry hurry has no blessings”.

POINTS OF INTERPRETATION

a)

  • Must be a story. If not, deduct 4 marks AD.
  • The story must end with the given statement. If not, deduct up to 2 marks AD. If it merely tagged on, treat as irrelevant and deduct up to 4 marks AD. TL/CE
  • A candidate must present the situation he/she finds himself/herself as embarrassing/terrible or a difficult situation. It must be credible.
  • The situation presented need not be solved
  • The situation could be as a result of choice, influence or fate and whatever it was, it must come out clearly.

b)

  • Must be story .if not, deduct 4 marks AD
  • If merely it is a philosophical discussion, treat as irrelevant and deduct up to 4 marks AD
  • The story must illustrate the saying i.e. how being in hurry can work against ones expectation or hinder a person from attaining a set goal. This might be due to overlooking small details which from the basic component of the whole plan
  • Story must show how being in a hurry is counter productive.
  • The instant brought out must be credible

 

 

  1. Either
  2. a) Write a story ending

I realized that I would never have a second chance in life

Or

  1. b) Write a story to illustrate the following saying

“A tortoise may be slow but he seldom falls”

  1. a) -It must be a story if not 4 AD
  • Must present a credible scenario suggested by and leading to ending with the given statement
  • The narrators lesson should be presented vividly if this is not apparent, treat as irrelevant
  • Candidate must involve himself
  1. b) – It must be a story
  • Must write a story that illustrates that one does not need to hurry and finally

things go wrong

  • The length should not exceed 1 ½ pages. If it goes beyond, deduct 1 mark
  1. Either
  2. a) Write a story beginning with

“It looked quite easy at first…………………….”                                                                            O r

  1. b) Write a story to illustrate the proverb; Too many cooks spoil the broth

POINTS OF INTERPRETATION

  1. a) – Must be a story. If not deduct 4 marks AD

– Must begin with the given sentence. If not deduct 2 marks AD

 

  1. b) – Must present a credible story leading to the proverb. If it does not illustrate the proverb, treat it as irrelevant and deduct 4 marks AD.
  • If merely philosophical treat as irrelevant and deduct 4 marks AD

 

  1. Either
  2. a) Write a story that illustrate the saying:-a bird in hand is worth two in the bush

The proverb

  • The candidate must give a suitable story to illustrate the proverb
  • If not relevant deduct 4 marks from the score
  • A title ought to be given to the story as required in all compositions. Deduct 1 mark if title is missing
  • Deduct 2 marks from the score. If language is bad
  • Give 1 mark for introduction and 1 mark for conclusion

Or

  1. b) Write a composition beginning with the sentence:-from the outset one could see that a lot

was a waiting us.

  • Must be a composition in form of an essay
  • Must have a title
  • Must begin with the given words – if not deduct 2 marks
  • Must integrates the story if not deduct 1 mark
  • Penalize for errors of tense, spelling, subject verb, agreement. Deduct up to 2 marks
  • If not relevant deduct 2 marks
  1. Category A 16 – 20 marks
  • Pleasant and effortless
  • Use of literary devices apply
  • Natural and captivating language
  • Appeals to the senses- language variety
  • Involving
  • Maturity
  • Very few errors, seen as slips
  • A definite spark

Category B 13-15 marks

  • Pleasant language
  • The language not as good as in A category
  • Some items of merit
  • Some grammatic errors but not very many
  • Attractive

Category C 08 – 12 marks

  • Flat language
  • The candidate strains to communicate
  • Sentence structures are limited
  • Characterized by repetition
  • The flow is jerky
  • Misuse of expressions

Category D 01 – 07 marks

  • Chaotic
  • Not understandable/ confusing
  • Flow of thought almost impossible to follow
  • Irrelevant
  • Jumbled up

 

  1. Imaginative composition

(a) Points of interpretation

– Must be a story. If not deduct 4mks

Must begin with the given sentence. If not deduct 2mks .Candidates must present a credible scenario

emanating from the sentence given.

Candidates should clearly narrate the events leading to Jane’s inability to stand up on her own  the

following morning.

– The narration might look back on a physical injury/difficulty/hardship or state of mind that rendered

Jane unable to stand by herself.

If this does not become apparent in the narration/description, treat as irrelevant and deduct up to 4mks.

 

A 19-20 –        Very fluent, efficient and effective

–        Has a definite spark

–        Effortless

–        – Many items of merit

A18

A-16 -17

–        Effortless

–        Communicates with a lot of originality

–        Well planned

–        A wide range of vocabulary

–        Shows wide range and maturity

–        Good style

–        Many items of merit

–        No errors, only slips

B+ – 14 – 15

B–  -13 -14

B- – 11 – 12

–        Quite fluent

–        Use vocabulary and expressions well

–        Good planning

–        Maturity of ideas

–        Has a fair range of sentence variations

–        Good variety of punctuation marks

–        Has several items of merit

–        Very few serious errors

C+ – 09 – 10

C – 08

C – 06-07

–        Candidate communicates but with some difficulties

–        Repetitive grammatical errors

–        Poor planning

–        Simple ideas

–        Has many serious errors

–        Persistence misuse of vocabulary tense, spelling errors, misused preposition, ridiculous idioms, many gross errors

–        Generally immature and digressive

–        Spelling often phonetic

–        Persistence mother tongue interference

–        Use your discretion to determine the range

D+ – 04 – 05

D – 3

D- – 01 – 02

–        Chaotic

–        Many gross errors of spelling, tenses, punctuations

–        Hardly any meaningful expression

–        No arrangement

–        The story does not flow

–        The subject is distorted

–        Broken English

–        Impossible to follow the flow of ideas

 

  1. Composition Writing/Imaginative

(a) and (b) must be a story relevant to the given statement. If not deduct (4marks)

CLASS MARK FOR CATEGORY MARK FOR EACH ESSAY QUALITY OF ESSAY
A A+ 19-20 Excellent complete command of language just one or 2 minor slips. Has several merit ticks of  both sentence and word type
  A(plain) 18 Very good, attractive, no strain

Have 3 or 4 slips. Reader does not feel wholly possessed. Has merit ticks for expression and words

  A(Minus) 16-17 Shows competence and fluency in using language. He may lack imagination or originality which usually provides spark vocabulary, idiom and sentence structure, Links be impressive. Gross errors are rare
B B+ 14-15 Communicates his or her ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good. A number of merit ticks of

“ the whole sentence” or the “whole expression” type

  B(Plain) 13 Sentences are varied but rather simple and straight forward. Fair range of vocabulary and idioms. Some items of merit. Economy of language
  B(Minus) 11-12 Candidate communicates fairly and with some fluency. Little variety in sentence structure.

Gross errors are found occassionally

C

(06-10)

C+ 09-10 Candidate communicates clearly but in a flat and uncertain manner. Overuse of clichés
  C(Plain) 08 Candidate communicates but not with consistent clarity

Little variety or originality

Bookish English

  C(Minus) 06-07 Candidate finds it difficult to communicate his ideas.

Many gross errors of agreement, spelling, misuse of prepositions.

 

D+

   

04-05

English is often broken and essay is full of all sorts of errors. The reader can guess what the writer wants to say
  D(plain) 03 Continuous errors

The essay is almost impossible to follow

  D(Minus) 01-02 Chaotic. No meaning at all.

No order. Candidate has no idea about what should be done (question paper copied)

 

 

  1. Question 1 (a) and (b)

It is important to determine first how each essay communicates and in which category

A, B, C or D it fits

(The marks indicated below are for question one)

D CLASS: The candidate either does not communicate at all or his language ability is so minimal

D- 01 – 02: Chastic, little meaning whatsoever

D – 03: Flow of thought almost impossible to follow

D+ 04 – 05: English often broke, we can at least gives what the candidate wants to say

C CLASS

C- 06 – 07: The candidate finds it difficult to communicate his/ her ideas

C – 08: The candidate communicates but not with consistent clarity

C+ 09 – 10: The candidate communicates but in a flat and uncertain manner. There are some                                           errors of agreement, tenses and spelling

B CLASS:

B- 11 – 12: The candidate communicates fairly and with some fluency. Gross errors are still found

occasionally, but this must not be over punished by the examiner

B – 13: The sentences are varied but rather simple as straight forward. There is a fair range of vocabulary  and idioms. Some items of work, economy of language

B+ – 14 – 15: The candidate communicates his ideas pleasantly without strains. There are errors and slips  tenses, spelling and punctuation are quite good. A number of items of meaning of the

“whole sentence or the whole expression type

A CLASS

A- – 16 – 17: The candidate shows competence and fluency in using the language. He may lack

imagination or originating which usually provide the “spark” in such essays. Gross errors    are very rare

A – 18: Positive ability. A few errors that be felt to be slips. Has definite spark. Many margin ticks

A+ – 19 – 20: The candidate communicates not only information and meaning but also and especially the candidates:

Whole self: His/ her feeling, tastes, points of view, youth, and culture. This ability to communicate is deep self may express itself in many ways, wide range of effective vocabulary, original approach vivid and sustained account in the case of narrative. A very definite spark

 

  1. 1 (a) and (b)

It is important to determine first how each essay communicates and in which category

A, B, C or D it fits

(The marks indicated below are for question one)

D CLASS: The candidate either does not communicate at all or his language ability is so minimal

D- 01 – 02: Chastic, little meaning whatsoever

D – 03: Flow of thought almost impossible to follow

D+ 04 – 05: English often broke, we can at least gives what the candidate wants to say

C CLASS

C- 06 – 07: The candidate finds it difficult to communicate his/ her ideas

C – 08: The candidate communicates but not with consistent clarity

C+ 09 – 10: The candidate communicates but in a flat and uncertain manner. There are some errors of agreement, tenses and spelling

B CLASS:

B- 11 – 12: The candidate communicates fairly and with some fluency. Gross errors are still found occasionally, but this must not be over punished by the examiner

B – 13: The sentences are varied but rather simple as straight forward. There is a fair range of vocabulary and idioms. Some items of work, economy of language

B+ – 14 – 15: The candidate communicates his ideas pleasantly without strains. There are errors and slips tenses, spelling and punctuation are quite good. A number of items of meaning of the “whole sentence or the whole expression type

A CLASS

A- – 16 – 17: The candidate shows competence and fluency in using the language. He may lack imagination or originating which usually provide the “spark” in such essays. Gross errors are very rare

A – 18: Positive ability. A few errors that be felt to be slips. Has definite spark. Many margin ticks

A+ – 19 – 20: The candidate communicates not only information and meaning but also and especially the candidates:

Whole self: His/ her feeling, tastes, points of view, youth, and culture. This ability to communicate is deep self may express itself in many ways, wide range of effective vocabulary, original approach vivid and sustained account in the case of narrative. A very definite spark

 

 

SECTION B- ANSWERS

  1. COMPULSORY SET TEXT: An Enemy of the people

Introduction:

Dr. Thomas Stockman firmly defends his discovery that the municipal baths are poisoned/ contaminated posing a health risk to the town. Renovation needs to be done and the conduit pipes relayed. When the authorities attempt to influence/ change his stand, he strongly declines

 

Body

  • He was appointed as the medical officer of baths through his elder brother (the mayor) influence so as to keep him on check/ silence him. But his critical nature does not silence him. He openly condemns the rot in the municipal baths
  • Peter Stockmann’s attempt to change/ revenge his report falls on deaf ears. He is ready to defend this report
  • The mayor threatens him that his job rests on the action he takes. He states categorically that he would rather lose it than peddle falsehood
  • If he loses his job, his wife and children will suffer financially. His wife pleads with him to mind the welfare of his children especially, Ejlif and Morten but he wont bulge
  • Morten kill, his father- in- law threatens to disinherit Katherine and the children should Dr. Stockman stick to the fact that the pollution at the baths is mainly from his (Morten Kill) tannery at molledal., However, Dr, Stockman stands his ground.
  • Horstad and Billings craft a story that Dr. Stockmann has colluded with his father- in- law to criticize the baths and in turn buy cheap shares from the now unpopular baths. To clear his name, they now want to bail them out of their papers financial crisis and in return they would allow him some space to clear his name. he flushes them out of his house

Even after being branded “An Enemy of the people” he chooses to soldier on. He hopes to start a

school for urchins to emancipate them from their predicament

No amount of humiliation would intimidate him. He loses his job, his daughter is summarily

dismissed, his house destroyed and his children expelled from school in an attempt to make him

surrender. He does not yield

CONCLUSION

Despite attempts to change his position, he remains as solid as a rock after his discovery that “the

strongest man in the world is he who stands alone”                                                                       

Expect 4 well illustrated points

3:3:3:3 =

Introduction – 2

Body –

Grammar + presentation –

Conclusion –

Total =

 

  1. ‘Corrupt leaders use any means at their disposal to achieve their selfish ends.’ Discuss the above

      statement with close reference to “An Enemy of the people” by Henrick Ibsen         (20mks)

 

POINTS OF INERPRETATION

  • Must be a story that illustrates the proverb
  • Should not be philosophical. If philosophical deduct up to 4mks
    – Generally should be in past tense
  • Must b a story ending with the input statement
  • – Must be credibly infused if not deduct 4mks

 

Introduction

  • Explain corruption, give an example tie to the text

body

Peter Stockmann

  • Manipulating /influence the press not to print the article on the state of the baths
  • Manipulates/incites the crowd to heckle at the Dr. and also to stone him and his property
  • Manipulates schemes for suspension of Petra form school and also the captain Horster from his job
  • Manipulates/blackmail Catherine Stockmann to influence Dr.
  • Intimidates Dr. Stockmann with dismissal

Journalists

  • They sacrifice truth to achieve their individual truth (journalists)
  • – they brainwash the masses (compact majority) to gain favour and protect what they have their (earnings)
  • – Abetting /colluding in the crime hoping to benefit from Dr. purpotted benefits

Morten kill

  • He blackmails Dr Stockmann in order to remind his claim of the rot in the bath- to improve the value of share,
  • Nepotism – Supports the son-in-law blinding in hope of gaining unfair advantage

Conclusion

  • Reap and a positive on the way forward out of the situation

 

  1. DRAMA (COMPULSORY)            

             Henrik Ibsen “An enemy of the people”                                                                            

             Write a composition on the ironic instances in Henrik Ibsen’s “An enemy of the people”

 

Introduction:                                                                                                                         

Irony is  the  amusing or strange  aspect  of a situation  that is very  different  from what  you expect,

that is  you really mean  the  opposite  of  what you are saying

 

Content                                                                                                                                             

Ironic instance in ‘An Enemy of the People’ are:

The mayor is hidden  in the  printing  room by Aslaksen  and Horstad when the Doctor  comes  in Dr Stockmann  does not  know this yet  the  readers are aware. It is only when he sees the mayor’s hat and walking stick that the doctor realizes that the   mayor is in the building-this is ironic.

 

Dr.  stockman entrusts  his  articles to the people messenger and is  convinced that it  would  be  published the next  day, Aslaksen is  to  personality  supervise its  printing ,word  for word. The later on turn against doctor stockman and refuse to have the articles printed. This is ironic.

 

The title of the book is ironic. Dr. stockman who intents  to save  the  compact majority or  the masses from ignorance, poverty  and ugly condition of  life, falsehood  and deceit, is branded ‘a public enemy’ who wishes to ruin the  whole  community.

 

The great splendid, much praised Baths have lost much money. On the contrary it has been discovered they are….(a white, polished  sepulcher” the greatest possible danger to the public health. All the affluence up at molledal, all that skimming filth is inflicting the water in the conduit-pipes leading to the reservoir and the same filth oozes to the shore zoo. To confirm this, the Doctor says he investigated the matter carefully and cases of illness among the visitors such as typhoid and gastric fever have been witnessed.

 

Conclusion:                                                                                                                                        Irony is used throughout the play

(Any 4 points well illustrated)

3:3:3:3=12mks

Linguistic mark (4mks)

  • -4mks
  • -3mks
  • -2mk
    • -1mk

 

  1. Drama (compulsory)

“Man’s nature is basically controlled by his materialistic nature. “Write a composition drawing your examples from Peter Stockmann and Aslaksen to justify this statement.

 

RELEVANT INTRODUCTION                                                                                         

– Must define materialism or echo the question

Body

  • Peter Stockman
  • He is corrupt
  • He is arrogant
  • He is selfish
  • He is malicious
  • He is a schemer

Aslaken

  • Indecisive/ cowardly
  • Selfish
  • Manipulative
  • Exploitative
  • Corrupt

Relevant conclusion

– Recup the content

Language and presentation

 

 

  1. Henrick Ibsen, An enemy of the people

Write a composition to show the consequences of standing up for the truth in a conservative

society.    Draw your illustrations form Henrick Ibsen’s ‘An Enemy of the People’

 

The challenges that are faced by those who stand up for truth in a conservative society.

(i)  They face rejection from friend e.g Peter Stockman is against his own brother,

Houstad, Billing and Aslaksen  Shift their loyalty to the major.

(ii)  They are betrayed by even close association.  The article by Dr Stockman is not published,

(iii) There is blackmail – Morten Kiil invests in the Baths using Katherine and the   hildren’s

savings to make the Dr change his campaign against the Baths.  Peter  Stockman to make a public apology so as to save his job.  When the doctor refuses to apologise, he is sacked.      

