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Business Studies Best Form One Notes Free

October 5, 2025 Hillary Kangwana

BUSINESS STUDIES

FORM ONE

CHAPTER ONE

INTRODUCTION TO BUSINESS STUDIES

Definition of terms used in business studies

Business – refers to any activity that is carried out by an individual or an organization concerned with provision of goods and services with the aim of making profits

Business studies– it is the study of the activities that are carried out in and around production, distribution and consumption of goods and services

Business environment – these are the business surroundings which may be internal or external

Goods – These are items which are tangible i.e. can be touched and felt e.g. furniture, buildings, bread. Etc

Services – These are actions or activities that may be sold. They are intangible e.g. teaching, banking, hairdressing etc

Production – It is the creation of goods and services or increasing their usefulness. Its done by producers e.g. farmers.

Distribution – It’s the movement of goods and services from the producer to the user. Involves transport, communication etc

Consumption – Refers to using of goods/service mostly done by consumers

Disciplines in business studies

Economics – it’s the study of how human beings strive to satisfy endless wants using the available scarce resources. Human wants are the desires that people strive to satisfy using goods and services. Resources – Things that are required in order to satisfy human wants
Commerce – Study of trade and aids to trade. Trade is the exchange of goods and services for other goods or services or for money.
Accounting – It’s a systematic way of recording business activities which are used for decision making.
Office practice – these are activities carried out in the office e.g. communication, filling, reproduction of documents etc.
Entrepreneurship – It’s the study of activities involved in the process of identifying a business opportunity and acquiring necessary resources.

Importance of business studies in the society

Assists members to relate the knowledge, skills and attitude acquired to day to day business activities.
Equip members with knowledge and skills to start and run a business
Assists individuals in appreciating the role of business studies in provision of goods and services
Makes the members to appreciate the need of good business management practice.
Assist individuals to acquire self discipline and positive attitude towards work.
Equips individuals with abilities to promote cooperation
Enables individuals to understand the role of government in business.
Equips individuals with abilities to understand role of communication and modern technology to business management.
Help individual develop positive attitude towards the environment
Equips individuals with knowledge and skills required to evaluate business performance

CHAPTER TWO

BUSINESS AND ITS ENVIRONMENT

The main purpose of a business is to make profits. To achieve this, a business needs to

Satisfy customer needs
Reduce operating costs
Strive to survive by competing favorably

Types of business activities

Extraction – means obtaining goods from their natural setting e.g mining, farming, lumbering etc
Processing of raw materials – it is changing the form of goods without combining it with other goods
Manufacturing – combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnish
Construction – Rails, road and buildings
Distribution of goods – Spreading of goods from the manufacturers to the users. Done by distributors
Trade – Buying and selling of goods with the aim of making profits. Done by traders
Provision of services – Selling services to consumers e.g. hairstylist, car washers

Business environments and their effects

Internal and external

Internal environment

May either be strengths or weaknesses of the business e.g. skilled man power.
It is also called micro environment

They include :-

Business structure

This is the formal arrangement of the activities carried out at various levels of the organization. A well laid business structure would lead to success because:-

Each employee knows what is expected
No conflict or confusions
Team work is enhanced
Proper control – promotes efficiency
Resources

A resource is something that can be used to achieve an objective. The following are some of the resources to a business

Human resource

Employees in a business provide human resource. A business with qualified human resource is more likely to do well.

Financial resources

A business with adequate finances is more likely to do better than one lacking such aspects.

Physical resources

These are tangible facilities which belong to a business e.g. buildings, machinery, furniture and stock.

Technology

These are the skills and methods used in production. A business with the relevant technology is more likely to succeed.

Business culture

Business cultures arise from the combination of employees expectations, beliefs and values within the business. A culture of involving employees in decision making always does better.

Owner

He provides finances and makes decisions concerning operations of the business.

External Business Environment

Also called macro environment – large in scale

They include:-

Economic environment

These are factors that affect the buyers’ ability to buy goods and services offered by a business e.g charges, taxes, rates etc

Demographic environment
Includes factors in population change – size, distribution, age, density, birth and death rates
A growing population provides market for goods and services
Age and sex distribution shape the line of business while better education and jobs for consumers would improve their taste and demand for quality goods services
Legal – political environment

The government closely monitors and passes laws and policies to regulate activities. Traders may opt to invest in some areas because of lower taxes or nor taxes

Manufactures of foodstuffs are required to include expiry dates to their goods. Political stability also creates a conducive working business environment

Technological environment

Technology refers to level of know-how, efficient use of tools and equipments and other resources. Advancement in technology would lead to better quality of goods being produced.

Cultural environment

Culture is the norms that regulate the behavior of people in society. Includes customs, beliefs and values. Dictates how people live and products they consume e.g. Muslims and pork.

Competitive environment

Firms trying to outdo each other in their endeavors to maximize profits. Competition can ether be generic or enterprise.

Generic competition refers to competition where the products are used for the same purpose though the products are different. E.g. cinemas and discos are competing form of entertainment.

Enterprise competition is found were products are similar to those of the other firm. E.g a local shoe manufacturing company competing with imported shoes.

Physical environment

Includes factors such as climate and infrastructure e.g. roads, water supply, electricity, banks etc

CHAPTER THREE

SATISFACTION OF HUMAN WANTS

Human wants

These are desires that people have or strive to satisfy e.g. thirst is a desire for drink
Goods and service provide by the business are intended to satisfy a human want.

Classification of human wants

Basic/ primary wants/needs
Are the necessities that are absolutely vital for the human survival
They include food, shelter and clothing
They must be satisfied first before one thinks of satisfying the rest
Lack of basic needs may lead to death
Secondary wants
Are needs one can do without but are desired to make life more comfortable
They can be categorized into comforts and luxuries
Comforts improve ones living standards beyond the status of mere survival e.g. furniture, medication, education, utensils, transport etc.
Luxuries are goods that provide excessive comfort e.g. cars, watches. Luxuries are for prestige purposes

Characteristics of human wants

Unlimited– Human wants are so many that they can never be satisfied. They are insatiable.
Varied. They change with factors like age, gender, income, geographical location and social status.
Competitive. They compete against each other for satisfaction using the limited goods and services
Complimentary. Satisfaction of some wants automatically leads to creation of other wants e.g. when you purchase a cell phone, you will automatically need airtime.
Repetitive. After some wants have been satisfied once, they recur thereby creating the need to satisfy them again.
Habitual. Some wants result in the formation of certain habits e.g. use of certain brands of toothpaste, perfumes, body lotion and beverages based on habits .
Universal. Human wants are experienced by every human being without exception whether they are satisfied or not
Vary in intensity. Different wants have different priority

Challenges faced in the satisfaction of human wants

Human wants are too many and varied to satisfy fully
The resources needed for the satisfaction of human wants are never enough
Resources are scarce
People must continually look for fresh resources to satisfy recurring wants
Human wants change with time, age and gender

Goods and services

Goods are tangible visible objects that can be used to satisfy human wants
Services are intangible efforts or acts that can satisfy human wants. Services cannot be seen i.e. not visible

Goods can be categorized as follows

Free goods and economic goods
Free goods are gifts of nature e.g. sunshine, rain, oceans
They have utility but no monetary value
Economic goods are scarce in supply and have money value e.g. TV, books, minerals etc
Producer and consumer goods
Producer goods are used in producing other. They are also known as capital goods e.g. machines, equipments and tools.
Consumer goods are readily usable by the final consumer. E.g. food, clothing, furniture, cosmetics, medicine etc
Perishable and durable goods
Perishable goods go bad easily unless stored using very special facilities e.g. meat, milk, vegetables, tomatoes.
Durable goods continue giving services for a long time and can be spoiled by agents such as wear and tear e.g radio, furniture, buildings,
Public and private goods
Public goods belong to no one in particular but are owned by the government or by all of us collectively e.g. roads, airports, rivers, public hospitals, public parks, railways, churches etc.
Private goods are owned by private individuals in their private capacities either singly or as a group e.g. personal cars, private schools etc.
Intermediate goods and finished goods
Intermediate goods are used as inputs/raw materials to be processed into a more useful form. E.g sisal, sugarcane, wood, cotton etc.
Finished goods are final products that come out of processing in the required form (output) e.g flour from maize or wheat, dress from cotton.
Material goods and non material goods
Material goods are commodities that are tangible e.g food, books, chairs, vehicles, shoes
Non-material goods are intangible e.g. teaching, nursing etc

Differences between goods and services

Goods	Service
· Are tangible ie can be seen, touched or felt	· Are intangible i.e. cannot be seen touched
· Not always exhausted during use	· Always used up or exhausted after every act
· Identical goods can be created through mass production	· Are difficult to make identical since they vary over tome and provider
· The price paid is for the possession or ownership of the good	· Price paid is the effect of the act or the effort
· Surplus goods can be stored for latter use	· Cannot be provided in excess and once provided cant be stored later
· Are easily separable from the producers	· Are inseparable cant be

Economic resources

These are inputs needed in the production process in order to produce what is required to satisfy human wants.
They are the means by which production and provision of goods and services is made possible.

Types of economic resources

Natural resources – Are gifts of nature e.g. land, natural forests, rivers, oceans and minerals

Artificial resources – Are man made resources e.g. machinery, tools, tarmac roads, dams, railways lines etc

Human resources – Refers to mental and or physical efforts rendered by people to organizations or to other human beings in producing goods and providing services e.g. nurses, teachers, painters, drivers.

Economic resources can be divided into

Renewable resources
Non-renewable resources

Renewable resources are those whose supply can be restored and if not, creating goods and services is reduced and it may stop altogether

Non-renewable resources are those whose supply cannot be stored after use. Using these resources leads to their exhaustion sooner or latter

Example of renewable and non renewable resources

Renewable resources	Non-renewable resources
Wood	Coal
Natural rubber	Building stones
Wool	Gravel
Silk	Iron
Leather	Aluminium
Solar energy	Gold
Hydro-electric power	Lead
Wind power	Natural gas
Soda ash
Vehicle

Characteristics of economic resources

They are scarce
They have monetary value
They are unevenly distributed
They can be used to create goods and service
They can be combined together in different proportions to create goods and services
They can be transformed from one party to another

Scarcity, choice and opportunity cost

Scarcity is used to describe the limited nature of economic resources
Choice id the act of deciding what wants to satisfy first with the scarce or in adequate resources available. Choice is made with a list of scale of preference which is a list of unsatisfied wants arranged in order of priority
Opportunity cost is the value of the best foregone alternative. The real cost of satisfying any want is the alternative that has to be foregone in order to do so

CHAPTER FOUR

PRODUCTION

It’s the creation of goods or provision of services to satisfy human wants

It involves activities of transforming of materials into finished goods, transportation and storage

Utility

Utility_-is the ability of a good or services to satisfy human wants.

Types of utility

Form utility –this is changing the form of a commodity by converting raw materials to finished goods .e.g. sugarcane may be converted into sugar

Time Utility-this is created when a good is stored until it is appropriate time to use it. Example, storing food stuff in the school store during the holiday to use when the school opens.

Place Utility– this is bridging the geographical gap between the producer of commodity and its consumers through transportation. Example, transporting books from a bookshop to the school

Possessive Utility-this refers to the transfer of ownership of good and services from one person to another it maybe done through trade. Example, ownership of bread may be transferred from a canteen owner to a consumer when the customer buys it.

Types of production

Direct and Indirect Production

Direct production (subsistence production)

Is type of production from ones own personal consumption

Characteristics of Direct Production

Goods and services are of low quality and quantity
Leads to low standards of living.
Encourages individualism
Can very tiring
Does not encourage invention and innovation
No one has the ability to provide all that he/she requires

b) Indirect production

Production of goods and services for sale

Characteristics of Indirect Production

Lead high quality and quantity goods.
Production with a view of exchange.
It results in surplus production of goods and services

Level of Production and Related Occupation

Primary Level

This level is also called extractive level, involves extraction of goods from their natural setting.
The products can be used in the state they are or can be processed to make them more useful. example water, mining, fishing. Lumbering e.t.c

Secondary Level

Involves transformation of raw materials into finished products or more useful products including; manufacturing e.g. food processing, Construction e.g. house and roads

Tertiary Level

Involves provision of services. Divided into commercial and direct

Commercial services

Activities either trade or consist trade to take place e.g wholeselling,retailing,banking .

Direct Personal Service

Service rendered by individual direct to the consumer e.g nursing teaching and legal service.

Factors of Products and Their Rewards

Are resources/agents required in production e.g

L and
Labour
Capital
Entrepreneurship

Land

Natural resource e.g. minerals, soils etc
They are all the natural resources below or above the earth surface.
The rewards are rent, rate or royalty

Characteristics of Land as a Factor of Production

It is a basic factor of production, that is, production can’t take place without it.
Its supply is fixed that is, we cannot add more earth service on to what nature has provided.
It lacks geographical mobility i.e it cannot be moved from one geographical to another.
Quality is not homogeneous .Productivity of one piece of land will have different levels of fertility, mineral deposits, soil textures and varying climate conditions
Productivity of land can be increased by increasing quality and quantity of capital
It’s subject to the law of diminishing return.
It’s a natural resource

Labour

Human efforts are applied in production either physical or mental
Not all human effort is labour. For it to become labour it must be aimed at production and be paid for.
Rewards are wages and salary.
Labour may be skilled, semi skilled or unskilled. Which is determined by the lvel of education, training and experience

Capital

Refers to all the artificial resources used in the production of goods and services
There are two types of capital namely fixed and operating /circulating capital
Fixed capital are things that stay in a business almost permanently e.g. machinery, buildings, vehicle, furniture etc
Working/circulating capital gets used up every time its applied in the production process e.g. raw material and money.
Capital is rewarded in form of interest

Entrepreneur

This is an individual who identifies a business opportunity, devotes the factors of production and starts a business venture which may involve the creation of goods and service
The entrepreneur pays for the services of all the other factors of production
He makes important decisions in business e.g s/he decides what to produce or sell, how much to produce or sell and what methods to apply in the production process.
The reward for entrepreneur is profit

Division of labour and specialization

Division of labour

This occurs when the production process is split into many stages or operations
Each stage involves a special task performed by one or group of workers. For example, in clothe making factory, the production process is organized in such a way that each worker performs anly a small part of the whole operation. Some cut the cloth material, others join or sew them together, others fixing buttons etc

Specialization

This occurs when one worker performs certain specific tasks of a job
It ensures that workers concentrate on doing those jobs which they are best suited in terms of skills, qualification and experience

Advantages of division of labour and specialization

Workers skills are enhanced because of performing repetitive tasks, resulting in creation of experts.
Workers suffer less fatigue as they concentrate on doing one task in one place
New talents and inventions are developed as workers perform repetitive tasks hence one can detect and correct weaknesses in the techniques used
Work is done at a faster rate due to repetitive nature of tasks and reduced movement of workers from one station to another
Goods and services produced are usually of high quality since skills of workers are matched with tasks
Use of machines is made possible leading to standardization of products and lower production cost, which in turn leads to higher profits
Overall output increases because work is done at faster rate
Planning and management of workers becomes easy which increases efficiency in organization

Disadvantages of division of labour and specialization

Workers may suffer from boredom due to monotony of doing the same thing repeatedly
Individual workers cannot identify themselves in the final products since workers perform only small part of the whole process
Incase of loss of jobs, such workers find it difficult to get new jobs because they are specialized in a particular field only.
Leads to interdependence between countries, businesses or individuals which may lead to shortage of goods and services especially in times of conflict or natural calamities
Use of machines may reduce employment opportunities by replacing manual labour.
Workers eventually lose skills owing to the over-dependence on machines
Due to specialization, problem at one stage can disrupt the whole production process.

Mobility of factors of production

This is the movement or the transfer of a factor of production from one geographical area to another o form one occupation to another
Horizontal mobility is the movement from one office to another in the same capacity
Vertical mobility is the movement from one grade to another in the same occupation
Land lacks geographical mobility but highly occupationally mobile
Capital – fixed capital lacks geographical mobility and occupational mobility. Equipments, tools and money may be geographically and occupationally mobile
Labour – it’s the most highly mobile factor of production whether geographically, occupationally, horizontally or even vertically.

Factors hindering mobility of labour

Natural talent and ability differ from one individual to another
Training involved d for one to acquire skills in new occupations can be lengthy and expensive
Some organizations have strict regulations barring new entrants from joining these professions e.g. law, medicine and architecture
Some jobs though not well rewarding have better terms of service and pension schemes
Adverse climatic conditions cause discomfort and disease discourage people from changing geographical locations
Ignorance by workers on available job opportunities
Geographical transfer involves transport costs, changing residence and school of ones children
Security and political stability of given region
Social ties that bind one to his/her community
Language rules on immigrations

CHAPTER FIVE

ENTREPRENEURSHIP

The process of identifying a business opportunity and getting necessary resources to start and run a business.

ENTREPRENEUR- A person involved in entrepreneurship

Importance to the economy

creation of employment
formation of capital
reducing rural urban migration
raising standards of living
saving import
improving infrastructures
reducing foreign dominance
making use of local resources
promotion of technology
promotion of entrepreneurial culture

Characteristics of an entrepreneur

Desire to archive
Ability to solve problems
Readiness to take risk
Initiative
Time consciousness
Creativity and innovation
Independence
Self confidence
Persistence and patience
Seek information
Concept before high quality products
Commitment to work
Desire for feedback

Business Idea

Is what is cooking in the mind of an entrepreneur concreting on prospective business concept;

Product
Market
Location
Management
Objectives

Sources of ideas

news papers
shows and exhibitions
magazines altitude
hobbies
vocational training\ experience
surveys
waste products
listening to what people buy
sporting a market gap

Business opportunity

A favorable chance that entrepreneur concepts for investments. Exist were there is a gap.

In availability of products
Quality product
Insufficient quantities
un affordable prices
poor services

Personal Considerations

Objectives
Skills
Commitment
Interests

Business Considerations

Availability of market
Technology –appropriation

–Cost

– Suffering in case of out dated

Raw materials –quality and quantity prices
Government policy –requirement before starting the business
Others –amount of capital

– Level of competition

– Difficulties in marketing

– Expansion possibilities

– Security

– Level of development

Business Plan

A document that highlights the objectives of the business and steps to be followed in order to achieve the objectives

Name of business
product to be sold
personal to manage
capital needed
market to be served
type of employees
projection
summary of plan

Need for a business plan

Avoid mistakes
identifying strength and weakness
requirement by financials
determination of amount of finance
Allocation of resources
motivating factors
adoptability

Tools For Control

Factors influencing entrepreneur practices

Government policies
infrastructure
levels of education and skills
availability of market
availability of resources
culture
competition
political stability
natural factors

Causes of Business Success

Ability to manage people
Hiring – Process of acquiring new employees to take up new positions or to be replaced employees who left the business
Assigning duties – allocating employees duties accordingly
Proper location – availability of customers
Availability of raw materials.
Adequate finance
lack of competition
commitment of the business
proper management of resources / finances
proper debt management

Ethical Issues in Business

Ethics – set of values and principles which influence how individual groups of people and society behave

Business Ethics – deals with how such values affect business operation

Why should we have business ethics?

Create fairness in competition
ensure fair play
ensures no discrimination in business
ensures protection of the environment
ensures employees rights are upheld
avoid pollution
avoid consume exploitation

CHAPTER SIX

THE OFFICE

An office is a place, a room or a building set aside in an organization where communication, secretarial, accounting, administration and clerical work take place

Functions of an office

Receiving and recording information

The office receives information by such means a letters, telephone calls, orders, invoices, face to face conversation and reports. Information may be recorded and stored

Distribution of information

This is passing information to the officers concerned for implementation or action.

Mailing

It is an office where out-going correspondence and parcels from various departments are processed and dispatched

Reproduction of document. done through:-

Carbon copying

It’s a method used to obtain copies using carbon. Convenient when getting a limited number of copies

Advantages of carbon copying

Convenient especially where few copies are required
Cheap
No special training required

Disadvantages

Not convenient for many copies
Copies could be misaligned
Poor quality
Difficult to produce different colours copies of photographs cannot be reproduced

Duplicating

Process of reproducing as copy or as succession of copies from a master copy
Used when many copies are to be produced
Can be through ink duplicating or spirit duplicating

Ink duplicating

Reproducing using ink duplication

Advantages

Cheap when many copies needed
Errors can be corrected
Permanent copies of good quality
Fast
Stencil can be stored to be reused

Disadvantages

Expensive when few copies required
Time consuming
Only coarse absorbent paper is used hence not suitable for quality copies
Separated runs required if two or more colours are needed

Spirit duplicating

Method of duplicating where a spirit duplicator is used

Advantages

Economical when fe copies needed
Copies can be produced un several colors

Disadvantages

Not suitable for many copies
Copies fade out with time
Expensive
Photocopying
Reproduction of an exact copy of an original document by use of photocopier

Advantages

Cheap if few copies needed
Quicker than duplicating or printing
No special training need
Copies produced of high quality
Colored copies also available
No need for comparison with original
No pollution

Disadvantages

Expensive for large number of copies
Copies fade over time
Only selected colour can be copied
Convenient hence easily misused
Cannot be used without electricity
Printing

Method of producing documents using either printing machine or mechanical means. The methods of printing can be classified on the type of printing machines and the type of documents to be produced as follows:-

Computers

Copies can be produced using a printer attached to a computer information is just fed and the computer id instructed to print

Advantages

High quality copies
Different colors can be produced
Convenient for many copies
No pollution

Disadvantages

Expensive
Trained personnel required
Electricity is required to operate

Stencil (screen) printing

Method of printing where a screen is used
The screen is cut mechanically or by use of machine
The method is used to print large and irregular surfaces that cannot be fed in a machine widely in textile industries

Advantages

Cheap
Little training required
Adaptable
Can be used to produce variety of colours

Disadvantages

Poor quality
Mass production is difficult

Offset lithography

Where documents are reproduced using a printing machine. The document to be reproduced is filmed using a camera. Lithography is mainly used for printing documents such as books, files forms, certificates and also to print on plastic, metals and cloth

Advantages

Documents produced are of high quality
Appropriate for mass production
Different color can be produced

Disadvantages

Initial and maintenance costs of machines are high
Trained manpower is required
Pollutes the environment
Printing is mainly done on paper which is obtained from trees. This may lead to deforestation

Filing

Filing is the process of classifying and arranging of documents and records for easy retrival by office staff
Information received in an organization is stored mainly in files. This ensures that information/documents are safe, neat and tidy.
Filing enables office staff to locate documents which they may need easily, conveniently and quickly.

Characteristics of good filing system

Simplicity – Should be simple to understand and operate
Compactness- should occupy little space
Suitability – Appropriate to the needs of the business
Classification – files should be named and numbered to make it easy to keep and retrieve them
Elasticity – system should be flexible, that is cater for future changes and expansion
Safety – Documents should be safe
Economical – Filing system should not be expensive to start and to maintain

Role of filing

Documents are protected from loss and damage
It aids in office tidiness and efficiency
It’s an important aid to memory
Ensures information is stored systematically and thus can be retrieved easily

Safeguarding and controlling organizations property

The office formulates systems and policies regarding assets, keeping records of their movement or usage, issuing directives on their use etc.

Communication

Communication is the passing of information from one person to another. Communication from within and out of the organization goes through the office.

Office layout

Refers to the outlook, arrangement and positioning of furniture and equipment in an office.

Types of office layout \

Open layout

This is a large room where all staff work, but are grouped according to the type of work they do for example as found in many banks.

Advantages of open office layout

Easy supervision of workers
Construction cost is low because partitions are few
Easy location of workers
Staff movement is minimized thus saving time on passing communication
Workers make good use of office machinery and equipment since close supervision discourages them from misusing them
Maintenance cost is low
Floor space is saved
Its cheap to decorate

Disadvantages

Disruption from colleagues
Senior workers not placed in areas of privacy and it becomes difficult to communicate with juniors
Untidy and un-business like appearance
Overcrowding, air conditioning, lighting and heating in the room may not ne conducive to all.
There is noise from machines

Enclosed office

This office is normally occupied by one person or two usually having their names and designation pinned on the door

Advantages

There is privacy for confidential discussion
There is less noise
Conducive working environment
Confer status on top level status
Easier to maintain than open office.

Landscape office layout

Similar open office layout but of higher standards in terms of look, furniture and other equipments
Senior officers occupy higher platforms for easy supervision of junior officers

Advantages

Promotes team work
Promotes sharing of office equipments
Easy supervision of workers
Low maintenances cost
Easy location of workers
Discourages absentees of employees
Decorations provide attractive and conducive working environment

Office equipment

These are facilities used in an office to make work easier and efficient

Role of office equipment

Speed up and simply work that is time and labor saving
Enhance neatness and accuracy
Ensure security of documents
Provides comfortable working environment

The following are some of the office equipment

Guillotine – Used for trimming documents to the required shapes
Paper punch – To make holes in papers for filing
Stapling machine – For pinning papers together
Staple remover – To remove pins from paper
Folding machine – Folding letters and sealing envelopes
Franking machine – For printing postage impression on envelopes
Addressing machine – For printing addresses on mail
Sorting machine –For sorting letter
Letter opener – For opening letters
Composite – To fold documents, place them in envelopes and seal the envelope
Typewriter – For typing letters, reports
Dictating machine – For making short hand dictations and recording information on tapes
Paper shredders – Cutting unwanted documents into tiny pieces to avoid them getting into wrong hands
Duplicating machine – Reproducing documents from a master copy
Telephones – Used to send and receive verbal messages between two people
Tele printer – For printing messages which are telexed
Facsimile – Used to transmit printed messages such as letters, maps, diagrams and photographs
Photocopiers/ Printing machines/ Stencil duplicator – Used to reproduce documents
Cash register – Preparing cash receipts
Calculating machines – Calculating
Computers – for performing complex calculation/ document processing
Money counting machines – for counting coins and notes

Advantages of office machines

They are labor saving
They are much faster and thus save time
Accurate
Produce presentable output
Machines assist in reducing fraud
Provides uniformity of output

Disadvantages of office machines

Initial cost and maintenance cost is high
Breakdown may lead to stoppage of the production process
Machine contribute to unemployment
Machines may become outdated forcing the organization to acquire new machines
Some require trained manpower who may be difficult to recruit, and at times training unskilled staff can be expensive
Special stationary and other material may be necessary
Carelessness of workers may result into enormous wastage of resources

Office staff

Is a team of employees who work to achieve the organizations goals.may be divided into thre groups namely: managerial, junior and subordinate

Managerial staff

They re involved in formulating, implementing policies and supervising the activities of the organization

Junior staff

Are either skilled or semi skilled.

Subordinate

Unskilled employees who perform non-specialized duties such as cleaning and delivering messages

Office staff and their duties

Manager

This is a senior employee in an organization

The duties of a manger are:-

Controls all the activities of the organization
Responsible for coordinating of all the activities of the organization
Responsible for staffing
Provision of resources required by the organization
Planning the work and the time schedule in an organization

Company secretary

This is senior employee of the organization.

Duties

Responsible for legal matters of a company
Takes down minutes at annual general meetings

Accountant

A senior officer who deals with all financial matters of the organization

Duties

Keeping books of account

Collecting, banking and making payments on behalf of the firm

Making out financial returns to the managing director

Preparing financial reports

Personal secretary

A senior employee usually attached to one senior officer

Duties

Filing information for the boss
Attending meetings and recording minutes
Supervising junior secretarial staff
Receiving and making telephone calls for the boss
Taking dictations from the boss
Making travel arrangements for the boss
Keeping the petty cash

Typist

Junior employee usually in the typing pool

Duties

Typing information from original documents
Filing documents
Duplicating
Clerk
Duties
Handling mails
Duplicating and operating various office machines
Filing and indexing
Helps in store keeping or record keeping
Ordering, receiving, storing and issuing of stationary

Telephone operator

A junior employee who runs a switchboard

Office messenger

A subordinate employee who performs unskilled office duties such as collecting and delivering mails

Receptionist :Duties

Supervision of messengers and porters
Receiving and directing visitors to their respective destinations
Taking and passing of messages
Making, renewing and canceling appointments
Keeping a reliable visitors record book

Qualities of office staff

Personal attributes

Refers to the general appearance of a person and includes
Physical appearance such as respectable style of dressing, moderate hair cuts and styles and use of make-ups
Hygiene – they must maintain high level of hygiene, for example, general and body cleanliness
Posture – they way of working and sitting
Neatness – Personal tidiness and organization of work.

Office etiquette

It may be defined as the prescribed or accepted code of behavior in an office

Includes

Respect
Punctuality
Courtesy
Loyalty
Honesty
Diplomacy- Ability to convince others tactfully
Judgment
Initiative

Personal knowledge and skills

Knowledge – Refers to the relevant academic and professional qualification that enable a worker to perform their duty effectively
Skills – Refers to the capability of the worker to perform his duties accurately and easily

Trends in office management

Refers to the current changes in office management such as computerization.

Computers

A computer is an electronic device that is used to process data and information and storing information for future use

Uses of computer

Data storage and inventory control
It can be used to process accounting transactions and write-ups and update ledger and payroll
Keep records of sales to particular customer and enter in any new transactions
Computerized filing
Used for word processing

Advantages of using computers

It economizes on space and material
It speeds up operation
Its output is presentable
It can store a large volume of information
Its accurate

Disadvantages

Leads to unemployment
Inhibits innovation
Monotony
Require one to have a backup system for storage which is an extra expense

Uses of computers in communication

Internet

Refers to inter-connection of several computers over a wide area facilitating the flow of information from one place to another.

Intranet

Inter-connection of computers within a small geographical location for example different departments in an office

Website

A virtual location in the internet where the information can be posted for other parties to access. It can be used to get information

Teleconferencing

This is holding a conference through the computer while the participants are in different geographical areas

Advantages of the internet, intranet and websites

They are fast
Low cost incurred compared to travelling
Convenient as you get information at the touch of a button
Information can be stored for future reference

Disadvantages

High initial cost of equipment
Maintenance cost is high
Users require training which may be expensive
Suffers from occasional breakdown for example virus attack
Facilities are prone to misuse

THE OFFICE

Define the term an office

An office is a building, room or a place set aside for administrative, communication or clerical work of an organization.

Outline the functions of an office
Receiving of information in various forms such as calls, personal visits or documents such as letters
Recording and sorting of information received.
Storing of information for future reference
Distribution of information within and outside the organization to the various sections, departments or personnel for necessary action
Reproduction or making of copies of document by use of various methods, such as photocopying, duplicating and carbon copying
Protecting or safeguarding the organization’s property
State the various reprographic techniques that can be carried out in an office
Carbon copying
Stencil duplication
Photocopying
Spirit duplicating
Ink duplicating
Your school would wish to use photocopying as a method of making copies of exams. State the advantages and disadvantages of using this method

Advantages of photocopying.

It is a fast method of reprography
It is a simple method and require little training of the users
One will obtain the exact copies of the original document
The method is not expensive if the copies to be made are few
It is environmental friendly

Disadvantages of photocopying

The copies that are made fade in the cause of time
Photocopying can be costly if the copies being made are many
The employees may misuse the method due to its convenience
Photocopying machine requires electricity which may be expensive
Few colours in a document may be obtained by use of this method
State the types of office layout
Enclosed office layout
Open office layout
Landscape office layout
Suggest reasons why an organization should use landscape office layout
It creates a relaxed atmosphere for the workers
It is more attractive and beautiful
The image of the organization/firm is enhanced
It promotes good working relations and co-operation among the workers
Equipment and office facilities may be shared among the employees
The flowers or plants used break the monotony of open spaces
State ways in which landscape office layout can be created
By placing plants/flowers in an office
By having paintings of animals or plants on the wall
By placing fish aquariums in an office
Through shaping of office furniture in form of animals, birds and concrete shapes
Creating miniature physical features such as waterfalls and mountains in the office
State why you will advice an office manager to use an open office layout instead of an enclosed office layout
In an open office layout it is easier to supervise workers than in an enclosed office
An open office discourages absenteeism which may be common in an enclosed office
It is cheaper to maintain an open office than an enclosed office
Equipment, facilities and machines can be shared in an open office which may not be possible in an enclosed office
Floor space is saved in an open office than in an enclosed office
There is enhanced attraction and framework in open office
It is cheaper to light an open office than an enclosed office
It is easy to locate employees in an open office
State the advantages of enclosed office layout
It is ideal for work that is confidential in nature
It is more secure than an open office layout
The office is ideal where high level of concentration is required
It is prestigious for the occupant of such an office as they are recognized
The worker is not disrupted by noise or movement of other employees
Highlight the disadvantages of an open office layout
There is a lot of noise and disruption from other employees
Contagious diseases may spread easily among the employees
The top ranked workers may feel belittled being placed among other workers
It is not very conducive for work that is confidential or secretive in nature
Property within the office is not very safe
Due to use by many people the office may not be very tidy
Outline the factors that have to be taken into consideration when deciding on a type of office layout to use
The cost of construction and maintenance
The number of staff to be accommodated in the office
The climatic condition of the area
Government directive if any
The nature of work to be carried out in that particular office
The nature and rank of staff to be accommodated in that particular office
The floor space available for the office
The need to maintain a good work flow among the workers
State the disadvantages of an enclosed office layout
It can encourage absenteeism
It is not easy to supervise the employees
It is expensive to construct and maintain
Facilities and office equipment cannot be shared among the workers
Workers can misuse office equipment such as the telephone
The office layout takes up more space
A lot of time is wasted when moving from one office to another
It may promote individualism as some employees are isolated from others
Enumerate the factors you will advice Mr.Mwajuma to consider when buying office machines for his company
The effect of the machine on the workers

The cost of the machine or equipment

The suitability of the machine for the task that is intended for
The availability of after sales services provide by the seller
Presence of office staff with the skills required to operate the machine
One has to consider space or room to keep the machine or equipment
The likelihood of the machine being outdated absolute or out of date
One has to consider whether that machine can adopt to future changes

State the best type of machine one would use to perform the following tasks:

	Functions	Type of machine
(a)	To create postage impressions on envelopes	Franking machine
(b)	To fold documents put them in envelope and seal them	Composite machine
(c)	To destroy sensitive but unwanted documents	Paper shredder
(d)	To store large volumes of data	Computer
(e)	To run 300 copies of an exam for students in a school	Printing machine
(f)	To make exam copies of a certain original document	Photocopier
(g)	To trim papers to the required sizes	Guillotine machine

Highlight the disadvantages of using office machine
They can be very costly/expensive to buy and operate
They occupy space which can be used for other tasks
Machines may replace labour causing unemployment
Some may require electricity which may be expensive
Any breakdown of the machine may delay work
The machine may become obsolete(out of date)
They are subject to wear and tear(depreciation)
Some may require specialized or trained personnel to operate
State the three categories of office staff
Managerial staff
Junior staff
Subordinate staff
Outline the advantages of using office machines
Machines are labour saving and can be cost effective in the long run
The output of machines is of good quality
They can be used to minimize fraud or theft
Machines can be very fast saving on time
They can produce uniform work
Machines can be very accurate as compared to human labour
Some machines can be adapted to multiple task such as a computer
Highlight the role played by a good filing system in an organization
Filing provides security/safety of documents
It facilitates easy retrieval or access of documents
Good filing enhances orderliness and tidiness of an office
It guarantees confidentiality of information since it cannot get to the wrong hands
Good filing promotes good communication
Filing guarantees that documents are protected from damage
Good filing guarantees good future reference in case the information is required
Outline the various categories of office equipment giving examples in each case

	Category	Example
(a)	Typing office machine	(i)Typewriter (ii)Dictating machine
(b)	Mailing office machine	(i)Franking machine (ii)Composite machine (iii)Folding machine
(c)	Communication office machine	(i)Telephone (ii)Telex (iii)Cell phone
(d)	Duplicating/reprographic machine	(i)Photocopier (ii)Duplicator (iii)Printing machine

Distinguish between centralized and decentralized filing system

In centralized system one department is given the responsibility of keeping and managing all the files in the whole organization. This department is referred to as a registry.Decentralised filing

State the characteristics of a good office worker with office etiquette
Courtesy i.e dealing with people politely
Punctuality-keeping time at all times
Honesty-telling the truth
Co-operation with other employees
Tactical or being diplomatic when dealing with others
Good judgement and coming up with the best decision
Neatness and orderliness in terms of work arrangement
Dedication or loyalty towards the organization
Highlight personal attributes that Bakari should have as an office worker
He should be presentable
He should maintain high standard of morality
He should have a good sitting posture
He should maintain high standards of hygiene
He should be neat and accurate in the organization of his work
He should maintain good health and physical fitness through having proper diet and exercising
Define the roles played by the following office workers

(a)Departmental manager

Maintaining the books of accounts
He/she may prepare the budget for his/her department
Submitting reports to the senior manager about performance of the department
Monitoring and supervising workers in the department
Assigning roles and duties to employees in the department

(b)Personal secretary

Receiving and filing information
Booking appointments for the boss
Taking and writing minutes during meetings
He/she can maintain small amount of money for making small or petty purchases in the office
He/she receives and makes calls for his seniors
Highlight trends in office management
Use of modern computers enhances efficiency
Introduction of customer care desks or offices to address customers concerns
Movement toward open and landscape office plan to enhance more interaction among the workers
Outsourcing for some task that can be done by other firms instead of employing workers to do the same e.g. having external cleaners or security
Use of the cell phone for communication
E-Commerce is a recent trend in business. Outline the advantages of using this method in carrying out business activities.

Advantages

One can have a wide variety of goods and services from all over the world
It reduces the cost of travelling to the market or in search of product
It is fast as deals can be made within a short period of time
A seller can advertise goods to many consumers over a wide area
Paper work and the many document used on other trade are removed or reduced as selling and buying is on-line
A lot of information about the market can be accessed on the internet

CHAPTER SEVEN

HOME TRADE

Trade is the buying and selling of goods and service with the aim of making profit

Importance of trade

Avails a variety of goods and service
Helps producers to dispose their surplus produce
Creates employment
It encourages specialization and division of labor
Promotes social relations and understanding in the parties involved
Ensures steady supply of goods and services
Helps one to acquire what one may not be able to produce

Classification of trade

Trade is divided into home trade and foreign trade.

Home trade is the one which is carried within a country’s boundaries while foreign trade is carried out between two or more countries.

Foreign trade may be bilateral (between two countries) or multi lateral (among many countries)

Home trade may further be classified into wholesale and retail trade

Wholesale trade

This is the buying of goods and services from producers and manufacturers in large quantities and selling them to retailers in relatively smaller quantities

The person who does this is a wholesaler

Functions of retailers

They can be discussed based on the service they render to the wholesaler, producer and consumers

Services rendered to consumers

Credit facilities – since retailers are in personal contact with their customers, they may give credit to the customers they trust
After sale services – These services include transport, installation, repair and maintenance
Offer advice to consumers on choice and use of products
Make goods available to consumers at the right time and place
Breaking bulk. I.e. reducing of the size quantity to a convenient requirement

Services rendered to wholesalers

Assist in distributing goods to consumers
Relieve the wholesaler the burden of transportation
Retailers relieve wholesaler the burden of storage
Retailers are a good source of valuable information on market which assist wholesalers in anticipating consumers demand

Services rendered to the manufacturer

Providing valuable information on consumer demand
Marketing the manufacturers products
Advertise goods on behalf of the manufacturer

RETAIL TRADE

Retailers can either be small scale or large scale retailers

Small scale retailers

They form majority of the retail traders
They are found in most parts of the country
In most cases they are operated as one-man business
They are easy to start because they require little capital

Classification of small scale retailers

Classified into two main groups i.e.

Small scale retailers without shops
Small scale retailers with shops

SMALL SCALE RETAILERS WITHOUT SHOPS

Itinerant traders

They carry goods about with them on bicycles, motor-cycles or on their heads.
They move from town to town, village to village and from door to door selling their goods
They can sell clothes, plates, cups, vegetable etc
They are persuasive and as a results customers sometimes buy goods they do not need
Examples of itinerant traders are hawkers and peddlers
Hawkers use bicycles or motorcycles but peddlers walk around

Characteristics of hawkers and peddlers

Are found mostly in densely populated regions
Move from one shopping center to another, village to another and door to door in search of customers
They are persuasive
Their prices are not controlled

Advantages of itinerant traders

Flexible in that they move from one place to another
Require little capital to start and operate their business
Convenient in that they take goods to the customer
Don’t suffer bad debt because they sell in cash
Few legal formalities required

Disadvantages

Affected by weather changes because they operate in open air environment
Difficult to transport business wares to various places
Do not offer guarantee, in case the items are found defective

Roadside sellers

Hey sell goods at places where other people pass such as in busy roadsides, streets, bus stages, road junctions and entrance to schools and public buildings
They deal with fast moving goods like sweets, roasted maize and fruits
Place their goods on trays, card boards, empty sacks or mats

Open air market traders

Found in convenient places which are normally centrally located, where people meet to buy and sell goods.
Traders pay entrance fee to be allowed to bring in goods
Market is under the administration of the local authorities
They are open on particular days of the week

Automatic vending machines

These are coin operated depending on what you want to buy
They are used for selling commodities like cigarette, drinks and stamps.
Juke boxes and telephone coin boxes are also vending machines where you buy services

SMALL SCALE RETAILERS WITH SHOPS

Single shops (unit shops)

They have fixed premises
They are usually run by one person who gets assistance from his family or employed attendant
Some specialize in one line of commodities such as clothes, groceries etc

Tied shops

They sell exclusively the products of one particular manufacturer
They are owned and controlled by the manufacturer who designs the shop and its appearance, e.g in painting.
The manufacturer offers goods on credit to the trader
g. Bata Shops, Petrol stations like Shell, Kenol

Kiosks

Usually small shops or simple structures which sell fast-moving goods like newspapers, sweets and soft drinks
Located in strategic places like corners of busy street roads, residential areas

Market stalls

These are permanent stands found in market
They are open daily
Constructed and owned by the local authorities
Each stall deals with a particular good or service
They are rented or leased by individuals from the local authority
Examples Kariokor and City Markets in Nairobi.

Canteens

These are retail shops found in institutions such as schools, colleges, hospitals and army barracks.
They sell goods mainly to the people working in the institution
They may be run by the institutions management or by individuals on rental basis
Can offer tea, sodas, sugar and other foodstuffs

Mobile shops

They move from village to village town to town selling their goods.
They have a converted van, lorry or bus arranged as a shop from which customers can buy their goods

Advantages of small scale retailers

Its easy to raise capital to start the business
Retailer is in close contact with consumers and may give credit to credit worthy customers
The risks involved in the business is small
The business is simple to operate and manage
Few legal formalities required
Trader can easily change from one product to another

Disadvantages

Trader has limited access to loan facilities
They do not hire specialist or technical staff
May suffer bad debt
They do not enjoy economies of scale
They have a low turnover because of the little capital invested

LARGE SCALE RETAILERS

They normally operate in urban areas
May occupy a single big building or several premises scattered in various areas of the same town or different towns
They require large amount of capital to start
They buy goods from wholesalers and manufacturers in large quantities
They are allowed trade discounts and other favorable credit facilities
The services of specialist like salesmen, storekeepers, accountants and managers are required
Management is centralized, stock purchases are made at the head office
Branches are required to submit monthly returns to the headquarters

Types of large scale retailers

Supermarkets
It’s a large self-selection store that deals mainly with house hold goods such as utensils, foodstuffs and clothes
Goods are well displayed on shelves and eac article carries a price tag.
The buyer walks around picking the goods one wants to buy and placing them in a trolley or a basket.
The goods are paid to one of the cashier stationed near the exit

Features of supermarkets

Require large capital to start
Stocks variety of goods
Offer self service facilities
Goods have price tags on them
Prices of goods are fixed
No credit facilities offered
Sell comparatively low prices

Advantages of supermarkets

They buy goods in large quantities which enable them to obtain good trade discount. They are therefore able to offer lower prices
Customers get all the goods they want under one roof. This saves time
Supermarkets employ few attendants therefore reducing their monthly wage bill
Impulse buying leads to more sales because customers have access to the goods which they pick from the well displayed shelves
They don’t sell on credit thereby avoiding bad debts

Disadvantages

They don’t offer credit facilities to the customer
They don’t deliver goods to customers premises
They don’t give personal services to the customers
They incur many losses due to pilferage of goods
Impulse buying leads the customer to buy goods they may not want

Chain stores (multiple stores)

Chain stores are large scale businesses with separate branches which are managed and organized centrally. The branch managers are accountable to the head office
g. the Deacons and African Retail Traders (ART)
They have standard prices for their products no matter where the branches are located
They have similar shop fronts appearance and displays.

Characteristics of chain stores

Purchases are centralized
Standard prices for all products in all their branches
Sales are centralized
All branches deal in same type of product
They are uniform in outward appearance and interior layout

Advantages of chain stores

They buy goods in large scales which enables them to obtain good trade discounts.
The cost of running a chain store is controlled and managed at the head office. The headquarters advertises on behalf of the branches
Slow-moving goods in one branch cab be transferred to another branch where demand for them is higher
The identical sold by chain stores and the similar shop fronts and window displays publicize the business
Chan stores serve a wider market because they are spread all over the country
Goods are sold on cash basis, hence reducing the cost of managing bad debts

Disadvantages of chain stores

Large amount of capital are required to run a chain store
People tend to shy away from buying identical products such as clothes
Chain stores do not offer credit facilities, except those operating exclusively on hire purchase scheme
Lack of personal touch with customers

Departmental stores

Comprises many single shops under one roof and one management.
Each department deals in a different line of goods and is controlled by a departmental manager
Departmental manager is responsible for buying in his department although this may be centralized
They are located in town centers
In Kenya we have no departmental store

Advantages of departmental stores

Customers can buy a wide variety of commodities from different shops under one roof
Departmental stores buy goods in large quantities at lower prices and hence these goods are sold at lower prices
Generally open for long hours
Offer adequate parking facilities to customers
The store is able to employ qualified staff thus providing high quality services

Characteristics of departmental stores

They offer a wide variety of goods at lower prices
They are attractive and convenient to shop in
They are usually situated in town centers
They provide services such as restaurants, reading rooms and post office to attract customers
Each department is managed by departmental manager dealing in a different line of goods

Disadvantages of departmental stores

Large amount of capital is required to run the store
A departmental store may run one department at loss to attract customers to other profit making departments
Carter mainly for the urban communities in which they are located
Lack personal contact with their customers
Their big sizes posses management problems related to coordination and control of the activities on the different departments
Hypermarkets
It’s a large shopping centre in one building comprising a variety of business under one roof and managed by different people.
They are located away from the city centre and have good access roads and ample parking
g. in Kenya is the Sarit Centre in Nairobi’s Westlands

Characteristics of hypermarkets

Good access roads
Ample parking space
Many business in one building
Attractive and convenient to shop in
Located in the outskirts of town
Offer a variety of goods and services

Advantages of hypermarkets

Offer extensive parking for customers
Customers can do all their shopping in one building , especially those who buy their monthly supplies in bulk
They save on space, which reduces rents and rates
Usually open for long hours
They provide credit facilities by accepting credit cards

Disadvantages of hypermarkets

Since they are located away from the city centers, they serve only a limited number of people especially those with cars
Require a large space which is not available in the Central Business District (CBD)
Their prices are not controlled and therefore subject to bargaining

Mail order stores

It’s a type of retail trade where business is carried out through the post office.
The customers place their order for goods through the post office and the goods are also supplied through the same
Buyers get information from advertisements in print media, journals, radios.
The goods are dispatched mostly on the basis of cash with order (C.W.O) or Cash on delivery (C.O.D)

Characteristics of mail order stores

They sell goods through the post office
They advertise through the print media, roads, journals, cinemas etc.
All transactions are passed through the post office
Customers do not visit the selling premises
Goods are dispatched, mostly on the basis of cash with order or cash on delivery

Advantages of mail order stores

It reaches customers who are far away from the shopping centers
Does not require transport facilities
Total control of distribution is possible
Does not require the services of salesmen

Disadvantages of mail order stores

High cost of advertising increases the price of the goods
Inspection of goods by the customer is not possible
The variety of the goods that can be sold is limited
Personal contact between the buyer and seller is not possible
Suitable to those who can read and write
Problems arising in the post office may affect the business, for example strikes

WHOLESALE TRADE

It involves selling goods in large quantities to traders for resale.
Wholesalers are classified according to the range of products they handle, the geographical area in which they operate and method of operation

According to the range of goods they handle

General merchandise wholesalers
General line wholesalers
Specialized wholesalers

According to the geographical area in which they operate

Nationwide wholesalers
Regional wholesalers

Their method of operation

Cash and carry wholesalers
Mobile wholesaler

General merchandise wholesalers

They deal in a wide range of products. The lines of products they deal in are distinct, e.g hardware, clothing, foodstuffs and chemicals

General line wholesalers

Deal with a wide range of products, but within one line, eg. Hardware

Specialized wholesaler

Deal in particular goods from a given line of products, e.g the line of foodstuffs

Nationwide wholesalers

Distribute goods all over the country.
They establish warehouses or depots in different areas from which they supply the goods to their customers

Regional wholesalers

Offer their products to certain parts of the country only.
They may cover a location or a district

Cash and carry wholesaler

Operate on self service basis like a supermarket
Traders come and pick goods and pay cash for them
They don’t offer transport facilities to their customers
No credit facilities are offered

Mobile wholesalers

Use vehicles to go around selling goods to traders

Rack jobbers

Specialize in selling particular products to their specialized wholesalers

Alternative classification of wholesalers

Those who buy goods, store them in warehouses and sell them to traders without having added anything to them
Those who, after buying the goods and storing them, prepare them for sale. They may break bulk, pack, brand, grade
Wholesalers who organize the distribution of goods, but who do not themselves physically handle the goods. This is normally the case with goods such a motor cars
Who act as wholesalers’ agents or brokers. These are middle men who are paid a commission for their work

Definition of terms used in whole sale trade

Breaking bulk

It is reducing the size quantity to a convenient requirement, eg buying in cartons from producers and selling them in packages to retailers

Packing

Putting goods in packets and boxes

Branding

Giving a product a name by which it will be sold.

Sorting

Selecting goods in desired sizes, weights, colors and qualities

Grading

Putting goods in groups of similar qualities to make it easier to price them

Blending

This involves mixing different grades to achieve desired tastes, color and other qualities

Services of wholesalers to the producer

Act as link between the producer and the retailers
Relieve producers of some of the risks they would experience which include a fall in price due to fall in demand
The producer is saved the problem of storage.
They carry out market research that is important to the producers
Transport, break bulk, pack, brand, sort, grade and blend goods
Engage in product promotion through advertising, shows, displays, films, exhibitions and trade fairs.

Services of wholesalers to retailers

Wholesalers ensure that goods are available at convenient locations for the retailers. This save transport cost
They break bulk for the benefit of the retailers
Offer transport facilities to retailers, therefore reducing the operating cost
Offer advisory services to retailers, with regard to market trends
Offer credit facilities
Engage in sales promotion, hence retailers are saved the problem of having to do so
They grade, sort, blend, pack and brand goods and save retailers the cost of performing those functions

Services of wholesalers to consumers

Ensure steady supply of goods to retailers which ensures that consumers are not faced with shortage
Ensures stable supply of goods to the market which ensures steady prices
Make it possible for consumers to enjoy a variety of goods
Break the bulk thereby ensuring consumers get the goods in desired quantities
Give information to consumers through retailers about goods, e.g. new products or change in products

DOCUMENTS USED IN HOME TRADE

These are documents that are used to show that a business transaction has taken place Letter of inquiry

Is a request by a possible buyer for information about the goods sold by a seller.
Inquiries can be oral or written
A written inquiry is called a letter of inquiry.
Seller may reply to a letter of inquiry by sending either a catalogue, quotation or price list

Catalogue

This is a booklet which briefly describes the goods a seller stocks.
Sent when a buyer send a general letter of inquiry

Its contents are

After sale services offered by the seller
Packaging and posting expenses to be incurred
Delivery services to be used
Terms of sale

Quotation

Sent when an inquiry is specific in nature.
Shows the terms of sale, prices of the commodities and description of the goods to be supplied

Price list

It’s a list of items sold by trader together with their prices
Information is usually brief and not illustrated
Cheaper to print than catalogues

Local Purchase Order

Send by the buyer after receiving either a catalogue, quotation or price list

Order can be done verbally, or written in form of filing letters

Contents are

Names and addresses of the buyer and seller
The number of the order
Quantities ordered and total amount to be paid
Description of the goods ordered
Price per item
Special instructions on such matters as packaging and delivery

Acknowledgement note

Is a document sent by the seller to the prospective buyer informing them that their order has been received and that it is being acted upon.

Packing note

It’s a document that is send with the goods that have been dispatched to the buyer
It used to make a spot check on the goods to ensure that the goods packed are the goods ordered

Contents

Quantities of the goods packed
A brief description of the goods
The means of delivery

Advice note

Its used to inform the buyer that the goods have been dispatched by the seller

Contains the following

The means of delivery
A description of the goods

Functions of the advice note

Informing the buyer that the goods are on the way so that in case of any delays in delivery, the buyer can always make inquiries
Alerting the buyer so that the necessary arrangements can be made for payments when the goods arrive

Delivery note

It is sent along the goods to delivered
It is made in triplicate
One copy of the note is left with seller and the remaining two copies are sent with the goods to the buyer
When goods reach the buyer, one checks them against the delivery note
If the buyer is satisfied with the goods, they sign both copies of the delivery note, keep the original and the other copy is send to seller

Contents of delivery note

Names and addresses of seller and the buyer
Date of delivery
Delivery note number
Description of goods and quantities
Space for the buyer of the goods to sign and comment on the condition of the goods received

Consignment note

If the seller doesn’t have transport services, they may hire the services of a transporting company to deliver the goods on their behalf. The transporter issues a consignment note to the seller

Contents

Details of the goods to be transported
Name and addresses of the seller (consignor) and buyer (consignee)
Terms of carriages and conditions of transporting the goods
After the seller completes the consignment note, it is returned to the carrier who takes it with the goods to the buyer. The buyer signs the note upon delivery of the goods

Invoice

Sent by the seller to the buyer demanding payment for goods delivered.
There are two types of invoices; cash invoices and credit invoice
A cash invoice is paid across the counter, thus acting as a cash sale receipt
Credit invoice is issued when the buyer is allowed to pay at a later date

Functions of an invoice

Shows details of goods sold
It’s a request to the buyer to make a payment
Used as a source document in recording the transactions in the books of accounts

The letters E & OE (errors and omissions excepted) are printed at the bottom of an invoice

They mean that the seller reserves the right to correct any errors and omissions made in the invoice

Pro-forma invoices

Functions

It serves as a polite request for payment before the goods are sent to the buyer
Sent when the seller does not want to give credit to the buyer
Issued to an agent who sells goods on behalf of the seller
Used by importers to get customs clearance before the goods are sent
Can serve the same purpose as the quotation. A pro-forma invoice is used in both home and foreign trade

Damaged goods notes/returned goods

In case some of the goods are damaged, the buyer send them back to the seller together with the damaged goods note.
Its prepared in triplicate
Two copies are sent to the seller and the other is retained by the buyer
When the seller receives the damaged goods note they will issues a document called a credit note

Credit note

It’s a document issued to correct an overcharge/reduce the amount due from a buyer as shown in the invoice

It’s issued under the following circumstances

When the goods returned by the buyer because they are either damaged or they are not in accordance with the order
When packing cases and empty containers are returned
There is an overcharge in the invoice as a result of arithmetical error

It’s printed in red

Debit note

Normally used to make undercharge corrections to invoices that had been previously sent to the buyer

Errors that may make a debit note be issued are

Mistakes in calculations
Omissions of items in the invoice
Price undercharge on items

Statement of account

Incase transactions are carried out on credit, the seller send a document containing all the transactions between the buyer and the seller.