(iv)  Propaganda campaign/smear campaign against them e.g Dr Stockman is labelled on Enemy

of the people and his report is said to be imaginations:  The major  exaggerates the cost and even the  effects of Dr stockman’s report.

(v)  They are denied freedom of association.  Dr Stockman is denied access to the public Hall to

address  the people.  When he finally talks to the public, his address is closely monitored and he is not allowed to read his article.  Those who are close to the Doctor lose their jobs i.e his daughter Peter, captain Horster and his sons are dismissed from school.  The doctor is evicted from the house.

(iv)  Insecurity.  Dr Stockman’s house is pelted with stones and the window panes broken. Just

before the speech by the doctor, Captain Horster sits Doctor Stockmann’s family close to the door for fear of   their security.  Dr Stocknann’s children are dismissed from school after they fight with others and  also for fear of  their security.  Dr Stockmann is dismissed from employment and also Peter his   daughter.                                                                                       

Marking instructions.

  • Introduction 2 marks
  • 4 well illustrated points 12 marks
  • Language – 4 marks
  • Conclusion – 2 marks.

 

  1. (a) The play book

Contextual intro- The society in Henrick Ibsen’s play is faced with mynad problems such as greed,  abuse of power, betrayal, hypocrisy, corruption just to mention a few.

These problems impact negatively on the society as described below.

N/B Consider any other relevant general or centralized introduction

  1. The mayor’s domineering character where he wants to be the centre of attention.

– It blinds him to the good others can do, for example, his brother Dr. Stockmann who genuinely wants to solve a problem

– He tells him to subordinate himself to the authorities.

.           (b)       Nr. Stockmann’s enormous pride is satirized.                                                         

– He does not listen to the mayor- he does not want to withdraw his report.

– Quarrels with the mayor, – he does not want to withdraw his report.

– Declared an enemy of the people.

.           (c) Mayor’s corrupt nature leads him to fail to see the obvious problem of the town’s Baths

– Wants a fake report released and cosmetic changes made to an obviously polluted

water supply and the contaminated Baths.

(d)       The town has a corrupt press

– They are also highly unreliable

– Do not publish a genuine report but substitute it with the mayor’s fake one.

– Proceed on a scheme of misinformation

(e)       – A gullible citizenship

– Believe what leaders tell them without questioning them

– Are likely to be used/misused as it happened during Dr. Stockmann’s meeting.

– Vote/declare the doctor as enemy

– Stone/pelt his house with stones.

(f)        Nepotism

Peter Stockmann secures his brother a job with the Baths committee in order to contain him. Hence does not allow his brother to correct him. He tells him, ‘You have no right to individual opinion.

-This fuels corruption in the society.

(g)       Betrayal and hypocrisy

-The press men pledge their support for Dr. Stockmann earlier. Later they turn against him

hence frustrate him and his effort to improve the baths.

– The mayor knows very well the problems haunting the Baths but he does not want to

take any action because of his selfish interests/he’s protecting his job and political career.

(consider any relevant thematic view;  (introduction 02mks- language 04mks) content 12mks i.e. 3×4 pts) conclusion 2mks.

Conclusion- The above society is unlikely to realize any prosperity because the leaders who are supposed   to show good examples are at the eye of the storm. Worse still the citizens are vulnerable     and are easily manipulated by politicians.

 

  1. HENRIX IBSEN, AN ENEMY OF THE PEOPLE

INTRODUCTION-2MARKS

Corruption involves using ones power/position/authority in a dishonest/illegal way in order to get an advantage for oneself. In many societies, those who wield power at various levels notoriously perpelvate this vice. It becomes par and parcel of society when it is institutionalized as the general public bride to have service done. Dealing with corruption is tricky as the officials would use all the means/tricks even threats to maintain the status –quo.

 

A general introduction approach defining corruption and how it fights back

Corruption is evident in the play,” an enemy f the people. “Peter Stockmann, who is the mayor, abuses his authority to frustrate the finding s of Dr.Stockmann. The doctor who intends to clean the rot in the society.” ends up sucked up by the vice and is labeled” an    enemy of the people “at the end of the play. The forces of corruption led by the mayor are too powerful for him hence, he has to throw in the towel having been rejected by the people.

A contextualized introductory approach. The introduction must capture…how corruption fights back, if not, award 1mark.

ACCEPT EITHER OF THE TWO AND ANY RELEVANT ONE

CONTENT

C (i) Dr Stockmann’s experience vs. the mayor’s reaction.

  • Dr Stockman, the medical officer of the bath has state in his report that the public utility is contaminated and hence, a health hazard to the town residents. He suggests that the whole piping system should be re-done.
  • The mayor would not listen to this as he argued that replacement of the conduit pipes is too expensive. The residents could therefore be taxed heavily to meet the cost.
    • He wants to compromise Dr Stockman by telling him to keep quiet and publicly deny the report. P38

C (ii) role of press

  • Dr Stockman had given the press a copy of his report for publication so as to sensitize the public of the health hazard.
  • However the mayor uses his influence to manipulate billing, Hovstad and Aslaksen and so, they refuse to publish the report in the “people’s messenger”
  • In return, the mayors own version of the bath is published in the press-this contradicts the doctor’s findings p65”this information will be sufficient for the guidance of the public, if it appears. it is an official statement. May I trouble you?”

 

C (iii) Mortein kiils blackmail.

Mortein Kiil, Dr Stockman father in law, who had secretly kept money for inheritance by Mrs. Stockmann and their children decide to use it in buying shares from the baths. This he does after Dr Stockman findings.

His intention is to influence Dr Stockman to change his decision on the contamination of the baths. Test the inheritance due to Mrs. Stockmann be negatively affected.

 

C iv) ignorance/ manipulation of the town residents

  • The mayor uses is position to influence the town resident tom dismiss Dr Stockmann report. The people are gullible and fall into his trap the compact majorities are swayed to turn against Dr Stockmann.
  • When he calls a public meeting o explain the truth of the contaminated baths, he’s bored and taunted. Finally, he is rejected and labeled “an enemy f the people”

 

C (v) frustration of Dr Stockmann and family/sabotage

  • As a result of Dr Stockmann refusal to be corrupted by the mayor and Mortein Kiil, the citizen are incited against him as his houses windows are broken p87

“          Let’s go and break his window! Duck him in the fjord!”

  • All window panes of his house are broken, his desk littered with books and papers. The room is in disorder
  • His children, Mortein and Ejlif are suspended from school.
  • His daughter, Petra, a teacher, is dismissed from device.

The landlord evicts his family from his home.

 

EXPECT FOUR WELL DEVELOPMENT POINTS, MARK 3:3:3:3=12MARKS

FOR AN AREA TO SCORE 3 THE INCIDENT OF CORRUPTION MUST BE IDENTIFIED AND HOW IT AFFECTS DR. STOCKMANN OR FAMILY MEMBERS.

IF HOW CORRUPTION FIGHTS BACK.NOT GIVEN THEN MARK 2:2:2:2 =08MARKS

CONCLUSION -2MARKS

Corruption stagnates development in a society and it is a vice that should be fought from the top leadership with no stone left in turned o sacred cows/big fish being spared.

 

GENERAL APPROACH.

In conclusion, the above illustrations justifies the fact that corruption fights back to suck the well intentioned in society as Dr Stockmann, a peoples defender is dubbed “an enemy of the people”

 

A CONTEXTUAL APPROACH.

ACCEPT EITHER AND ANY OTHER RELEVANT CONCLUSION

GRAMMAR MARK=4MARKS

MARK 2:12:2:4=20MARKS

            INTRO-                     02MARKS

CONYENT-            12MARKS

CONCLUSION-     02MARKS

 GRAMMAR-        04MARKS

                                 20MARKS

 

  1. Ibsen Henrik’s ‘ An Enemy of the People’

“Society cannot progress because most people are blinded by short-term gains and selfish motives’. Basing your illustrations on the play ‘An enemy of the People’ write an essay that illustrates this statement.

INTRODUCTION (2MARKS)

Doctor Stockmann sacrifices to assist the society to improve its living standards through his discovery about the contamination of water but the then people turn down his endeavous because they want to protect their selfish interests. This leads to the society to remain backward.

 

POINTS OF INTERPRETATION (12MARKS).

 

Accept any other relevant introductions

 

S (i) The mayor is so engrossed in the income from the baths that he is not ready to accept the

doctor’s advice. This leads to the town not development. pg 34

S (ii) The people of the press  turn against the doctored when they realize that they are likely to

lose in   their profit, this is retrogressive and hinders the soccer from progressing pg 57-66

S (iii)Catherine(initially)attempts to stop the doctor from publishing the report because she fears

that the family is going to suffer, this is selfish and can not assist the society to progress pg 61

S (iv) Mortein Kill turns against the doctor when he realizes that his tannery is involved in the

contamination of the water pg 100

S (v) Mr. Rorlund chases Ejlif and Morten from school pg 108

S (vi) landlord gives the Stockmann’s quitting letter to protect his property pg 89

S (vii) Mrs. Bucks gives Petra dismissal letter to protect her school pg 91

 

Accept any other relevant point

Marks 3:3:3:3 = 12

 

CONCLUSION (2MARKS)

People are their own enemy. They turn against ideas that are meant to better their lives. Had they looked at the doctor’s report positively, the society would have progressed.

Accept any other valid conclusion

 

  1. Henrik Ibsens play “An enemy of the people”

With illustrations from the play “An Enemy of the people” Write an essay to illustrate the

Statement

            “Bad governance results when the citizens choose to follow their leaders blindly.”

An enemy of the people   by Henric Ibsen

INTRODUCTION                                                                                        

  • Accept general or specific introduction
  • Candidate to take a stand

 

G i) – The press men are easily manipulated by the layor. These include Aslaken, Billing,

Horstad.

They are easily swayed by the mayor and therefore refuse to publish the doctor’s report

G ii) Compact majority

– During the meeting which is chaired by Aslaksen, the compact majority blindly declare the doctor an enemy of the people even after he had addressed them

– He is denied access to the use of the municipal hall annoy other person is ready to allow                         him use his premises apart from captain Norster

– They proceed to his house and pelt it with stones

G iii) Petra is dismissed from her job as a teacher by Mrs.Bursk. She says that she did it due to

public demand. She says that she dared do this otherwise

G iv) Ejilif and Mortein are dismissed from school for fighting with other boys just because they

are sons  to Dr. Stockmann. The teacher has no otherwise

G v) captain Horster is dismissed by Mr.Vik for giving a room to the doctor for the meeting

G vi) The land lord to Dr. Stockmann asks him to leave his house just because he does not want to

be associated with the “enemy”

  • candidate to relate the points to the question
  • Accept any other relevant point
  • Accept details
  • Mark 3:              3:                     3:                     3

 

Conclusion

Accept general/ specific conclusion

Grammar and presentation

 

Content Grammar Conclusion
1 – 3 1 1
4 – 5 2 1
6 – 8 3 2
9 – 12 4 2
0 – 0 1 0

 

  1. Enrick Ibsen: An enemy of the people

Doctor Stockman faces many obstacles on his way to achieve his purpose.

Discuss this with reference to “An Enemy of the people”

 

Introduction

Doctor Stockmann discovers that the Battus have been contaminated and pose a risk to the town dwellers lives. After investigations that confirm his research findings, he decides to make this known to the public and have the effects of the contamination reversed. He however, meets a lot of opposition from different quarters.

                        Content

The obstacles Dr. Stockmann faces are:

  • His brother Peter Stockmann does not want him to make this revelation to the people because he is the chairman of the Battus committee
  • Claims that it would be very costly to reconstruct the Battus and this would directly affect the people’s finances

-The pressmen are not ready to publish the report for Dr.Stockmann in the press.

– They initially support Dr.Stockmann but they turn against him to support the major

(Peter Stockmann)

– The masses refuse to listen to his explanation and arguments about the Battu. Instead they

support Peter Stockmann and see Dr.Stockmann as an enemy of the people, even when he is

fighting for their welfare.

  • They heckle him and even go to stone his house
  • The landlord asks him to vacate the house he is living in because he fears what the masses will say. He faces a situation where he will be left homeless or forced to leave the county.
  • The captain cannot even ship lime out of the country because the ship owner cannot allow him to as he is also terminated from his job

(Any other obstacle)

Expect any 4 well illustrated points

Mark 3: 3: 3: 3 = 12

Introduction-  2/2

Content – 12/12

Grammar – 4/4

Conclusion – 2/2

 

  1. An enemy of the people: Ibsen Henrik

Using illustrations from the text show how the theme of betrayal has been portrayed

Peter Stockmann betrays his brother Dr. Stockmann

  • He makes sure his udeas are not put in written i.e. his report not published
  • He makes sure that his brother is dismissed from his job
  • He also declares his brother an enemy of the people

 

 

The press betrays Doctor and his family

  • They accept his report but later on decamps it
  • They refuse to print the report which they had initially accepted to do so
  • They go to Dr. Stockmann’s home after declairing him an enemy of the people. In doing so, they betray the community and Dr. Stockmann

The theme is brought out through the compact majority (citizen)

  • They refuse to listen to the Doctor’s talk on the baths yet it is for their own interest and benefit
  • They declare him an enemy of the people
  • They even destroy his house by stoning it
  • They also tore his trouser
  • Leaders also betrays the society
  • They are corrupt e.g. the mayor makes sure that Dr. Stockmann’s report is not published instead he publishes his own
  • They are adamant to change. Peter Stockmann convinces the compact majority that change will make them pay more amount on tax
  • They (leaders) are out to cover their own interest and are always on the negative; e.g. Peter Stockmann opposes the good ideas brought out by his brother

NB

  • Credit should be given to well illustrated points and relevance
  • Every point to be given 3 illustrations (1 mark for identification, 3 marks for illustration)
  • Mark 4 points of 4:4:4:4 (16 marks) for well illustrated points
  • Award two marks for introduction and two marks for conclusion

 

 

  1. Compulsory set text: The River Between *KKN*

Introduction  (2mks) Indeed Kameno and Makuyu are ridges steeped in rivalry, Kameno is regarded the home of traditionalist who want to keep the tribes customs pure, while Makuyu is the home of Christians represented by Joshua, Christians do not see eye to eye with traditionalists especially on the issue of circumcision. Similarly Waiyaki is said to have betrayed the tribe by attending Joshua’s church service and intending to marry a Christian girl who is uncircumcised. At the height of this rivalry a newly converted Christian’s hut is burnt down at Kameno

 Points content                                                                                                                                  

(i) There is serious rivalry as to where leadership had to be left by the first man and woman — Gikuyu and Mumbi. Each ridge wants to lay sole claim to this leadership. This is symbolized by the fight between Kamau and Kinuthia. The fight sparks from the insults they hurl to each other. Kamau laughs at Kinuthia because his father died poor while Kinuthia calls Kamau’s fisher a convert to the Whiteman’s religion.                                                                                                                                      

(ii) On another front, Waiyaki and Kamau are bitter rivals. Karnau has always hated Waiyaki since their childhood because he always up staged him. He even ordered him, to stop fighting Kinuthia when they were children. Kamaü had always felt humiliated since he was much older than Waiyaki. Kamau also feels he has lost Nyambura to Waiyaki. He claims to have loved her so much to the extent of. hovering around her home even odd hours to find opportunity to declare his love. The only opportunity he gets at Honia river is snatched by his rival Walyaki who comes unexpectedly. The fact that Nyambura and Waiyak embrace cuts him deep like a sharp knife and be declares to himself that Waiyaki will remain a rival to death p. 104. similarly, Waiyaki heals him(Kamau) when he was worse, Kamau’s father rebukes him for remaining resentful                                                                                                               *KKN*

(iii) Waiyaki and Kabonyi are vying for the leadership of the ridges Waiyaki1is leading people in the acquisition of the Whiteman’s education in order to prepare them to use their wits/ wisdom to fight back. But Kabonyi is more direct and forceful and feels be can use he newly formed Kiama to rise against the Whiteman. He tells the people (a meeting in school) not to allow themselves to be led by the youth and poses the question. ‘Did 4’ie tail ever lead the head; the child the father or the cubs the lion?’ p93. Even when an inter — ridge committee is formed to oversee the building of new schools; Kaboyi is left out due to rivalry. Feeling humiliated the old man is led home by his dog. Kamau loudly pronounces that he will kill Waiyaki. Kabonyi even opposes the construction of invatories at Mariashonj school saying the bushes were just sufficient in a scheme of hitting back at Waiyaki. The last show down is do or die affair Kabonyi effectively utilkes the oath to completely rout his opponent (Waiyaki). Waiyaki refuses to publicly diswn Nyambura, a woman he loves so much despite she being a Christian and uncircwncisdê As a result the people he has led all through disown him and surrender him to the Kiami Perhaps Kabonyi’s intense hatred for Waiyaki could be quenched this way and being the founder of the Kiama he will firmly deal with the teacher.                                                                                                          

 

Conclusion                                                                                                                             

Albeit the rivalry in existence just as Waiyaki perceives things the. only solution Is to accommodate both tradition and modernity with equal measure. Without this integration/ blend it is difficult for the society to prosper. This explains the death of Muthoni and the denial of Waiyaki — a visionary leader(2mks)

Expect all the three points

 

  1. HENRICK IBSEN ‘AN ENEMY OF THE PEOPLE’

Peter stockman is Dr. Stockman’s elder brother and Mayor to the Municipal council. He is also the chairman of the Bath establishment committee. (Start by ringing out clearly the meaning of traits–     cunning sadistic,  charitable and considerate)

  1. When Dr. Stockmann discovers the contamination of the Baths, Peter Stockmann has his reputation and that of the town to protect, and because he understands the might of the majority, he dupes them into supporting him reject Dr. stockmann’s noble discovery.
  2. Because of their gullible nature, the town’s people fall prey to Peter Stockmann’s manipulations and they eventually side with him in rejecting Dr. Stockmann’s discovery.
  3. Peter Stockmann rejects Dr. Stockmann’s report not because it is an exaggeration or imagination as he wants us to believe but because his own interests are under duress. His claims that image of the town are under threat is therefore a falsehood.
  4. He corrupts the journalists to publish an untrue report on the baths and reject Dr. Stockmann’s accurate discovery.
  5. He cheated town’s people that once the baths are closed for two years, they would not get any revenue for that period. The public were made to believe this even though they were to take contaminated water hence they (towns people) would contract diseases.
  6. He also told them that the amount of money required to repair the baths (40 – 50,000 dollars) is not currently available. So it is the town’s people who will pay for the same hence will be costly to them.
  7. He also pretends to love his brother but engineers his sacking and still has the audacity to deliver the dismissal letter himself pretending to be sorry for the sacking and blaming it on others, yet he is the all-powerful mayor and chairman of the Baths committee. Shamelessly, he emplores his brother to compromise his hard-line stance and write a note of apology in exchange for his job

 

Conclusion – Justify the character of Peter Stockmann as not considerate and charitable but                                      cunning and sadistic.