It normally contains information derived for a specific period of time, such as a month, form the following:-

All invoices
All credit notes
A debit notes
All receipts

Contains

Names and addresses of the buyer and the seller
Account number
Date column
Particulars or details column
Money column with debit, credit and running balance column
Terms of credit

Receipt

A receipt is a proof of payment.

Contains

Date of payment
Name of the person making payment
Amount paid in words and figures and means of payment
Name of the institution or person to whom payment is made
Revenue stamp if the amount is above a set minimum
Receipt number

IOU (I Owe You)

It’s a written acknowledgment of a debt

Written by the debtor and does not specify the date when settlement will be made

Means of Payment

Refers to form or manner in which payment is made for goods and services.

Cash

Payment made using bank coins or notes

Advantages of cash payment

It’s the only means with legal tender (recognized by the law)
Convenient for small debts
Convenient to people with or without bank accounts

Disadvantages

Not convenient for large amount
Can be stolen
May be difficult to proof unless receipt is produced

Circumstances of cash payment

Amount involved is small
Payees doesn’t accept other means
Cash only means available
Cash needed urgently
Avoiding expenses

Cheques

Written order by account holder with the bank to pay a specified amount of money to the bearer

Drawer – The person who writes the cheque
Payee- Person to be paid
Drawee – The bank

Open and crossed cheque

Open cheque – one that can be cashed over the counter

Crossed cheque – can only be deposited in an account

A cheques is crossed by drawing two parallel lines. The crossing can be general or specific

General – contains only the parallel lines

Special – as other instructions

Dishonored cheque

A cheque is dishonored when the bank refuses to pay – bounced cheque

Circumstances

Insufficient funds
Signature differing
Post dated cheque
Stale cheque – presented six months after issue
Drawer closed account with the bank
Death, insanity or bankruptcy of the drawer
Alterations in the cheque

Advantages of cheque

More secure than notes
Convenient to carry
Reduces traveling
Used for future reference
Negotiable – can pay third party

Disadvantages

Requires payee to go to the bank
May be dishonored
Only issued by account holder
People refuse personal cheques

Circumstances for use of cheques

Amount involved is large
If the organization policy demand so
If cheques is the only means of payment
Avoid risks

Bill of exchange

It’s an unconditional order in writing addressed by one person to another requiring the person to whom it is addressed to pay on demand

Terms

It’s a command not a request
Its unconditional
Bill must be written
Amount be clearly stated
Payee should be named
Date of payment be stated

Advantages

Rights may be passed to another person
Date of payment is determined
Acceptance by debtor makes it legally binding
May be discounted

Disadvantages

May be dishonoured on maturity
Cash may not be ready
Expensive
Circumstances for use of bill of exchange
Creditor wants to be assured of payment
When the creditor wants money and the debtor is unable to raise
Creditor wants to use the debt to pay another debt

Promissory note

A document whereby a person promises to pay another a specified sum of money at a stated date

Money order

Sold by the post office, sender applies and fills an application form

The information in the money order includes

Amount to be remitted
Name of the person the money is to be paid to
Name of post office to be cashed
Name and address of the sender

Sender gives the form, money to send and commission over the counter

The payee has to

Identify himself
Identify person who send the money

The sender is left with a counterfoil as evidence to claim later

Postal order

Sold by the post office and is fixed in denominations of 5,10,20,50,100

Additional stamps worth in shilling are also needed

Circumstances

Small amount involved
Only means available
Avid risks

Postage stamps

Used to pay small amounts of money

Premium bonds

Issued by post office in denominations of 10 and 20 and matures at a given period

Used to settle debts but unsafe coz they can be cashed by anybody

Bankers cheque (bank draft)

Cheques drawn on a bank. One fills an application form and hands it over the bank together with the money

A cheque is prepared and is given to the applicant

Circumstances

Large amount is involved
Payee wants guarantee of payment

TERMS OF PAYMENT

Refers to an arrangement between the buyer and the seller on how the buyer should settle debts arising out of transactions between him and the seller

Cash

Paying immediately

May be cash on delivery or cash with order

C.O.D (Cash On Delivery) – Goods paid for when delivered

C.W.O (cash With Order) –Payment made at the time of placing order

Benefits of cod/cwo

Reduces risk of bad debt
Working capital readily available
Few records
No time wasted

Circumstances

Buyer new to the seller
Buyer credit worthiness is in doubt
Mail order business
Policy demand so

Deferred payments

Goods and services not paid in full on delivery. Instead paid in future either in lump sum or several installments

Open trade credit

Goods sold on credit such that the buyer pays for them in future in installments
The seller should however ensure that the buyer would pay by
Ascertaining the credit worthiness
Asking buyer to guarantee payment
Asking buyer to have someone to guarantee payment
Asking for security

Factors to consider when giving credit

Credit worthiness of the buyer
Repayment period
Amount of goods
Availability of stock
Reliability
Frequency of buying
Intention to attract and maintain customers

Cash discount – discount allowed to a buyer on order to encourage him/her to pay quickly

Examples of open trade credit

Simple credit – short time not more than a week
Monthly credit – monthly basis
Budget accounts – regular deposit

Regular payment

Maximum credit to be allowed

Charge for any special offer

Trade credit – goods bought for resale
Credit card facilities – enables one to obtain goods from suppliers as long as they accept cards examples Barclays card, American Express, Access cards and visa cards

Advantages of credit card

Enables one to get goods without paying
Convenient to carry around
Enalbles holder to get money from specified banks
Increases credit rating of individual
Safe to carry than cash
Some cards are internationally accepted

Disadvantages

To acquire the card one must have established credit record
High card interest rate
Prone to abuse through fraud
Interest charged in case of delay in payment
Minimum age of 18 years to get card
Overspending
Limited to specific areas
Faces competition from other means
Few business accept cards
Long procedures to get the cards
People of high income only can afford

Hire purchase

A method of hiring property with an option to buy
A buyer ays initial deposit and the rest of the amount is spread over an agreed period of time
Ownership remains with the seller until final installment is paid
The buyer cannot sell the commodity until last installment
A certificate of completion is issued once final installment is paid as proof of transfer of ownership

Advantages to the buyer

acquisition and use of goods immediately after entering into contract
Pre-determined installments
Buyer can poses expensive goods

Disadvantages to buyer

Goods belong to the seller until last installment
Buyer may be tempted to buy more that he can pay
Expensive than cash
Limited type of goods

Advantages to seller

Able to increase volume of sales
Profit earned is higher
Goods belong to seller until last installment

Disadvantages to seller

Operating cost is high
Reposed goods only sold as second hand
Risks of loss is high
Large amount of capital required

Installment buying/credit purchase

Similar to hire purchase except that ownership of the commodity passes to the buyer immediately down payment is made

*Hire purchase*	*Credit purchase*
· Buyer does not become owner immediately	· Buyer becomes owner immediately
· Buyer cannot resale product	· Buyer can resale goods
· Prices higher	· Price is lower
· Goods can only be reposed	· Can be repossessed and be sued (taken to court)

Other terms

discounts- allowance by the seller such that the buyer pays less than the marked price
quantity discount – Allowance to encourage bulk buying
trade discount – discount allowed by a trader to another so that the buyer can make profit after selling
cash discount – allowance by a trader to his credit customers to encourage them to pay debts promptly

Circumstances for deferred payment

Credit worthiness of customer is unquestionable
Attract and retain customers
Increase sales
Dispose off slow stock

Standing order

Instruction by an account holder to his/her bank authorizing it to make regular payments of specified amounts to a specific person till order is cancelled

Teachers' Resources

GEOGRAPHY FORM 2 OPENER EXAM PLUS ANSWERS FREE

October 5, 2025 Hillary Kangwana

NAME…………………………………………………………………………………………….CLASS…………….ADM…………..

JOINT EVALUATION

FORM 2 OPENER EXAM

DURATION: 1 HOUR 45 MINUTES

Instructions: Answer all the questions in the spaces provided.

(a) Give three sub branches of physical Geography. (3 marks)

(b) Give four heavenly bodies that make up the solar system. (4 marks)

(a) Apart from the crust, name the other two main internal layers of the earth.(2 marks)

(b) State five characteristics of the earth’s crust. (5 marks)

The diagram below shows a maximum thermometer. Use it to answer question (a)

(a) Identify the parts marked E, F and G. (3 marks)

(b) Apart from a maximum thermometer, name three other types of thermometers found at a weather station. (3 marks)

Explain three environmental hazards associated with convectional rainfall. (6 marks)

The table below represent rainfall and temperature for City K. use it to answer question (a)

and (b).

Months	J	F	M	A	M	J	J	A	S	O	N	D
Temp ^OC	27	25	30	25	20	18	17	24	27	28	27	28
Rainfall (mm)	50	80	100	250	150	100	25	25	100	150	220	200

(a) Calculate the mean annual range of temperature. (2 marks)

(b) Calculate the annual rainfall total for City K. (2 marks)

(a) Differentiate between a map and a plan. (2 marks)

(b) State five qualities of a good sketch map. (5 marks)

(a) What are igneous rocks? (2 marks)

(b) State three differences between plutonic rocks and volcanic rocks. (6 marks)

(a) Define the term mining? (2 marks)

(b) Give four ways in which minerals occur. (4 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Suppose you were to carry out a field study on trona mining at Lake Magadi:

(a) Give three stages of trona processing that you would observe. (3 marks)

(b) State three follow up activities that you would carry out. (3marks)

NAME…………………………………………………………………………………………….CLASS…………….ADM…………..

JOINT EVALUATION

GEOGRAPHY

DURATION: 1 HOUR 45 MINUTES

Instructions: Answer all the questions in the spaces provided.

(a) Give three sub branches of physical Geography. (3 marks)

Geology
Geomorphology
Biogeography
Oceanography
Meteorology
Climatology
Pedology

(b) Give four heavenly bodies that make up the solar system. (4 marks)

The Sun
Planets
Asteroids
Comets
Natural satellites
Meteoroids/meteors

(a) Apart from the crust, name the other two main internal layers of the earth.(2 marks)

Mantle
Core

(b) State five characteristics of the earth’s crust. (5 marks)

The crust is divided into two layers: sial and sima.
The sial lies on top of the sima.
Sial rocks are rich in silica and aluminium.
The sima is rich in silica and magnesium.
Average density of rocks is between 2.7 to 3.0 gm/cm³
The sial rocks are rigid and mainly granitic.
The sima rocks are solid in state.
Sima rocks are mainly basaltic and are elastic.

The diagram below shows a maximum thermometer. Use it to answer question (a)

(a) Identify the parts marked E, F and G. (3 marks)

E – Bulb
F – Mercury
G – Metal index

(b) Apart from a maximum thermometer, name three other types of thermometers found at a weather station. (3 marks)

Minimum thermometer
Six’s thermometer
Wet bulb thermometer

Latitude
Altitude
Aspect
Distance from the sea
Cloud cover
Winds
Ocean currents
Length of day
Forests

Explain three environmental hazards associated with convectional rainfall. (6 marks)

Convectional rainfall at times is accompanied by very strong winds that destroys property.
Thunder and lightning accompanying this rainfall at times leads to loss of lives and destruction of property.
At times torrential downpours are heavy thus causing floods in some lowlands thus interfering with people.
Some times this type of rainfall is accompanied with hail which destroys crops.

The table below represent rainfall and temperature for City K. use it to answer question (a)

and (b).

Months	J	F	M	A	M	J	J	A	S	O	N	D
Temp ^OC	27	25	30	25	20	18	17	24	27	28	27	28
Rainfall (mm)	50	80	100	250	150	100	25	25	100	150	220	200

(a) Calculate the annual range of temperature. (2 marks)

30⁰ C – 17⁰C = 13⁰C

(b) Calculate the annual rainfall total for City K. (2 marks)

50+80+100+250+150+100+25+25+100+150+220+200 = 1450 mm

(a) Differentiate between a map and a plan. (2 marks)

A map is a representation to scale of the earth or part of the earth on a flat surface such as a sheet of paper while a plan is a map of a very small place drawn using a large scale for a particular purpose.

(b) State five qualities of a good sketch map. (5 marks)

Should have a title
Should be neat and clear
Should be enclosed in a frame.
Should have a key where applicable
Should have a compass direction pointing north.

(a) What are igneous rocks? (2 marks)

These are rocks formed due to cooling and solidification of hot molten magma or lava.

(b) State three differences between plutonic rocks and volcanic rocks. (6 marks)

Plutonic rocks are formed due to cooling and solidification of molten magma while volcanic rocks are formed due to cooling and solidification of lava
Plutonic rocks are formed deep below the earth’s surface while volcanic rocks are formed on the earth’s surface
Plutonic rocks have a slow rate of cooling while volcanic rocks have a fast/rapid rate of cooling
Plutonic rocks have large size of crystals while volcanic rocks have very small sized crystals.
Plutonic rocks have a coarse texture while volcanic rocks have a fine texture.

(a) Define the term mining? (2 marks)

Mining refers to the process of extracting valuable minerals and fossils fuels on or from the earth’s crust.

(b) Give four ways in which minerals occur. (4 marks)

As veins and lodes
As beds and seam /layers
As alluvial deposits
As weathered products
As evaporates.

Export of soda ash earns foreign exchange to Kenya which is used in foreign trade.
Trona mining has created employment opportunities to many Kenyans who earn income thus improving their standards of living.
Development of glass and bottle industry as soda ash from trona provides the main raw material.
Trona mining has led to development of a tarmac road and railway branch from Konza to Magadi.
Provision of social amenities such as schools and a hospital thus improving living standards of the local people.
The Kenyan government (national and county) earns revenue through taxation on the profit of the company.
The company provides free water to the local people for both domestic and livestock use.

Trona mining has led emergence and growth of Magadi town thus urbanization in the former remote area.

Suppose you were to carry out a field study on trona mining at Lake Magadi:

(a) Give three stages of trona processing that you would observe. (3 marks)

Sieving trona from lake water
Washing of trona
Drying of washed trona
Heating trona to separate sodium carbonate from sodium hydrogen carbonate.
Grinding of soda ash
Sieving and packing of soda ash.

(b) State three follow up activities that you would carry out. (3marks)

Writing a report in an essay form.
Drawing graphs and pie charts on numerical data collected/provided.
Laboratory testing of trona samples collected.
Displaying printed photographs taken on a wall.
Displaying labelled samples collected.
Giving a lecture to other students in other classes.
Classifying data collected.

KSSSA Portal

Basketball Boys’ East Africa School Games, FEASSSA, Past Winners/ Champions

October 5, 2025 Hillary Kangwana

KSSSA Sports Documentaries

FEASSSA BASKETBALL BOYS’ PAST CHAMPIONS

Year	Winner
2002	Maseno school, Kenya
2003	Laiser Hill, Kenya
2004	Manjasi, Uganda
2005	Laiser Hill, Kenya
2006	Laiser Hill, Kenya
2007	Maseno school, Kenya
2008	Maseno school, Kenya
2009	Laiser Hill, Kenya
2010	Laiser Hill, Kenya
2011	Laiser Hill, Kenya
2012	Laiser Hill, Kenya
2013	Upper Hill, Kenya
2014	Loard Baden Powel, Tanzania
2015	ETG Nyakabiga, Burundi
2016	APE Rugunga, Rwanda
2017	APE Rugunga, Rwanda
2018	APE Rugunga, Rwanda
2019	Buddo SS, Uganda
2020	Not held
2021	Not held
2022	Buddo SS, Uganda
2023

@KSSSA2023.

#KSSSADocumentaries.

@FederationofEastAfricaSecondarySchoolsSportsAssociations

Official KSSSA Facebook Group

#ksssadocumentaries

#ksssasportsdocumentaries

#forschoolsportsforbetter

#feasssa

#SchoolGames

#newsbyte

#KSSSA

Teachers' Resources

Free Secondary School Lesson Plans

October 5, 2025 Hillary Kangwana

CHEMISTRY LESSON PLANS

FORM 1

TERM 1

SUBJECT: CHEMISTRY.

TOPIC 1: INTRODUCTION TO CHEMISTRY.

TEACHER’S NAME: ………………………………………… TSC NO: ……………. SCHOOL/ INSTITUTION : ……………………………………………………………….

FORM: 1 TERM: 1 YEAR…………….. NUMBER OF STUDENTS……. SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY.

SUB-TOPIC: RELATING PRIMARY SCIENCE TO CHEMISTRY. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Recall the subjects and topics taught in primary level science

-Name the branches in science

-Define chemistry

-Explain its role in society

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION -Highlight some areas in chemistry which the learners have the knowledge of from the study of the primary science.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 1-2
30 MINUTES	BODY	Discussion	-Flowchart on	KLB
	DEVELOPMENT Discussion Notes taking Explaining the role of chemistry in society and	Notes taking Explaining the role of chemistry in society and careers related to chemistry	braches of chemistry -Pictures and charts on applications and chemical processes	CHEMISTRY BK 1 Pg 1-2

	careers related to chemistry
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 1-2

SELF-EVALUATION:-

TEACHER’S NAME: ………………………………………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1 TERM: 1 YEAR…………….. NUMBER OF STUDENTS……. SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: MATTER.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State the three states of matter.

-State and explain the properties of matter.

-Define the terms conductor and non-conductor.

-Give examples of conductors and non-conductors.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Define matter.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 1-2
30 MINUTES	BODY DEVELOPMENT Discussion Notes taking	Discussion Notes taking	Water in a beaker Balloon Pieces of wood	KLB CHEMISTRY BK 1 Pg 1-2

5 MINUTES

CONCLUSION

Giving assignment on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 1-2

SELF-EVALUATION:-

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: DRUGS AND DRUG ABUSE.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define drug and drug abuse

-Give examples of drugs commonly abused and their effects LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Define drug and drug abuse.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 2

30 MINUTES

BODY DEVELOPMENT

-Define drug and drug abuse

-Give examples of drugs commonly abused and their effects

Question answer method Discussion

Notes taking

Chart on different types of drugs

KLB CHEMISTRY BK 1 Pg 2

5 MINUTES

CONCLUSION

Give a research assignment on the sub- topic.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 2

SELF-EVALUATION:-

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: CHEMISTRY LABORATORY.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define the term laboratory and state its functions

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Take the learners to the chemistry laboratory.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 3
30 MINUTES	BODY DEVELOPMENT Discussion Demonstration of some apparatus Notes taking	Discussion Demonstration of some apparatus Notes taking	Chemistry laboratory apparatus	KLB CHEMISTRY BK 1 Pg 3
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 3

SELF-EVALUATION:-

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: THE BUNSEN BURNER.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name the parts and functions of the Bunsen burner

-Name the parts of the luminous flame

-Name the parts of a non-luminous flame LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Show the learners a Bunsen burner.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 3-9
30 MINUTES	BODY	Discussion	Bunsen burner	KLB
	DEVELOPMENT Discussion Drawing parts of the	Drawing parts of the Bunsen burner Drawing parts of	Chart showing parts of the Bunsen burner	CHEMISTRY BK 1 Pg 3-9
	Bunsen burner	luminous and non-
	Drawing parts of	luminous flame
	luminous and non-
	luminous flame

5 MINUTES

CONCLUSION

Giving assignment.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 3-9

SELF-EVALUATION:-

TOPIC: INTRODUCTION TO CHEMISTRY.

SUB-TOPIC: LABORATORY APPARATUS AND THEIR FUNCTIONS. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name and draw some chemistry laboratory apparatus.

-State the uses of different types of apparatus used in the chemistry laboratory. LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Get some apparatus from the laboratory.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 9-13

30 MINUTES

BODY DEVELOPMENT

-Drawing apparatus Discussion

Motes taking

Question answer method

-Drawing apparatus Discussion

Motes taking

Question answer method

Chemistry laboratory apparatus

Thermometer Glassware

Spatula Deflagrating spoon Crucible

Wire gauze

KLB CHEMISTRY BK 1 Pg 9-13

5 MINUTES

CONCLUSION

Giving assignment on the sub-topic.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 9-13

SELF-EVALUATION:-

TOPIC: INTRODUCTION TO CHEMISTRY.

SUB-TOPIC: CHEMISTRY LABORATORY AND SAFETY RULES. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-List at least five laboratory rules. LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Ask probing questions.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 14-15
30 MINUTES	BODY DEVELOPMENT Discussion Motes taking Question answer method	Discussion Motes taking Question answer method	-School laboratory rules -Chart on safety rules	KLB CHEMISTRY BK 1 Pg 14-15
5 MINUTES	CONCLUSION Giving assignment on the whole topic.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB CHEMISTRY BK 1 Pg 14-15

SELF-EVALUATION:-

FORM 1

TERM 1

SUBJECT: CHEMISTRY.

TOPIC 2: SIMPLE CLASSIFICATION OF SUBSTANCES.

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: SEPARATION OF MIXTURES.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define the term mixture

-Classify mixtures into miscible and immiscible liquids

-List several methods of separating mixtures LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

-Define the term mixture

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 17

30 MINUTES

BODY DEVELOPMENT

Observation and discussion

Demonstration of separation of several mixtures

Observation and discussion

Demonstration of separation of several mixtures

Sugar/sand Water/paraffin

KLB BK 1 Pg 17

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 17

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: SEPARATION OF SOLUBLE AND INSOLUBLE MIXTURES. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define soluble and insoluble solids

Explain how a soluble solid can be separated from an insoluble solid LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Differentiate between soluble and insoluble mixtures.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 18
30 MINUTES	BODY DEVELOPMENT Discussion Notes taking	Discussion Notes taking	Beaker, Sand/salt Conical flask Filter paper Separating funnel Evaporating dish	KLB BK 1 Pg 18
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 18

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: DECANTATION AND FILTRATION.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Separate immiscible liquid-solid mixtures using the appropriate methods. LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Differentiate decantation from filtration.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 18
30 MINUTES	BODY DEVELOPMENT Carrying out experiment	Carrying out experiment to separate mixtures Class discussion	-Tap water. -Sand. -flour.	KLB BK 1 Pg 18
	to separate mixtures	Drawing
	Class discussion
	Drawing
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 18

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: CRYSTALLIZATION.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define the term crystallization

Prepare copper (II) sulphate crystals or sodium chloride LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Define the term crystallization	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 23
30 MINUTES	BODY DEVELOPMENT -Demonstration on crystallization -Discussion on preparation of copper (II) sulphate	-Demonstration on crystallization -Discussion on preparation of copper (II) sulphate	Beaker Sodium chloride Stirring rod Water Copper (II) sulphate	KLB BK 1 Pg 23
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 23

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: APPLICATIONS OF CRYSTALIZATION

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define a saturated solution.

-Explain how salt is formed in Lake Magadi. LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Review the previous lesson.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 24
30 MINUTES	BODY	Discussion	Salt, stirring rod	KLB BK 1 Pg 24
	DEVELOPMENT	Notes taking	Beaker, water
	Discussion	Explain salt formation in	Burner
	Notes taking Explain salt formation in Lake Magadi	Lake Magadi	Chart on salt formation in lake Magadi
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 24

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: SUBLIMATION.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define sublimation.

-Give examples of salts that sublime.

-Explain how one can separate a salt that sublimes from salts which do not sublime. LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION -Define sublimation	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 25
30 MINUTES	BODY DEVELOPMENT Defining sublimation	Defining sublimation Demonstration on sublimation	NH4Cl NaCl Burner	KLB BK 1 Pg 25
	Demonstration on sublimation		Sand
			Iodine
			Boiling tubes
			Test tube holder

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 25

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: FRACTIONAL DISTILLATION

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Name the parts and the functions of distillation apparatus Assemble distillation apparatus

Explain stages of fractional distillation

Differentiate between simple and fractional distillation Explain at least two applications of fractional distillation LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Define fractional distillation.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 28-

30 MINUTES

BODY DEVELOPMENT

Name the parts and the functions of distillation apparatus

Assemble distillation apparatus

Explain stages of fractional distillation

Demonstration on fractional distillation

Drawing diagrams of fractional distillation

Discussion Notes taking

Round bottomed flask

Condenser Burner Thermometer Ethanol Water

Fractional column

KLB BK 1 Pg 28-

	Differentiate between simple and fractional distillation Explain atleast two applications of fractional distillation
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	KLB BK 1 Pg 28- 30

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: CHROMATOGRAPHY AND SOLVENT EXTRACTION. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define chromatography

Demonstrate the process of chromatography Explain how chromatography is used LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Define chromatography

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

30 MINUTES

BODY DEVELOPMENT

Carrying out experiments to show chromatography

Discussion Notes taking

Carrying out experiments to show chromatography

Discussion Notes taking

Filter paper, Funnel Ethanol, Propanone Flowers

Dropper, Ink Chart

KLB BK 1 Pg 30-

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: APPLICATIONS OF CHROMATOGRAPHY AND THE SOLVENT EXTRACTION.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Give one application of chromatography Explain how oil can be extracted from nuts Identify how stains can be removed from fabrics LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

30 MINUTES

BODY DEVELOPMENT

Discussion

Explaining how oil can be extracted from nuts

Notes taking

Demonstration on stain removal

Discussion

Explaining how oil can be extracted from nuts

Notes taking

Demonstration on stain removal

Pestle, mortar Nut seeds Propanone, White paper

Stains of blood, fats, washing soda

Paraffin, ammonia

KLB BK 1 Pg 30-

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: EVAPORATION AND CONDENSATION.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define evaporation and condensation

Explain the steps involved in evaporation and condensation Assemble distillation apparatus

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Define evaporation and condensation

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 34

30 MINUTES

BODY DEVELOPMENT

Class discussion

Drawing diagrams on distillation apparatus

Class discussion

Drawing diagrams on distillation apparatus

Thermometer Liebig condenser Flasks

KLB BK 1 Pg 34

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 34

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: USE OF A SEPARATING FUNNEL.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Use a separating funnel to separate immiscible liquids Give examples of immiscible liquids

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Define immiscible liquids.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	Principle of chemistry vol 1 Pg 57-59
30 MINUTES	BODY DEVELOPMENT Question answer method Demonstration using a separating funnel Discussion	Question answer method Demonstration using a separating funnel Discussion	Separating funnel Water Paraffin	Principle of chemistry vol 1 Pg 57-59
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	Principle of chemistry vol 1 Pg 57-59

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: CRITERIA FOR PURITY.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Determine the melting point for ice. Determine the boiling point of water.

Explain the effects of impurities on melting and boiling points LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Define purity.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 35

30 MINUTES

BODY DEVELOPMENT

Explain the meaning of the melting point and boiling point.

Determine the melting point of ice and the boiling point of water.

Add impurities to the ice and water and repeat the demonstration in the determination of the melting point of water and the boiling point of water.

Discussion on melting and boiling point.

Carry out experiments to show the melting and boiling point of substances

Demonstration on effects of impurities on melting and boiling points.

Thermometer Solid ice, water Burner, Beaker NaCl

KLB BK 1 Pg 35

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 35

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: EFFECTS OF HEAT ON SUBSTANCES.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name the three states of matter

-State the kinetic theory of matter

-Explain the properties of the three states of matter.

-Investigate what happens when ice is heated to boiling point.

-Use a graph to illustrate changes of state of matter and temperature.

-Explain the melting and boiling points in terms of kinetic theory LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

-Name the three states of matter

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principle of chemistry vol 1

Pg 80-85

30 MINUTES

BODY DEVELOPMENT

Discussion

Question answer method

Explaining the properties of the states of matter.

Discussion

Question answer method

Explaining the properties of the states of matter.

Carrying out an experiment to investigate the effects of heat on ice

Observation Notes taking

Beaker Thermometer Tripod stand Wire gauze Burner

Ice cubes

Chart on properties of matter in each state

Principle of chemistry vol 1

Pg 80-85

	Carrying out an experiment to investigate the effects of heat on ice Observation Notes taking		Illustrative graph on melting and boiling point
5 MINUTES	CONCLUSION Oral evaluation on the sub-topic	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	Principle of chemistry vol 1 Pg 80-85

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: PERMANENT AND TEMPORARY CHANGES. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define permanent change

-Define temporary change

-Distinguish between permanent and temporary changes LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Distinguish between permanent and temporary changes.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry vol 1

Pg 85-96

30 MINUTES

BODY DEVELOPMENT

Discussion

Question answer method Notes taking

Carrying out experiment on chemical and temporary changes

Discussion

Question answer method Notes taking

Carrying out experiment on chemical and temporary changes

Burner Ice NH4Cl

Mg metal Cu metal Carbon

Principles of chemistry vol 1

Pg 85-96

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry vol 1

Pg 85-96

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC:

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define an element, atom, molecule and a compound

-Give at least 3 examples of each

-State the symbols of common elements LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Define an atom.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 48

30 MINUTES

BODY DEVELOPMENT

Discussion

Identifying and writing chemical symbols of common elements

Notes taking

Discussion

Identifying and writing chemical symbols of common elements

Notes taking

Charts on the definitions

KLB BK 1 Pg 48

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 48

SELF-EVALUATION:-

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: SYMBOLS OF ELEMENTS AND WORD EQUATIONS. WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name at least five elements

-Give the symbols of at least 5 elements using Latin or English names

-Give simple word equations of chemical processes LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

5 MINUTES

INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry volume

1 Pg 104-107

30 MINUTES

BODY DEVELOPMENT

Naming and writing correct symbols of elements

Writing variety of simple word equations

Naming and writing correct symbols of elements

Writing variety of simple word equations

The periodic table

Chart on word equations

Principles of chemistry volume

1 Pg 104-107

5 MINUTES

CONCLUSION

Oral evaluation on the sub-topic

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry volume

1 Pg 104-107

SELF-EVALUATION:-

WEEK 2

TERM 2

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE: ……………

FORM: 1 TERM: 2

NUMBER OF STUDENTS…………………………………………….. SUBJECT : CHEMISTRY

TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : ACIDS WEEK : 2 LESSON NUMBER : 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

–Name acidic substances .

-Name the acids in given substances.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
10 MINUTES	INTRODUCTION Defining an acid.	Listening and taking short notes.	Exercise books. Chalk/white board.	-Klb chemistry book 1 -Page 55 -Explore chemistry book 1 Page 48 -Principle of
				chemistry Page
				112
60 MINUTES	BODY DEVELOPMENT -Explaining the difference between the organic and minerals acids in terms of ionization power.	-Listing organic and mineral acids -Class discussion -Demonstration -Notes taking.	-Oranges -Lemons -Sour milk -Vinegar	-Klb chemistry book 1 -Page 55 -Explore chemistry book 1 Page 48 -Principle of chemistry Page 112
	-Using simple
	demonstrations on the
	given samples to classify

	them as either organic or mineral acids.
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM 2

NUMBER OF STUDENTS…………………………………………….. SUBJECT : CHEMISTRY

TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : BASES WEEK : 2 LESSON NUMBER : 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

–Name acidic substances .

-Name the acids in given substances.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Defining a base.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 55-56

-Explore book 1

Pg 49.

-Principles of chemistry Pg 113.

MINUTES

BODY DEVELOPMENT

-Explaining the properties of a base.

-Explaining the chemical test of a basic substance.

-Listing of basic substances

-Notes taking.

NaOH. NH4OH. CaO.

Beaker. Water.

-KLB BK 1 Pg 55-56

-Explore book 1

Pg 49

-Principles of chemistry Pg 113.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM 2

NUMBER OF STUDENTS…………………………………………….. SUBJECT: CHEMISTRY

TOPIC : ACIDS, BASES AND INDICATORS.

SUB TOPIC : BASES WEEK : 2 LESSON NUMBER : 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Prepare plant extracts as indicators.

-Use the extracts as acid-base indicators.

-State the advantages and disadvantages of the extracts as indicators.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Defining an indicator.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 56-57

-Explore BK 1 Pg 49-50

-Principles of chemistry Pg 114-

115

MINUTES

BODY DEVELOPMENT

-Preparing plant extract indicators.

-Giving specific features shown by the indicators while in an acid and while in a base.

-Explaining how the indicators can be used to

-Class experiment on the extraction of juice from flowers.

-Using extracts as indicators.

-Notes taking.

-Mortar & Pestle

-Flower petals.

-Propanone/Ethanol

-Water

-KLB BK 1 Pg 56-57

-Explore BK 1 Pg 49-50

-Principles of chemistry Pg 114-

115

identify an acidic and a basic substance.

-Stating the advantages and disadvantages of the extracts as indicators.

MINUTES

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Evaluation question;

Why is the propanone/ethanol used as the solvent in this experiment?

Listening and answering questions.

WEEK 3

TEACHER’S NAME: …………………. …………TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2 NUMBER OF STUDENTS…………….

SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : INDICATORS-COMMERCIAL INDICATORS. WEEK: 3 LESSON NUMBER: 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-State the colour of commercial indicators in acids and bases.

-State the advantages of commercial indicators over the flower extracts.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

-Review the extract indicators and state the difference between them and the commercial indicators.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 57-58

-Explore BK 1

Pg 50-52

-Principle of chemistry Pg 116-

119.

MINUTES

BODY DEVELOPMENT

–Carry out simple demonstrations to show the colour of the commercial indicators both in acids and bases.

-Explain the difference between the commercial

indicators and the extract

-Class discussion

-Class demonstration

-Notes taking

Methyl/orange. Phenolphthalein. HCl.

NaOH.

-KLB BK 1 Pg 57-58

-Explore BK 1

Pg 50-52

-Principle of chemistry Pg 116-

119.

	indicators in terms of the accuracy. -State the advantages of the commercial indicators over the extract indicators.
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………..

SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : UNIVERSAL INDICATORS AND PH SCALE. WEEK : 3 LESSON NUMBER : 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Define universal indicator and PH scale.

-Classify solutions into acids, bases or neutral.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

-Define the universal indicator and the PH scale.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 58-60

-Explore BK 1

Pg 52-54

-Principles of chemistry Pg 119-

121.

MINUTES

BODY DEVELOPMENT

-Explaining the difference between the universal indicators and the ordinary indicators in terms of their functions.

-Using the PH scale and the universal indicator to classify the given samples

-Determine the PH of solutions using universal indicators and the PH chart

-Notes taking

PH chart, Universal indicator, Dropper, Ethanoic acid, Lemon juice, Dil.

H2SO4

Soap solution. Water.

-KLB BK 1 Pg 58-60

-Explore BK 1

Pg 52-54

-Principles of chemistry Pg 119-

121.

	as either acids,bases or neutral.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM 2

NUMBER OF STUDENTS…………….

SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : PROPERTIES OF ACIDS AND BASES. WEEK : 3 LESSON NUMBER : 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Define neutralization.

-Write word equations involving neutralization.

-Identify products.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define neutralization.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 121

-Explore BK 1

Pg 54

-Principles of chemistry Pg 121

MINUTES

BODY DEVELOPMENT

-Give examples of neutralization processes and in each case explain why it is classified as a neutralization process.

-Write word equations for the neutralization processes given.

-From the equations show the learners the products

-Class discussion

-Notes taking

-Dilute NaOH

-Dilute HCl

-Universal indicator

-PH chart

-KLB BK 1 Pg 121

-Explore BK 1

Pg 54

-Principles of chemistry Pg 121

	of a neutralization process.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

WEEK 4

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………. SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : REACTIONS OF ACIDS AND METALS. WEEK : 4 LESSON NUMBER : 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-State the products of acid-metal reactions.

-Write word equations for acid-metal reactions.

-Describe the test for hydrogen gas.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

–State the products of acid-metal reactions.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 61-62

-Explore BK 1

Pg 55

-Principles of chemistry Pg 123

MINUTES

BODY DEVELOPMENT

-React different metals with different acids.

-Write word equations for the reactions between acids and metals.

-Perform a chemical test for the gas which is produced when an acid reacts with a metal.

-Teacher demonstration.

-Class discussion.

-Notes taking.

-Mg ribbon.

-Iron filings.

-Dilute HCl.

-Test tubes.

-KLB BK 1 Pg 61-62

-Explore BK 1

Pg 55

-Principles of chemistry Pg 123

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………. SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : REACTIONS OF ACIDS WITH CARBONATES AND HYDROGEN CARBONATES. WEEK : 4

LESSON NUMBER : 3 DATE: ……..

TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-State the products of the reactions of acids and CO32- and HCO3-.

-Write word equations.

-Describe the test for carbon (IV) oxide.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Give examples of carbonates and hydrogen carbonates.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 63-65

-Explore BK 1

Pg 56-58.

-Principles of chemistry Pg 124.

MINUTES

BODY DEVELOPMENT

-Reacting carbonates and hydrogen carbonates.

-Stating the products of the reactions of acids and CO32- and HCO3-.

-Write word equations for the reactions.

-Discussion

-Notes taking

-Teacher demonstration on the test for CO2

Dilute HCl CaCO3

Lime water Test tubes Delivery tubes

-KLB BK 1 Pg 63-65

-Explore BK 1

Pg 56-58.

-Principles of chemistry Pg 124.

	-Describing a chemical test for the gas produced.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………. SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : SIMPLE PROPERTIES OF BASES. WEEK : 4 LESSON NUMBER : 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Name basic hydroxides and oxides

-Distinguish between basic oxides and alkalis

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

-Differentiate between oxides and hydroxides.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 67-68

-Explore BK 1

Pg 58

MINUTES

BODY DEVELOPMENT

-Test given samples using a universal indicator to classify them as bases,acids or neutral.

-Explain the difference between basic oxide and alkalis.

-Class discussion

-Teacher demonstration

-Test tubes

-ZnO

-CaO

-NaOH

-Water

-Universal indicator.

KLB BK 1 Pg 67-68

Explore BK 1

Pg 58

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

WEEK 5

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………. SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : USES OF ACIDS AND BASES WEEK: 5 LESSON NUMBER : 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

List uses of
List uses of

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Review the differences between acids and bases.

Listening and taking short notes.

Exercise books. Chalk/white board.

-KLB BK 1 Pg 69

-Explore BK 2

Pg 59-60

-Principles of chemistry Pg 129-

130

MINUTES

BODY DEVELOPMENT

-Discuss the uses of acids and bases.

-Class discussion

-Notes taking

-Chart on applications of bases and acids.

-KLB BK 1 Pg 69

-Explore BK 2

Pg 59-60

-Principles of chemistry Pg 129-

130

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………. SUBJECT : CHEMISTRY TOPIC : AIR AND COMBUSTION

SUB TOPIC : COMPOSITION OF AIR. WEEK : 5 LESSON NUMBER : 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

List constituents of air

Calculate the percentage composition by volume of oxygen from experimental results State the approximate amount of oxygen in air

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define air.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 Pg 72-76

Explore BK 1

Pg 62.

MINUTES

BODY DEVELOPMENT

-Listing the constituents of air

-Calculating the percentage composition by volume of oxygen from experimental results.

-Stating the approximate amount of oxygen in air.

-Class discussion

-Class experiment

-Notes taking

Trough Beehive stand Water

Candle Syringe Match box Copper, phosphorus, iron

KLB BK 1 Pg 72-76

Explore BK 1

Pg 62.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE : ………………………………………….

FORM: 1 TERM: 2

NUMBER OF STUDENTS……………. SUBJECT : CHEMISTRY TOPIC : ACIDS,BASES AND INDICATORS.

SUB TOPIC : COMBUSTION OF SUBSTANCES WEEK : 5 LESSON NUMBER : 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Explain the change in mass when a substance burns in air.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define combustion of substances.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 Pg 77-79 CSC BK 1 Pg

Explore BK 1

Pg 68

MINUTES

BODY DEVELOPMENT

-Explain the change in mass when a substance burns in air

-Discussion.

-Notes taking.

-Teacher demonstration.

Mg ribbon. Pair of tongs. Source of heat.

KLB BK 1 Pg 77-79 CSC BK 1 Pg

Explore BK 1

Pg 68

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

WEEK 6

LESSON 1-4

MID-TERM 2 EXAMINATIONS.

WEEK 7

LESSON 1-4

MID-TERM 2 BREAK.

WEEK 8

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: AIR AND COMBUSTION.

SUB-TOPIC: POLLUTION. WEEK: 8 LESSON NUMBER: 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define pollution

-State pollution effects due to burning of substances in air

-Describe greenhouse effects, acid rain. LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define pollution.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 Pg 98 CSC BK 1 Pg

Explore BK 1

Pg 80.

MINUTES

BODY DEVELOPMENT

-Explain how combustion brings about pollution.

-Discuss the effects of pollution due to combustion.

-Describe the greenhouse effect and acid rain.

Class discussion Notes taking

Charts Periodicals from UNEP, NEMA

KLB BK 1 Pg 98 CSC BK 1 Pg

Explore BK 1

Pg 80.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: RUSTING.

SUB-TOPIC: RUSTING. WEEK: 8 LESSON NUMBER: 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Investigate conditions necessary for rusting

-State the composition of rust LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define rusting

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 Pg 82-84

Explore BK 1

Pg 70-71

MINUTES

BODY DEVELOPMENT

-Perform the class experiment.

-State and explain the conditions necessary for rusting.

-Describe the composition of rust.

Class experiment Class discussion

Test tubes, Cotton wool, Nails, Oil, Sand paper, Water, Source of heat, NaCl

KLB BK 1 Pg 82-84

Explore BK 1

Pg 70-71

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 Pg 82-84

Explore BK 1

Pg 70-71

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: RUSTING.

SUB-TOPIC: PREVENTION RUSTING. WEEK: 8 LESSON NUMBER: 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State the advantages and disadvantages of rusting.

-State and explain methods of preventing rusting. LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Explain why rusting should be prevented.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 Pg 84

Explore BK 1

Pg 72.

MINUTES

BODY DEVELOPMENT

-Explain the advantages and disadvantages of rusting.

-Explain the different methods of preventing rusting.

Class discussion Notes taking

Exercise books. Chalk/white board.

KLB BK 1 Pg 84

Explore BK 1

Pg 72.

MINUTES

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books. Chalk/white board.

KLB BK 1 Pg 84

Explore BK 1

Pg 72.

SELF-EVALUATION:-

WEEK 9

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: PREPARATION OF GASES. WEEK: 9 LESSON NUMBER: 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name common drying agents of gases in the laboratory.

-State the criteria for choosing the appropriate drying agent for a given gas.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Setting up apparatus.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 Pg 144

Explore BK 1 Pg 73.

MINUTES

BODY DEVELOPMENT

-Performing experiments

-Discussing the results.

-Collection and testing of gases.

Discussion Notes taking

Class demonstration

Gas jars Delivery tubes CaCl2

Concentrated H2SO4

KLB BK 1 Pg 144

Explore BK 1 Pg 73.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 Pg 144

Explore BK 1 Pg 73.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: PREPARATION OF OXYGEN. WEEK: 9 LESSON NUMBER: 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe the preparation of oxygen gas.

-Describe the test for oxygen gas.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

–Setting up the apparatus.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 pg. 84-88

Explore BK 1 Pg. 73-

74.

MINUTES

BODY DEVELOPMENT

-Performing experiment and discussion on the observations and results.

-Teacher demonstration on preparation of oxygen gas

-Notes taking.

H2O, MnO2, B.H

shelfs

Gas jars, Splint Match box.

KLB BK 1 pg. 84-88

Explore BK 1 Pg. 73-

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 pg. 84-88

Explore BK 1 Pg. 73-

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: INDUSTRIAL PREPARATION OF OXYGEN. WEEK: 9 LESSON NUMBER: 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain how oxygen is distilled from liquid air by fractional distillation.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define fractional distillation of liquid air.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 pg. 81

Explore BK 1

pg. 69-70

MINUTES

BODY DEVELOPMENT

-Explain how oxygen is distilled from liquid air by fractional distillation.

-Discussion on preparation of oxygen by fractional distillation.

Flow chart

KLB BK 1 pg. 81

Explore BK 1

pg. 69-70

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 pg. 81

Explore BK 1

pg. 69-70

SELF-EVALUATION:-

WEEK 10

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: COMPETITION FOR COMBINED OXYGEN. WEEK: 10 LESSON NUMBER: 1 & 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-List metals in order of their reactivity with oxygen.

-Define oxidation and reduction.

-Write simple chemical and word equations.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Explain the meaning of oxidation and reduction.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 pg. 92

Explore BK 2

pg. 77-78

MINUTES

BODY DEVELOPMENT

-Explain how the reactivity series relates to the affinity of oxygen.

-Write simple chemical and word equations.

Discussion. Notes taking.

Writing word equations.

Charts

KLB BK 1 pg. 92

Explore BK 2

pg. 77-78

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 pg. 92

Explore BK 2

pg. 77-78

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: APPLICATION OF REACTIVITY SERIES OF METALS. WEEK: 10 LESSON NUMBER: 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define ore.

-Relate reduction to extraction of metals. LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Review the reactivity series of metals.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 pg. 97

Explore BK 1

pg. 79-80

MINUTES

BODY DEVELOPMENT

-Explain the meaning of a metal ore.

-Explain the relationship between reduction and the reactivity series of the metals.

-Discussion

-Notes taking

-Write word equations

Chart showing reactivity series

KLB BK 1 pg. 97

Explore BK 1

pg. 79-80

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 pg. 97

Explore BK 1

pg. 79-80

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: USES OF OXYGEN. WEEK: 10 LESSON NUMBER: 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Give at least three uses of oxygen. LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Review the previous lesson	Listening and taking short notes.	Exercise books. Chalk/white board.	KLB BK 1 pg. 98
30 MINUTES	BODY DEVELOPMENT Explain the uses of oxygen.	Explaining uses of oxygen.	Exercise books. Chalk/white board.	KLB BK 1 pg. 98
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

SELF-EVALUATION:-

WEEK 11

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM-2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: WATER AND HYDROGEN.

SUB-TOPIC: SOURCES OF WATER. WEEK: 11 LESSON NUMBER: 1&2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State sources of water.

-Explain the importance of water.

-State the sources of water pollution. LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

-Explain the elements present in water.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 pg. 101

Explore BK 1 pg. 85

MINUTES

BODY DEVELOPMENT

-State sources of water.

-Explain the importance of water.

-State the sources of water pollution.

Discussion Notes taking

Exercise books. Chalk/white board.

KLB BK 1 pg. 101

Explore BK 1 pg. 85

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 pg. 101

Explore BK 1 pg. 85

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: WATER AND HYDROGEN.

SUB-TOPIC: WATER AS A PRODUCT OF BURNING ORGANIC MATTER. WEEK:

11 LESSON NUMBER: 3

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Collect and test the products of burning candle

-Define a hydrocarbon

-Describe the chemical test for water LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define a hydrocarbon.

Listening and taking short notes.

Exercise books. Chalk/white board.

KLB BK 1 pg. 101

Explore BK 1 pg. 86

MINUTES

BODY DEVELOPMENT

Collect and test the products of burning candle. Define a hydrocarbon.

Describe the chemical test for water

Carrying out an experiment on a burning candle and collect products formed Observation

Discussion

Candle, beaker, test tubes, anhydrous CuSO4, Ca(OH)2, ice

cold water, funnel, delivery tube.

KLB BK 1 pg. 101

Explore BK 1 pg. 86

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 pg. 101

Explore BK 1 pg. 86

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: WATER AND HYDROGEN.

SUB-TOPIC: WATER AS AN OXIDE OF HYDROGEN. WEEK: 11 LESSON NUMBER: 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe an experiment to show that water contains hydrogen.

-Test for the purity of water. LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Explain the composition of water.	Listening and taking short notes.	Exercise books. Chalk/white board.	KLB BK 1 pg. 101
30 MINUTES	BODY DEVELOPMENT -Describe an experiment to show that water contains hydrogen. -Test for the purity of water.	Teacher demonstration Question answer method	Exercise books. Chalk/white board.	KLB BK 1 pg. 101
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

SELF-EVALUATION:-

WEEK 12

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM-2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: REVISION.

SUB-TOPIC: REVISION. WEEK: 12 LESSON NUMBER: 1-4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Identify and explain concepts learnt.

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
20 MINUTES	INTRODUCTION Identify the areas of weakness of the learners.	Interaction through Q/A.	Exercise books, chalkboard/white boards.	KLB BK 1 and Exercise books.
21ST MINUTE TO THE 4TH LESSON OF THE	-Revising past papers. -Answering questions from the learners. -Predicting exam questions.	Question answer method.	Exercise books. Chalk/white board.	KLB BK 1 and Exercise books.
WEEK.	-Giving and marking
	assignments.

SELF-EVALUATION:-

WEEK 13

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM-2

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY TOPIC: EXAMINATION.

SUB-TOPIC: EXAMINATION. WEEK: 13 LESSON NUMBER: 1-4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Attempt the given questions.

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
10 MINUTES	INTRODUCTION Check the sitting arrangement and issue papers.		Question papers and answer booklets.
2HOURS	Exam administration.	Supervising and assisting where required.	Question papers and answer booklets.	KLB BK 1 and Exercise books.

SELF-EVALUATION:-

WEEK 14-CLOSSING FOR AUGUST HOLIDAY.

TERM: 3

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: REVISION.

SUB-TOPIC: REVISION OF THE END TERM 2 EXAMS. WEEK: 1 LESSON NUMBER: 1 -4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Give correct answers to ALL the questions tested in the previous exam

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Review the areas tested in the end of term 2 exam.

Taking notes.

Exercise books.

-Exam papers and the marking scheme.

MINUTES

BODY DEVELOPMENT

-Discuss the expected answers to the questions in the exam paper.

-Questions and answers.

-Discussion.

Exercise books. Whiteboard.

-Exam papers and the marking scheme.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

-Exam papers and the marking scheme.

SELF-EVALUATION:-

WEEK 2

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH COLD WATER. WEEK: 2

LESSON NUMBER: 1

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain observations when metals react with cold water.

-State the products of reactions of cold water with different metals.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Explain how the reaction between metals with cold water takes place.

Taking short notes.

Exercise books.

KLB BK 1

Pg 102-105

MINUTES

BODY DEVELOPMENT

-Explain observations when metals react with cold water.

-State the products of reactions of cold water with different metals.

Carrying out experiments to show reaction of water with metals

Discussion

Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel

KLB BK 1

Pg 102-105

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1

Pg 102-105

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND COLD WATER. WEEK: 2

LESSON NUMBER: 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Write word equations when metals react with cold water.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Deduce a method to write the word equations for the reaction between metals and cold water.

Taking short notes.

Exercise books.

Explore chemistry BK 1 Pg 87-89.

MINUTES

BODY DEVELOPMENT

-Write word equations when metals react with cold water.

Carrying out experiments to show reaction of water with metals

Discussion

Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel

Explore chemistry BK 1 Pg 87-89.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Explore chemistry BK 1 Pg 87-89.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH STEAM. WEEK: 2 LESSON NUMBER: 3 & 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain the observations when metals react with steam

-State the products of reactions of steam with different metals.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Explain how a metal reacts with steam.

Taking short notes.

Exercise books.

KLB BK 1

Pg 105-107

MINUTES

BODY DEVELOPMENT

-Explain the observations when metals react with steam

-State the products of reactions of steam with different metals.

Carrying out experiments to show reaction of steam with metals

Discussion

Magnesium ribbon, boiling tube, trough, gas jar, delivery tube

KLB BK 1

Pg 105-107

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1

Pg 105-107

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND STEAM. WEEK: 3

LESSON NUMBER: 1

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Write word equations when metals react with steam LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Give the difference between the word equation obtained from the reaction of metals and water and that of metals and steam.

Taking short notes.

Exercise books.

Principles Of Chemistry Pg 177-

180.

MINUTES

BODY DEVELOPMENT

-Write word equations when metals react with steam

Carrying out experiments to show reaction of steam with metals

Discussion

Magnesium ribbon, boiling tube, trough, gas jar, delivery tube

Principles Of Chemistry Pg 177-

180.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Principles Of Chemistry Pg 177-

180.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTIVITY SERIES OF METALS WITH WATER. WEEK: 3

LESSON NUMBER: 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Arrange metals in order of their reactivity with water in ascending order.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Deduce a method of arranging the metals according to their reactivity series.

Taking short notes.

Exercise books.

KLB BK 1 Pg 108

MINUTES

BODY DEVELOPMENT

-Arrange metals in order of their reactivity with water in ascending order.

-Discussion

-Drawing summary table showing reactivity series

Chart

KLB BK 1 Pg 108

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 Pg 108

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: LABORATORY PREPARATION OF HYDROGEN. WEEK: 3

LESSON NUMBER: 3 & 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Assemble the apparatus used to prepare hydrogen gas in the laboratory.

-Give the chemical test for hydrogen gas.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Set up the apparatus.

Taking short notes.

Exercise books.

KLB BK 1

Pg 108-111

MINUTES

BODY DEVELOPMENT

-Assemble the apparatus used to prepare hydrogen gas in the laboratory

-Give the chemical test for hydrogen gas

-Teacher demonstration on the preparation and test for hydrogen gas

-Discussion

-Notes taking

Flat bottomed flask, thistle funnel, cork, delivery tube, trough, gas jar, splint, water, zinc granules, Dil. HCl

KLB BK 1

Pg 108-111

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1

Pg 108-111

SELF-EVALUATION:-

WEEK 4.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: PHYSICAL PROPERTIES OF HYDROGEN. WEEK: 4

LESSON NUMBER: 1

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Give at least three physical and chemical properties of hydrogen gas.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Define physical properties.

Taking short notes.

Exercise books.

Explore Chemistry BK 1 Pg 93.

MINUTES

BODY DEVELOPMENT

-Give at least three physical and chemical properties of hydrogen gas.

-Class discussion

-Notes taking

Exercise books.

Explore Chemistry BK 1 Pg 93.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Explore Chemistry BK 1 Pg 93.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: CHEMICAL PROPERTIES OF HYDROGEN. WEEK: 4

LESSON NUMBER: 2

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Investigate the reduction property of hydrogen gas.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Differentiate chemical properties from physical properties.

Taking short notes.

Exercise books.

Principles Of Chemistry Pg 183-

188.

MINUTES

BODY DEVELOPMENT

-Investigate the reduction property of hydrogen gas.

Class discussion Teacher demonstration Drawing

-Hydrogen generator, source of heat, CuO, anhydrous CuSO4, combustion tube

Principles Of Chemistry Pg 183-

188.

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: OXIDATION AND REDUCTION. WEEK: 4 LESSON NUMBER: 3 & 4

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define oxidation, reduction and redox in terms of hydrogen.

-Explain using equations how hydrogen is a reducing agent.

-Use equations to explain redox.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Explain the difference between oxidation and reduction.

Taking short notes.

Exercise books.

KLB BK 1 Pg 113

CSC BK 1 Pg 78-79

Explore BK 1 Pg 96

MINUTES

BODY DEVELOPMENT

-Define oxidation, reduction and redox in terms of hydrogen.

-Explain using equations how hydrogen is a reducing agent.

-Use equations to explain redox.

-Defining oxidation and reduction.

-Writing equations.

-Class discussion.

KLB BK 1 Pg 113

CSC BK 1 Pg 78-79

Explore BK 1 Pg 96

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 Pg 113

CSC BK 1 Pg 78-79

Explore BK 1 Pg 96

SELF-EVALUATION:-

WEEK 5

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3

YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: USES OF HYDROGEN. WEEK: 5 LESSON NUMBER: 1

DATE: …….. TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain at least three uses of hydrogen. LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCES

REFERENCE

MINUTES

INTRODUCTION

Highlight some uses of hydrogen.

Taking short notes.

Exercise books.

KLB BK 1 Pg. 115

MINUTES

BODY DEVELOPMENT

-Explain at least three uses of hydrogen.