Marking

Introduction – 2mks

Content – any six points 6 x 2 = 12mks

Conclusion – 2mks

Grammar – 4mks

Total – 20mks

 

  1. Introduction. (2 mks)

Dr. Stockmann is the protagonist in the play whose sole purpose is  to cleanse a society full of         evils such as  corruption, hypocrisy, betrayal e.t.c.

Dr. Stockmann makes a discovery about contamination of the baths. It is being seen as a livelihood in the town he does so with intension of saving the people. This discovery is not a welcome idea.

Body 4 PTS X 3 MKS = 12 MKS + 4 MKS (For language).

Peter Stockmann does not want to hear about the discovery though the doctor had carefullyconducted his research, he asks him to falsify his report failure to which he would be sacked.

Dr. Stockmann is denied access to baths halls and the men club hall to make his report known to the public.

When he hosts a meeting in captain Horster’s house, the town officials gate crash his meeting and             go ahead to move a motion to ensure he does not discuss the baths.

To push him out of the town the compact majority is manipulated into declaring him an enemy of    the people. They move out to destroy his property with an aim of making him leave the town.

Morten kill uses meant for Catherine’s inheritance to buy shares from the baths. This is done with         the intention of making the Dr. Change his mind. He gives the proceeds from his sales to charity.

 

                                    CONCLUSION. 2 MKS.

Though his efforts are trampled on, Dr. Stockmann does not give up. He swears that he would fight to the      bitter end.

  1. Drama (compulsory)

Introduction (2mks)

The strongest man in the world is he who stands alone. This is referring to Dr. Stockman. He has been declared “An enemy of the people’ because of speaking the truth’. The masses are influenced by Peter Stockman, but Dr. Stockman stood to his ground alone and fought for the truth, to inform the public about the state of the  Baths.

Content: (12mks)

  1. He becomes the first person to see that the town could be made into a flourishing health resort. He had to fight single-handedly in support of the idea for many years through writing. Eventually the Baths were constructed
  2. He makes a great discovery about the Baths, which are currently the main artery of the town’s life blood. The Baths have become poisoned and are causing diseases like typhoid.

“The whole Bath establishment is a whited, poisoned sepulcher, 2 tell you the gravest

possible  danger to the public health.—(pg17)

This marks the beginning of his problems with the Municipal Council. The report indicates that bacteria have got into the popes thereby contaminating the water source. He sacrifices all his energy for the sake of his society, the invalids and visitors who have been using contaminated water source. He   therefore stood alone to support the renovation of the Baths system.

  1. He is humiliated publicly in the meeting at the town hall and called “an enemy of the people”. The masses intimidated him but he stood for the truth alone.
  2. His article would not be published in the ‘people’s messenger’, the Landlord kicks him out of the house, but he would not give in
  3. He is optimistic towards the end and swears not to leave town, but to stay on and continue fighting for the truth.

N/B Get more illustrations from the play

(Any 4 points 3mks each 3:3:3:3=12mks) conclusion          (2mks)

In some cases, the compact majority are wrong on certain situations and only one honest, sincere person may be right like in this case, Dr. Stockman is right while the masses are wrong.

 

 

SECTION C-

ANSWERS (OPTIONAL)

(I) SHORT STORY

  1. Half a Day and other stories:                                                                                              

    Introduction                                                                                                                      

Must have the relationship between the saying and the question. Accept specific or general introduction

Content                                                                                                                                 

  • Society sowed belief in superstition and reaped following Halima blindly thus making her rich at their expense offered sacrifices to Jinnis for fear of the unknown
  • Society sowed ignorance/ made Halima powerful in turn she made demands that hurt the society e.g. wells were closed

Recreation beach invested by Sharks

Prices of food went up

  • They sowed corruption/ abuse of office/ dictatorship – they reaped

Lack of basic commodities

Wells closed

People were killed for challenging the system

  • They encouraged nepotism (one tribe ruling)

Effects                                                                                                                                   

  • People amass wealth
  • Kill anyone who challenges dictatorship
  • Dictatorship was encouraged

NB:     A candidate must show how the people are affected negatively by not sopping an issue at

its earlier stage

Introduction

Conclusion

Grammar

Content 4:4:4                                                                                     

 

  1. Introduction                                                                                                                         

Racial biasness is the discrimination of people based on their skin colour difference like white against the blacks. This habit if found where there are mixed races all over the world

A relevant example would suffice

 

Body                                                                                                                                                  

Narrator’s teacher says that only a few years ago blacks walked around on all fours, like wild animals.

This sentiment suggests that blacks just developed a few years ago. They have not taken a longer time to differentiate themselves from the wild animals. They are not far removed from the wild animals. This evidence racial negative racial biasness on the Africans/blacks

Father Christiano’s reference to the narrator that they are hopeless and the even the blacks are better than them denotes racial biasness

Dona Dores said that God made their hands lighter so that they would not dirty the food thy made for their master. This sentiment present a black person as a servant or servitude

Senhor Antunes believes that the blacks’ hand held on while they baked in the heavenly kiln. He also says that moulding of the black creatures were done in a hurry – a statement that suggests racial biasness.

Senhor Frias told the narrator that the blocks were made at a time when the water in the lake was very cold. so when they were told to bathe they only wet the palms of their hands and the soles of their feet. Due to this, their hands are lighter. There is insinuation that blacks are lazy according to Frias.

Narrator claims that he has read in a book that blacks spent their lives bent over gathering the white cotton of virgina which made their palms white. But Esterfania says their palms were bleached by washing

 

Conclusion                                                                                                                             

The ideas given by the teacher, father Chritiano, Dona Dore, Antanes and Frias about the palm of the blacks is showing racial biasness. There is not truth in them but just an expression of racial prejudice

 

full      -2

fair      -1

unptd   – 0

Expect 6points

Introduction – 2

body                =-12 (2:2:2:2:2:2)

conclusion      = 2

 

  1. The short story: Macmillan (Ed) Half a day and other stories.

Write a composition to justify the statement “John is to blame for the death of Wamuhu”

basing  your  illustrations on Ngugi Wa Thiongo’s “A meeting in the Dark”

            Introduction                                                                                                              

-must project towards supporting the statement

Although John kills Wamuhu, he is not to blame. This is because of:

  1. i) Upbringing            

Explanation: Johns father Stanley, stops his wife from telling the children any traditional

stories because he is a man of God, only stories about Jesus Christ should be told.

Illustration: John’s mother tells him “don’t ask for any more stories your father may come

(p37).this makes John unable to make decisions in life and he ends up killing

Wamuhu because he can’t face his parents.

  1. ii) Fear-Stanley was very strict religious man who followed religion to the later. He instill a lot of

fear in John that at certain times, john would run to warn his mother about the father’s

coming home. Followed religion to the later. He instill a lot of fear in john that certain

times, john would run to warn his mother about the fathers coming home.

            Guilt conscience                                                                                                                   

His guilt of having put Wamuhu in the family way, kept on haunting him and he wanted

to ensure  nobody knows about it.                                                                                        

            Pressure from parents /church/society

A lot of pressure is exerted on him by his parents and society that in the long run he does this so as not to fall out with them

Mark any 4 well illustrated points i.e. (each 3:3:3:3 = 12marks

 

 

  1.  Macmillan (Ed), half a day and other stories.

Write a composition highlighting the challenges of inter-racial relationships as revealed

in the story  Breaking Loose by Moyez Vassanji

Relevant introduction          2 marks

  • Can be general but tied up to the story, Breaking loose
  • Can be specific to the story
  • Can define key terms necessary to the understanding of the question. Challenges and inter-racial relationships

Body

  • Suspicion and fear
  • Hatred/ prejudice
  • Stigmatization
  • Opposition from parents

 

  1. Racism as a creation of individuals

(i) –  There is a theory about the hands of blocks being made as such because they used to

Walk on fears until recently.  That the hands were not exposed to the sun.

(ii) – Another individual says that blocks used to go around with their hands folded in  Secret

prayer .

(iii) – Another person says God made them like that so that they don’t make dirty the Food they

cook   for the whites.

(iv)- Another theory is that they (blocks) were made hurriedly from day and smoked in a

Chimney, but  because they  had to hold onto something that is why the whole body was

blackened by smoke but   the hands remained light.

(v) – Blacks were made early in the morning in a lake and would constantly wet their Palms and

soles of their feet.

(iv) – Blacks were picking cotton in America which made their hands lighter.

(vii)- Whites had their skin peeled off.

(viii)-Whites have alongated noses so as to smell all the bad smells.

(ix)  – God must have been thinking of equality when he made the hands of the blacks to  Be the

same as those who  thank him.

 

N.B – A Candidate has to show that each theory is attributed to an individual.

Marking instructions

Introduction – 2marks

4 well illustrated points 12 marks (4×3)

Language – 4 marks

  • Conclusion – 2marks

 

  1. Macmilan (Ed), ‘Half a Day and Other Stories.’

With reference to the short story ‘Hands of the blacks’ by  Luis Bernado Honwana,  write a composition on how whites attempt to justify their mistreatment and  exploitation of the black race.

 

(a) Introduction

Explain that whites have invented several myths on why the blacks hands are lighter than their bodies. They use these to oppress the black race and deny them their rights.

consider any relevant general or contextual introduction – 2mks

content

  • The blacks used to move on all fours
  • That black people’s hands are white so as not to dirty food or anything belonging to their masters.
  • Inhabitants of heaven created Africans and baked them in chimneys blackening their bodies.
  • That blacks were instructed to bathe in cold waters of a lake in heaven but only dipped their palms and soles
  • That black peoples hands are lighter than the rest of their bodies because they used to pick cotton.
  • That black hands became lighter as they wore bleached by washing.
  • conclusion:- It is unfortunate that such myths that teach racism are told to children who are naïve and therefore likely to believe them. (Accept any other conclusion that’s relevant)

(Introduction- 02mks, language 4mks, content 12mks i.e. 4×3 pts, conclusion 02mks)

 

  1. Macmillan(Ed) HALF A DAY AND other Stories

INTRODUCTION = (2Marks)

Many rich people don’t always lead a life of happiness despite their wealth, many of them are worried about the security of their wealth and more often than not, they have sleepless night.

A general approach

In the story, “moneyman”, Mr. Manna Leitao is a rich man but he is such a miser that he would rather personally suffer; get poor treatment from third class hospital/grade B, dressing shabbily, depending on the Fernandos / Diases refusing to see his relatives. This makes him a miserable character.

A contextual approach.

Accept any of the above and expect any other relevant

 

INTRODUCTION

CONTENT

M (i) single life/unmarried

  • Although boasting to be the riches man in Apana town, he is a senior bachelor. Probably, he fears expenses involved in catering for a family. “The groans through that he had remained single because looking after a wife and children would cast too much”.  P21 also p23
  • He therefore leads a lonely life in spite of him having the money.

M (ii) hospitalized in Grade B hospital

  • When he breaks his leg when chasing one of his debtors, he insists on being admitted to a Grade B hospital where the poor are treated free of charge.
  • He decides to be taken to the poor folk hospital because his love for money would not allow him to be taken to Grade A hospital where the treatment is better but paid for.
  • The broken leg would not heal as fast therefore, he endures to spent money on quality medication hence faster recovery.

M (iii) life of bitterness

  • When the Diases makes an appeal and his only traceable relative living in a neighboring country come to see him, he refuses to see them.
  • “They have come here hoping I will die” he said. ‘They only want to get my money.’ Well, I won’t, and they won’t” p23
  • This show how bitter he is with his relatives who genuinely want to console him yet he thinks that they are after are after his money

M (iv) Sojourn at the Fernando’s

On realization how tricky living alone is, he moves in with the Fernando’s family.

He lends Mrs. Fernando’s some money to settle her husband’s debt. However, he writes a rule letter to her demanding to be paid.

One of the Fernando’s sons beats him up for insulting their mother yet they had given him free accommodation, his other leg is broken and he is taken yet again to the Grade B hospital.

In fact, Mr. D’mello wrap it all when he describes him as “…..miserable skin flint” p 24

EXPECT THE FOUR AREA MARK 3:3:3:3

Candidate must identify how money is a source of unhappiness/pain/misery in moneyman’s life. if this is not consciously done then it is irrelevant.

CONCLUSION   2marks

From the above example it is true to say that “money cannot buy happiness”

Expect any other relevant conclusion=2marks

 

  1. Macmillan (Ed), Half a Day and other stories

Write an essay on the complications that arise from Akoto and Yasmin’s relationship right from the start-basing your illustrations on Moyez Vassanj’s story ‘Breaking Loose’

 

Introductions-should echo the question

Akoto is an African; Yasmin is an Asian (Indian).the two engages into a relationship that face a lot of complications a rising from the cultural differences as it can be seen in Mortez Vassanji’s story, breaking loose.                                                                                                                                                     

At the dance. Yasmin accept to dance with Prof Akoto but feels rather awkward e.g. “of all girls why me………..” “Why couldn’t he choose those cheeky girls………”

Yasmin dislikes Akoto’s description of the blacks as lacking euthenics which embarrasses…that there is no African in their music-simply they like aping the westerners.

In Yasmin note to Akoto she describe her inclination to the western ways and seems to criticize the Indians

Yasmin’s mother disapproves of the relationship between Akoto and her daughter……. “Why did you bring him here like this?”

Yasmin and Akoto share love and hate relationship in which they commence on one hand while on the other hand the relationship is muted by social insinuation and innuendos.

 

Conclusion-should give a good summary of the points

Mark as follows

Introduction-2marks

Content-3:3:3:3 =12 marks (expect 4 points)

Grammar and presentation-4marks

Conclusion-2marks

Total score-20marks

 

  1. Macmillan (Ed) Half a Day and Other Stories

Drawing your illustrations from “Government by magic spell” by Saida Magi- Dirre Menzi,

Write an essay on the saying “Power corrupts and absolute power corrupts absolutely.”