Discussion on uses of hydrogen

Notes taking

Chart

KLB BK 1 Pg. 115

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB BK 1 Pg. 115

SELF-EVALUATION:-

WEEK 6-10 REVISION AND END YEAR EXAMS.

KNEC News Portal, Knec Schools Exams Portal

KCSE 2019 results and ranking list for all schools per County: Meru County

October 5, 2025 Hillary Kangwana

Meru School emerged top in the 2019 Kenya Certificate of Secondary Education, KCSE, examination in Meru County. The school had a mean score of 8.682 up from the 2018 mean of 7.092. This resulted in an impressive deviation of +1.590. This boys’ only high school had a total of 251 students scored C+ (plus) and above out of the 294 candidates; representing 85.37% of the candidates.

The second and third positions were scooped by Nkubu High School and St Mary’s Girls High school; respectively.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA (KCSE, KCPE PERFORMANCE, LOCATION, CONTACTS, FEES, ADMISSIONS & MORE) CLICK ON THE LINK BELOW;

SCHOOLS’ NEWS PORTAL

Here is a list of the KCSE 2019 ranking for all the 395 schools in Meru County:

					GRADE DISTRIBUTION
POS	SCHOOL	SUBCOUMTY	ENTRY	ABSENT	A	A-	B+	B	B-	C+	C	C-	D+	D	D-	E	X	Y	U	P	2019	2018	DEV
1	Meru school	IMENTI NORTH	294	0	1	42	73	69	36	30	20	17	3	2	0	0	1	0	0	0	8.682	7.092	1.590
2	NKUBU HIGH SEC	IMENTI SOUTH	262	0	1	15	57	64	56	46	18	4	1	0	0	0	0	0	0	0	8.500	7.702	0.798
3	ST.MARY’S GIRLS	IMENTI SOUTH	247	0	2	30	45	47	35	45	29	12	2	0	0	0	0	0	0	0	8.350	7.327	1.023
4	Kaaga Girls	IMENTI NORTH	231	0	1	17	25	40	32	41	48	16	8	3	0	0	0	0	0	0	7.623	7.586	0.037
5	NKUENE GIRLS	IMENTI SOUTH	136	0	0	1	5	18	22	30	28	23	9	0	0	0	0	0	0	0	6.868	6.893	-0.025
6	IGEMBE BOYS	IGEMBE SOUTH	195	0	0	0	10	26	37	39	37	25	19	1	1	0	0	0	0	0	6.826	6.169	0.658
7	NJIA BOYS SECONDARY	IGEMBE CENTRAL	173	0	0	1	10	30	24	33	29	24	12	8	1	0	1	0	0	0	6.814	6.184	0.630
8	Kariene M Day	MERU CENTRAL	91	0	0	0	2	10	19	24	11	12	8	4	1	0	0	0	0	0	6.615	5.333	1.282
9	BURIERURI SECONDARY	IGEMBE CENTRAL	147	0	0	6	11	17	15	20	22	19	16	9	7	2	3	0	0	0	6.410	4.435	1.975
10	Akaiga	TIGANIA CENTRAL	79	0	0	0	2	7	12	13	17	23	3	2	0	0	0	0	0	0	6.392		0.000
11	Mikinduri Girls	TIGANIA CENTRAL	144	0	0	0	5	16	14	27	38	22	13	8	1	0	0	0	0	0	6.326		0.000
12	MARAA SEC	IMENTI SOUTH	96	0	0	0	2	1	14	15	30	24	8	1	1	0	0	0	0	0	6.070	6.027	0.043
13	YURURU GIRLS	IMENTI SOUTH	156	0	0	0	1	6	21	24	35	44	23	2	0	0	0	0	0	0	5.949	5.278	0.671
14	ONTULILI BOYS	BUURI WEST	142	0	0	4	2	10	16	20	18	33	22	13	4	0	0	0	0	0	5.845	4.895	0.950
15	ST.CLARE GIRLS	TIGANIA WEST	25	0	0	0	0	2	1	4	7	8	1	2	0	0	0	0	0	0	5.840	4.933	0.907
16	MIATHENE BOYS	TIGANIA WEST	262	0	0	0	12	17	18	41	49	58	40	26	1	0	0	0	0	0	5.832	5.466	0.366
17	Imenti North Muslim	IMENTI NORTH	34	0	0	0	0	1	3	5	11	10	3	1	0	0	0	0	0	0	5.823	Y	0.000
18	MUREMBU DAY	IMENTI SOUTH	23	0	0	0	0	4	3	2	3	5	1	2	3	0	0	0	0	0	5.783	3.571	2.211
19	GIKURUNE BOYS	IMENTI SOUTH	148	0	0	2	4	11	12	15	27	38	25	13	1	0	0	0	0	0	5.777	5.800	-0.023
20	MAUA GIRLS	IGEMBE SOUTH	227	0	0	1	6	11	25	20	48	57	40	17	2	0	0	0	0	0	5.718	4.770	0.949
21	KANYAKINE HIGH	IMENTI SOUTH	163	0	0	4	8	10	11	10	30	41	25	19	5	0	0	0	0	0	5.669	4.695	0.974
22	Amugaa	TIGANIA CENTRAL	65	0	0	0	0	3	5	9	15	17	14	2	0	0	0	0	0	0	5.646		0.000
23	Mukono	TIGANIA CENTRAL	36	0	0	0	0	0	5	7	5	9	8	2	0	0	0	0	0	0	5.611		0.000
24	RUIRI GIRLS	BUURI EAST	111	0	0	0	0	8	9	13	17	36	22	5	1	0	0	0	0	0	5.604	4.901	0.703
25	Gikumene Girls	IMENTI NORTH	140	0	0	1	3	7	10	12	25	37	33	10	2	0	0	0	0	0	5.500	4.700	0.800
26	NTHARENE DAY	IMENTI SOUTH	127	0	0	0	1	7	16	13	22	20	26	19	3	0	0	0	0	0	5.441	5.219	0.222
27	KANJALU GIRLS	TIGANIA WEST	210	0	0	0	1	10	20	19	45	43	45	22	5	0	0	0	0	0	5.400	4.414	0.986
28	KIBIRICHIA BOYS	BUURI EAST	130	0	0	0	0	6	14	17	16	24	37	14	2	0	0	0	0	0	5.346	4.800	0.546
29	Kaaga Boys	IMENTI NORTH	178	0	0	7	16	18	30	31	27	25	16	8	0	0	0	0	0	0	5.329	5.475	-0.146
30	ST.PIUS X SEMINARY	IMENTI SOUTH	102	0	0	0	0	4	7	10	16	31	28	6	0	0	0	0	0	0	5.314	5.216	0.099
31	ANGAINE MIXED	BUURI WEST	86	0	0	1	0	5	5	12	15	17	13	14	4	0	0	0	0	0	5.314	4.743	0.571
32	IGOKI BOYS SEC	IMENTI SOUTH	100	0	0	0	3	3	10	7	17	20	22	16	2	0	0	0	0	0	5.280	4.391	0.890
33	Mwanganthia	MERU CENTRAL	75	0	0	1	2	2	6	10	13	11	10	13	7	0	0	0	0	0	5.240	4.450	0.790
34	Kirigara Girls	MERU CENTRAL	248	2	0	0	3	8	8	21	51	71	52	28	3	0	2	1	0	0	5.192	5.018	0.174
35	YURURU DAY	IMENTI SOUTH	33	0	0	0	1	4	2	2	5	3	4	10	2	0	0	0	0	0	5.182	3.522	1.660
36	GUNDUA MIXED DAY	BUURI WEST	45	0	0	0	1	1	5	7	5	6	4	14	2	0	0	0	0	0	5.111	3.933	1.178
37	GIKURUNE GIRLS	IMENTI SOUTH	150	1	0	0	2	7	9	11	22	30	41	24	3	0	1	0	0	0	5.074	4.830	0.244
38	Mulathankari Girls	IMENTI NORTH	55	0	0	0	0	2	6	8	3	5	22	8	1	0	0	0	0	0	5.073	4.234	0.839
39	Kithirune Girls	MERU CENTRAL	42	0	0	0	0	1	4	3	6	10	11	7	0	0	0	0	0	0	5.071	3.885	1.186
40	ONTULILI MIXED DAY	BUURI WEST	79	0	0	0	3	1	7	4	15	15	13	18	3	0	0	0	0	0	5.063	4.217	0.846
41	AKITHII GIRLS	TIGANIA WEST	157	2	0	1	0	6	7	15	21	42	30	26	7	0	0	0	0	0	4.994	4.088	0.906
42	Katheri Girls	MERU CENTRAL	129	0	0	0	1	4	10	17	16	21	28	22	10	0	0	0	0	0	4.992	4.429	0.563
43	THUBUKU DAY	TIGANIA EAST	78	0	0	0	0	0	7	9	12	17	15	11	5	0	2	0	0	0	4.986	4.865	0.121
44	KANGETA GIRLS’ SECONDARY	IGEMBE CENTRAL	181	0	0	0	1	6	8	20	25	32	56	23	9	1	0	0	0	0	4.917	4.831	0.086
45	KARAMA BOYS	TIGANIA EAST	40	0	0	0	0	0	2	7	6	9	4	10	2	0	0	0	0	0	4.900	4.385	0.515
46	KIRINDINE MIXED SEC	IGEMBE SOUTH	136	2	0	0	2	6	7	13	13	28	28	28	8	1	2	0	0	0	4.866	4.790	0.076
47	Ruiga Girls	MERU CENTRAL	149	1	0	0	1	7	4	10	21	39	35	22	8	1	1	0	0	0	4.858	4.144	0.714
48	KIBIRICHIA GIRLS	BUURI EAST	180	2	0	0	0	5	7	16	26	39	52	26	7	0	2	0	0	0	4.853	4.740	0.113
49	KITHEO SEC	TIGANIA WEST	96	0	0	0	1	3	4	8	16	22	16	18	8	0	0	0	0	0	4.830	3.669	1.161
50	Chugu boys	IMENTI NORTH	64	0	0	0	2	2	3	5	8	14	10	15	4	1	0	0	0	0	4.828	4.687	0.141
51	GAKUUNI GIRLS	IMENTI SOUTH	94	1	0	0	0	1	3	9	12	27	21	18	2	0	1	0	0	0	4.785	4.113	0.672
52	ST. ANGELAS	TIGANIA EAST	81	0	0	0	0	2	3	8	7	24	20	8	8	0	1	0	0	0	4.750	4.010	0.740
53	UPPER MIKUMBUNE	IMENTI SOUTH	51	0	0	0	0	1	3	6	10	3	11	14	3	0	0	0	0	0	4.745	4.018	0.727
54	TIMAU MIXED DAY	BUURI WEST	37	0	0	0	1	2	3	1	4	4	10	8	4	0	0	0	0	0	4.730	4.281	0.449
55	St.Massimo	TIGANIA CENTRAL	84	0	0	0	0	4	5	9	8	7	22	18	9	0	2	0	0	0	4.659		0.000
56	LUMAR GIRLS HIGH	BUURI EAST	26	0	0	0	0	3	1	2	5	1	1	7	6	0	0	0	0	0	4.654	4.203	0.451
57	KIIRUA BOYS	BUURI EAST	40	0	0	0	0	1	3	3	4	7	11	8	2	1	0	0	0	0	4.650	2.714	1.936
58	ANTUANDURU DAY	TIGANIA EAST	115	0	0	0	1	2	5	11	18	16	23	26	13	0	0	0	0	0	4.600	4.763	-0.163
59	Muthangene Mixed Day	MERU CENTRAL	98	0	0	0	1	2	5	12	7	15	20	26	11	0	0	0	0	0	4.582	3.100	1.482
60	MIKUMBUNE SEC	IMENTI SOUTH	21	0	0	0	0	0	1	1	6	2	5	3	3	0	0	0	0	0	4.570	3.074	1.496
61	Abothuguchi boys	MERU CENTRAL	152	0	0	0	1	2	5	7	24	28	49	23	13	0	0	0	0	0	4.553	4.441	0.112
62	San Francisco	MERU CENTRAL	22	0	0	0	0	0	1	1	3	5	6	6	0	0	0	0	0	0	4.545	new	0.000
63	Giaki Girls	IMENTI NORTH	36	0	0	0	0	0	1	2	5	10	9	7	2	0	0	0	0	0	4.528	4.300	0.228
64	MARIRI	IGEMBE NORTH	111	0	0	0	0	7	4	8	13	8	28	34	9	0	0	0	0	0	4.514	4.080	0.434
65	Mugambone	MERU CENTRAL	49	0	0	0	0	4	5	1	4	6	9	6	14	0	0	0	0	0	4.469	4.100	0.369
66	St. Stephano	IMENTI NORTH	18	0	0	0	0	1	2	2	1	1	3	2	6	0	0	0	0	0	4.440	3.906	0.534
67	ST.LUKES SEC.	TIGANIA WEST	79	0	0	0	0	0	4	6	8	17	18	20	6	0	0	0	0	0	4.440	3.888	0.552
68	THITHA SECONDARY	IGEMBE CENTRAL	128	0	0	0	2	1	3	11	19	22	19	35	16	0	0	0	0	0	4.430	4.028	0.402
69	KATHANTHATU DAY	IMENTI SOUTH	132	0	0	0	0	5	4	10	14	24	22	36	16	1	0	0	0	0	4.390	4.319	0.071
70	Meru Muslim	IMENTI NORTH	40	0	0	0	1	0	0	3	3	12	6	9	5	0	1	0	0	0	4.359	3.500	0.859
71	UKUU HIGH SEC	IMENTI SOUTH	88	0	0	0	0	3	3	1	9	18	22	24	6	0	2	0	0	0	4.350	3.552	0.798
72	MIRURIIRI GIRLS	IMENTI SOUTH	30	1	0	0	0	0	0	1	3	9	10	4	2	0	1	0	0	0	4.345	3.696	0.649
73	KIMACHIA	TIGANIA WEST	73	0	0	0	0	2	6	3	11	7	8	23	12	0	0	0	0	0	4.340	3.113	1.227
74	KIUNE DAY	IMENTI SOUTH	21	0	0	0	0	0	1	2	1	7	0	8	2	0	0	0	0	0	4.330	3.480	0.850
75	Nyweri Mixed Day	MERU CENTRAL	25	0	0	0	0	0	0	4	3	5	2	7	4	0	0	0	0	0	4.320	3.272	1.048
76	Gaitu Mixed day	MERU CENTRAL	48	0	0	0	1	1	2	3	4	5	12	10	10	0	0	0	0	0	4.313	3.341	0.972
77	MENWE DAY	IMENTI SOUTH	36	0	0	0	1	1	1	1	3	8	7	9	6	0	0	0	0	0	4.306	3.880	0.426
78	Mulathankari day	IMENTI NORTH	77	0	0	0	0	1	5	6	6	10	15	20	14	0	0	0	0	0	4.300	3.800	0.500
79	Bishop Lawi	IMENTI NORTH	142	0	0	0	3	1	7	10	13	22	15	46	24	1	0	0	0	0	4.280	3.461	0.819
80	ST. MARY’S NTANKI	IGEMBE NORTH	136	0	0	0	2	5	6	9	8	18	28	29	25	1	4	0	0	0	4.273	3.507	0.766
81	KITHANGARI BOYS	IMENTI SOUTH	45	1	0	0	0	0	5	2	4	5	7	14	7	0	1	0	0	0	4.250	3.172	1.078
82	MUTHARA MIXED	TIGANIA EAST	159	0	0	0	1	4	13	10	12	17	26	39	36	1	0	0	0	0	4.233	3.836	0.397
83	ST JAMES LIMBUKU	IGEMBE CENTRAL	19	0	0	0	0	1	0	0	5	4	1	1	7	0	0	0	0	0	4.211	3.667	0.544
84	KINORO GIRLS	IMENTI SOUTH	26	0	0	0	0	0	0	1	4	5	8	5	3	0	0	0	0	0	4.192	4.171	0.021
85	IGANDENE SEC	IMENTI SOUTH	57	0	0	0	0	0	2	2	7	8	15	18	5	0	0	0	0	0	4.140	3.603	0.537
86	MWERONGUNDU	IGEMBE NORTH	171	0	0	1	0	5	8	8	16	20	35	33	39	2	4	0	0	0	4.138	3.400	0.738
87	URUKU GIRLS	IMENTI SOUTH	80	0	0	0	0	0	0	5	9	18	18	18	10	1	0	0	0	0	4.138	3.027	1.111
88	ST.LUCY’S HIGH	IMENTI SOUTH	34	1	0	0	0	1	0	1	4	2	9	9	6	1	0	0	0	0	4.121	3.500	0.621
89	KAMIRURU SECONDARY	IGEMBE CENTRAL	37	0	0	0	0	1	5	1	4	0	5	11	9	1	0	0	0	0	4.108	2.848	1.260
90	KITHATU GIRLS	IMENTI SOUTH	106	0	0	0	0	0	7	3	10	16	16	24	18	1	0	0	0	0	4.095	3.106	0.989
91	KATHERA SEC	IMENTI SOUTH	75	0	0	1	0	2	1	6	4	9	18	21	11	2	0	0	0	0	4.093	3.000	1.093
92	Irinda day	IMENTI NORTH	34	0	0	0	0	0	2	1	4	7	4	9	7	0	0	0	0	0	4.088	3.869	0.219
93	Nkabune Girls	IMENTI NORTH	45	0	0	0	0	0	0	2	6	8	14	8	7	0	0	0	0	0	4.088	3.921	0.167
94	Mukuune Mixed Day	MERU CENTRAL	36	0	0	0	0	0	0	3	6	5	6	9	7	0	0	0	0	0	4.083	3.000	1.083
95	FGCK KISIMA SCHOOL	BUURI WEST	74	0	0	0	1	2	4	4	5	7	12	22	15	2	0	0	0	0	4.041	3.317	0.724
96	Gacuru Mixed Day	MERU CENTRAL	25	0	0	0	0	0	0	2	3	4	6	4	6	0	0	0	0	0	4.000	3.063	0.937
97	MIATHENE DAY	TIGANIA WEST	113	0	0	0	0	2	5	5	14	11	18	26	30	0	0	0	0	0	3.982	3.942	0.040
98	MCS KIRIMA DAY	TIGANIA EAST	53	0	0	0	0	0	2	2	5	13	8	10	11	2	0	0	0	0	3.981	3.556	0.425
99	NGARENDARE SEC	BUURI WEST	49	0	0	0	0	0	2	4	3	5	10	18	7	0	0	0	0	0	3.980	4.294	-0.315
100	Thuura boys	IMENTI NORTH	69	0	0	0	0	0	1	6	1	16	17	14	14	0	0	0	0	0	3.971	3.546	0.425
101	KITHANGARI GIRLS	IMENTI SOUTH	144	1	0	0	1	2	4	5	10	22	32	43	24	1	0	0	0	0	3.965	3.109	0.856
102	JOSIRENES GIRLS	IGEMBE SOUTH	47	1	0	0	0	1	1	3	3	6	8	16	8	0	1	0	0	0	3.957	2.797	1.159
103	RIAKI MIXED SEC	IGEMBE SOUTH	22	0	0	0	1	0	0	0	2	2	7	7	3	0	0	0	0	0	3.955	3.612	0.343
104	Nkando sec	MERU CENTRAL	42	0	0	0	0	0	0	3	2	9	8	16	4	0	0	0	0	0	3.952	3.156	0.796
105	BUURI HIGH	BUURI EAST	58	0	0	0	0	2	2	3	6	5	8	17	15	0	0	0	0	0	3.948	3.396	0.552
106	NCHUUI MIXED	TIGANIA EAST	108	0	0	0	0	1	6	9	8	11	14	26	33	0	0	0	0	0	3.917	3.107	0.810
107	Kinjo Girls	MERU CENTRAL	85	0	0	0	0	0	1	3	7	11	28	24	11	0	0	0	0	0	3.906	3.958	-0.052
108	KITHAKANARO DAY	IMENTI SOUTH	41	0	0	0	0	0	1	3	5	5	6	10	11	0	0	0	0	0	3.902	3.657	0.245
109	Kaongo Girls	MERU CENTRAL	40	0	0	0	0	0	0	2	5	7	8	9	9	0	0	0	0	0	3.900	3.206	0.694
110	Kainginyo day	IMENTI NORTH	38	0	0	0	0	0	3	1	2	4	7	15	6	0	0	0	0	0	3.897	3.460	0.437
111	KAURINE DAY SECONDARY	IGEMBE CENTRAL	95	0	0	0	0	3	6	5	6	9	15	20	25	5	1	0	0	0	3.894	3.605	0.289
112	Miurine	TIGANIA CENTRAL	72	0	0	0	0	2	2	2	5	7	18	22	14	0	0	0	0	0	3.875		0.000
113	AUKI MIXED SEC	IGEMBE SOUTH	105	1	0	0	1	2	2	4	6	12	24	34	17	2	1	0	0	0	3.865	3.539	0.326
114	NTUNENE GIRLS	IGEMBE NORTH	112	0	0	0	0	1	3	2	8	15	29	35	19	0	0	0	0	0	3.830	3.915	-0.085
115	KIBULINE	TIGANIA WEST	56	0	0	0	1	1	0	4	2	9	7	20	10	2	0	0	0	0	3.821	3.459	0.362
116	MBURUGITI	BUURI EAST	60	0	0	0	0	2	0	3	4	8	10	18	14	0	0	0	0	1	3.814	4.286	-0.472
117	KANDUBAI MIXED DAY SECONDARY	IGEMBE CENTRAL	31	0	0	0	0	0	0	0	5	5	6	9	6	0	0	0	0	0	3.806	3.300	0.506
118	Kaluli	TIGANIA CENTRAL	37	0	0	0	0	0	0	2	4	5	7	10	8	0	1	0	0	0	3.806		0.000
119	Ikana	TIGANIA CENTRAL	15	0	0	0	0	0	0	1	1	1	4	7	1	0	0	0	0	0	3.800		0.000
120	Kirige boys	IMENTI NORTH	71	0	0	0	0	2	2	2	4	8	14	23	16	0	0	0	0	0	3.788	3.108	0.680
121	ST.RITA’S AMWAMBA GIRLS	IGEMBE SOUTH	84	2	0	0	0	0	3	1	2	15	22	27	11	1	2	0	0	0	3.781	3.489	0.292
122	MBERO MEMORIAL BOYS	IGEMBE SOUTH	40	0	0	0	0	0	1	4	1	4	10	11	7	2	0	0	0	0	3.775	3.719	0.056
123	Rwanyange day	IMENTI NORTH	31	0	0	0	0	1	1	0	2	3	7	12	4	1	0	0	0	0	3.770	3.400	0.370
124	Mutewa	TIGANIA CENTRAL	76	0	0	0	0	0	1	1	5	16	14	27	12	0	0	0	0	0	3.763		0.000
125	NKUENE SEC	IMENTI SOUTH	51	0	0	0	0	2	2	2	2	6	6	11	17	2	0	0	0	0	3.745	2.330	1.415
126	NDAGENE SEC	IMENTI SOUTH	124	2	0	0	1	3	2	4	8	11	26	35	31	1	2	0	0	0	3.740	3.300	0.440
127	KIANGUA SEC	IMENTI SOUTH	94	0	0	0	0	0	0	1	10	16	16	37	14	0	0	0	0	0	3.723	3.625	0.098
128	Kiamuri day	MERU CENTRAL	72	0	0	0	0	2	0	2	4	8	15	28	14	0	0	0	0	0	3.722	3.350	0.372
129	Mbwinjeru Mixed Day	MERU CENTRAL	20	2	0	0	0	0	0	1	2	4	0	6	5	0	2	0	0	0	3.722	2.266	1.456
130	THINYAINE DAY	TIGANIA WEST	105	0	0	0	1	0	7	4	7	9	17	27	26	0	0	0	0	0	3.705	3.134	0.571
131	Kathiranga Mixed Day	MERU CENTRAL	37	0	0	0	0	0	1	3	2	8	3	5	14	1	0	0	0	0	3.703	3.333	0.370
132	KUNENE DAY	TIGANIA WEST	57	0	0	0	0	0	3	1	2	10	9	18	14	0	0	0	0	0	3.701	3.104	0.597
133	ANTUAMBUI	IGEMBE NORTH	37	0	0	0	0	0	1	2	2	3	8	13	8	0	0	0	0	0	3.676	3.684	-0.008
134	Mariene M Day	MERU CENTRAL	41	0	0	0	0	0	1	0	3	5	10	15	7	0	0	0	0	0	3.658	3.550	0.108
135	Kirigara Mixed Day	MERU CENTRAL	37	0	0	0	0	0	0	0	7	5	4	10	11	0	0	0	0	0	3.646	3.170	0.476
136	ACK MITUNGUU	IMENTI SOUTH	42	0	0	0	0	0	3	2	3	3	4	13	13	1	0	0	0	0	3.642	3.263	0.379
137	MUGAE HILL DAY	IMENTI SOUTH	20	1	0	0	0	0	0	0	3	3	4	3	5	1	1	0	0	0	3.632	2.785	0.846
138	MFARIJI GIRLS	IGEMBE NORTH	27	0	0	0	0	0	1	0	2	3	6	9	6	0	0	0	0	0	3.630	3.434	0.196
139	MBOONE MIXED SEC	IGEMBE SOUTH	24	0	0	0	0	1	0	3	3	1	1	2	11	2	0	0	0	0	3.625	3.212	0.414
140	M.C.K LUUMA	TIGANIA EAST	49	0	0	0	0	0	1	1	4	6	12	9	15	0	1	0	0	0	3.625	3.088	0.537
141	MATIANDUI DAY SECONDARY	IGEMBE CENTRAL	43	0	0	0	0	0	1	0	3	8	8	10	12	0	0	0	0	1	3.619	2.217	1.402
142	Marega	TIGANIA CENTRAL	36	0	0	0	0	0	0	4	1	3	6	13	9	0	0	0	0	0	3.611		0.000
143	Muciimukuru	TIGANIA CENTRAL	58	0	0	0	0	1	1	3	1	5	13	21	12	1	0	0	0	0	3.603		0.000
144	Kaliene	TIGANIA CENTRAL	86	0	0	0	2	1	2	4	5	8	8	23	29	3	1	0	0	0	3.588		0.000
145	MUCUUNE DAY	TIGANIA WEST	75	0	0	0	0	1	0	5	4	11	12	18	20	4	0	0	0	0	3.586	3.705	-0.119
146	NAIKURIU	IGEMBE NORTH	65	0	0	0	0	0	2	3	8	6	5	14	21	3	3	0	0	0	3.581	3.479	0.102
147	Karugwa Girls	MERU CENTRAL	54	0	0	0	0	0	1	3	4	5	8	18	14	1	0	0	0	0	3.574	2.727	0.847
148	KITHITHINA MIXED DAY	BUURI WEST	35	0	0	0	0	0	1	0	2	5	7	12	8	0	0	0	0	0	3.571	3.279	0.292
149	Ruiga Mixed Day	MERU CENTRAL	51	0	0	1	0	0	3	1	3	2	4	21	16	0	0	0	0	0	3.549	2.674	0.875
150	Katheri High	MERU CENTRAL	62	0	0	0	0	2	0	1	3	8	10	21	17	0	0	0	0	0	3.548	3.634	-0.086
151	NYAGENE GIRLS	IMENTI SOUTH	35	0	0	0	0	0	0	1	0	4	10	16	4	0	0	0	0	0	3.540	3.039	0.502
152	OUR LADY OF VISITATION	BUURI WEST	43	0	0	0	0	0	0	1	1	9	10	11	10	1	0	0	0	0	3.535	3.177	0.358
153	MITUNTU GIRLS	TIGANIA WEST	59	0	0	0	0	1	1	0	5	5	13	15	19	0	0	0	0	0	3.520	3.561	-0.041
154	THAU DAY	TIGANIA WEST	29	0	0	0	0	0	1	1	4	2	1	13	8	1	0	0	0	0	3.520	3.187	0.333
155	Keeru sec	MERU CENTRAL	66	0	0	0	0	0	1	1	8	4	9	29	14	0	0	0	0	0	3.515	3.315	0.200
156	MURIINYA DAY	BUURI EAST	36	1	0	0	0	0	1	0	4	2	7	11	10	0	1	0	0	0	3.514	2.791	0.723
157	mwiteria mixed	IMENTI NORTH	59	0	0	0	0	1	1	0	3	10	11	12	21	0	0	0	0	0	3.509	3.778	-0.269
158	Mwithumwiru day	IMENTI NORTH	44	0	0	0	0	0	1	1	5	5	7	7	17	1	0	0	0	0	3.500	3.340	0.160
159	Ntirutu Day	TIGANIA EAST	37	0	0	0	0	0	3	0	0	4	11	5	12	2	0	0	0	0	3.486	3.417	0.069
160	KIEGOI SEC	IGEMBE SOUTH	88	1	0	0	1	0	2	3	5	12	12	18	30	4	1	0	0	0	3.483	N/A	0.000
161	MURERA SECONDARY	IGEMBE CENTRAL	16	0	0	0	0	0	0	1	1	0	4	5	4	0	1	0	0	0	3.467	2.211	1.256
162	CCM Township	IMENTI NORTH	24	0	0	0	0	0	0	1	0	6	4	4	9	0	0	0	0	0	3.458	3.595	-0.137
163	Kirige day	IMENTI NORTH	57	0	0	0	0	0	1	0	5	7	9	18	17	0	0	0	0	0	3.456	3.560	-0.104
164	NTUENE SECONDARY	IGEMBE CENTRAL	45	0	0	0	0	0	0	1	2	2	15	15	9	0	1	0	0	0	3.455	3.500	-0.045
165	KILIMAMUNGU MIXED SECONDARY	IGEMBE CENTRAL	23	0	0	0	0	1	1	0	1	3	3	3	9	2	0	0	0	0	3.435	3.037	0.398
166	TWALE DAY	TIGANIA WEST	24	0	0	0	0	0	0	0	2	3	6	6	6	1	0	0	0	0	3.420	4.000	-0.580
167	THAMARE DAY SECONDARY	IGEMBE CENTRAL	48	0	0	0	0	0	1	2	6	2	7	11	16	3	0	0	0	0	3.417	3.657	-0.240
168	MBURANJIRU MIXED DAY	IGEMBE NORTH	24	0	0	0	0	1	0	2	1	1	2	7	9	1	0	0	0	0	3.417	3.588	-0.171
169	ITUMI MIXED SEC	IGEMBE SOUTH	33	1	0	0	0	0	0	2	2	5	2	9	11	1	1	0	0	0	3.406	2.261	1.145
170	Kithirune Mixed Day	MERU CENTRAL	50	0	0	0	0	0	2	2	1	5	6	18	15	1	0	0	0	0	3.400	3.036	0.364
171	KARAMA ANTUAMUO DAY SECONDARY	IGEMBE CENTRAL	58	0	0	0	0	1	1	1	8	6	4	8	26	3	0	0	0	0	3.397	3.308	0.089
172	Rware	TIGANIA CENTRAL	43	0	0	0	0	0	1	1	3	4	8	10	15	1	0	0	0	0	3.395		0.000
173	Kiria Mixed Day	MERU CENTRAL	33	0	0	0	1	1	1	1	2	5	5	6	10	1	0	0	0	0	3.393	3.258	0.135
174	KAROE DAY	IMENTI SOUTH	78	0	0	0	0	0	0	3	1	9	16	30	17	1	1	0	0	0	3.390	3.405	-0.015
175	KITHUNGURI DAY	IMENTI SOUTH	91	0	0	0	0	0	2	5	5	5	14	26	24	0	0	0	0	0	3.385	3.828	-0.444
176	KANGETA MIXED DAY SECONDARY	IGEMBE CENTRAL	57	0	0	0	0	1	3	2	4	5	4	9	24	5	0	0	0	0	3.368	2.700	0.668
177	AKUI MIXED SEC	IGEMBE SOUTH	31	0	0	0	0	0	0	2	0	1	10	9	7	1	0	0	0	1	3.367	2.609	0.758
178	MARITATI MIXED DAY	BUURI WEST	33	1	0	0	0	0	0	2	2	2	2	17	8	0	1	0	0	0	3.364	3.000	0.364
179	MIRURIIRI BOYS	IMENTI SOUTH	81	0	0	0	0	2	0	5	4	2	11	23	31	0	0	0	0	0	3.359	3.119	0.240
180	KINORO DAY	IMENTI SOUTH	28	0	0	0	0	0	0	1	2	4	3	7	11	0	0	0	0	0	3.357	2.846	0.511
181	NTUGI	BUURI EAST	104	0	0	0	1	0	3	3	4	10	10	37	33	3	0	0	0	0	3.356	3.353	0.003
182	KATHELWA DAY SECONDARY	IGEMBE CENTRAL	117	0	0	0	0	0	4	5	5	11	13	30	40	5	3	0	0	0	3.354	3.098	0.256
183	Thuuri	TIGANIA CENTRAL	58	0	0	0	0	1	0	2	3	9	3	16	24	0	0	0	0	0	3.345		0.000
184	KAUBAU DAY	IMENTI SOUTH	36	0	0	0	0	0	0	1	2	4	8	8	12	1	0	0	0	0	3.333	2.618	0.715
185	Kaguma Mixed	MERU CENTRAL	19	1	0	0	0	0	0	0	1	4	3	3	6	1	1	0	0	0	3.333	2.000	1.333
186	KAIRAA DAY	IMENTI SOUTH	28	0	0	0	0	0	0	0	2	3	7	6	10	0	0	0	0	0	3.331	3.500	-0.169
187	NTHARE SECONDARY	IGEMBE CENTRAL	55	0	0	0	0	0	1	4	2	1	10	17	19	1	0	0	0	0	3.327	2.838	0.489
188	Holy Family Nkuene	MERU CENTRAL	31	0	0	0	0	0	1	1	2	3	7	8	9	0	0	0	0	0	3.322	4.210	-0.888
189	ST.EUGENE	IMENTI SOUTH	19	0	0	0	0	0	0	0	1	5	0	6	7	0	0	0	0	0	3.316	3.077	0.239
190	BLESSED JOSEPH G.	IMENTI SOUTH	31	0	0	0	0	0	0	2	1	3	5	7	13	0	0	0	0	0	3.290	3.500	-0.210
191	NTULILI DAY	TIGANIA EAST	22	0	0	0	0	0	1	1	1	1	1	8	7	1	0	0	0	1	3.285	3.190	0.095
192	Munithu mixed	IMENTI NORTH	43	0	0	0	0	0	1	1	3	3	7	8	18	2	0	0	0	0	3.285	3.333	-0.048
193	LUBUATHIRUA DAY	TIGANIA EAST	39	0	0	0	0	0	1	1	3	3	2	6	16	6	1	0	0	0	3.280	3.286	-0.006
194	MUKUIRU SEC	TIGANIA EAST	81	0	0	0	0	0	0	4	4	10	6	25	30	1	1	0	0	0	3.275	3.370	-0.095
195	LEETA DAY	IGEMBE NORTH	91	0	0	0	0	2	1	2	4	10	9	22	41	0	0	0	0	0	3.275	3.235	0.040
196	Gachanka day	IMENTI NORTH	67	0	0	0	0	1	3	2	3	3	8	12	29	3	3	0	0	0	3.270	3.041	0.229
197	NTUMBURI DAY	BUURI EAST	44	2	0	0	0	0	1	2	1	3	6	15	11	3	2	0	0	0	3.262	2.718	0.544
198	ST. CYPRIAN BOYS	TIGANIA EAST	117	0	0	0	0	0	0	2	1	16	25	38	32	3	0	0	0	0	3.256	2.880	0.376
199	Ntonyero Mixed Day	MERU CENTRAL	48	1	0	0	0	0	0	1	3	6	5	13	16	4	1	0	0	0	3.250	3.100	0.150
200	Kathirune day	IMENTI NORTH	44	0	0	0	0	1	1	2	1	2	6	9	19	3	0	0	0	0	3.200	3.133	0.067
201	KANJOO MIXED DAY SECONDARY	IGEMBE CENTRAL	17	0	0	0	0	1	0	1	0	0	0	7	5	1	2	0	0	0	3.200		0.000
202	GANKONDI DAY	IMENTI SOUTH	30	0	0	0	0	0	0	1	2	2	5	10	6	4	0	0	0	0	3.200	2.981	0.219
203	Gaokene Mixed Day	MERU CENTRAL	31	0	0	0	0	2	0	1	0	1	5	6	15	1	0	0	0	0	3.194	3.450	-0.256
204	MACHIKINE GIRLS	IMENTI SOUTH	42	0	0	0	0	0	0	0	5	2	7	10	18	0	0	0	0	0	3.190	4.026	-0.836
205	AKIRANG’ONDU SECONDARY	IGEMBE CENTRAL	69	0	0	0	0	1	0	0	1	11	15	11	27	3	0	0	0	0	3.188	2.771	0.417
206	KIRUKIRE DAY	TIGANIA WEST	44	0	0	0	0	2	1	2	1	2	3	11	17	5	0	0	0	0	3.180	2.380	0.800
207	IGANGENE DAY	IMENTI SOUTH	30	0	0	0	0	0	1	2	0	3	2	7	14	1	0	0	0	0	3.167	2.838	0.329
208	THIMBILI DAY SECONDARY	IGEMBE CENTRAL	120	0	0	0	1	2	3	6	3	4	14	29	47	11	0	0	0	0	3.167	2.780	0.387
209	ST AUGUSTINE LUURIA	TIGANIA WEST	36	0	0	0	0	0	1	0	0	3	12	5	13	2	0	0	0	0	3.166	NEW	0.000
210	NAARI GIRLS	BUURI EAST	24	0	0	0	0	0	0	0	1	4	1	10	8	0	0	0	0	0	3.166	2.700	0.466
211	Kinjo Mixed Day	MERU CENTRAL	34	0	0	0	0	0	0	2	1	2	2	17	8	2	0	0	0	0	3.147	3.583	-0.436
212	LOWER CHURE DAY	IMENTI SOUTH	45	0	0	0	0	0	0	1	1	5	6	15	17	0	0	0	0	0	3.133	3.069	0.064
213	Muruugi Day Mixed	MERU CENTRAL	16	1	0	0	0	0	0	0	1	1	2	6	5	0	1	0	0	0	3.133	2.750	0.383
214	MATIRINE MIXED DAY SECONDARY	IGEMBE CENTRAL	33	0	0	0	0	0	0	0	1	4	6	8	13	0	1	0	0	0	3.125		0.000
215	Ngonyi boys	IMENTI NORTH	58	0	0	0	0	1	2	1	2	0	8	15	28	0	1	0	0	0	3.122	2.940	0.182
216	Chungari mixed	IMENTI NORTH	33	0	0	0	0	0	0	0	2	3	3	14	11	0	0	0	0	0	3.120	3.310	-0.190
217	MWEROKIENI DAY	TIGANIA EAST	42	0	0	0	0	0	2	0	1	4	8	6	18	3	0	0	0	0	3.119	2.522	0.597
218	KATHERA GIRLS	IMENTI SOUTH	44	0	0	0	0	0	0	0	1	6	6	14	17	0	0	0	0	0	3.091	2.500	0.591
219	KATHIGU DAY	IMENTI SOUTH	45	0	0	0	0	0	2	0	2	3	4	13	20	1	0	0	0	0	3.089	3.764	-0.675
220	ANJALU MIXED DAY	IGEMBE NORTH	25	0	0	0	0	0	0	0	2	2	2	8	10	0	1	0	0	0	3.083	3.739	-0.656
221	ST JAMES TUTWA	BUURI EAST	51	1	0	1	0	0	1	0	2	9	5	13	18	0	1	0	0	1	3.082	3.729	-0.647
222	Kianthumbi Mixed Day	MERU CENTRAL	77	1	0	0	0	0	1	3	3	5	7	24	28	6	1	0	0	0	3.079	2.755	0.324
223	KARUMARU MIXED SEC	IGEMBE SOUTH	100	0	0	0	1	0	0	1	4	10	9	32	41	2	0	0	0	0	3.070	3.839	-0.769
224	MUTUATI	IGEMBE NORTH	35	0	0	0	0	0	0	1	1	2	6	13	9	3	0	0	0	0	3.057	2.800	0.257
225	Rurii	TIGANIA CENTRAL	18	0	0	0	0	0	0	1	0	2	1	6	8	0	0	0	0	0	3.056		0.000
226	NAATHU	IGEMBE NORTH	90	0	0	0	0	0	1	1	3	4	16	31	31	3	0	0	0	0	3.056	2.630	0.426
227	Kinoru day	IMENTI NORTH	37	0	0	0	0	0	0	1	3	4	0	11	17	1	0	0	0	0	3.054	2.590	0.464
228	Kiamiriru mixed	IMENTI NORTH	25	0	0	0	0	0	0	0	3	0	4	7	10	1	0	0	0	0	3.040	2.413	0.627
229	MUKARAGATINE	IMENTI SOUTH	32	0	0	0	0	0	0	0	0	2	7	14	8	1	0	0	0	0	3.031	0.000	0.000
230	KIGARINE DAY	IMENTI SOUTH	38	0	0	0	0	0	0	1	2	2	5	12	14	2	0	0	0	0	3.026	3.152	-0.125
231	Munithu girls	IMENTI NORTH	87	0	0	0	0	0	0	2	1	11	13	20	36	4	0	0	0	0	3.020	2.800	0.220
232	KIRINDARA MIXED DAY	IGEMBE NORTH	55	0	0	0	0	2	0	2	2	2	9	8	20	9	1	0	0	0	3.019	2.477	0.542
233	Nthimbiri sec	IMENTI NORTH	35	0	0	0	0	1	1	0	0	4	2	8	17	2	0	0	0	0	3.000	3.000	0.000
234	KAMAROO DAY	TIGANIA WEST	23	0	0	0	0	0	0	0	0	4	3	7	7	2	0	0	0	0	3.000	2.470	0.530
235	KIUTINE ADVENTIST SECONDARY	IGEMBE CENTRAL	39	0	0	0	0	0	0	1	2	2	4	13	16	1	0	0	0	0	3.000	2.939	0.061
236	ST JOSEPHS BOYS	BUURI EAST	42	1	0	0	0	0	0	0	1	6	4	12	17	1	1	0	0	0	3.000	2.690	0.310
237	NCHOROIBORO	BUURI EAST	44	0	0	0	0	0	0	0	3	4	4	13	19	1	0	0	0	0	3.000	2.560	0.440
238	kiija mixed Day	MERU CENTRAL	32	1	0	0	0	0	0	1	1	3	3	8	14	1	1	0	0	0	3.000	2.410	0.590
239	St. Theresa	MERU CENTRAL	37	0	0	0	0	0	0	2	0	3	7	6	17	2	0	0	0	0	3.000	2.600	0.400
240	NKUBU DAY	IMENTI SOUTH	54	0	0	0	0	0	1	2	1	3	6	17	19	5	0	0	0	0	2.989	2.634	0.355
241	NKANGA DAY	TIGANIA WEST	38	0	0	0	0	1	0	2	1	2	4	8	15	5	0	0	0	0	2.973	2.407	0.566
242	Mujwa Girls	MERU CENTRAL	36	0	0	0	1	0	0	0	0	5	0	12	18	0	0	0	0	0	2.972	3.400	-0.428
243	K.K. BAITHAI	IGEMBE NORTH	53	0	0	0	0	0	1	2	5	4	1	7	27	6	0	0	0	0	2.962	2.833	0.129
244	Ngage	TIGANIA CENTRAL	21	0	0	0	0	0	0	0	0	2	3	8	8	0	0	0	0	0	2.952		0.000
245	LAILUBA DAY	TIGANIA EAST	44	0	0	0	0	0	1	0	1	3	5	12	17	2	2	0	0	0	2.950	3.115	-0.165
246	ST JOSEPHS INTE.	IMENTI SOUTH	31	0	0	0	0	0	0	1	1	1	2	13	13	0	0	0	0	0	2.950	3.081	-0.131
247	MUTUNGURU DAY	IMENTI SOUTH	36	0	0	0	1	0	0	0	2	0	3	12	16	1	0	0	0	1	2.943	2.419	0.523
248	ST. FRANCIS OF ASSIS	TIGANIA WEST	67	0	0	0	0	0	1	0	3	3	9	27	3	0	0	0	0	0	2.940	2.580	0.360
249	Runogone day	IMENTI NORTH	29	0	0	0	0	0	0	0	0	2	7	7	13	0	0	0	0	0	2.931	2.400	0.531
250	Consolata girls	IMENTI NORTH	29	0	0	0	0	0	0	0	1	2	1	11	12	2	0	0	0	0	2.925	2.352	0.573
251	Githongo Boys	MERU CENTRAL	39	0	0	0	0	0	0	0	1	3	6	12	16	1	0	0	0	0	2.920	2.971	-0.051
252	NTHAMBIRO SECONDARY	IGEMBE CENTRAL	23	0	0	0	0	0	0	1	1	2	0	6	13	0	0	0	0	0	2.913	2.667	0.246
253	Kiguchwa	TIGANIA CENTRAL	67	0	0	0	0	0	1	1	0	5	9	18	32	1	0	0	0	0	2.910		0.000
254	NGUKWINE	IGEMBE NORTH	44	0	0	0	0	0	0	2	2	4	5	6	19	6	0	0	0	0	2.909	2.514	0.395
255	KIIRUA ADVENTIST	BUURI EAST	48	0	0	0	0	0	0	1	0	5	6	14	19	3	0	0	0	0	2.896	2.860	0.036
256	KAGWAMPUNGU	IMENTI SOUTH	40	2	0	0	0	0	0	0	1	2	6	13	15	1	2	0	0	0	2.894	2.813	0.082
257	MUUTIOKIAMA SEC	IMENTI SOUTH	36	0	0	0	0	0	0	0	1	3	10	5	12	6	0	0	0	0	2.889	2.093	0.796
258	MAUA MIXED SEC	IGEMBE SOUTH	35	0	0	0	0	0	0	0	1	3	6	6	19	0	0	0	0	0	2.886	2.577	0.309
259	MUTUUMA DAY	BUURI EAST	17	0	0	0	0	0	0	0	1	1	2	6	5	2	0	0	0	0	2.882	2.579	0.303
260	Thuura Mixed	IMENTI NORTH	56	0	0	0	0	0	0	1	2	1	8	21	19	4	0	0	0	0	2.875	2.660	0.215
261	MWERU MIXED	IMENTI SOUTH	32	0	0	0	0	0	2	0	1	0	2	9	17	1	0	0	0	0	2.875	2.810	0.066
262	ANTUBOCHIU MIXED SEC	IGEMBE SOUTH	52	0	0	0	1	0	0	1	0	4	9	9	21	7	0	0	0	0	2.865	2.686	0.179
263	NGUSISHI MIXED DAY	BUURI WEST	50	0	0	0	0	0	1	0	2	3	3	17	21	3	0	0	0	0	2.860	2.519	0.342
264	ATHWANA SEC.	TIGANIA WEST	42	0	0	0	0	0	0	0	1	5	2	16	15	3	0	0	0	0	2.860	2.388	0.472
265	Karaene Mixed Day	MERU CENTRAL	27	0	0	0	0	0	1	0	0	3	1	9	10	3	0	0	0	0	2.852	2.370	0.482
266	MIORI DAY SECONDARY	IGEMBE CENTRAL	19	0	0	0	0	0	0	0	1	1	3	4	9	1	0	0	0	0	2.842	2.133	0.709
267	Ntakiria Day	IMENTI NORTH	48	0	0	0	0	1	1	0	1	2	4	12	22	4	1	0	0	0	2.830	2.489	0.341
268	KALIATI DAY	TIGANIA WEST	58	0	0	0	0	0	1	0	3	5	5	9	31	4	0				2.830	2.852	-0.022
269	ST.MARTIN’S NGONGO	IMENTI SOUTH	28	0	0	0	0	0	0	1	0	2	3	6	16	0	0	0	0	0	2.821	2.857	-0.036
270	MACHAKU DAY	TIGANIA WEST	50	1	0	0	0	0	2	1	0	1	7	11	22	5	0	0	0	0	2.820	2.472	0.348
271	LAIBOCHA DAY	TIGANIA EAST	29	0	0	0	0	0	1	0	0	2	2	6	15	2	0	0	1	0	2.815	2.400	0.415
272	Muri Mixed Day	MERU CENTRAL	38	1	0	0	0	0	1	0	2	2	2	12	12	6	1	0	0	0	2.810	3.065	-0.255
273	ST. MARYS MBARANGA	TIGANIA EAST	42	0	0	0	0	0	0	0	1	0	5	8	27	1	0	0	0	0	2.809	2.567	0.242
274	Tabata Mixed Day	MERU CENTRAL	5	0	0	0	0	0	0	0	0	1	0	1	3	0	0	0	0	0	2.800	1.600	1.200
275	LINJOKA DAY	IGEMBE NORTH	24	0	0	0	0	0	0	0	2	1	1	8	10	2	0	0	0	0	2.792	2.667	0.125
276	KIONYO DAY	IMENTI SOUTH	33	0	0	0	0	0	0	0	0	3	3	12	14	1	0	0	0	0	2.788	3.277	-0.489
277	Ankamia	TIGANIA CENTRAL	61	0	0	0	0	0	0	1	0	3	9	18	29	0	0	0	0	0	2.787		0.000
278	ST AGNES GAUKUNE	IMENTI SOUTH	23	0	0	0	0	0	0	0	0	2	2	8	10	1	0	0	0	0	2.782	2.867	-0.085
279	st. Angelic	IMENTI NORTH	97	0	0	0	0	0	0	1	3	6	7	29	43	5	3	0	0	0	2.777	2.200	0.577
280	AKUUNE DAY SECONDARY	IGEMBE CENTRAL	95	0	0	0	0	1	0	2	4	7	10	12	45	13	1	0	0	0	2.777	2.654	0.122
281	NTUTI SECONDARY	IGEMBE CENTRAL	91	0	0	0	0	0	0	3	3	4	13	14	42	10	2	0	0	0	2.775	3.175	-0.400
282	KARICHU MIXED	IGEMBE NORTH	35	0	0	0	0	0	0	1	1	0	6	9	13	4	1	0	0	0	2.765	2.081	0.684
283	KAILUTHA DAY	TIGANIA EAST	42	0	0	0	0	1	0	2	0	3	4	8	14	10	0	0	0	0	2.761	1.868	0.893
284	UGOTI MIXED SEC	IGEMBE SOUTH	25	0	0	0	0	0	0	1	0	0	3	9	11	1	0	0	0	0	2.760	2.867	-0.107
285	NKANDA	IGEMBE NORTH	49	0	0	0	0	1	2	1	0	1	6	6	24	8	0	0	0	0	2.755	2.722	0.033
286	GEETO DAY	IMENTI SOUTH	20	0	0	0	0	0	0	0	0	1	3	6	10	0	0	0	0	0	2.750	2.600	0.150
287	KIANJAI BOYS	TIGANIA WEST	36	1	0	0	0	1	0	0	1	1	1	13	15	3	0	0	0	0	2.742	2.120	0.622
288	KITHETU KIRIMENE MIXED	IGEMBE SOUTH	27	0	0	0	0	0	0	1	0	1	4	5	15	1	0	0	0	0	2.741	2.326	0.415
289	Kambiti Day	IMENTI NORTH	34	0	0	0	0	0	1	0	1	4	2	2	21	3	0	0	0	0	2.735	2.409	0.326
290	MABUURUA DAY	TIGANIA EAST	22	0	0	0	0	0	0	0	0	0	5	5	12	0	0	0	0	0	2.727	2.714	0.013
291	NKUMARI DAY	IMENTI SOUTH	39	0	0	0	0	0	0	0	0	1	4	14	19	1	0	0	0	0	2.715	2.667	0.048
292	KIANJAI GIRLS	TIGANIA WEST	70	0	0	0	0	0	0	1	1	0	8	24	30	5	0	0	0	0	2.714	2.268	0.446
293	KOTHINE DAY	IMENTI SOUTH	31	0	0	0	0	0	0	0	1	1	2	12	14	1	0	0	0	0	2.710	2.714	-0.005
294	URINGU GIRLS	TIGANIA WEST	41	0	0	0	0	0	0	0	1	2	5	14	14	5	0	0	0	0	2.707	2.424	0.283
295	RUGEETENE DAY	BUURI EAST	17	0	0	0	0	0	0	0	0	2	0	7	7	1	0	0	0	0	2.706	2.390	0.316
296	Ngiine day	IMENTI NORTH	52	0	0	0	0	0	2	0	0	2	5	12	30	1	0	0	0	0	2.700	2.603	0.097
297	MWANIKA DAY	TIGANIA WEST	26	0	0	0	0	0	0	0	0	0	4	11	10	1	0	0	0	0	2.692	2.500	0.192
298	KAWIRU DAY SECONDARY	IGEMBE CENTRAL	43	0	0	0	0	0	0	1	2	2	3	9	20	5	1	0	0	0	2.690	2.448	0.242
299	Nguchia Mixed Day	MERU CENTRAL	16	0	0	0	0	0	0	0	0	0	3	6	6	1	0	0	0	0	2.687	1.714	0.973
300	MUTIONJURI DAY	TIGANIA WEST	19	0	0	0	0	0	0	0	0	2	2	5	8	2	0	0	0	0	2.680	2.222	0.458
301	MITOONE MIXED	BUURI EAST	33	1	0	0	0	0	0	0	0	2	2	12	14	1	1	0	0	1	2.677	2.777	-0.100
302	KITHETU	IGEMBE NORTH	43	0	0	0	0	0	0	0	2	3	6	7	18	7	0	0	0	0	2.674	3.087	-0.413
303	King’o	TIGANIA CENTRAL	38	0	0	0	0	1	0	0	0	1	1	16	17	1	0	0	0	0	2.658		0.000
304	Murathi Day	MERU CENTRAL	26	0	0	0	0	1	0	1	1	0	2	3	12	6	0	0	0	0	2.653	2.540	0.113
305	SIRIMON MIXED DAY	BUURI WEST	45	1	0	0	0	0	0	0	0	4	5	9	25	2	1	0	0	0	2.644	2.229	0.415
306	NKAMATHI	IGEMBE NORTH	36	0	0	0	0	1	1	1	0	0	1	8	19	5	0	0	0	0	2.639	2.756	-0.117
307	St Bonaventure Ruiga	MERU CENTRAL	22	0	0	0	0	0	0	0	0	2	1	7	11	1	0	0	0	0	2.636	2.500	0.136
308	RUMANTHI GIRLS	TIGANIA EAST	64	0	0	0	0	0	0	0	2	1	5	24	27	1	4	0	0	0	2.633	2.872	-0.239
309	NAIRURU	IGEMBE NORTH	52	0	0	0	0	0	0	1	2	3	4	9	20	9	4	0	0	0	2.625	2.897	-0.272
310	MCK Kaathi	TIGANIA CENTRAL	38	0	0	0	0	0	0	0	0	2	4	9	22	0	1	0	0	0	2.622		0.000
311	KIORIMBA	TIGANIA WEST	34	0	0	0	0	0	0	1	0	0	3	8	12	10	0	0	0	0	2.618	2.656	-0.038
312	K.K RWANJWEE	TIGANIA WEST	26	0	0	0	0	0	0	0	0	4	3	2	13	4	0	0	0	0	2.615	2.300	0.315
313	K.K.LUMBI	TIGANIA WEST	66	1	0	0	0	0	0	0	3	2	9	13	30	8	0	0	0	0	2.600	3.027	-0.427
314	MUKULULU DAY SECONDARY	IGEMBE CENTRAL	42	0	0	0	0	0	0	1	1	3	2	8	22	5	0	0	0	0	2.595	2.667	-0.071
315	Ruriene day	IMENTI NORTH	22	0	0	0	0	0	0	0	0	1	4	4	11	2	0	0	0	0	2.591	2.000	0.591
316	NYOMBA YATHI	IMENTI SOUTH	23	0	0	0	0	0	0	1	0	0	0	7	14	0	0	0	0	0	2.591	2.500	0.091
317	KILALAI MIXED SEC	IGEMBE SOUTH	85	0	0	0	0	0	2	1	3	4	1	18	45	11	0	0	0	0	2.588	2.716	-0.128
318	Mbirikene day	IMENTI NORTH	31	0	0	0	0	0	0	0	0	1	3	11	14	2	0	0	0	0	2.580	3.090	-0.510
319	MICHOGOMONE	BUURI EAST	50	0	0	0	0	0	1	1	1	2	3	10	24	8	0	0	0	0	2.580	2.840	-0.260
320	Mpuri mixed	IMENTI NORTH	16	0	0	0	0	0	0	0	0	2	0	4	9	1	0	0	0	0	2.562	2.460	0.102
321	KAMITONGU	TIGANIA WEST	16	0	0	0	0	0	0	0	0	2	0	4	9	1	0	0	0	0	2.560	NEW	0.000
322	Kiburine sec	IMENTI NORTH	25	0	0	0	0	0	0	0	1	0	0	12	10	2	0	0	0	0	2.560	3.000	-0.440
323	Gatuatine Mixed Day	MERU CENTRAL	37	3	0	0	0	0	0	0	1	1	2	11	15	4	3	0	0	0	2.560	2.529	0.031
324	MWEROMUTHANGA	TIGANIA EAST	22	0	0	0	0	0	0	1	0	0	2	8	10	1	0	0	0	0	2.554	1.684	0.870
325	DEB Kiguma	TIGANIA CENTRAL	15	0	0	0	0	0	0	0	1	1	1	1	5	0	4	0	0	0	2.545		0.000
326	NTIRIMITI MIXED SEC	BUURI WEST	37	0	0	0	0	0	0	0	3	0	2	7	22	3	0	0	0	0	2.541	2.487	0.053
327	ACK St Pauls Makandune	MERU CENTRAL	32	0	0	0	0	0	0	0	0	2	2	10	15	3	0	0	0	0	2.531	2.762	-0.231
328	NTHAMIRI	IMENTI NORTH	21	0	0	0	0	0	0	1	0	1	0	5	12	2	0	0	0	0	2.523	2.000	0.523
329	Kirirwa M. Day	MERU CENTRAL	48	0	0	0	0	0	1	0	1	3	3	9	22	9	0	0	0	0	2.520	2.285	0.235
330	GAKANDO GIRLS	BUURI EAST	34	1	0	0	0	0	0	0	0	2	3	10	13	5	1	0	0	0	2.515	2.276	0.239
331	MAKANDI DAY	TIGANIA WEST	35	0	0	0	0	0	0	1	0	1	1	11	18	3	0	0	0	0	2.514	2.250	0.264
332	LUBUNU DAY	TIGANIA WEST	45	0	0	0	0	1	0	0	1	0	2	13	23	5	0	0	0	0	2.510	2.705	-0.195
333	KITHARE DAY SECONDARY	IGEMBE CENTRAL	119	0	0	0	0	0	0	2	5	4	6	20	60	17	5	0	0	0	2.500	2.222	0.278
334	K.K. AARU	IGEMBE CENTRAL	26	0	0	0	0	0	0	0	0	0	3	9	12	2	0	0	0	0	2.500	2.143	0.357
335	NTURUBA MIXED DAY SECONDARY	IGEMBE CENTRAL	221	0	0	0	0	0	0	4	10	9	15	33	108	41	1	0	0	0	2.495	2.431	0.065
336	MIUINE MIXED DAY	IGEMBE NORTH	33	0	0	0	0	0	1	1	0	2	1	6	13	9	0	0	0	0	2.485	2.208	0.277
337	TUURU DAY SECONDARY	IGEMBE CENTRAL	31	0	0	0	0	0	0	0	0	1	4	7	16	3	0	0	0	0	2.484	2.333	0.151
338	TIIRA MIXED SEC	IGEMBE SOUTH	42	0	0	0	0	0	0	0	0	1	4	11	24	2	0	0	0	0	2.476	2.549	-0.073
339	AMBARU MIXED DAY	IGEMBE NORTH	70	0	0	0	0	0	0	3	0	2	5	13	33	12	2	0	0	0	2.471	2.226	0.245
340	KIEIYA DAY SECONDARY	IGEMBE CENTRAL	58	0	0	0	0	0	0	0	3	2	6	9	26	12	0	0	0	0	2.466	2.825	-0.360
341	MACHUNGULU DAY SECONDARY	IGEMBE CENTRAL	172	0	0	0	0	2	1	1	5	6	13	30	71	41	2	0	0	0	2.459	2.323	0.135
342	MURINGENE DAY SECONDARY	IGEMBE CENTRAL	36	0	0	0	0	0	0	0	1	1	5	3	21	4	0	0	0	1	2.457	2.373	0.085
343	AMWARI DAY	TIGANIA WEST	20	0	0	0	0	0	0	0	0	0	2	6	11	1	0	0	0	0	2.450	2.000	0.450
344	KITHIIRI DAY	TIGANIA WEST	79	0	0	0	0	0	1	0	1	3	6	15	39	14	0	0	0	0	2.443	2.380	0.063
345	ST. PAUL’S GITINE	IMENTI SOUTH	23	0	0	0	0	0	0	0	1	1	6	14	1	0	0	0	0	0	2.437	2.292	0.145
346	KATHANGA	IGEMBE NORTH	52	0	0	0	0	0	0	0	0	4	1	16	23	8	0	0	0	0	2.423	2.310	0.113
347	GAATIA DAY	IMENTI SOUTH	45	0	0	0	0	0	0	1	0	4	1	9	21	9	0	0	0	0	2.422	2.417	0.005
348	LAIRANGI DAY	TIGANIA WEST	19	0	0	0	0	0	0	0	0	2	0	5	9	3	0	0	0	0	2.421	1.700	0.721
349	MBAINE DAY	IMENTI SOUTH	24	0	0	0	0	0	0	0	0	1	2	5	14	2	0	0	0	0	2.417	2.167	0.250
350	KANGAITA MIXED DAY	BUURI WEST	32	0	0	0	0	0	0	0	0	1	2	7	21	1	0	0	0	0	2.406	3.000	-0.594
351	RWAREERA DAY	BUURI EAST	28	0	0	0	0	0	0	0	0	2	2	5	15	4	0	0	0	0	2.392	2.220	0.172
352	DEB MBARANGA	TIGANIA EAST	23	0	0	0	0	0	0	0	0	0	4	3	14	2	0	0	0	0	2.391	2.452	-0.061
353	LACIATHURIU	TIGANIA WEST	16	3	0	0	0	0	0	0	0	0	2	4	4	3	0	0	0	0	2.380	2.888	-0.508
354	Ametho	TIGANIA CENTRAL	27	0	0	0	0	0	0	0	1	1	0	5	18	2	0	0	0	0	2.370		0.000
355	AMATU DAY	TIGANIA WEST	20	1	0	0	0	0	0	0	0	0	2	4	12	1	0	0	0	0	2.360	NEW	0.000
356	MITUNTU MIXED DAY	TIGANIA WEST	31	0	0	0	0	0	0	0	2	4	4	12	9	0	0	0	0	0	2.355		0.000
357	URRU DAY	TIGANIA WEST	47	0	0	0	0	0	0	0	2	2	1	8	26	8	0	0	0	0	2.340	2.412	-0.072
358	RUIBI	BUURI EAST	9	0	0	0	0	0	0	0	0	0	1	2	5	1	0	0	0	0	2.333	2.200	0.133
359	RURAMA DAY	IMENTI SOUTH	34	0	0	0	0	0	0	0	0	1	2	5	25	1	0	0	0	0	2.324	2.325	-0.002
360	KABUKURO DAY SECONDARY	IGEMBE CENTRAL	33	0	0	0	0	0	0	0	0	0	4	5	21	3	0	0	0	0	2.303	2.071	0.232
361	KANAATHU SECONDARY	IGEMBE CENTRAL	34	0	0	0	0	0	0	0	1	0	1	7	21	3	1	0	0	0	2.303	2.240	0.063
362	KIIRUA DAY	BUURI EAST	20	0	0	0	0	0	0	0	0	1	1	3	13	2	0	0	0	0	2.300	3.389	-1.089
363	MCK NTIBA	TIGANIA WEST	45	0	0	0	0	0	0	0	0	1	6	7	25	5	0	0	0	1	2.295	2.428	-0.133
364	ST. JOHNS NCHOORO	TIGANIA WEST	51	0	0	0	0	0	0	0	3	2	1	4	32	9	0	0	0	0	2.294	2.233	0.061
365	NKINYANGA SECONDARY	IGEMBE CENTRAL	38	0	0	0	0	0	0	1	0	1	1	9	18	8	0	0	0	0	2.289	1.784	0.505
366	MUCHEENE	BUURI EAST	18	0	0	0	0	0	0	0	0	1	0	6	8	3	0	0	0	0	2.278	1.875	0.403
367	KIBIRU DAY	TIGANIA WEST	16	1	0	0	0	0	0	0	0	1	0	3	9	2	0	0	0	0	2.270	2.095	0.175
368	RWOMPO	IMENTI SOUTH	30	0	0	0	0	0	0	0	0	1	1	4	23	1	0	0	0	0	2.267	2.333	-0.066
369	St. Martins	MERU CENTRAL	24	0	0	0	0	0	0	0	0	2	1	2	15	4	0	0	0	0	2.250	2.260	-0.010
370	MCK KAMBOO	IGEMBE NORTH	16	0	0	0	0	0	0	0	0	0	1	4	9	2	0	0	0	0	2.250	2.560	-0.310
371	KAAMU DAY	TIGANIA WEST	60	0	0	0	0	0	0	0	0	2	7	7	31	13	0	0	0	0	2.233	2.337	-0.104
372	KATHATENE	IGEMBE NORTH	31	0	0	0	0	0	0	0	0	1	1	6	18	5	0	0	0	0	2.194	2.074	0.120
373	GITURA MIXED SEC	IGEMBE SOUTH	32	0	0	0	0	0	0	0	0	2	1	6	15	8	0	0	0	0	2.188	2.222	-0.035
374	KINANG’ARU	TIGANIA EAST	16	0	0	0	0	0	0	0	0	0	0	6	7	3	0	0	0	0	2.188	1.818	0.370
375	ATHIRU GAITI MIXED SEC	IGEMBE SOUTH	41	0	0	0	0	0	0	0	0	1	2	7	23	8	0	0	0	0	2.146	1.920	0.226
376	LULUMA MIXED SEC	IGEMBE SOUTH	21	0	0	0	0	0	0	0	0	0	3	3	9	6	0	0	0	0	2.143	2.133	0.010
377	Mwirine mixed	IMENTI NORTH	38	0	0	0	0	0	0	0	0	1	4	5	17	11	0	0	0	0	2.131	2.102	0.029
378	KAONGO KAMAU DAY SECONDARY	IGEMBE CENTRAL	18	0	0	0	0	0	0	0	0	0	1	5	7	5	0	0	0	0	2.111	2.308	-0.197
379	MBAYO DAY	IGEMBE NORTH	45	0	0	0	0	0	0	1	1	0	1	7	21	14	0	0	0	0	2.089	2.170	-0.081
380	Irindiro	TIGANIA CENTRAL	30	0	0	0	0	0	0	0	0	1	1	2	21	5	0	0	0	0	2.067		0.000
381	St Benedict	TIGANIA CENTRAL	21	0	0	0	0	0	0	0	0	0	0	5	12	4	0	0	0	0	2.048		0.000
382	Meru Girls	IMENTI NORTH	22	0	0	0	0	0	0	0	0	0	0	3	17	2	0	0	0	0	2.045	2.080	-0.035
383	INONO DAY MIXED	IGEMBE NORTH	26	0	0	0	0	0	0	0	0	0	0	6	15	5	0	0	0	0	2.038	1.950	0.088
384	KATHATHENE DAY SECONDARY	IGEMBE CENTRAL	33	0	0	0	0	0	0	0	0	1	0	4	22	6	0	0	0	0	2.030	2.222	-0.192
385	FRASEL HIGH	IGEMBE SOUTH	24	0	0	0	0	0	0	0	0	0	0	4	16	4	0	0	0	0	2.000	2.222	-0.222
386	MACHEGENE DAY	TIGANIA WEST	16	0	0	0	0	0	0	0	0	0	0	3	10	3	0	0	0	0	2.000	2.333	-0.333
387	ANTUBETWE KIONGO	IGEMBE NORTH	31	0	0	0	0	0	0	0	0	0	1	4	20	6	0	0	0	0	2.000	2.302	-0.302
388	KINDANI MIXED SEC	IGEMBE SOUTH	17	1	0	0	0	0	0	0	0	0	0	2	11	3	1	0	0	0	1.938	1.833	0.104
389	LUKUNUNU	IGEMBE NORTH	38	0	0	0	0	0	0	0	1	0	0	4	21	11	1	0	0	0	1.919	2.323	-0.404
390	THUURIA DAY	TIGANIA EAST	23	0	0	0	0	0	0	0	0	0	1	1	16	5	0	0	0	0	1.913	2.462	-0.549
391	Nkabune day	IMENTI NORTH	27	0	0	0	0	0	0	0	0	1	3	15	8	0	0	0	0	0	1.887	2.237	-0.350
392	KIANJOGU DAY	IMENTI SOUTH	15	1	0	0	0	0	0	0	0	0	0	2	8	4	0	0	0	0	1.857	2.177	-0.320
393	Mwalimu Girls	IMENTI NORTH	15	0	0	0	0	0	0	0	0	0	0	3	5	5	2	0	0	0	1.846	2.105	-0.259
394	NAIRIRI DAY	TIGANIA WEST	19	0	0	0	0	0	0	0	0	1	0	2	6	4	0	0	0	0	1.842	1.761	0.081
395	MIRIKI MIXED DAY	IGEMBE NORTH	26	0	0	0	0	0	0	0	0	0	0	1	19	6	0	0	0	0	1.808	1.893	-0.085
.	.	.	22847	14	5	136	340	623	811	1055	1420	1720	1645	1367	630	23	32	1	0	0	4.119	3.694	0.425