                       

Introduction

  • Can be specific
  • Can be general

POWER CORRUPTS                                                                      

  1. Halima takes this opportunity of her power to win recognition in the government and to earn a villa in the city with security and many servants just because the authority wants to remain in power
  2. Halima secures a job for her brother as the head of government license Agency (nepotism) although he is inexperienced
  • Halima’s clan had the most important and most powerful positions in the government
  1. There is nepotism. One powerful man had called his relatives and they in turn had called their own
  2. Amassing of wealth – The powerful positions meant quick riches for all of them had acquired so much in ten short years
  3. Unscrupulous- To retain this wealth, the leaders even committed murder. “Anything that stood on their way was pushed aside or eliminated”
  • Suppression of dissidents – The leaders controls the wealth and government of the country. Nobody challenges them, the leaders are intolerant
  • Incompetence – The leaders ensured that the top government positions were taken by people of their clan though most of them were illiterate
  1. 3 points each 2 marks

 

ABSOLUTE POWER CORRUPTS ABSOLUTELY                                

  1. Absolute control of resources and facilities. Halima ensures that the citizens drink water from two reservoirs (centralized water) and one slaughter house – other slaughter houses are closed down. The lido (public beach) is closed down as it swarms with non- eating sharks that kill a number of people. People stopped going to the beach
  2. Shortages of all basic commodities- she advices the leaders to create shortages. This kept people busy struggling for survival. They did not have time or energy to spare worrying about the goings on in the government
  • Clinging to power- use of unorthodox methods to remain in power e.g. Tahleel (spells) creation of shortages, nepotism, murder

N/B : Nearly twenty years have passed since Halima first went to the city. The clan has been

about thirty years

 

Conclusion

  • A summary of the points discussed can be a general conclusion
  1. Half – A- day and other stories         

Introduction

The candidate should talk about how power corrupts in general e.g. Zimbabwe or the candidate should zero in on the text and be specific

Body

 

Power corrupts

  1. Halima turns down the many men who wanted to marry her. Even Wadaad himself is rejected by Halima since she is perceived to have powers. She remains unmarried
  2. Halima takes this opportunity of her power to win recognition in the government and to earn a villa in the city with security and many servants
  • Halima secures a job for her brother as the head of government license Agency (nepotism) although he is inexperienced
  1. Halima: Clan had most important and most powerful positions in the government
  2. There is nepotism: One powerful man had called his relatives and they in turn had called their own
  3. Amassing of wealth: The powerful positions meant quick riches for all of them had acquired so much in ten short years
  • Unscrupulous: To retain this wealth, the leaders even committed murder. “Anything that stood on their way was pushed aside or eliminated.”
  • Suppression of dissent. The leaders control the wealth and the government of the country. Nobody challenges them, the leaders are intolerant.
  1. Incompetence: The leaders ensured that the top government positions were taken by people of their clan though most of them were illiterate.

Absolute power corrupts absolutely 

  1. Absolute control of resources and facilities. Halima ensures that the citizens drink water from two reservoirs (Centralised water) and one slaughter house – other slaughter houses are closed down. The lido (public beach) is closed down as it swarms with man- eating sharks that kill a number of people. People stopped going to the beach
  2. Shortages of all basic commodities; she advices the leaders to create shortages. This kept people busy struggling for bare survival. They did not have time for or energy to spare worrying about the goings on in the government.
  • Clinging to power: Use unorthodox methods to remain in power e.g. Tahleel (spells) Creation of shortages, nepotism, murder.

 

NB: Nearly twenty years have passed

Since Halima first went to the city. The clan has been in power for about thirty years.

Conclusion

A recap of the main ideas in the essay.

i.e. The candidate wraps the argument.

Expect any six well illustrated points

Mark 2: 2: 2: 2: 2: 2 = 12

Introduction – 2/2 mks

Body – 12/12

Grammar – 4/4

Conclusion – 2/2

 

  1. Macmillan(Ed), Half a day and Other stories

Write an essay entitled: “Africans should not celebrate the new millennium.” Base your argument on the reason given in Havua Tuma’s story- “Who cares for the new millennium.”

 

  1. a) Macmillan Ed. Half a day and other stories

NB The essay should show why African’s are pessimistic about the new millennium

  1. Rulers collaborate with Westerners to dominate Africa

– Rulers will enjoy the events just like the donors who bankroll them in the name of development Pg. 86

  1. Continued historical rape/ exploitation of Africa through the slave trade, colonialism and neocolonialism
  • “We knew the slave trade, endured colonialism”
  • We were subjected to neocolonialism. Pg 86

iii) Lack of peace/ fighting between government and guarrillas, thus problem of refugees, cases in point are Sierra Leone and Uganda Pg.87

  1. iv) Tribal division e.g. Somalia, Rwandat.c. P.g 87
  2. v) Poor health facilities

– The highest infant mortality rate

– The highest number of AIDS victims pg 87

  1. vi) Lack of education/ illiteracy
  • The highest number of illiteracy is on the increase

 

NB       – Credit should be given to well illustrated points and relevance

  • Mark 4 points of 4:4:4:4 (16 marks) for well brought out points
  • Award two marks for introduction and 2 marks for conclusion

 

 

12        Short stories Half a day and other short stories •

Introduction

An attempt should be made to enumerate the expected ills in society

Points

(i) Saida— Hagi — Dine Herzi is opposed to religious believe that give rise to misleading superstitions. When Halima is declared to be possessed by a ‘Jinni’, she becomes. Famous throughout the village. She convinces herself that it is true and she begins acting as one who can foretell the future and cure the sick. The whole community blindly, believes in her powers. People turn to ‘Jinnis’ for help and protection. Maintaining the ‘Jinnis’ is expensive because when animals’ sacrifices are given the Jinni twins’ must get a share. The writer is ridiculing such practices where Halima’s special powers are used in the capital in order for the clan to hold senior positions in government and ate very rich, While at the capital Halirna request the leaders of the clan to bring all the water resources of the city into one central poo1 to facilitate the performing of the ‘Tahleel’. She also requested the building of a huge slaughterhouse at the Eastern shore. All other sources were destroyed to ensure that residents drank ‘Tahleel’ water. The effect was to make people ‘model subjects’ who never questioned the excesses their leaders. When the slaughter house went into operation all other slaughter houses were closed down. Since it is built near Lido, a popular bench front, the waste attracted man — eating sharks which killed a number of people. The effect was that people stopped going to the bench. The writer is then against

(ii) Policies that, benefit an individual against the common good of the society Saida Herzi is also critical of nepotism and clannisni. She portrays a society where

majority of the citizens do not have access to the national cake. The state is run as a private firm owned by one clan. The clan members consider kinship in their allocation of senior government positions. Halima’s brother is made head of the government Incense – Agency. She makes this domination of an entire country by one clan, a laughing stock.                                                                                        

(iii) ‘Government. by magic spell’, condemns economic sabotage and mismanagement. The haves live in beautiful villas with servant and security guards. They enrich themselves using state resources. Members of the leader’s families grow immensely rich while the majority struggle to make ends meet. Halima’s ‘spell’ on the leaders discourages free enterprise as private water sources and slaughterhouses are closed down. This reflects very poorly on the overall economic development of the country at large. This is indeed abuse of power satirized as the leadership is dominated by people from the same clan Expect 3×4

Conclusion                                                                                                                                         

The ills are as a result of greed and narrow — mindedness from the leaders. They do not even respect human life and they can even get away with murder. This explains why we need a serious indictment on the quality and suitability of our leaders. (2mks) Language – Grammar paragraphing and presentation •

 

 

  1. OPTIONAL SET TEXT

      (a) Factory – A place where goods are made

            Punishment – Negative reinforcement when one has done wrong

School as a factory which will produce the final product

Living beings are drawn to other living beings

(i) Friendship – boys and girls interact and be friend each other

(ii) Playing – various games e.g. swings, the vaulting horse, ball games

(iii) Music – chanting of songs

(iv) Various subjects are taught in school i.e. Language, Geography, Arithmetic and Religion.

(v) Boys and girls are taught how to struggle and persevere.

(vi) They learn how to take advantages of the opportunities for success and happiness that

presented themselves.

(vii) They learn to be independent – The narrator had to return home by himself because the father

never came to pick him as he had promised. He had to find his way back home.

(Any five well illustrated points 5 x 2 = 10mks)

      Introduction – Should clearly show the school as a factory where useful boys are made.

Conclusion – Summarize that the school has made the narrator a happy and independent man totally different from the boy taken by the father in the morning despite his resistance

– Should clearly show the difference in the boy before and after school.

Marking

Introduction – 3mks

Content –  five points 5 x 2 = 10mks

Conclusion – 3mks

Grammar – 4mks

Total   – 20mks

 

  1. HALF A DAY AND OTHER STORIES
  • Unprepared for pregnancies.
  • Anxiety and worry – John is always in worry of what might become of him when the pregnancy is discovered.
  • Missing opportunities – John might miss the scholarship.
  • Death – Wamuyu is strangled to death by the desperate John.
  • Embarrassment/shame –
  • People had trusted John as morally upright. The discovery might bring shame to him.

 

  1. Half a day

Introduction (2mks)

Njoroge was Mrs. Hill’s houseboy. He had been in the Hill’s service for more than ten years.

He was killed by Mrs. Hill mistakenly

Content: (12mks)

 

  1. Some white settlers had been murdered before and blacks were blamed for this. Mrs. Hardy and Mrs. Smiles inform Njoroge’s employer, Mrs. Hill, that Njoroge is dangerous employer, this preparing her for any eventuality.
  2. There was a conflict between the White settlers and the Africans, hence death was inevitable.
  3. Africans had been disposed of their land and were up in arms. Njoroge’s ancestral land was the

one occupied by Mrs Hill, hence he was ready to die to get the land.

  1. Had the boy, been aware of his betrayal they would have killed him. Hence he was to die.
  2. He had himself made a decision to take to the forest at a later date

 N/B   – Get more illustrations from the short story

– Mark any 4 well illustrated points i.e. each 3:3:3:3=12mks

  • Conclusion:- show that both the African and Europeans viewed each other suspiciously and that his closeness to Mrs. Hill was not a security guarantee

 

 

 

  1. Macmillan(Ed.) ‘ Half a Day and other stories’ Saida Hagi-Dirie Herzie ‘Against the Pleasure        

              Principles’.

Write a composition to show that Rahma and other women did not go through circumcision but

female genital mutilation.

                        Introduction (2 mks)

– Show that circumcision has its basis on religious and health. Show that based on the

story, Female Genital Mutilation (FGM)abuse on women’s life and dignity

 

Content

  • It is a very painful process (which may at times be repeated unlike circumcision
  • It has no basis in religion
  • Those that have undergone it have problems at time of giving birth
  • It is dehumanizing to women
  • What they undergo is unknown in other parts of the world as it has no scientific backing

(Any four points well illustrated 3:3:3:3 = 12 mks)

 

Conclusion:

Show that FGM presents more problems

Linguistic mark (4 mks)

 

  1. Macmillan(Ed) half a day and other stories.

“Power corrupts and absolute power corrupts absolutely” justify this statement basing your argument on  Saida Hagi Diries story “Government by Magic Spell

 

 

 

(II) DRAMA- – SHREDS OF TENDERNESS

ANSWERS

  1. Write a composition showing the problems caused by war

Introduction

In Africa, most of those who fought for independence did not benefit from the struggle. For instance, in Keya home guards benefited more than the freedom fighters

Content                                                                                                                     

  • Wak struggled to liberate the country from dictatorship yet he never benefited from it. Instead, he suffered a lot while in exile
  • Odie who collaborated with the dictatorial regime in turn benefited. He grabs 1500 acres piece of land, the apartment and he lives in luxury as a result of his close association with the regime
  • Katalikawe is a millionaire despite the fact that he never achieved much in school. He boasts of his mansion, fleet of cars, poultry and a dairy farm e.t.c.
  • The police force who worked and supported the dictatorial government benefited as they extorted money through bribery
  • The dictatorial leader benefited from his regime i.e. in trade across the boarder grabbed skyscraper officers e.t.c.

Accept three well illustrated points

4:4:4

Conclusion

 

  1. Write an essay showing Odie’s feelings and fears towards his step brother Wak.

Introduction                                                                                                                         

Expect

A definition of fears and feelings and a general statement capturing feelings and fears

Body

  • Feelings      

– Odie calls Wak a sausage and bacon retumee who hasn’t as much as a cowardly chimpanzee(p12)

  • Odie calls Wak a deserter, traitor, coward e.t.c
  • He says that Wak should be shot (p13,14)
  • – he keeps repeating that Wak is a sep brother and not a real brother (p13)

 

(ii) Bitterness

– He is bitter that Wak has escaped and left them to fight and face all kinds of problems like queuing for milk and sugar for hours on end dodging roadblocks and threats of murder      (p14)

He is biter that the returnees will be paid forty dollars for rehabilitation . He feels that they too should be rehabilitated for the problems they had to face – (p74/75)

 

Threatened/Nervous                                                                                                                              

  • When he is accused of putting Wak’s picture in the press, he feels threatened and sees it as an attack and becomes defensive ‘I could be the same if I had been you’ Odie puts the picture in the press after only one year of Wak’s disappearance. He gets so nervous when Wak insinuates that he knew about the picture he had put in the papers (p120)
  • When he learns that Wak knew tha he actually betrayed him, he feels threatened (p22)
  • Odie strides over the phone and dials a number – He gets panicky when he cannot get thorugh to te general
  • He doesn’t come in terms with the reality of Wak knowing that he had betrayed him (p132) and goes into a trance where he addresses. Your Highness

 

Jealous/ Envious                                                                                                                                     

  • Odie is envious when he imagines him looking trim and well preserved (p18)
  • Odie is envious of the forty thousand dollars that Wak is to get as rehabilitation money (p74)
  • Odie is envious of the close relationship between Wak and Stella. He says that he is always left out (p48)

 

  • Fears
  • He fears that he is going to lose the one thousand five hundred acres as Wak is going to claim his part of the inheritance (p20-21)
  • He had plans to use the land title deed to secure a loan and had made up the story about Wak’s death and the radio announcement so that Stella would agree with him (p22)

 

(ii) Dependence                                                                                                                           

– He fears the brother would be a burden to him. He bitterly says that Wak uses a lot of toilet papers

and water since he visits the loo five times a day and had to swim in a bath tub twice a day (p112-113)This means that maintaining Wak would be expensive

-He doesn’t want to take his brandy as he claims it is very expensive and tells Stella to give him a beer (p54)

– He states with finality that Wak will not be given any dinner when he comes home (p12)

– Wak feels that Odie takes him as a burden because on his arrival, Odie looks at his (Wak’s) luggage intensely and dismisses it as meager. He also feels that Odie must have been cursing under his breath’ Another bloody mouth to feed another bloody thirst to quench: another bloody….. (p79)

 

Loyalty/attention                                                                                                                                    

  • He fears to lose Stella’s loyalty, devotion, attention to Wak (P48) Odie accuses Stella of leaving him out as she shared secrets with Wak before he left

– In Wak’s absence, Stella seemed to have taken a liking for Odie. Now he fears that he would lose     her again to Wak (p42) “And yet I wish I had someone I could trust completely”

 

Conclusion                                                                                                                                                May be a summary of the main points should also be an opinion on such feelings and fears

introduction-2

body -12

conclusion 2

 

  1. Whenever there is turmoil that leads to war, women and young girls suffer most .

Write a composition showing how this happens to Stella.

Introduction                                                                                                                                      

Life for refuges is very difficult .they are poverty stricken and live deplorable conditions

Content                                                                                                                                              i) Have no right; they are manipulated as a puppet. Are blamed for everything –murder, bank

robbery etc treated as third rate citizens when they go looking for work

  1. ii) Associated with hunger and cheap labour no one sometimes needs to work

iii) Women are misused and abused (p 81)                                                                          

  1. iv) Refugees are lonely and uncertain of what fate lies ahead of them (p 101-102)
  2. v) Refugees live under false illusion that things back home will improve
  3. vi) Lack basic needs-water for bathing. They stink one can smell their sweat one mile away.

NB :-Expect any 4 well illustrated point’s i.e.  each 3:3:3:3

Get more illustrations from the play

                        Conclusion –  Award (2mks) for relevant conclusion

 

  1. Illustrating your answer with examples from “Shreds of Tenderness,” write a composition

entitled, “the prevalence of betrayal in human relationships.”

 

Relevant introduction (2 marks)

– Confirmation of the statement given e.g Betrayal is quite prevalent in human relations.

A number of times, people go against the expectations of their counterparts. Any other relevant introduction is acceptable

Body

  1. Political leaders have betrayed the mass who expect good leadership. They are dictatorial and brutal
  2. Stella betrays her brother, Odie who suffered at the hands of the military men by befriending major general Ali who murdered their father
  • Odie betrays Stella by using the trust she had on him to lie to her that Wak is dead and that they should take the property that has been left for work
  1. Odie betrays Wak by reporting him to the SRB. He reports that Wak is planning to sensitize people on democracy with his talk.
  2. Odie betrays the masses by reporting then to SRB         (4×3=12 marks)

 

Conclusion                                                                                                                    2 marks

Language and presentation                                                                                          4 marks

TOTAL                                                                                                                         20 marks

 

 

  1. In case of political tribulance in a country, those who remain (in the country) suffer as much as those who seek refuge elsewhere. Write a composition to illustrate this assertion basing your argument on John Ruganda’s ‘Shreds of Tenderness.’

 

Those who remain.

(i) – Insecurity – There are arbitrary arrests.  Odie is arrested for going to ask for the body of his

late father for burial.  Pepe is reported to the authorities for having spot on the president’s      portrait.

Daudi is also reported to the SRB after his dog allegedly barks at the presidential  Motorcade.

Odie’s father is shot and killed.

School girls and nuns are raped by security forces who should provide security to

The citizens.

(ii) – Poor/run down economy.  People lack basic needs in life.  Medicines/drugs are not available in hospitals which are poorly managed since most professionals have run for their Food is scarce.  People go days on and without a proper meal. Odie is reluctant to share a meal with work because it’s scarce.

Water is also scarce.  Odie is complaining about the security and the problem of having enough for an extra   mouth.

(iii) – People lack freedom of movement since there is a curfew.  Freedom of expression is also limited as those seen/thought to be critical of the government are arrested.

Due to insecurity schooling has been interrupted.  Stella was impregnated after the rape ordeal and was hospitalized for three months.

(iv)    People are stressed so much to the extend of going mental.  Odie is sand to have gone to

hospital due to a mental breakdown.

  • Those who remain
  • Those who flee to foreign countries.

 

(i) – Sexual harassment.  Dr Rugendanstakaliletiruganska is harassed by police officers who ask

her for sexual  favours.  Male refugees are abused (uncircumcised dogs) and their love relationships with the woman is          questioned.

(ii) – There is discrimination based on religion.  A Muslim refugee is not welcome in a

Camp of Christian refugees.  The UNHCR is biased when dealing with refugees

Based on race.  The UNHCR favours European refuges and is less concerned with

Refugees in African countries.

(iii)-  Basic needs are scarce.  Food and water are rationed for refugees in the camps.

(iv) – Jobs are scarce for refugees.  Those who get employed are underpaid.  Refugees are accused

of having plundered the economy of the host country.

(v) –  Refugees face rejection both at home and in the country of refuge.  When Wak comes back

home he is viewed   with suspicion.  Odie does not welcome Wak back.

(vi) – Refugees face unspecified dangers while on the run e.g attack by wild animals, Cold, rain,

going without food etc.

 

N.B – The candidate should have points for each of the two groups i.e those who left the country

and also those who remained – @ 6mks.

 

Instructions.

  • Introduction – 2mks.
  • 2 will illustrated points for those who remained – 6marks (2×3)
  • 2 will illustrated points for those who left    –  6marks(2×3)
  • Language – 4 marks
  • Conclusion – 2 marks

 

  1. Drawing illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay in support of this statement: “John Ruganda has successfully used the style play within a play in his book Shreds of tenderness

 

Points:

-He has succeeded in using the style play within a play to enhance plot

-At the beginning Odie and Stella slide into subject leader role (1mk)

-Odie talks to senior on phone (1mk)

-Odie acts as constable and Wak as his boss and Stella acts as a refugee (1mk)

 

  • The style  has also been  used  successfully to develop the character  traits of  the various characters

-As Odie acts as constable, his character trait is  brought  out as  being  dictatorial, cruel, authoritative(1mk).when  he acts as the  police, he  is portrayed as cruel  and  immoral

-When Wak acts as the boss, his character trait is brought out as immoral and cruel (1mk)

-When Stella acts  as the refugee, her  character  trait  is brought  out as abusive (1mk)  she calls  Wak      and Odie  as  sniffing  like a  dog on heat

 

  • Play  within a  play  is  used to develop  themes

-The  the me of  betrayal is  brought  out  when  Odie  calls a  senior government  officer  and  gives

information  about  Wak’s lecture on  democracy(1mk)

-The theme  of immorality is  highlighted  as Odie acts a s the  police  and Wak  acts  as the boss  and both of  them  are  portrayed as  being immoral(1mk)

-The theme of dictatorship is highlighted as Odie the constable dictate terms (1mk). Wak the boss is

also dictatorial (1mk)

 

  • Play within play has been  used successfully  to  develop other  styles

-When Odie acts  a an informed on Wak, he says Wak  gives  a lecture  about  boss(leader)selling  staple  food  to south Africa, has built  a  skyscraper and  carried  out slave. this  brings  irony  as a  style. The statement said is ironical of the boss.

-The style Allegory  is  brought  out  when  the  character are used to  represent virtue  and vice, for    example  Wak  stands  for cowardice(1mk),Stella  stands for peace  making(1mk)

-Humour is highlighted as the character takes their different roles

 

Points: Introduction-2mks

Language and presentation-4mks

Well illustrates point-4mks

Conclusion -2mks

 

 

 

  1. With close reference to the play ‘Shreds of Tenderness’, show why the title of the

text is a suitable one.

 

Introduction

The term ‘Shreds of tenderness’ simply means lack of gentleness or care when dealing with someone or something. It implies lack of love for one’s neighbour. (Consider any other contextualized or general introduction)

 

The title ‘shreds of tenderness’ is appropriate because:

  • The play explores Odie’s lack of tenderness toward his brother Wak. Odie betrays him to the SRB and is ready to fake Wak’s death, and even puts his obituary in the papers, just to inherit their father’s property alone.
  • Brings out Odie’s lack of tenderness towards his sister, Stella. He treats her very roughly and is insensitive to her feelings.
  • The play explores Stella’s lack of tenderness towards her father. She is having an affair with Major General Ali, who signed her father’s death warrant.
  • The play explores lack of tenderness in the way refugees are reated intheir host country by everyone, including the sweepers, the police and their professional colleagues. They insult them and mistreat them even denying them basic human rights.
  • The play explores lack of tenderness by Odie’s father. He openly favoured Wak and Stella as they were growing up without caring Odie’s feelings and even disinherits Odie for no good reason. This is in spite of Odie being older than Wak.
  • The play explores the lack of tenderness by the soldiers who raided Stella’s school and brutalized the nuns and the students. This is in spite of their profession that requires them to protect such person.
  • The play also explores the lack of tenderness by the state authorities towards the citizens. Thisis demonstrated in Odie’s experiments. The state is unconcerned about their plight and deaf to criss of the citizens.
  • – The play explores lack of tenderness towards those who are coming back from refuge. Those who remained in the country treat them with disdain and make it difficult for them to settle down.
  • conclusion: John Ruganda has successfully presented to the reader a society without love. The players in the text handle and mistreat each other roughly portraying a society on the brink of collapse.

(Introduction – 02mks, conclusion 02mks, Grammar 04mks, content 12mks i.e. 3 x 4 pts)

 

  1. Imagine that your school has organized a joint debate whose motion is: “Military take over should not be given any room in this millennium.” Propose this motion using illustrations from John Ruganda’s ‘Shreds of Tenderness’

 

INTRODUCTION      2MARKS

Mr. /madam speaker, honourable member, I wish to propose the motion. a military takeovers is the forceful change of government through over throwing an elected government. it is the rule by the gun and in many cause the constitution is always/suspended to open way for dictatorship or jungle law. The military buffoons heading the Janta are known to run down a country leaving it to the dogs.

General approach

Expect any other reletant introduction.

What a coup is and its destructive nature should be captured

.debating

Approach accepted

Parliamentary

 

CONTENT

M        i) Citizen flee their country

Citizens are forced to seek refuge in foreign countries where they are faced with difficulties-humiliation, degradation, sexual harassment.

An example is Wak, who strays in a foreign country as a refugee for 10yeara when his life was in danger.

  1. ii) Mayhem

The soldiers kill and rape i.e. 5doctors are killed on orders of Major General Ali etc.

Stella’s school is stormed by the platoon of General Ali and her and other girls, and nuns are raped. She is even impregnated.

Miii) breaking down of social structures

Infrastructure facilities are in shambles-roads bombed, market stalls destroyed, Stella has to drop out of school.

Miv) disconnection of family ties

Families bonds and ties are affected as members can no longer stay as one unit-walk goes into exile, their father killed .mother sick in hospital.

M v) shortages.

Basic commodities lack-sugar, milk, beer, toilet paper etc are in short supply

Hospital lack vaccines.

M vi) corruption and grabbing of state resources

Katalikawe, a school drop out is immensely rich owning a tourist hotel etc. through grabbing

Odie grabs the family estate.

Boss is accused of acquiring a skyscraper etc

M vii) fear/insecurity.

Wak flees due to fear for his life

Citizens are not sure of the future –can die anytime.

Odie fears wak’s return as he has illegally acquired the family estate.

M viii) Torture.

Odie is physically tortured when he goes to claim the body of the father-torture marks are left on his body, scar on the face and goes crazy.

Expect four areas mark 3:3:3:3=12

The candidate must tie the destructive nature of a military regime to the fact that it should not therefore be given room in the millemiun/age.

Conclusion =2marks

Mr. / Mrs. Speaker in conclusion, and in view of the points advance, no world leader should tolerate military dictatorship as it is harmful to society.

Thank you.

 

  1. Drawing your illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay supporting the statement “Betrayal in human relationships lead to the suffering of both the betrayed and the betrayer”.

Introduction:                                                                                                             

The candidate may give a relevant general or contextualized introduction. The introduction may also be both general and contextualized.

A full introduction scores 2 marks while a fair one scores one mark.

 

Content                                                                                                                                 

  1. i) Odie betrays Wak to the SRB p 130-132

-Wak suffers as a refugee

-Odie suffers guilt and is mentality traumatized. He takes refugees in experiments

-Odie is tortured by the security forces

 

  1. ii) Odie accuses Stella of betraying their dead father by befriending Major General Ali, the man

who signed their father’s death warrant p 29-32.                                                                       

-Stella cries when Odie reminds her if this relationship p 31

-Stella father won’t have suffered had he learnt of the relationship.                                              

 

iii) Odie betrayed his father to the SRB. Odie who loves alliterations wrote “Pepe spat on the

presidential portrait in a public bar p125

-due to this betrayal, Odie’s father is killed.                                                                                    

-Odie must have suffered from guilt as he tries to keep his involvement secret.               

-Odie is likely to suffer for his betrayal p 134

 

  1. iv) Refugees are betrayed by the host instead of being accepted. They are termed third rate

man-citizens   always associated with hunger, deprivation and cheap labour. Pg 80-83

-Wak suffers as a refugee

-Dr. Rugendo suffers as a refugee

-hosts like Mr. no fear, Mr. Faren also suffers.                                                                    

 

  1. v) Odie feels betrayed by Stella, his sister, for accepting and supporting Wak, their half-brother. “….sharing secrets together, scheming together, always leaving me out. As if I weren’t your mother’s son.” p 49

“I would have puked when I saw the two of you toasting and hugging each other like frenzied baboons in a dionysiac trance p23

-Due to this supposed betrayal by Stella Odie suffers loneliness

-towards the end of the play Stella suffers as she tries to make up to Odie and save him from  prominent punishment. She pleads with Wak to show Odie tenderness:

“I can’t believe this (desperate plea) Wak, do something please. You may not….but you can’t let our………it does no one any harm to show some tenderness” pg133

 

Conclusion

A relevant conclusion following logically from the content. A full conclusion scores two marks while a fair one scores one mark.

Summary

Mark 3:3:3:3 = 12

Grammar 4marks

I 2/2   S-] 12/12   G4/4    C2/2  =20marks

 

  1. Write a composition on how the author has displayed the female character in the society.

Refer to John Ruganda’s “Shreds of Tenderness.”

Introduction

  • Can be general
  • Can be specific
  1. i) She is dignified

– Stella presides over the elections. The elections are free and fair pp 59 – 60

  1. ii) She is a unifying agent

– Stella tries to reconcile Odie and Wak when he comes back from exile. She keeps reminding

him that Wak his brother  pp 15, 16, 23

iii) They are caring/ motherly/ welcoming/ hospitable                                                       

  • When Wak comes back from exile, Stella welcomes him home- they hug one

another, she offers him a drink pp 53, 54

  • Is concerned about Odie. She realizes that she has been behaving strangely.

He needs a psychiatrist

  1. iv) Subject of sexual harassment
  • Major General Ali and his platoon attack Stella’s school. They rape the girls

and the nuns. Stella is left pregnant, wounded and admitted in hospital

  • female refugees are harassed by the police officers
  1. v) They are degraded in society

Odie says “I hate when people shout especially when it is a woman sister or no sister

Expect details

Accept any other relevant point

Mark    3:        3:         3:         3

Conclusion                                                                                                                             

  • Can be general
  • Can be a summary of his points

 

  1. Write an essay on the plight of women in a country under civil strife. Refer to John

Rugandas’ Shreds of Tenderness                                                                  

 

  1. i) Introduction: In countries under civil strife. There is usually almost complete breakdown of

law and order. In such circumstances, it is the women who suffer most e.g. in countries such

as Somalia, the DRC, Uganda, Chad and more recently Kenya after the disputed 2007 general

election, women suffered most.

 

Body

  1. ii) Forced marriages: – (Pg 15) – Stella recounts the problems that women/ girls go through

E.g. forced marriages

NB: The suffering that stayes went through i.e. forced marriages

iii) Rapes/ sexual abuse:-

  • Stella and other students and nuns are raped during a raid to the school/ convent (pg 31)
  • Stella is injured and hospitalized for 3 months
  • Stella conceives/ becomes pregnant
  • Odie describes Stella/ other students as piteous whimpering for life

Sexual harassment (pg 88- 96)

– Women as refugees are harassed they suffer e.g. Dr.Ruganda has to lie that she has

HIV/ AIDS to escape from the jaws of the soldiers at the border who want sexual

favours (pg 81) – Quote

“If you are a woman every blinking idiot wants to paw you”

  • Women are sexually vulnerable
  1. iv) Degradation/ verbal abuse/ humiliation:-
  • From security agents, and immigration officials (pgs 81/89)
  • Pg 88 – Stella refers to the sniffing officials as “dogs on heat”
  • The women/ female refugees as referred to the derogatory manner i.e. tornado of stench (pg 88) they are said to be smelly.
  1. v) Assault:-

– Women are often physically assaulted (pg 11) by men because they are weak physically

E.g. when Stella tries to stop Odie from performing the experiments (She wants to

smash the jars), Odie grabs her fists and throws her violently to the ground. Violence

is meted on the women.

  1. vi) Inheritance:-
  • As far as inheritance is concerned, women/ girls are discriminated against. Nothing is bequeathed to Stella. She inherits none of her father’s property.
  • NB: It is Wak and Odie fighting over property (pg 20).

(Quote p 20)

“…………………. As the next of kin, Odie as the next male relative you stood to benefit……..

vii) Abandonment:

  • Often women are left lonely/ become bread winners when husbands flee as refugees e.g. Wak’s family suffer

viii) Victims of family break-ups / rivalries

  • Stella is caught/ torn between the two fighting brothers i.e. Wak and Odie. As she tries to pacify them, she gets hurt. She suffers physically and emotionally

Conclusion:-

It is from the forgoing that women are the greatest suffers. Therefore civil strife should be avoided and women should play a greater role in ensuring that peace and stability prevails.

NB: Any other relevant conclusion to recap the main argument                              (Award 2/2 mks)

 

Body

Expect any four well illustrated points for plight of women in a country under civil strife.

Mark 3 : 3 : 3 : 3 = 12

Introduction 2/2

Body content 12/12

Grammar 4/4

Conclusion 2/2

 

 

 

12        Write an essay on ironies in Shreds of Tenderness using at least 4 illustrations of irony

  • Introduction – Irony is to do the opposite of what is expected
  • Odie presents himself as aggrieved by the fact that Wak had fled the country for he is a great patriot yet he is the one who forced him to flee after he had betrayed him to the dictatorial regime that ruled the country then
  • There is a dramatic irony when Odie re-enacts in a sort of reverie his earlier conversation with the Major General Ali of the state Research Bureau in the presence of Wak. It is in that conversation that he told on his brother Wak. He said that Wak was involved in activities that opposed the oppressive government of the time and he was about to present a talk that would set the people against the military government
  • There I also dramatic irony in the act of soldiers sent to arrest Wak. They come across him and unaware that it is him that they are looking for, they ask him to direct them to himself. As a result, he learns that he is being sought and misleads them and flees
  • There is verbal irony in Odie’s words after Stella asks Wak where he has been and Odie intersects saying sarcastically that he was serving the nation and that returnees are itching to reconcile, reconstruct and rehabilitate
  • It is ironical that Odie who keeps trying to humiliate Wak by portraying him as a failure in chaos that rocked the country is one who ends up being embarrassed. It is proved that he was a traitor and was responsible for the troubles that Wak had with the government and which forced him to flee for his life.                                                                     

 

  1. Credit should be given to well illustrated points and relevance
  • Mark 4 points of 4:4:4:4 (16) for well fully illustrated points
  • Award 2 marks for introduction and 2 marks for conclusion

 

  1. “Odie is his own enemy”. Write a composition to validate the truth of this statement in relation

to Shreds of Tenderness

Introduction:                                                                                                 

Odie goes through many problems e.g. insecurity i.e. feel& his life is in danger, ha has been tortured before being alcoholic and others. Many of his predicaments are self impused due to his behaviour or what he does.

– While his father was alive he did rpt relate well with him

– He failed in his studies unlike Wak –

— He misused family property

– He cheated that Walt was dead and arranged a mock funeral,

– He was arrested and tortured for giving ‘misleading’ information especially when Wak escaped

( 4×3 marks 12 .mks)

Conclusion . –

Candidate must indicate that Odie would not he as he is were it not for what has been discussed

Language – Grammar, presentation (paragraphing) and cohesion •.

 

  1. Illustrating your answer with examples from Shreds of Tenderness, write an essay entitled “The pivotal character traits of the Girl child.”

 

       The pivotal role of the girl child

       Introduction: A girl child plays a pivotal role in society as she is not only welcoming, loving, caring

and warm in her approach to issue but she also reconciles waring family members

e.g. the way Stella handles the Odie Wak conflict.

Content: Role of the girl child– Stella

(i) Welcoming (Accomodating/concerned/caring)

– Welcomes Wak

– Gives Wak food despite Odie’s protests

(ii) Loving – She ironically loves Wak more than she loves her real brother Odie.

– She loves Major General Ali regardless of the negative things associated with him.