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA (KCSE, KCPE PERFORMANCE, LOCATION, CONTACTS, FEES, ADMISSIONS & MORE) CLICK ON THE LINK BELOW;

SCHOOLS’ NEWS PORTAL

Here are links to the most important news portals:

KNEC News Portal, Knec Schools Exams Portal

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

October 5, 2025 Hillary Kangwana

Ribe Girls Secondary School is a Girls’ only boarding school that is located in Ribe location, Kilifi County; within the Coast 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;

SCHOOLS’ NEWS PORTAL

RIBE 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.

RIBE 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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RIBE 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: Ribe Girls Secondary School
SCHOOL’S TYPE: Girls’ only boarding school
SCHOOL’S CATEGORY: Extra County school.
SCHOOL’S LEVEL: Secondary
SCHOOL’S KNEC CODE: 04122105
SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
SCHOOL’S PHONE CONTACT: 0733756162
SCHOOL’S POSTAL ADDRESS: P. O. BOX 312 – 80105 KALOLENI
SCHOOL’S EMAIL ADDRESS: ribegirls@rocketmail.com
SCHOOL’S WEBSITE: https://www.ribegirls.sc.ke

RIBE GIRLS SECONDARY SCHOOL’S BRIEF HISTORY

The school is located in Kilifi County,Rabai Sub-County,Kambe-Ribe Ward off Mombasa- Mazeras Kaloleni road. The school occupies 16.4 hectares. It was started by Missionaries as a boarding Primary school in 1940. In 1952 the school was split into two, Ribe Boys and Ribe Girls Intermediate. In 1963, the two schools were merged into a co-educational secondary School Institution as Ribe Secondary School with Mr. Ross Wells as its first headmaster.

In 1989, the school was once again split into two separate secondary schools: Ribe Boys and Ribe Girls.

The main buildings, classes and administration block were inherited by Ribe Boys next to Ribe Methodist Church Station and Ribe Girls had to occupy some old buildings that formerly belonged to what was Ribe Teachers Training College which was relocated to the present day Shanzu Teachers College and Ribe Girls was born.

The crop of students who trans-located from the Old Ribe sat for their first ‘O’ level in the same year 1989.Ever since Ribe Girls Secondary School has been going strong in promoting girl child education .

Currently, the school has 5 streams in Form 1 and 4 streams for form 2,3 and 4 with a population of over 800 students, 38 teaching staff, and 24 support staff.

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

SCHOOLS’ NEWS PORTAL

Here are links to the most important news portals:

RIBE GIRLS SECONDARY SCHOOL’S VISION

INSPIRE AND MOULD GIRLS TO HOLISTIC AND COMPETENT IN SOCIETY

RIBE GIRLS SECONDARY SCHOOL’S MISSION

ADDING VALUE TO THE ENTRY BEHAVIOUR OF EVERY STUDENT

RIBE GIRLS SECONDARY SCHOOL’S MOTTO

RIBE 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.

BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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

SCHOOLS’ NEWS PORTAL

RIBE GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

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

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UNIVERSITIES AND COLLEGES PORTAL; YOUR ULTIMATE GUIDE TO HIGHER EDUCATION

TUK University student admission, online portal

October 5, 2025 Hillary Kangwana

The TUK University student online portal helps a student to download KUCCPS admission letter, KUCCPS admissions lists, register for courses, register for exams, check fees balances, book room and check exam results.

THE TUK UNIVERSITY STUDENT ONLINE PORTAL

CLICK HERE TO LOGIN QUICKLY

LOG IN AS STUDENT

This is a login page for registered students only (prospective students have to be admitted first before they can access the portal) Applicants should log in at the Online Application Portal. 2020 prospective students to complete their pre-admission process and obtain admission letters using this link.

LOGIN INSTRUCTIONS

USERNAME : Your login username in this case is your full registration number, for example ABBQ/00001/2017 or 113/00001.

PASSWORD : Login password is as follows:-

– Intial/default password for KUCCPS/Module I students is KCSE full index number like 01234567891/2016. However, this changes to your birth certificate/passport/national ID number immediately you update your profile.
– Initial/default password for Module II/Self-sponsored students is what was entered as national ID number when applying online.
– Once you update your profile, your password becomes your ID/Passport/Birth certificate number and it will change ONLY when you reset it to a new password.

YOU ARE STRONGLY ADVISED TO CHANGE YOUR DEFAULT PASSWORD AFTER LOGGING IN TO YOUR PORTAL

TSC News Portal

TSC list of Shortlisted candidates for head teacher positions per county- Kisii County

October 5, 2025 Hillary Kangwana

Important update for teachers who applied for administrative posts in Kisii County. Get to see the list of shortlisted candidates, interview dates and other requirements;

The Teachers Service Commission, TSC, has released the lists of shortlisted candidates for the various administrative posts that it had advertised in August, 2019. TSC had advertised 6,043 promotion/ administrative vacancies. Of these, 2,310 are for head teachers(T scale 10; Grade C5) while, the remaining 3,733 are for Deputy Head teachers II (T scale 9; Grade C4). Applications were submitted online and Shortlisted candidates have been invited for interviews at varied dates and venues. The lists of shortlisted candidates feature: the advert numbers, TSC Numbers, Names, Teachers’ Stations, Sub-county, Interview dates, Venues and time.

Here are links to the most important news portals:

WHAT TO CARRY TO THE INTERVIEWS

Shortlisted candidates will be required to present the following documents during the interviews:

1). Certificate of good conduct
2). Clearance Certificate by the Higher Education Loans Board, Helb.
3). Clearance Certificate from EACC
4). Clearance Certificate from a Credit Reference Bureau
5). KRA tax compliance certificate.
Academic and Professional documents
TPAD hard copies for 2017, 2018 and 2019.
Any other relevant, supportive, document.

For further details, Visit TSC NEWS PORTAL

For shortlisted Deputy head teachers, they will be expected to carry the following:

1. Original National ID Card,
2. Current pay slip
3. Original Academic and Professional Certificates,
4. Letter of appointment as Deputy Head Teacher,
5. Letter of designation to Deputy Head Teacher II (Grade C4/Scale 9).
6. Analysed individual subject results and those of the institution in KCPE Examinations for the last three years, certified by TSC County Director.
7. Performance Appraisal Reports for 2017, 2018 and 2019
8. Originals of the following statutory documents: –

Clearance from Higher Education Loans Board (HELB)Certificate of good conduct from the Criminal Investigations Department (CID
Tax Compliance certificate from Kenya Revenue Authority (KRA)
Clearance from the Ethics and Anti-Corruption Commission (EACC).
Credit Reference Certificate from Credit Reference Bureci
Any other relevant testimonials supporting your performance.

LIST OF SHORTLISTED TEACHERS FOR POST OF HEADSHIP & OTHER POSTS IN KISII COUNTY

The list below feature the shortlisted teachers’ TSC Numbers, Names and Current teaching stations;

383102 Orenge Daniel Otara Ombaso Endereti C.O.G Primary
409371 Gisemba Solomon Matagi Keburanchogu
413062 Onkundi Gladys Bikeri Nyabieyo D.O.K Primary Sch
396615 Mairura Omoke Nyakangi Riagumo Deb Primary
456467 Akama Julius Ongubo Getungurumu S.D.A. Primary School
417573 Omambia Julius Oroo Nyakungu D.O.K Primary Sch
402389 Ogeto Simeon Oigara Nyangoso Sda Boarding
317225 Nyamora Zablon Ntenga Nyambunwa D.O.K Primary
413370 Moribo Wycliffe Moracha Senta D.E.B Primary
295976 Moracha Beatrice Mokeira Nyaura Pri Sch
386349 Momanyi Elicanah Mose Mosisa Deb Primary School
316703 Nyaboga David Siko Nyabera Sda Primary
321020 Ochenge Richard Oire Rionchogu D.E.B Primary
407883 Ochora Thomas Okari Riagongera D.E.B Primary
414913 Onyangore Ayub Nyasimba Nyasore S.D.A Primary School
378503 Nyamboki Elizabeth Kemunto Oroche D.O.K Primary
418215 Nyangeri Amos Ogeto Engoto Goti D O K Pri Sch
397972 Ondieki George Gori Riamokwobe Pri Sch
442991 Asugo Charles Omae Esaka Dok
436488 Ogembo Jacob N Rigena S.D.A Primary
325587 Kondo Joshua Bichanga Nyakorere D.E.B Primary
425721 Birundu Dennis Mosongo Getumo A.I.C Primary
281553 Siocha Truphena Kwamboka Biticha Pri Sch
411982 Omundi Richard Pius Nyabikondo Pri Sch
309877 Oreti Evans Mogaka Moogi Deb Primary
329895 Makori Joash Mogaka Ibanchore Deb Primary School
310104 Ochoki Gideon Omanga St. Don Bosco Boys Boarding Primary
409302 Moreka Methuselah Rianyanchebera Primary
397729 Nyangena Thomas Onderi Gesabakwa Sda Primary
424386 Moreka Stephen Mogusu Tunta D.E.B Primary
478226 Mwendia Evans Mwamisoko Primary School
481394 Kebabe Joel Momanyi Ichuni Boys Dok Primary School
411970 Angima Dominic Mokoro Mariiba Pri Sch
383113 Oyagi Ramus Ndereti Orphanage Primary
413096 Kengere John Ombati Motonyoni Dok Primary School
330800 Obure Zipporah Kemunto Riakerongo
196453 Mariaria Roselidah Kwamboka Omosaria pri
402901 Maisiba Paul Oigo Inani Deb
340411 Ayora Moses Getare D.E.B Primary
201848 Orina Peter Oyugi Taracha Pri Sch
413166 Akuma Daniel Asusa Rianyamari
409300 Ongeri Joseph Oganda Sindagogi
316549 Akunga Rael Nyansarora Nyabine D.O.K
329828 Ntabo Yophes Nyanduru Kionyo Pri Sch
310196 Mesa Sarahh Kwamboka Nyachenge
379132 Ongori Thaddeus Mwoma St. Mary’S Nyamagwa
409303 Kengere Elijah Nyangwengi
330300 Gesage Kefa Nyanchoka Nyamasege D.O.K Primary
389886 Obara Mark Ensoko Elck Primary School
310271 Onyikwa Geoffrey Ntenga Nyamiobo Deb Primary
288959 Ototo John Onsando Sameta Boys’ Boarding Pri
327377 Orina Samuel Nyagichenche
248392 Oirere Duke Mekenye Keore C.O.G Primary
384788 Onchera David Nyabuto Getare D.E.B Primary
316492 Nyasani Jane Nyanchama Nyagemi Deb Primary School
320796 Omambia Julius Ayiega Nyamagenamabariri Primary
381453 Osoro Mary Bochere Our Lady of Lourdes Sengera G.Boarding Pri
317693 Kiriago Pamella Mogoi Matongo D.E.B Primary Sch
390106 Osero Dalius Mokaya Ekenyoru Primary
297563 Tinega Barnabas Mautia Kianate Pri Sch
316627 Monari Charles Ogega Iruma Pri Sch
413243 Nyaundi Joshua Oramini Ebinyinyi Primary
454768 Omari Isaac Minyega Soko Primary School
412933 Ongaga Christine Nyanduko Nyamondo Pri Sch
402391 Bosire Evans Ogiosi Kiru S.D.A Primary
354282 Kamanda George Omwando Moticho Sda Primary
379121 Omete Inisi Metengero D.O.K
470801 Orare Bernard Iberia Pri Sch
339785 Nyamachere Stella Nyanchama Nyamagesa Deb Primary School
409282 Onuro John Nyabuto Mosora Sda
339799 Migiro Abraham Ositu Gekongo Dok
299751 Onyango Aloys Omwoyo Kiorori
417379 Obino Julius Nyakeya Nyangena Pri Sch
417493 Marichondo Jared Ondari Riondong’A Pri Sch
330299 Manyura Peter Nyandemo Ekerubo Ccf Primary
402975 Osiemo Evans Obiri Keera Pag Prim Ary
454040 Nyatuga Truphena Nyagara Nyabworoba Pri Sch
466881 Moturi Elijah Pilot Kiongongi Ii Pri Sch
311435 Ondiek Methusellah Mochorwa Nyakegarakemo
340778 Nyabuto Jenes Moraa Mariwa Pefa Primary
223214 Kamao Julius Onchwati Kimai Enkora D.E.B Primary
369718 Ondimu Jackline Kwamboka Moneke D.E.B Pri Sch
394121 Onchweri Mogaka B Metembe Deb Primary School
262478 Mokaya Micah Okero Rigena S.D.A Primary
296011 Moragwa Rose Mogusu Mosensema Deb Primary
380951 Manyura Elijah Kimai D.E.B Primary
338287 Oronyi Alice Bochere Ombasa Nyangweta D.O.K Primary
365645 Kimonge Phillip Osoro Nyabiosi S.D.A
284653 Nyakundi Joseph Nyaore Pri Sch
361862 Getoi Dominic Nyakagwa Moremani Pag Primary School
448779 Maganga Dismas Nyanguru C.O.G Primary School
403675 Mochama Thomas Machera Kenoria
402554 Makori Enock Nyananga Gekongo Ii D.E.B.
415919 Agnes Nyambunde Rabera Kenyorora D.O.K. Primary School
402523 Muregi George Onkundi Nyabisase
269615 Onsembe Henry Ongegu Chindwani D.E.B Pri School
331284 Ombongi Michael Machuka Ibacho Deb Primary School
259840 Ondabu Margaret Bomanyama
367860 Tinega Meshack Ondara Nyakunguru Pri Sch
413153 Mosongo Felix Nchore Kiongongi
379120 Oronyi Moses Morara Kiorina D.E.B Primary
402738 Okindo Richard Okari Maji Mazuri Primary
395408 Onduso Robert Oigara Rwora D.E.B Primary
406779 Osoro Earnest Rachami Tabaka Boys
353955 Mbeche Josia Metembe Deb Primary School
404417 Onkoba Josiah Bonuke Iranda Pri Sch
411980 Kirochi Mazon Amos Riokindo S.D.A Primary
318686 Omare Samson Ntenga Tongeri Dok Primary
397795 Orwaru James Kebere D.E.B Primary
343973 Kembero Annah Nyansiaboka Makongeni Pri Sch
396440 Bwonda Saul Siriba Matagaro S.D.A Boarding Primary
480581 Mongeri Richard Birundu Nyasike Sda Primary School
369726 Moracha Patrick Nyangwara Nyamuya E.L.C.K Primary School
389887 Moseti Stephen Ntabo Bosaga
432191 Onchera David Tumbo Buyonge Deb Primary
298423 Moturi Omboi Itabago D.E.B Primary

Universities & Colleges information

Education CS Urges Universities To Safeguard & Offer Quality Education

October 5, 2025 Hillary Kangwana

Education cabinet secretary (CS) Ezekiel Machogu has asked universities to maintain high quality in the education they offer.