(iii) Women exercise restraint. As a girl officer, Stella resists attempts to kill the Queen mother

saying  that she is a woman like her.

(iv) Women are also reconciliators and voices of reason as they play reconciliatory roles at

moments of    crisis/conflicts.

(v) Women are also selfless in a genuine competition Stella declines to go for the chairmanship in

the primer game and votes for Wak as she regards him a worthy completion regardless of not

being a blood brother.

(vi) – Women are known for neutrality

– She defends Wak against accusation about betrayal from Odie

– She also defends Odie when Wak almost shot him

(any other relevant points can be accepted.)

Conclusion – to sum up a girl child really plays a crucial role in the society since without

                        Stella there would have been a total disintegration of this extended family of the late Minister for tourism.

(Accept any 4 well illustrated points)

(3 + 3 + 3+ 3 = 12mks)

Marking

Introduction – 2mks

Conclusion – 2mks

Grammar – 4mks

 

  1. Odie’s father is an epitome of an African man. Discuss.                                                     (20mks)
  • He is materialistic – had a vast land.
  • Male chauvinist – Does not allocate Stella any inheritance.
  • Discriminative – He likes Wak because he is educated.

 

  1. Using illustrations form John Ruganda; “Shreds of Tenderness” Write a composition and show that sibling rivalry is dangerous

 

Introduction    (2mks)

Rivalry is the conflict that exist between two brothers as shown in the play ‘shreds of tenderness’ (Accept any valid introduction)

Content: 12mks

  1. There is competition to out do each other
  2. Leads to break up of families
  3. People kill each other
  4. Resources e.g. family property are wasted while they could have been used in a better way
  5. Leads to betrayal
  • Get illustrations from the play
  • Any 4 points well illustrated each – 3+:3+3+3=12mks
  • Show that if here had been no rivalry, Wak and his siblings would be having a better life than what they currently have despite the war.

 

  1. Write a composition showing the problems caused by war

Introduction: (2 mks)

  • Candidate to show possible causes of war e.g. misrule and hint at possible problems likely to arise

Contents: (12 mks)

  • Refugee problems causes war
  • Neglect by the international community including UNHCR causes war
  • Insecurity for all people whether refugees or not causes war
  • Death can spark war
  • Separation/ break up of families can cause war
  • Revenge is likely on both victors and victims of atrocities
  • Destruction of property causes war
  • (Any 4 points :3:3:3:3)

Conclusion:

Show that war is not a solution to problems in any country

Linguistic mark : 4 marks

 

 

 

 

 

(III)THE NOVEL

VELMA POLLARD’S : HOME STRETCH

 

  1.  Using illustrations from Velma Polland’s ‘Homestretch’, write an essay on the problems a

Black person is  likely to encounter while  in  America  and England       (20mks)

Introduction

There are things that make black people to lead hard, painful and miserable lives in Britain and USA. These include racial prejudice, job frustration, loneliness, harsh weather conditions, overworking among others.

Illustrations                                                                                                                           

Racial prejudice / hatred

  • The English job market frustrated Brenda because the whites have only mop and brooms (ground flooor) for any black no matter how educated he/ she is. She says, “They made my upper second feel like saw dust in my hands”
  • To escape the frustrations of the job market, Brenda begged the head of English to take her in for a masters in English

Job frustrations                                                                                                                    

  • Blacks are made to lower their job expectations
  • Edith’s friend, who had the same teacher qualifications s Edith is not hired immediately, so economic necessity forces her to do a nanny’s job taking care of peoples babies
  • Similarly, David’s carpentry skills are not useful abroad. He is forced to work in a factory

Human coldness/ lack of social company

  • There is too much suffering that makes people to lose their senses. For example, too much suffering makes black factory workers not to bother to respond to each other’s greetings

Disillusionment/ despair                                                                                                       

  • David left home expecting something new and exciting in his new place- but he is exploited/ sapped for 30 years
  • He feels bone- deep tiredness after leaving England
  • Moreover, he suffers a stroke weeks before he returns to Jamaica
  • He is retiring but has nothing – his 30 years have been wasted. He says, “Is not two pence of life over there, you know,”

Different education systems in England and America                                           

  • A young black woman has problems adjusting to school life in America and England for example Brenda is placed in grade nine
  • She has to go through diagnostic and placement tests
  • Brenda and other students were put in the home room, this has a negative impact on her school work

Dehumanizing life:                                                                                                               

  • David feels that he had gone to England to become a child again because he felt out of place- taking orders in the factories while at home (West Indies) David was a master of himself

Extremely cold weather:                                                                                         

  • David found it difficult to learn to dress clothes for the cold English weather
  • David also found it difficult learning to save coins for the heater because the pittance he earned was not enough to buy a heater

Overworking                                                                                                                         

  • David suffers stroke after being overworked for 30 years
  • The shock of retiring having acquired practically nothing in England caused the stroke
  • He worked for long tiring hours
  • Similarly, black nurses are oppressed in America
  • Night duty for days on end is what American’s have waited for black nurses

 

                                                                       

 

  1. Illustrating your answers with examples from Homestretch write an essay on how any three

women offer help to Brenda in the foreign country.

 

 (i) Mrs Saul                                                                                                                           *MNY*

– Her understanding nature is well portrayed during this visit for she gives the children a chance to speak about their country and to stick small paper hearts with their names on the gift of a map she had brought. She understands their loneliness. Her reassuring nature boosts their pride and self-confidence

She gives Brenda a listening ear and a shoulder to cry on as Brenda tells her of her problems of slow adjustment in school and of the hostile environment at home. This eases Brenda’s frustration.

She speaks to the teacher and the students running the home room to give some attention to Brenda ad his makes the home room rime more bearable for Brenda. This shows her concern for Brenda

She offers to take a letter to Brenda’s mother from Brenda. This shows her kindness and makes Brenda to contact her mother

Due to her genuine concern for Brenda, she speaks to Mrs. to Mrs. Stewart, Brenda’s father’s boss, who in turn talks to Ivan to allow her to help Brenda. This turns out to be of great help to Brenda

She writes a letter to Brenda telling her that she (Brenda) should write to the whenever she wanted to talk to someone. Thus she offers her friendship to Brenda.

 

  • Joy Stewart      
    • Her pleasant, warm, motherly nature is evident as she invites Brenda to feel free to use her hands to take her food as people do back home in Jamaica
    • Her reassuring and sociable nature makes Brenda feel at home. She reveals to Brenda that she knew Brenda’s grandmother very well, telling her how she used to visit the grandmother who would give her grater cake and then watch her so that she does not steal the guavas at the gate. This makes Brenda feel she can trust her since she knows her people
    • Her concern makes her ask Brenda about her progress in school work and even offers to have her daughter Joan help Brenda with her school work
    • She offers Brenda a chance to work with her in the office for twenty dollars a week and this makes Brenda able to meet her personal needs.
    • When Brenda takes a computer course she offers her a job paying her 200 dollars a week. This helps Brenda a lot
    • Her hospitable nature is evident when she offers Brenda a place to stay for the summer before she joins her father in England.
    • Brenda feels that staying with Stewards made all the difference in the world at a time she felt the need for support (p72)
    • As Brenda prepares to leave for England, she reassures her that all will be okay in England Pg 72

 

  • Joan Stewart      

– She proves very helpful to Brenda in aiding her to improve in English and her American history

  • She is generous enough to give Brenda her clothes easing Brenda’s cloth problem
  • Joan’s kindness is portrayed when she allows Brenda to use her library thus giving her a chance to improve he academic work
  • Her association with Brenda helps Brenda to become self-confident

Conclusion

  • reap and suggestion of positive opinion on the way forward

 

  1. Write a composition on experiences which forced Brenda to develop negative attitude towards Jamaica. Give illustrations from Velma pollard’s “Homestretch”

Introduction                                                                                                                          

Brenda is bitter with Jamaica when she makes entry at Kingston Airport. She disagrees with the customs officer about paying duty on items she feels are personal effects .she complains of the dirty streets

Content                                                                                                                                             

The following are reasons why she is irritated:

  • -she believes Jamaica threw her out when she was young-14 yrs. She expected comfort in the foreign land but didn’t get. She lived with a father she did not know and whom did not protect her.
  • The stepmother and sister antagonized her e.g. hurled abused at her, they disapproved of her clothes as not fit, they were not happy to have her
  • -The frustrations at school in America brought out the rebellious nature in her.  She went through many placement and diagnostic tests to get the right class
  • -Brenda felt that she had no control over life. She moves with the father to England where adjusting is a challenge.
  • At the college she is discriminated “she felt that   the teachers didn’t like her”

NB :-expect more illustration from the text

Mark any 4 well illustrated points by each 3:3:3:3 = (12marks)

Conclusion                                                                                                                             

Opinion of how Brenda is displeased with the treatment she gets and how this made her

develop negative attitude towards Jamaica.

 

  1. “Home stretch” is a novel that explores the search for identify and belonging. Discuss

the validity of this statement basing your answer on Velma Pollard’s novel, “Home Stretch.”

Introduction                                                                                                           

– General introduction n identity and belonging

– Definition of key terms: identify and belonging

Body/ content                                                                                                                        

  • The Jamaicans and Africans in diaspora face an identity crisis. They can neither return to Africa nor can they be integrated in the “Mother country” and any other country that they go to work and study
  • The carribeans are a people caught up in a cultural dilemma. The culture is neither Western nor African
  • Some Jamaicans are referred to as “dry land tourists” because they were pretending to be Americans, they refused to identify themselves as Jamaicans
  • Most Jamaicans go to the US or England, Brenda is considered to be lucky to go to the USA
  • Brenda’s father faces an identity crisis. His second marriage in the USA does not work out well. He migrates to England where he marries a third wife. But could still sense a feeling of homelessness and placeless ness in his life. He is not fully settled in the diaspora.
  • David and Edith do not find a belonging in England where they go to work, instead their stay there even threatens their marriage. The working environment is very demanding and they have no time for one another. The Europeans relate with them as workers and no more
  • David suffers a stroke a few days before he comes back to Jamaica. The “healing rivers” and the friendly atmosphere make him comfortable and relieve his pain. He belongs to Jamaica. David and Edith find satisfaction and contentment back at home
  • Brenda left Jamaica at age fourteen before she called it home, she feels out of place in the USA where she lives with her father, her step mother and her step sister
  • Brenda feels alienated at school too. She has to do a lot of placement tests. In the end

she is not fully integrated to the American society

  • ( 2: 2: 2: 2: 2: 2: = 12 marks)                                                                               
  • Conclusion ( 2 marks)                                                                                                      
  • Language and presentation

 

5          Write a composition on the challenges that immigrants encounter. Refer to the novel Homestretch”         Velma Pollard.

 

      Challenges immigrants encounter.

(i) – When moving there is the problem of disposal of property that one can’t carry.

–  There’s a lot of documentation i.e need to have passports certificates e.g birth certificates.

–  Moving is time consuming and tiresome i.e packing and unpacking.

–  Emotional breakdown due to families being torn when David and Edith leave for

England other (family) relatives are left in Jamaica/Loneliness.

(ii) – Unfriendly climatic conditions in foreign countries.  Edith and David find England

to be too cold for them.

–  Loss of personal freedom.  David realizes that he has no piece of land for himself to

Do what he pleases and that he has to follow instructions from other people yet

Back home he was a boss over himself.

(iii) – There is social discrimination.  David is discriminated by his workmates at the factory.

While at the factory  they pretend to chat with him but once outside none Seems to be familiar with him and even fail to respond to his greetings.

–  Brenda feels she’s been despised by schoolmates in Jamaica due to her strong American   discriminatory as she is subjected various tests before admission and is even referred to a lower grade.

–  Immigrants have difficulty in social adjustments.  Brenda falls in love with Milton a Nigerian      student who later dumps her.

(iv) –  There is a problem in getting employment.  David finds it difficult to get a job in   England.

–  Working conditions are unfavorable i.e too long working hours.

(v)  –   Medical challenges.  David gets a stroke perhaps due to the Stressful/demanding nature of

the working   conditions.  David’s medical condition put emotional stress on Edith.

 

Instructions.

–  introduction –   2 marks

–                         4 well illustrated points – 12 marks   (4×3)

–  Language – 4 marks

–                        Conclusion – 2 marks.          

 

  1. “One can make home be the best place by engaging in community development activities”

With close reference to Velma pollard’s Homestretch’, write an essay to show how David and Edith prove the validity of the above statement.

 

Points:

-Edith started a girls group to attend to the deteriorating church and to renovate it

-Edith saw that children below 7yrs were no longer going to school but instead fetched water. immediately she  sought  help  from several agencies, she  paid teachers, sliced out rent from  her rent  town  house  to cater  for the  young  ones education

-Edith started a public service at home. It was called the book mobile

-David sacrificed so much time and resources to provide and make furniture for the classmate a t the school in woods village.

-David taught the boys carpentry.

-David and Edith planted vines and others plants including vegetables

 

Conclusion: Home became  the  best  place  to  stay in as even David  who ca me  back ill  found cure  back hoe from medicinal spar.

Marks: Introduction-2mks

Language and presentation-4mks

Body: 6 points, well illustrated, 2mks each =12marks

Conclusion-2mks

Total=20marks

 

  1. Specifically focusing on Brenda in the novel, ‘Homestretch’ by Velma Pollard; Write a  composition  to illustrate how early childhood experiences shape one’s perception of life.

Optional set text

Specifically focusing on Brenda in the novel ‘Homestretch by Velma Pollard, write a composition to illustrate how early childhood experiences shape one’s perception of life.

 

Introduction

The way a person responds or relates to issues in life is many times determined by the experiences he or she had encountered in life. If a person has suffered from discrimination and mistreatment, he or she is likely to be suspicious of other people’s motives and actions. Then such a person is likely to be aggressive and confrontational.

When we first meet Brenda in the novel she is having confrontation with a customs official at the airport and she is quite negative towards the officials. A lot of this can be explained when we look at her earlier life.

 

  • Brenda moved to the U.S in her teens to live with a father she barely knew. She suffered harassment from Johnie and her daughter at home, and she found a lot of trouble adjusting at school.
  • – She relocates to England and she has to readjust t another of her father’s ‘women and to high school in a third country. She had no control over her life. She was tense at the thought of another adjustment to a different school.
  • -She suffers prejudice at college because of being black and speaking in an American accent. She was shy and insecure. She appeared proud to the Jamaicans because of her accent.
  • She tries to be different and gangs jump with Africans but she gets disappointed by her Nigerian boyfriend.
  • At the end of it, Brenda didn’t have even one positive word to say about England.
  • When we first meet her, her frustrations come out in form of anger, confrontation and unrealistic ideals. She is unhappy with the customs officers with the drivers on the roads, and with the environment.

 

Conclusion :-Thus Brenda’s view of reality has been distorted by the emotional hurts she has gone

                       through  as a result of the discrimination in the US and in England.

Consider any other relevant conclusion

(Expect any four well illustrated pts each 3mks)

Introduction -02mks

Content – 3+3+3+3 = 12mks

Language = 4mks

Conclusion =2mks

 

 

8 .          Write an essay showing how Brenda’s contact with Laura changes her attitude towards Jamaica.

Brenda’s initial attitude to Jamaica is that of pessimism, however, her encounter with Laura changes this to one of patriotism.

Accept any other relevant introduction but the changes in attitude must be captured.(otherwise do not award any mark)

A         i) Laura’s company

Laura is good company for Brenda and share with her experiences that have helped Brenda look at Jamaica more positively as opposed to the previous negative mage.

She now appreciates and creates interest in Jamaica. After her tour of Jamaica with Anthony, Brenda writes back to Laura about the attraction of Jamaica (p181)

  1. ii) Promotion of Jamaica’s image abroad

Brenda, Laura and Anthony raises funds to sponsor the English youth club to tour Jamaica (pp 115,185)

iii) Patriotism

Brenda rediscovers Jamaica. She finds her “Jamaican self”p51 she feels one with Jamaica and she is proud of her country.

She markets her country facilities abroad through mails (p185)

  1. iv) Building friendship

The friendship of David and Edith is part of the Jamaica that Laura gives to Brenda.

expect all the four points and mark 3:3:3:3:=12marks

Conclusion

The influence of a friend can either change one in a positive or negative way. Brenda is positively influenced by Laura to be patriotic

expect any other relevant conclusion=2marks

grammar=4 marks

 

  1. With illustrations from the novel ‘Homestretch’, write an essay on the problems that people who migrate to foreign countries encounter

 

Introduction (2marks)

Many people go to foreign countries hoping to enjoy better standards of living, but they end up suffering due to racial dissemination, bad weather and even educational adjustment.

Accept any other valid introduction.

 

POINTS OF INTERPRETATION:  (12MARKS)

P(i)difficult in finding jobs/job discrimination

  • David’s case]
  • Edith friend’s case] pg 6
  • Brenda’s case pg 90-91

P(ii) pressure at work place

  • This makes David and Edith lose  their closeness as a couple pg 7
  • People lack time to have proper meals pg 41
  • Leads to David getting a stroke

P (iii) Difficult to adjust to different weather

  • David pg 7
  • Brenda pg 62,74

P (iv) Racial discrimination that leads to psychological trauma

  • David and Edith pg 20-21 ,30-32
  • Brenda pg 75-76 ,90

P (v) Difficult in educational adjustment

  • Brenda finds it hard to adjust to America system of education pg 59-60
  • She also finds it taxing to adjust from America system to British curriculum

P (vi) Strange meals

Those who migrate find it difficult in adjusting to new types of meals and miss their meals they are used to e.g. Brenda pg 75-78

 

Accept any other relevant point

Mark 3:3:3:3 = 12

Indeed most people who migrate to other counties face numerous problems in the foreign counties as exemplified in the points above

Accept any valid conclusion

 

GRAMMAR (4marks)                                                                                                                      

Award a numerical language mark depending on the sore in the point vis-à-vis the communication ability of the candidate.

 

 

  1. Write a composition on the beauty of homecoming after a period of absence abroad.

Draw  your illustrations from Velma Pollards Homestretch

 

Introduction   – In the novel many characters had once migrated from Jamaica and lived in Diaspora to seek fortune. However, life there has proved to be full of hardships. When they come back home, they find joy

(i) David and Edith                                                                                                         

Have lived in England for 30 years

  • Life has proved difficult
  • Had no time to be socialized with friends and neighbors
  • Had little time to be together since they worked in different places
  • Were subjected to long working
  • David suffered a stroke just before coming back from Jamaica
  • Life changes tremendously upon their return from Jamaica
  • They get a warm reception from Laura
  • They socialize with long time friends (Charley)
  • They involve themselves in community work
  1. ii) Brenda
  • Is frustrated in America
  • Mistreated by her step mother
  • Lacks basic necessities like clothes (pp 58)
  • Cant fit in the education system
  • When Brenda later makes a trip to Jamaica, she ends up appreciating the cultural heritage e.g. food, dance environment after attending several tours in Jamaica (pp 68 – 98)

iii) Anthony                                                                                                                           

  • Does not enjoy life in America
  • Has taken a degree in engineering but not satisfied
  • Has not come back to Jamaica every time he gets an opportunity (pp 101)
  • He intends to come back and live in Jamaica (pp 101)
  • Together with Brenda, he makes several tours in Jamaica which makes them appreciate the Jamaican cultural heritage (pp 160 – 169)
  • Mark 4: 4:         4

Conclusion

2 marks

 

  1. Using at least two characters from Velma Pollards Homestretch write an essay on the role

played by women in the community.

  1. Introduction

Over the generations, women have been looked down upon the society. They have been seen as

tools of procreation and domestic servants. These women include: Edith, Laura, Brenda

Mama Joy,   Mrs. Saul and Mrs. Stewart

 

  1. Body

Edith:-

  • Loving, determined and a hard- working lady who strives to improve the living standards of the community both in Woods and in England
  • She gives the church a face – lift with the help of the school girls
  • Initiates reintroduction of basic school and is even willing to use her own resources at the beginning
  • In Birmingham she teaches the West Indian children to play the organ
  • She is instrumental in helping David settle down in Jamaica. She encourages him when he decides to make furniture to the school, to restore his self confidence
  • She gives part- time domestic science lessons to the senior girls from the local school

Laura:- 

  • Responsible and friendly young woman
  • She helps her aunt and uncle to settle down in Jamaica
  • She organizes for the renovation of their houses
  • Level headed, dedicated to David and Edith
  • Arranges of myrtle to meet David and Edith after 30 years. They organize a trip to MilkRiver
  • Advises Brenda on how to choose courses at the University when they meet in England

Brenda :Strong determined and aggressive

  • Brought up almost single handedly by the mother
  • Experiences racial prejudice in her place of work but plays the role of exposing Jamaican culture to the world through journalism e.g. coverage of events of Men to yard
  • She is the driving force in the idea of bringing West Indian children to Jamaica

Mama joy:

  • Loving, patient and committed though a victim of teenage pregnancy. Struggles to bring up Brenda through good education and counsel, through to university in US
  • Goes to school in middle age to fulfill her dreams

Conclusion

These women characters prove that women have a vital role to play in the community and at home

Marks:

At least two roles for three characters each = 12 mks (mark 4 : 4 : 4)

Grammar and presentation = 4 mks

Introduction and conclusion 2 mks                                                                            *

 

 

  1. “If well planned for, retirement is not to be feared. It can in fact be a useful period in a person’s life.” Basing  your reasoning  on what  happens  in the  novel ,write  a  composition to  explain this statement.

Introduction – With proper planning retirement need not to be a time of stress in a person’s life.

With proper planning and utilization of time, retirees can infact make useful contributions to the communities

  1. i) On education

David and Edith decide to be useful and would work to improve education in the village

  • Edith is determined to give children under seven access to education
  • David makes his project to provide for the village school. He becomes the woodwork teacher while Edith teaches girls domestic work and uses them to dress the church on Saturdays

 

  1. ii) Catalyst of development
  • Jamaica becomes poor but David and Edith become catalysts of development and because of their efforts, government/ service activities commence with the grading of road in the village
  • The villages economy starts to grow as more stock is added to shops, more traffic starts to pass through the village and young people working in towns start coming to the village

iii) David and Edith rediscover their closeness in Jamaica

  • In Jamaica they are happy and relaxed
  • They can sit and enjoy breakfast, something that was unheard of in England
  • They can also entertain friends in their new home
  • They can relieve their favourite pass- time of reading for one another and pleasure. Edith found a joke in a book she was reading and called David to share it
  1. iv) Farming David and Edith are able to find time to do some-gardening- growing flowers and vegetables.
  • The climax of their happiness at returning home is experienced during the occasion of their first anniversary of returning to Jamaica when Laura gathers so many relatives together for celebrations
  1. v) Proper saving
  • Edith and David used to send money to Laura and she on her part used to renovate their house. They had not sold their house when they left for England like so many others who sold their houses when they went to live in England
  • They had also saved money that would enable them live comfortably in Jamaica
  • Laura had helped them buy a house from where they were drawing rent
  • Both were also receiving pension

 

CONCLUSION

But all in all, David and Edith’s life is one of success and serves to illustrate that people in retirement can indeed make useful contributions to their communities

 

NB                  – Credit should be given to well illustrated points and relevance

  • Every point to be given two illustrations
  • Mark 4 points for 4:4:4:4 (16) for well illustrated points
  • Award 2 marks for introduction and 2 marks for conclusion

 

  1. Write a composition on challenges! Problems experienced by Africans in the diaspora.

Draw your illustrations from the novel Homestretch by Velma Pollard.

 

Introduction: Living in the Diaspora is portrayed as demanding and challenging experience. It is

a life of adjustment and settlement is elusive in the process one suffers uncertainty, nostalgia, loneliness and discrimination

Points I

Racial discrimination — David discriminated against in England, where he had $o luxury for rest and Whites would not like to be seen with him however they work with him. Elsewhere Brenda reveals open racism while she searched for a job . Whites have one place for blacks — the ground floor, manual work. Anthony also comments that America think about colour everyday. Loneliness — David and Edith work for the motherland but never get to belong this society. The working life is demanding to the extent of alienating David and Edith from each other. The had no time to sit, chat and interact with people. The only thing they common with whit* man is work. Brenda it as well haunted by feelings of rejection, placeless and homelessness as he leaves Jamaica before she calls it home and in America she is a stranger to the father, stepmother and stepsister

Weather — When Brenda retreats to England she finds the place cold and unbearable. It rained most of the time

Nostalgia — there is longing for the past sweet memories e.g. Brenda has feeling of childhood with the grandmother

Sickness! mental torture — Due to the experiences of discrimination and exploitation it is clear that those who go to America don’t return while normal. For example David returns on a wheel chair while others like Miss Betty’s daughter and Miss Gerald’s son are mad

(Any 4 points 4×3 = 12mks)

Conclusion: The humble appeal to African’s is that they be proud of their islands and find a

lasting home there

 

  1. Despite challenges, women still become usefully successful. Using any two of the characters given below from Pollard’s novel ‘Homestretch’ support this statement.

(i) Brenda

(ii) Edith

(iii) Mama Joy

 

BRENDA-Challenges

(i) She is neglected by her father in early childhood

(ii) Faces discrimination in America (in the school homeroom)

(iii) Lives with a hostile step mother in America.

(iv) Suffers the cold weather of Britain

(v) Faces discrimination in a University in Britain

 

 

Usefulness

(i) She succeeds in education    e.g.-Writes winning essays

– Gets As in high school

– Achieves a second upper degree in University

– Studies for masters

(ii) She supports/intercedes for Jamaican children in school

(iii) She organizes a tour for Jamaican children to Jamaica

(iv) She becomes a successful journalist

(v) She builds a house for her mother

 

EDITH-          Challenges

  • Together with David, she had gone to seek employment in Britain
  • Overworked in Britain
  • Alongside David, she suffers racial discrimination in Britain
  • Her love with David is affected by the hostile circumstances in Britain
  • She has no children
  • Her husband (David)suffers a stroke n Britain)

 

Usefulness

  • Useful in her employment in England
  • She and her husband (David) supported Laura when her mother passed on
  • She was a loving/devoted wife to David. She nurses him when he undergoes a stroke
  • Back in Jamaica, she teaches domestic matters to girls
  • She assists in the local church
  • She resettles successfully back in Jamaica

 

MAMA JOY- Challenges

  • She is by her lover once she becomes pregnant
  • Initially, she struggle to bring up Brenda alone
  • She suffers unemployment until later in life when she joints teaching

 

Usefulness

  • Despite neglect by the husband, she takes care of Brenda
  • Trains and acquires a job later life

Marking

Any two characters

Each character challenges – at least 3 x2mks = 6mks

Usefulness – at least 3 x 2mks  =6mks

                                                              Total 12mks

Introduction -2mks

Body – 12mks

Conclusion -2mks

Language – 4mks   Total – 20mks

(N/B – Accept any other relevant points on the above characters)

– If the candidate does not bring out the two areas i.e. challenges and usefulness,

(mark each point out of (3mks)

 

 

  1. Using illustrations from Velma Pollard; “Homestretch” write an essay how Laura helps Edith and David to settle down in Jamaica.

 

Introduction – 2mks

Brief introduction of who Laura is

Explanation of why Edith and David need help

Content           (12mks)

 

  1. She renovates and furnishes their house
  2. she designs the house with a view to maintaining the old architectural plan Edith and David were used to
  3. She receives them at the airport and has transport ready to take them home
  4. She relates with them as her real parents
  5. She does not spare any effort to ease Edith and David’s adjustments to life in Jamaica after thirty years in Britain

(any 4 points well illustrated each 3+3+3+3=12mks)

N/B: Get illustrations from the novel

conclusion – 2mks)

We need to help someone who is in problems. This is seen when Laura helped Edith and David to settle down        (accept any valid conclusion)

St. Stephens Lwanya Girls High Senior School: Full details, location, CBE Subjects Offered

St. Stephens Lwanya Girls High Senior School: Full details, location, CBE Subjects Offered

ST. STEPHENS LWANYA GIRLS SENIOR SCHOOL LOCATION.

St. Stephens Lwanya Girls Secondary School is a girls’ only boarding school located in Igero Sub location, Lwanya Location, Matayos Division, Nambale ,Busia Sub-County, in Busia County.

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

ST. STEPHENS LWANYA GIRLS SENIOR SCHOOL DETAILS SUMMARY

SCHOOL NAME:  –ST. STEPHENS LWANYA GIRLS SECONDARY

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

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

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

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

REGION WHERE SCHOOL IS LOCATED:  –WESTERN

COUNTY  WHERE SCHOOL IS LOCATED: –BUSIA

SUB COUNTY  WHERE SCHOOL IS LOCATED: –BUSIA

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –REWP

SCHOOL’S KNEC CODE: –35601202

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

N/B: Explanation on the acronyms used:

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

HOW TO JOIN GRADE 10 AT ST. STEPHENS LWANYA GIRLS SENIOR SCHOOL

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

LIST OF ALL SUBJECTS AND PATHWAYS OFFERED AT ST. STEPHENS LWANYA GIRLS SENIOR SCHOOL

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

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

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

ARTS & SPORTS PATHWAY SUBJECTS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SOCIAL SCIENCES PATHWAY

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

STEM PATHWAY SUBJECTS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

251.STEM.APPLIED SCIENCES.Agriculture, Home Science, Aviation

252.STEM.APPLIED SCIENCES.Agriculture, Home Science, Biology

253.STEM.APPLIED SCIENCES.Agriculture, Home Science, Building Construction

254.STEM.APPLIED SCIENCES.Agriculture, Home Science, Business Studies

255.STEM.APPLIED SCIENCES.Agriculture, Home Science, Chemistry

256.STEM.APPLIED SCIENCES.Agriculture, Home Science, Electricity

257.STEM.APPLIED SCIENCES.Agriculture, Home Science, General Science

258.STEM.APPLIED SCIENCES.Agriculture, Home Science, Geography

259.STEM.APPLIED SCIENCES.Agriculture, Home Science, Marine & Fisheries

260.STEM.APPLIED SCIENCES.Agriculture, Home Science, Advanced Mathematics

261.STEM.APPLIED SCIENCES.Agriculture, Home Science, Metal Work

262.STEM.APPLIED SCIENCES.Agriculture, Home Science, Physics

263.STEM.APPLIED SCIENCES.Agriculture, Home Science, Power Mechanics

264.STEM.APPLIED SCIENCES.Agriculture, Home Science, Woodwork

277.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Aviation

281.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Biology

282.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Building Construction

283.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Chemistry

284.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Electricity

278.STEM.APPLIED SCIENCES.Computer Studies, Business studies, General Science

285.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Geography

279.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Marine & Fisheries

286.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Advanced Mathematics

287.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Metal Work

280.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Physics

288.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Power Mechanics

289.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Wood Work

265.STEM.APPLIED SCIENCES.Computer Studies, Geography, Aviation

266.STEM.APPLIED SCIENCES.Computer Studies, Geography, Biology

267.STEM.APPLIED SCIENCES.Computer Studies, Geography, Building Construction

268.STEM.APPLIED SCIENCES.Computer Studies, Geography, Chemistry

269.STEM.APPLIED SCIENCES.Computer Studies, Geography, Electricity

270.STEM.APPLIED SCIENCES.Computer Studies, Geography, General Science

271.STEM.APPLIED SCIENCES.Computer Studies, Geography, Marine & Fisheries

272.STEM.APPLIED SCIENCES.Computer Studies, Geography, Advanced Mathematics

273.STEM.APPLIED SCIENCES.Computer Studies, Geography, Metal Work

274.STEM.APPLIED SCIENCES.Computer Studies, Geography, Physics

275.STEM.APPLIED SCIENCES.Computer Studies, Geography, Power Mechanics B

276.STEM.APPLIED SCIENCES.Computer Studies, Geography, Wood work

290.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Aviation

291.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Biology

292.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Building Construction

293.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Business Studies

294.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Chemistry

295.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Electricity

296.STEM.APPLIED SCIENCES.Computer Studies, Home Science, General Science

297.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Geography

298.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Marine & Fisheries

299.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Advanced Mathematics

300.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Metal Work

301.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Physics

302.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Power Mechanics

303.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Wood Work

304.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Agriculture

305.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Aviation

306.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Building Construction

307.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Business Studies

308.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Chemistry,

309.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Computer Studies

310.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Electricity

311.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Geography

312.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Home Science

313.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Marine & Fisheries

314.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Metal Work

315.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Physics

316.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Power Mechanics

317.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Woodwork

318.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Agriculture

319.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Aviation

320.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Building Construction

321.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Business Studies

322.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Computer Studies

323.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Electricity

324.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Geography

325.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Home Science

326.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Marine & Fisheries

327.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Metal Work

328.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Physics

329.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Power Mechanics

330.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Wood Work

331.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Agriculture

332.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Aviation

333.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Building Construction

334.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Business Studies

335.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Computer Studies

336.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Electricity

337.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Geography

338.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Home Science

339.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Metal Work

340.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Power Mechanics

341.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Wood Work

342.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Agriculture

343.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Aviation

344.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Building & Construction

345.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Business Studies

346.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Computer Studies

347.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Electricity

348.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Geography

349.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Home Science

350.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Marine & Fisheries

351.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Metal Work

352.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Power Mechanics

353.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Woodwork

354.STEM.PURE SCIENCES.Biology, Chemistry, Agriculture

355.STEM.PURE SCIENCES.Biology, Chemistry, Aviation

356.STEM.PURE SCIENCES.Biology, Chemistry, Building Construction

357.STEM.PURE SCIENCES.Biology, Chemistry, Business Studies

358.STEM.PURE SCIENCES.Biology, Chemistry, Computer Studies

359.STEM.PURE SCIENCES.Biology, Chemistry, Electricity

360.STEM.PURE SCIENCES.Biology, Chemistry, Geography

361.STEM.PURE SCIENCES.Biology, Chemistry, Home Science

362.STEM.PURE SCIENCES.Biology, Chemistry, Metal Work

363.STEM.PURE SCIENCES.Biology, Chemistry, Power Mechanics

364.STEM.PURE SCIENCES.Biology, Chemistry, Wood Work

365.STEM.PURE SCIENCES.Biology, Physics, Agriculture

366.STEM.PURE SCIENCES.Biology, Physics, Aviation

367.STEM.PURE SCIENCES.Biology, Physics, Building Construction

368.STEM.PURE SCIENCES.Biology, Physics, Business Studies

369.STEM.PURE SCIENCES.Biology, Physics, Computer Studies

370.STEM.PURE SCIENCES.Biology, Physics, Electricity

371.STEM.PURE SCIENCES.Biology, Physics, Geography

372.STEM.PURE SCIENCES.Biology, Physics, Home Science

373.STEM.PURE SCIENCES.Biology, Physics, Metal Work

374.STEM.PURE SCIENCES.Biology, Physics, Power Mechanics

375.STEM.PURE SCIENCES.Biology, Physics, Wood Work

376.STEM.PURE SCIENCES.Chemistry, Physics, Agriculture

377.STEM.PURE SCIENCES.Chemistry, Physics, Aviation

378.STEM.PURE SCIENCES.Chemistry, Physics, Building Construction

379.STEM.PURE SCIENCES.Chemistry, Physics, Business Studies

380.STEM.PURE SCIENCES.Chemistry, Physics, Computer Studies

381.STEM.PURE SCIENCES.Chemistry, Physics, Electricity

382.STEM.PURE SCIENCES.Chemistry, Physics, Geography

383.STEM.PURE SCIENCES.Chemistry, Physics, Home Science

384.STEM.PURE SCIENCES.Chemistry, Physics, Metal Work

385.STEM.PURE SCIENCES.Chemistry, Physics, Power Mechanics

386.STEM.PURE SCIENCES.Chemistry, Physics, Wood Work

387.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Biology

388.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Chemistry

389.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Computer Studies

390.STEM.TECHNICAL STUDIES.Aviation, Business Studies, General Science

391.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Geography

392.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Home Science

393.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Marine & Fisheries

394.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Advanced Mathematics

395.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Media Technology

396.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Physics

397.STEM.TECHNICAL STUDIES.Aviation, General Science, Agriculture

398.STEM.TECHNICAL STUDIES.Aviation, General Science, Business Studies

399.STEM.TECHNICAL STUDIES.Aviation, General Science, Computer Studies

400.STEM.TECHNICAL STUDIES.Aviation, General Science, Home Science

401.STEM.TECHNICAL STUDIES.Aviation, General Science, Marine & Fisheries

402.STEM.TECHNICAL STUDIES.Aviation, General Science, Advanced Mathematics

403.STEM.TECHNICAL STUDIES.Aviation, General Science, Media Technology

404.STEM.TECHNICAL STUDIES.Aviation, General Science, Power Mechanics

405.STEM.TECHNICAL STUDIES.Aviation, Geography, Biology

406.STEM.TECHNICAL STUDIES.Aviation, Geography, Business Studies

407.STEM.TECHNICAL STUDIES.Aviation, Geography, Chemistry

408.STEM.TECHNICAL STUDIES.Aviation, Geography, Computer Studies

409.STEM.TECHNICAL STUDIES.Aviation, Geography, General Science

410.STEM.TECHNICAL STUDIES.Aviation, Geography, Home Science

411.STEM.TECHNICAL STUDIES.Aviation, Geography, Marine & Fisheries

412.STEM.TECHNICAL STUDIES.Aviation, Geography, Advanced Mathematics

413.STEM.TECHNICAL STUDIES.Aviation, Geography, Media Technology

414.STEM.TECHNICAL STUDIES.Aviation, Geography, Physics

415.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Biology

416.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Chemistry

417.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Computer Studies

418.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, General Science

419.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Geography

420.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Home Science

421.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Marine & Fisheries

422.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Advanced Mathematics

423.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Media Technology

424.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Physics

425.STEM.TECHNICAL STUDIES.Building Construction, General Science, Computer Studies

426.STEM.TECHNICAL STUDIES.Building Construction, General Science, Geography

427.STEM.TECHNICAL STUDIES.Building Construction, General Science, Home Science

428.STEM.TECHNICAL STUDIES.Building Construction, General Science, Marine & Fisheries

429.STEM.TECHNICAL STUDIES.Building Construction, General Science, Advanced Mathematics

430.STEM.TECHNICAL STUDIES.Building Construction, General Science, Media Technology

431.STEM.TECHNICAL STUDIES.Building Construction, Geography, Biology

432.STEM.TECHNICAL STUDIES.Building Construction, Geography, Chemistry

433.STEM.TECHNICAL STUDIES.Building Construction, Geography, Computer Studies

434.STEM.TECHNICAL STUDIES.Building Construction, Geography, Home Science

435.STEM.TECHNICAL STUDIES.Building Construction, Geography, Marine & Fisheries

436.STEM.TECHNICAL STUDIES.Building Construction, Geography, Advanced Mathematics

437.STEM.TECHNICAL STUDIES.Building Construction, Geography, Media Technology

438.STEM.TECHNICAL STUDIES.Building Construction, Geography, Physics

439.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Biology

440.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Chemistry

441.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Computer Studies

442.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Geography

443.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Home Science

444.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Marine & Fisheries

445.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Advanced Mathematics

446.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Media Technology

447.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Physics

448.STEM.TECHNICAL STUDIES.Electricity, General Science, Computer Studies

449.STEM.TECHNICAL STUDIES.Electricity, General Science, Home Science

450.STEM.TECHNICAL STUDIES.Electricity, General Science, Marine & Fisheries

451.STEM.TECHNICAL STUDIES.Electricity, General Science, Advanced Mathematics

452.STEM.TECHNICAL STUDIES.Electricity, General Science, Media Technology

453.STEM.TECHNICAL STUDIES.Electricity, Geography, Biology

454.STEM.TECHNICAL STUDIES.Electricity, Geography, Chemistry

455.STEM.TECHNICAL STUDIES.Electricity, Geography, Computer Studies

456.STEM.TECHNICAL STUDIES.Electricity, Geography, Home Science

457.STEM.TECHNICAL STUDIES.Electricity, Geography, Marine & Fisheries

458.STEM.TECHNICAL STUDIES.Electricity, Geography, Advanced Mathematics

459.STEM.TECHNICAL STUDIES.Electricity, Geography, Media Technology

460.STEM.TECHNICAL STUDIES.Electricity, Geography, Physics

461.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Biology

462.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Chemistry

463.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Computer Studies

464.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, General Science

465.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Geography

466.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Home Science

467.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Advanced Mathematics

468.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Media Technology

469.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Physics

470.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Computer Studies

471.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Home Science

472.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Advanced Mathematics

473.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Media Technology

474.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Biology

475.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Chemistry

476.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Computer Studies

477.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Home Science

478.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Advanced Mathematics

479.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Media Technology

480.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Physics

481.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Biology

482.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Chemistry

483.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Computer Studies

484.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Geography

485.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Home Science

486.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Marine & Fisheries

487.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Advanced Mathematics

488.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Physics

489.STEM.TECHNICAL STUDIES.Media Technology, General Science, Computer Studies

490.STEM.TECHNICAL STUDIES.Media Technology, General Science, Home Science

491.STEM.TECHNICAL STUDIES.Media Technology, General Science, Marine & Fisheries

492.STEM.TECHNICAL STUDIES.Media Technology, General Science, Advanced Mathematics

493.STEM.TECHNICAL STUDIES.Media Technology, Geography, Biology

494.STEM.TECHNICAL STUDIES.Media Technology, Geography, Chemistry

495.STEM.TECHNICAL STUDIES.Media Technology, Geography, Computer Studies

496.STEM.TECHNICAL STUDIES.Media Technology, Geography, Home Science

497.STEM.TECHNICAL STUDIES.Media Technology, Geography, Marine & Fisheries

498.STEM.TECHNICAL STUDIES.Media Technology, Geography, Advanced Mathematics

499.STEM.TECHNICAL STUDIES.Media Technology, Geography, Physics

500.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Aviation

501.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Biology

502.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Chemistry

503.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Computer Studies

504.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, General Science

505.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Geography

506.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Home Science

507.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Marine & Fisheries

508.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Advanced Mathematics

509.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Media Technology

510.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Physics

511.STEM.TECHNICAL STUDIES.Metal Work, General Science, Computer Studies

512.STEM.TECHNICAL STUDIES.Metal Work, General Science, Home Science

513.STEM.TECHNICAL STUDIES.Metal Work, General Science, Marine & Fisheries

514.STEM.TECHNICAL STUDIES.Metal Work, General Science, Advanced Mathematics

515.STEM.TECHNICAL STUDIES.Metal Work, General Science, Media Technology

516.STEM.TECHNICAL STUDIES.Metal Work, Geography, Biology

517.STEM.TECHNICAL STUDIES.Metal Work, Geography, Chemistry

518.STEM.TECHNICAL STUDIES.Metal Work, Geography, Computer Studies

519.STEM.TECHNICAL STUDIES.Metal Work, Geography, General Science

520.STEM.TECHNICAL STUDIES.Metal Work, Geography, Home Science

521.STEM.TECHNICAL STUDIES.Metal Work, Geography, Marine & Fisheries

522.STEM.TECHNICAL STUDIES.Metal Work, Geography, Advanced Mathematics

523.STEM.TECHNICAL STUDIES.Metal Work, Geography, Media Technology

524.STEM.TECHNICAL STUDIES.Metal Work, Geography, Physics

525.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Biology

526.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Chemistry

527.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Computer Studies

528.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, General Science

529.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Geography

530.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Home Science

531.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Marine & Fisheries

532.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Advanced Mathematics

533.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Media Technology

534.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Physics

535.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Computer Studies

536.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Home Science

537.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Marine & Fisheries

538.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Advanced Mathematics

539.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Media Technology

540.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Biology

541.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Chemistry

542.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Computer Studies

543.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Home Science

544.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Marine & Fisheries

545.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Advanced Mathematics

546.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Media Technology

547.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Physics

548.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Biology

549.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Chemistry

550.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Computer Studies

551.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, General Science

552.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Geography

553.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Home Science

554.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Marine & Fisheries

555.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Advanced Mathematics

556.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Physics

557.STEM.TECHNICAL STUDIES.Wood Work, General Science, Computer Studies

558.STEM.TECHNICAL STUDIES.Wood Work, General Science, Geography

559.STEM.TECHNICAL STUDIES.Wood Work, General Science, Home Science

560.STEM.TECHNICAL STUDIES.Wood Work, General Science, Marine & Fisheries

561.STEM.TECHNICAL STUDIES.Wood Work, General Science, Advanced Mathematics

562.STEM.TECHNICAL STUDIES.Wood Work, General Science, Media Technology

563.STEM.TECHNICAL STUDIES.Wood Work, Geography, Biology

564.STEM.TECHNICAL STUDIES.Wood Work, Geography, Chemistry

565.STEM.TECHNICAL STUDIES.Wood Work, Geography, Computer Studies

566.STEM.TECHNICAL STUDIES.Wood Work, Geography, General Science

567.STEM.TECHNICAL STUDIES.Wood Work, Geography, Home Science

568.STEM.TECHNICAL STUDIES.Wood Work, Geography, Marine & Fisheries

569.STEM.TECHNICAL STUDIES.Wood Work, Geography, Advanced Mathematics

570.STEM.TECHNICAL STUDIES.Wood Work, Geography, Media Technology

571.STEM.TECHNICAL STUDIES.Wood Work, Geography, Physics

FULL DETAILS FOR ALL OTHER NATIONAL SCHOOLS.

Lugulu Girls High Senior School: Full details, location, CBE Subjects Offered

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

Friends Kamusinga Boys’ High Senior School: Full details, location, CBE Subjects Offered

Kibabii Boys High Senior School: Full details, location, CBE Subjects Offered

Cardinal Otunga Girls High Senior School: Full details, location, CBE Subjects Offered

Nalondo CBM Special High Senior School: Full details, location, CBE Subjects Offered

Joyvalley Special High Senior School: Full details, location, CBE Subjects Offered

St. Kizito Secondary School For The H.I: Full details, location, CBE Subjects Offered

Kaplong Girls High Senior School: Full details, location, CBE Subjects Offered

Kaplong Boys High Senior School: Full details, location, CBE Subjects Offered

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

Tenwek Boys High Senior School: Full details, location, CBE Subjects Offered

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

Ossen Girls High Senior School: Full details, location, CBE Subjects Offered

Kapropita High Senior School: Full details, location, CBE Subjects Offered

Kabarnet High Senior School: Full details, location, CBE Subjects Offered

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

Precious Blood Kilungu Girls Secondary School’s 2023/2024 KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Onjiko High School all details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

LISTS OF ALL SENIOR SCHOOLS PER COUNTY FOR ALL THE 47 COUNTIES

List of all Senior Schools in West Pokot County

List of all Senior Schools in Wajir County

List of all Senior Schools in Vihiga County

List of all Senior Schools in Uasin Gishu County

List of all Senior Schools in Turkana County

List of all Senior Schools in Trans-Nzoia County

List of all Senior Schools in Tharaka Nithi County

List of all Senior Schools in Tana River County

List of all Senior Schools in Taita Taveta County

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# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2023 CUTOFF 2022 CUTOFF 2021 CUTOFF
1 4480B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076

 

DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)


MINIMUM ENTRY REQUIREMENTS

MINIMUM MEAN GRADE C
NOTE: A subject may only be considered ONCE in this section

MINIMUM SUBJECT REQUIREMENTS

NONE

AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2023 CUT-OFF 2022 CUT-OFF 2021 CUT-OFF
ABERDARE TEACHERS TRAINING COLLEGE 4480B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ASUMBI TEACHERS TRAINING COLLEGE 4515B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BISHOP MAHON TEACHERS TRAINING COLLEGE 4510B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BONDO TEACHERS TRAINING COLLEGE 4560B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BORABU TEACHERS TRAINING COLLEGE 4485B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
BUNYORE TEACHERS TRAINING COLLEGE 4520B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
CHESTA TEACHERS TRAINING COLLEGE 4440B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
EGOJI TEACHERS TRAINING COLLEGE 4435B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ELDAS TEACHERS TRAINING COLLEGE 5190B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
GALANA TEACHERS TRAINING COLLEGE 4525B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
GARISSA TEACHERS TRAINING COLLEGE 4580B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KAIMOSI TEACHERS TRAINING COLLEGE 4425B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KAMWENJA TEACHERS TRAINING COLLEGE 4455B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KENYENYA TEACHERS TRAINING COLLEGE 4460B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KERICHO TEACHERS’ COLLEGE 4395B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KITUI TEACHERS TRAINING COLLEGE 4550B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
KWALE TEACHERS TRAINING COLLEGE 4535B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MACHAKOS TEACHERS TRAINING COLLEGE 4475B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MANDERA TEACHERS TRAINING COLLEGE 4445B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MERU TEACHERS TRAINING COLLEGE 4405B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MIGORI TEACHERS TRAINING COLLEGE 4555B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MOI TEACHERS COLLEGE – BARINGO 4495B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MOSORIOT TEACHERS TRAINING COLLEGE 4490B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
MURANG’A TEACHERS TRAINING COLLEGE 4465B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
NAROK TEACHERS TRAINING COLLEGE 4420B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
SEME TEACHERS COLLEGE 4530B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
SHANZU TEACHERS TRAINING COLLEGE 4450B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ST. AUGUSTINE TEACHERS TRAINING COLLEGE – EREGI 4415B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ST. JOHN’S TEACHERS TRAINING COLLEGE – KILIMAMBOGO 4500B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
ST. MARKS TEACHERS TRAINING COLLEGE-KIGARI 4430B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
TAMBACH TEACHERS TRAINING COLLEGE 4575B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
THOGOTO TEACHERS TRAINING COLLEGE 4470B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076
UGENYA TEACHERS COLLEGE 4545B59 DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) KSH 72,076

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

Kaharo Girls Secondary School is a public Girls’ County Level Boarding Senior School that is physically located at Murang’a South Subcounty in Murang’a County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: 0723155942

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Murang’a South Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Kaharo Girls Secondary School

Sex: Girls’ School.

School Cluster/ Level: County School whose Classification is C3.

Accomodation Type: Boarding School.

Knec Code:  10208305

School’s Official Phone Number:  0723155942 ;

Email Address. kaharogirls2019@gmail.com

Total Number of Subjects Combinations Offered at the School: 19

Fees paid at Kaharo Girls Secondary School

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

Subject Combinations Offered at Kaharo Girls Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

10
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2065
Business Studies,Geography,Indigenous Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2115
Business Studies,Christian Religious Education,General Science
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2013
General Science,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2035
Christian Religious Education,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES

STEM

8
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2091
Advanced Mathematics,Agriculture,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2049
Agriculture,Business Studies,General Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1035
Advanced Mathematics,Electricity,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1004
Advanced Mathematics,Biology,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1029
Advanced Mathematics,General Science,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,Physics
3 SubjectsSTEM

ARTS & SPORTS SCIENCE

1
ARTSCode: AS1039
Computer Studies,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE

How to get the School’s Knec Results.

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

📍 How to get more Information about the School

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

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

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

Senior School Selection Form educationnewshub.co.ke

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