The CS said evaluation systems used should be of high standards to ensure degrees offered were of high standards.

“University must be impactful in the community,” said Machogu .

The CS made the remarks when he hosted members of the Egerton University Council led by its Chairperson Dr Hakka Wario on Tuesday at his Jogoo House office in Nairobi.

Echoing his sentiments, Dr Wario noted the Egerton University Council was keen on safeguarding the quality and standards of education even as it addresses the financial challenges it was facing.

He reiterated that the internal evaluation system was strong as it ensured the quality of the degree programmes was maintained.

Present during the occasion were State department for University Education & Research Principal Secretary, Dr Beatrice Inyangala and the Vice Chancellor Egerton University, Prof Isaac Kibwage.

KUCCPS portal

NTTI Admission Management System | KUCCPS Student Login

October 5, 2025 Hillary Kangwana

KUCCPS portal

Kuccps transfer letter download

October 5, 2025 Hillary Kangwana

Kenya Universities and colleges Central Placement Service (KUCCPS) has already finalised the placement of KCSE 2021 candidates. 2021 KCSE candidates can confirm the course and university they have been placed by following steps outlined here.

While releasing KCSE 2021 placement results education CS prof. Magoha directed KUCCPS to conduct the Inter-Institution Transfer process online.

This therefore means if a student is not satisfied with the university placed, there is no need to panic. The placement body offers inter-university transfer services to students who wish to transfer to a university of choice.

Before a student proceeds to inter-university transfer service should take note of the following:

You can only transfer to another university when the opportunity for transfer is open. through KUCCPS student on-line portal.
You must be a government-sponsored student too in order to be considered for the transfer.
The applicant must ensure that they meet the requirements for the course that they want to pursue in the university they transfer.
One must get approval from the university or the colleges they want to join.

It worth nothing that you can change both the course and the institution.

KUCCPS 2022/2023 Inter-university transfer date

KUCCPS Inter-university procedure 2022/2023

Step1: Visit the KUCCPS website and access your student portal account. You will do so by entering your KCSE index number and the year you did you examination as the username. The password should be your KCPE index number or birth certificate number.

Step2: Select the programme you want to transfer to, put the PROGRAMME CODE in the inter-institution transfer field. You will only be allowed to proceed to the next step if you meet the cutoff and minimum requirements.

Step 3: Fill in the reason for the Transfer Application. Remember that this field is mandatory. Click on the drop down arrow and select the reason for your transfer.

Once you have selected the reason, the next thing is to type a detailed explanation for your transfer as shown in the image below: Note that you must also provide a detailed explanation on the need for transfer in not less than 300 characters in the text-box below.

Step 4: Once the steps above have been fully satisfied you will find the inter-institution transfer link. Keenly fill all the required details on the form. Once you are done, download the inter-university Transfer Form and print it.

Step 5: Present the dully filled inter-university transfer form to both institutions, i.e., the institution you want to leave and the one that you want to join. The form must be signed by officials from both sides, the vice chancellor of the university and the principal of the college.

Step 6: Once your transfer request has been approved, take the form to the Placement Service. Note that in the event your transfer is rejected, return the form, duly filled as rejected, to the Placement Service. This will allow you to try a transfer another institution.

Step 7: Finally once you have secured a place to transfer to your institution of choice, present the form to the institution which you were initially placed to for a release of your placement

Payment of KUCCPS Inter-university transfer

An application-processing fee of Ksh1,000 is charged per application.
- A prompt for the M-PESA transaction code will appear at the point of submission. Please keep the transaction code safely as it may be required again.
- CAUTION! Do not make any payment before the applicant has been prompted or after the application deadline has passed!
Once one has made an application for transfer, the applicant may monitor the progress of their application via the student’s portal.

Note 1: All application fee payments to the Placement Service MUST be made to the M-Pesa Pay Bill No. 820201.

Note 2: Applicants are cautioned against sending money to any individual posing on social media or any other platform purporting to be in a position to assist them.The Placement Service does not require applicants to send money to any mobile phone numbers.

KUCCPS Contact Details

Mobile phone lines: 0723 954 927 and 0734 879 662, 020 5137400.

Email: info@kuccps.ac.ke.

Latest Education News

Education News Today – Latest Education News

October 5, 2025 Hillary Kangwana

Education Newsbyte.

Collated Education News Highlights
_________________
###100 schools on high alert over exam cheating fears

Over 100 schools in 14 counties within the Rift Valley region have been put on red alert over possible exam cheating as learners prepare to sit for the national examinations.

Learners will sit for the Grade Six Kenya Primary School Education Assessment (KPSEA), the Kenya Certificate of Primary Education (KCPE) and the Kenya Certificate of Secondary Education (KCSE) examinations within the next one month.

Speaking during a regional security and intelligence committee meeting, Rift Valley Regional Commissioner (RC) Maalim Mohamed said they have received intelligence over the schools.

“We know the notorious schools and although we will not condemn them now, they are on our radar during this examination period,” said Maalim.
_________

##Shock As Two Class Eight Candidates Drown In Theta Dam, Kiambu County

A search operation is underway after two class eight candidates drowned in Theta Dam in Kiambu County during a school trip.

The pupils from Comejuu Premier Academy Primary School in Komothai, Githunguri, were on an excursion after their Kenya Certificate of Primary Education (KCPE) examination rehearsals on Friday.

Headteacher David Paul Kang’ethe said sixty pupils, drawn from class eight and grade six went for an excursion to Kinare forest.

The two boys, aged 14, were to write their national exams starting Monday 28th November 2022.
__________

###No charges during exams, heads warned

Headteachers have been warned against demanding any money from candidates who are scheduled to begin national exams on Monday.

Education ministry’s director general Paul Kibet said some school heads have been reported to be asking parents to pay money for facilitation and lunch during the examinations, contrary to government directives.

“This goes against ministry guidelines issued earlier on illegal levies.
Provision of lunch for candidates shouldn’t be forced on parents. All field officers are instructed to stop this and report such cases to this office immediately. Action will be taken against any officer in whose jurisdiction such cases are reported,” said Mr Kibet in a circular to county directors of education dated November 24, 2022.
___

###Mandatory NHIF contributions!

Contributions to the health fund should be mandatory for every Kenyan aged 18 and above, a parliamentary committee has been told.

National Hospital Insurance Fund (NHIF) Chief Executive Officer Peter Kamunyo told the parliamentary committee on health that voluntary contributors to the fund stand at 15 per cent.

“Most Kenyans contribute to the insurance fund when they are sick,” said Kamunyo.

The MPs however said making the contributions mandatory would need a regulation that would be subjected to public participation before it is approved by Parliament.
___

###Education Ministry Asked to Cancel Grade 6 Exams

Speaking during an interview with Citizen TV, the Executive Director of Usawa Agenda, Emmanuel Manyasa stated that he had submitted to the task force that KPSEA was not a vital component in the Competency-Based Curriculum (CBC).

“I have submitted to the task force that in my view we should not have KPSEA for grade 6 because it is supposed to contribute 40 percent of their total score the other 60 percent is fictitious,” he stated.

“Exam is one of the most wasteful things we do in Kenya, I will not be surprised to see the CSs walking around supervising exams and we have never been told how much is spent on them, to invigilate exams,” he added.

Manyasa also questioned the credibility of the marks recorded online by teachers- as he claimed that a section of tutors keyed in false marks in a bid to meet the deadlines.

“Teachers did not take the Competency-Based Curriculum (CBC) seriously they didn’t believe it is going to be there. They thought it would be abolished. The marks they entered for grades three, four and five which should account for 60 percent is fictitious hence KPSEA with 40 percent has no value,” he noted.

Offering an alternative, the Usawa Agenda director opined that Grade 6 students ought to either remain at primary level or transition to sub-county secondary schools.
______

###Knut push to have ECDE teachers employed by TSC picks momentum

The push by the Kenya National Union of Teachers (Knut) to have Early Childhood Development Education (ECDE) teachers employed by the national government is gaining momentum.

The Teachers Service Commission (TSC) should take charge of employing trained ECDE teachers countrywide and post them to schools, said Knut National Executive Committee members Malel Langat and Richard Lentayaa.

Bomet Governor Hillary Barchok has backed the demand, saying counties were willing to offload ECDE teachers to the TSC for employment under permanent and pensionable terms.
______

###‘Keep children out of courts’- Magistrate tells law enforcement agencies

Thika Chief Magistrate Stella Atambo has called on law enforcement agencies and other players to explore avenues of dealing with children whenever there is a conflict with the law rather than take them to court.

Rooting for the minimization of cases involving juveniles, the magistrate noted that the Children’s Act 2022 is more about rehabilitation and communities taking care of children instead of resorting to punitive measures.

“We have too many cases of minors being hounded to court for small offences. This should not be the case and the courts or remand should be the last option,” Atambo said.
______

####Police officer arrested after missing Form Four girl is found in his house

A police officer is being held at Kapenguria police station over alleged defilement of a 17-year-old schoolgirl.

West Pokot sub-county Officer Commanding Police Division Kipkemboi Kirui said the officer identified as Corporal James Njuguna was arrested after they got a tip that the officer had locked a school girl inside his house at Keringet Police Station.

Kirui said the girl’s father who hails from Keringet Trading Centre, reported that his daughter, who is a Form Four candidate went missing on Monday and he had a hint that she was residing with the suspected police officer.
_____

###MCAs reject proposal to close bars next to learning institutions

Members of the County Assembly have unanimously rejected a proposal to close and relocate alcoholic joints next to learning institutions.

The Motion tabled by Nominated MCA Nasra Nanda proposed that joints that sit about 300 metres from the institutions of learning be closed and relocated.

The member further told the house that for such businesses to be licensed the Sub-County Committee through the Liquor Licensing Board must be satisfied that they meet the requirements.
__

~Newsbyte.

Universities & Colleges information

Mount Kenyatta University courses, requirements, application procedures and all important information

October 5, 2025 Hillary Kangwana

Mount Kenya University, MKU, is an accredited Private University in Kenya. Mount Kenya University is a registered and fully recognized broad-based Kenyan based university. The institution is holistically known for its dynamic, inclusive, and thorough academic and vocational training system.
It offers a wide range of degree programmes under flexible modules.

MKU is one of four institutions accredited by the Teachers Service Commission (TSC) to offer the Teacher professional Development (TPD) programmes.

Application for April Intake (Schoolbased now known as DIBeL) and May Intake ( Regular, Parttime, Digital learning and weekend) is ongoing.
Visit any of the university’s campuses for application. Admissions are effected throughout the year.

The university not only allows students to pay fees in instalments, but has also put in place facilities to aid mobility of the physically disadvantaged.

There is also Online Volunteering where anyone is encouraged to give their time, skills and knowledge via an online platform. Visit MKU Volunteering

Important Links For You, Click below:

MKU has state of the art facilities. This aids to facilitate an ideal reading environment. See the Art of State facilities, below, put up by MKU:

THIKA (MAIN) CAMPUS

General Kago Rd
PO BOX 342-01000 Thika
Tel: +254 67 2820 000
Cell: +254 709 153 000
Complaints : 0709 153 200
Website: www.mku.ac.ke
Email: info@mku.ac.ke

KISUMU CENTRE

Reliance building, Along Oginga Odinga Rd
PO BOX 392-40100 Kisumu
Tel: 057 2029967/0724 204 193
Marketing mobile: 0737580998
Email: Kisumu@mku.ac.ke

OPEN, DISTANCE, AND ELECTRONIC LEARNING (ODeL)

P.O BOX 342-01000 Thika
TEL: 0724205 417
Cell: 0702 041 042
Email: distancelearning@mku.ac.ke
Website: https://www.odel.mku.ac.ke

MALINDI CENTRE

Noor Plaza 2nd floor, Malindi
Tel: 0703 747 130
Email: malindi@mku.ac.ke

NAIROBI CAMPUS

MKU Towers
PO BOX 13495 00100 GPO Nairobi
Tel: 0734 667731
020-266 773/1/2/3/4
Email : nairobicenter@mku.ac.ke

KERICHO CENTRE

Sinendet Plaza
PO BOX 1902-20200 Kericho
Email: kericho@mku.ac.ke
Tel: +254 704 299 431

Parklands Law Campus,

P.O.Box 13495-00100
GPO Nairobi
Tel:+254734667731
Email: registrarparklands@mku.ac.ke or directorparklands@mku.ac.ke
Website : https://law.mku.ac.ke/

MARKETING OFFICES

GARISSA
Corner Plaza / Commercial Bank
Building P.O. Box 465 Garissa.
Tel: +254 739 530 929
Email: garissa@mku.ac.ke

MOMBASA CAMPUS

MKU PLAZA, Nkurumah Road,
P.O BOX 42702-80100,
Mombasa
TEL: 0208002096
Email: coastcampus@mku.ac.ke

KITALE CAMPUS

PO BOX 1869-30200, Kitale
Tel: +254 20 2330682
Cell: 0724 204 342
Email: kitalecampus@mku.ac.ke

NAKURU CAMPUS

Great Rift Plaza Opp. Valley Hospital, Kipchoge Keino Road
P.O BOX 17273-20100 Nakuru
Tel: +254 202338144
Cell: 0705669811 / 0789729561
Email: nkrcampus@mku.ac.ke

ISIOLO

MKU Plaza
Cell: +254 724 178 832
Email: isiolo@mku.ac.ke

ELDORET CAMPUS

PO BOX 2591-30100, Eldoret
Tel: 0724 205425, 0724 205438,
0724 205432
Email : eldoretcenter@mku.ac.ke

MKU KIGALI

Kagarama, Kicukiro District, Near Africa New Life Ministries, P.O. Box 5826 Kigali, Rwanda

Tel: +250733346717, +250785709824, +250728551199, +250733346687, +250781655547

Email: rwanda@mku.ac.ke
Website : www.mkurwanda.ac.rw

NKUBU/MERU CAMPUS

Majani Tea Sacco Plaza
PO BOX 793 Nkubu- Meru
Tel: +254 0642629462
+254 724 178 852 / 0724178376
Email : nkubucampus@mku.ac.ke

COUNTRY OFFICES

BURUNDI – Bujumbura
Email: burundi@mku.ac.ke

KAKAMEGA CAMPUS
P.O BOX 553-50100 Kakamega
Tel: 0724178506
Email : kakamegacampus@mku.ac.ke

UGANDA – Kampala
Bombo Rd. Near Sure Hse
P.O Box 4582, Kampala
Tel: +256 – 758 666 190
+256 772 335 582
Email: kampala@mku.ac.ke

KISII CAMPUS
Gesonso (former Imperial School)
P.O BOX 4441 Kisii
Tel: 0724 205452
Email: kisiicampus@mku.ac.ke

HARGEISA – SOMALI LAND

Jigjigar Yar near National Fuel station
Warsame Building, Ground Floor
Mobile: 063-4044402, 065-9088869
Landline 571100, 571101
Email: hargeisa@mku.ac.ke

ODEL CENTRES

NYERI CENTRE
MKU Plaza
Tel: +254 723 356 247
Email: nyeri@mku.ac.ke
GAROWE – PUNT LAND
Cell : +252 90659911

CONTACT MKU today at:
P. O. Box 342-01000, Thika, Kenya
Tel:+254 672 820 000 / 0709 153 000
Complaints:0709 153 200
MKU is ISO 9001:2015 Certified.

KNEC News Portal

KNEC new list of secondary school choices 2021/2022

October 5, 2025 Hillary Kangwana

The Kenya National Examinations Council, KNEC, has released a new list of secondary school choices 2021. The list that features a total of 8,890 contains all National, Extra County, County and Sub County Schools.

The school choices list is helpful during selection of secondary schools by the Kenya Certificate of Primary Education, KCPE, candidates.

HERE IS THE LATEST KNEC LIST OF ALL SCHOOL CHOICES.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/SCHOOL-CHOICES.pdf”]

Latest Education News

MPs, Unions give TSC green light to hire over 87,000 intern teachers to plug shortages

October 5, 2025 Hillary Kangwana

The Teachers Service Commission, TSC, has been given a go ahead to lay down strategies on how about 87,000 intern teachers will be hired to plug the teething shortages at public schools. While appearing before the National Assembly’s Education Committee yesterday, TSC Chief Executive Officer, Dr Nancy Njeri Macharia, told the legislators that about 87,000 intern teachers were required to ease the workload burden on the existing teaching staff. “We need these interns so that they can help us in addressing the shortage as we look for money to hire teachers on permanent terms,” Dr Macharia told the Committee. She requested the Committee to increase the Commission’s annual budget by Kshs. 27.6 billion this year; from the current Kshs 226 billion to 253.6 billion, so as to enable them recruit new teachers, promote those who are due for promotions and to implement the third phase phase of the Collective Bargaining Agreement, CBA. The TSC CEO told the Legislators that a total of 3,296 teachers who have recently attained higher qualifications are due for promotions. She said 1,650 teachers have graduated with Bachelors of Education Degrees, 11 have attained post graduate diplomas, 4 have doctorates and 1,635 more have attained Masters degrees. This number is, however, lower than that quoted by KNUT. The Union projects the number at over 12,000. Read more details here:Over 12,000 teachers who attained higher qualifications are yet to be promoted- KNUT

According to the TSC boss, of the Kshs. 27.6 billion requested; Kshs 13 billion will be used to implement the CBA in July, 2019. A further Kshs 3.9 billion would go into promoting teachers and effecting yearly salary increments. KShs. 6.5 billion will be used to recruit 10,000 teachers on permanent basis while, Kshs 3.5 billion will be for staff replacements.

A TSC proposal to employ teachers on contract terms has in the past received fierce opposition from both the Kenya National Union of Teachers, KNUT, and the Kenya Union of Post Primary Education Teachers, KUPPET. But, yesterday the two unions seemed to be warming up to the proposal. The KNUT Secretary General, who is also an ODM (Orange Democratic Movement) nominated Member of Parliament and a member of the Education Committee, gave the proposal a thumbs up but warned that the terms of engagement for the intern teachers must be in line with the Labour laws. “If the interns will not be automatically absorbed, then we shall oppose the initiative,” warned Sossion.

The Hon Julius Melly chaired Education Committee approved Dr Macharia’s request and told TSC to develop a policy framework; spelling out the terms of recruitment for the interns and which will be tabled in parliament for approval. Hon Mell, who is also a Member of Parliament for Tinderet Constituency, directed Dr Macharia to present the policy frame work to the by Monday 25th February, 2019 so as to be presented to Parliament’s Budget and Appropriations Committee. Hon Sossion was quick to give a caution, though, that the policy must clearly spell out timelines for the intern teachers to be absorbed permanently. “The policy must state that once teachers graduate they shall be absorbed as interns and also state that they shall work for a certain period of time after which they will be automatically employed on permanent basis,” advised Hon Sossion.

on her part, Dr Macharia said the about 100,000 teachers working in secondary schools can not cope with the increased workload; which has been occasioned by the influx of learners through the government’s 100 percent transition policy. According to the TSC boss, secondary schools require an additional 49,750 more teachers, while primary schools are in need of 37,643 teachers. This brings the total teacher requirement to 87,393 as at now.

When the Commission last employed teachers on contract basis, it was paying Kshs 14,000 for those in Secondary schools and Kshs 10,500 for their counterparts in Primary schools. The Commission is currently recruiting a total of 5,000 teachers in Secondary schools to mitigate the staffing gaps due to the 100 percent transition that has stretched both the physical and human resources. The Education Ministry says the transition from primary to secondary schools, this year, has hit 92 percent countrywide. Records at the TSc indicate that Kakamega, Kitui and Bungoma lead other counties with the highest shortages of teachers at both public primary and secondary schools. The MPs told TSC to consider counties that are most understaffed when advertising new vacancies.

INTRODUCTION TO AGRICULTURE FORM ONE NOTES

October 5, 2025 Hillary Kangwana

INTRODUCTION TO AGRICULTURE

The term agriculture comes from two Latin words:

Ager: meaning land or field

Cultura: meaning cultivation

Agriculture means field cultivation. But agriculture has continued to grow and expand that it can now be broadly be defined as: The art and science of crop and animal production

Agriculture -The art and science of crop and animal production

Agriculture as an art

Agriculture is referred to as an art because it involves the following:

Tilling of land
Construction of farm structures
Measuring of distances
Machine operations
Harvesting of crops
Feeding and handling of livestock
Marketing of agricultural produce

Agriculture as a science

Agriculture is referred to as a science because it involves the following:

Crop pathology: study of crop diseases
Entomology: study of insects and their control
Soil science/ Pedology: the study of soil
Genetics: the study of heredity and variation in organisms
Agricultural engineering: the application of scientific principles to the design construction and maintenance of agricultural tools and machinery
Ecology : the study of the relationship between living organisms and their environment

Careers in agriculture

Agricultural extension officer
Veterinary officer
Agriculture teacher
Crop pathologist
Floriculturist/florist
Fisheries / aquaculturist
Soil scientist
Farm manager
Agricultural marketer
Agricultural engineer

Branches of agriculture

Crop production
Livestock production
Soil science
Agricultural economics
Agricultural engineering
Crop production

This is the production of crop on cultivated land.

Crop production is divided into:

a) Field crops

These are crops grown on fairly large area of land. May be annual or perennial crops

b) Horticultural crops

Horticulture is the growing of perishable crops. It involves the following:

i) Floriculture: growing of flowers e.g. carnation, roses
ii) Olericulture: growing of vegetables e.g. cabbages, onions, kales,
ii) Pomoculture/pomology: growing of fruits e.g. avocado, mangoes, passion fruits, citrus
Livestock production

This is the rearing of all types of animals. It involves:

a) Pastoralism (mammalian livestock farming)

Rearing of farm animals on pastures e.g. cattle, goats, sheep etc

b) Aquaculture/fish farming

Rearing of aquatic animals e.g. fish

c) Apiculture: keeping of bees
d) Aviculture: keeping of poultry e.g. chicken, ducks, ostriches, geese, pigeons, etc.
Soil science

This is a branch of agriculture that provides knowledge on how soil is formed, how it works to sustain life and how it can be kept alive through many years

Agricultural economics

This branch deals with the utilization of scarce resources in the production of agricultural products.

Agricultural engineering

This branch deals with the use and maintenance of farm tools, machinery and structures.

FARMING SYSTEMS

This is how the farm and all the enterprises in it are organized.

Factors to consider when identifying a farming system

Size of the farm.
Type of soil in the area.
Environmental factors.
Availability of resources/capital
Cultural factors.
Farmer’s knowledge and skills.

There are two main farming systems namely:

Extensive system
Intensive system
Extensive farming system

This is a farming system which involves the use of large tracts of land.

Characteristics of extensive system

Low capital investment
Low labour per unit area
Low yield per unit area
Large land sizes
Less management

Intensive farming system

This is a system of farming which requires high capital and labour investment.

Characteristics of intensive farming

High yield per unit area
Use of modern technology/ Mechanization done
High labour per unit area
High capital investment
Land is maximally utilized
Produce for sale
High quality products
High level skill is required

N/B: Extensive and intensive farming systems can be practiced under:

a) Large scale farming
b) Small scale farming
a) Large scale farming

This involves the use of large tracts of land.

Characteristics/features of large scale farming

Heavy capital investment
Use of skilled labour
High level of management
Products are for commercial purposes
Large tracts of land is used
Mechanization is common
Processing of the product in the farm
Provides more employment
Low operational costs / low cost of production /economies of scale

Large scale farming can either be:

Plantation farming: growing of one type of crop (monoculture)

Characteristics of plantation farming

One type of crop on a large scale.
It is highly commercialized.
There is economic use of machinery and labour.
Good economic results where management is good.
Possible to carry out research to improve soils and crops.
There is labour specialization

Ranching: rearing of beef animals

Reasons why ranching is important in the arid and semi arid areas of Kenya

Animals can survive and do well in areas where crop production is not possible
Pasture improvement in these areas help to increase the land carrying capacity
Animals can be moved with ease inside an enclosed area in search of food and water
Helps relieve population pressure in high potential areas
It is an important way of earning a livelihood in dry areas

b) Small scale farming

This is a type of farming which is practiced on small piece of land. The products are either for subsistence or commercial purposes.

Conditions that lead to small scale farming

Population pressure on land
Limited capital for large scale farming
Lack of incentives / market
Government policy
High costs of inputs.

Methods of farming

Pastoralism
Arable farming
Mixed farming
Shifting cultivation
Organic farming
Agro forestry
Pastoralism

This is the practice of rearing livestock on natural pasture. Can be;

Settled livestock farming
Nomadic Pastoralism
a) Nomadic Pastoralism

This is the practice of rearing livestock and moving with them from place to place in search of water and green pasture. Nomadic Pastoralism can only be practiced where:

Land is not a limiting factor
Land is community owned

Arable farming

This is the growing of crops on a cultivated land. It can be,

Mono cropping
Mono culture
Mixed cropping
Inter cropping

a) Mono cropping

This is the growing of one type of crop per season.

Disadvantages

Cause soil erosion
Diseases spread easily
If the crop fails, the farmer suffers total loss
Leads to nutrient depletion in the soil

N/B: Mono cropping can be practiced under mono culture where only one crop is grown throughout as in plantation farming e.g. in Tea, Coffee plantations.

b) Mixed cropping

This is the practice of growing different crops on the same piece of land but on different plots or strips. Usually helps to control soil erosion.

c) Intercropping

This is the practice of growing different crops on the same piece of land per season.

Advantages of intercropping

If one crop fails, the farmer has the other crop to support him, i.e. does not suffer total loss
Helps to control soil erosion
If legumes are included, they will enrich the soil with nutrient
Also interrupts the spread of diseases
There is high yield per unit area of land
There is also proper utilization of land

Disadvantages of intercropping

Requires a lot of labour
Routine crop management practices difficult to carry out
Requires high capital investment

Mixed farming

This is the growing of crops and rearing of animals on the same piece of land.

Advantages of mixed farming

Mutual benefit between livestock and crops (manure is used to improve soil fertility and crop residues are used to feed livestock)
Income is earned throughout the year
Draught animals such as oxen provide power for various farm operation
Enables good distribution and use of farm power.
It ensures maximum utilization of land, labour and management
A way of diversification of production against total crops failure / livestock losses by either pests ,parasites or diseases
Farmer gets a more balanced diet from both crop and livestock products.

Disadvantages of mixed farming

Requires high initial capital investment
There is lack of specialization
Limited land area allowed for each enterprise
Requires a lot of labour

Shifting cultivation

This involves farming on a piece of land continually until its exhausted after which the farmer moves to a new fertile land. Shifting cultivation can be practiced where:

Land is abundant
Population is sparse
Land is communally owned
Low number of livestock units per area

Advantages of shifting cultivation

Low capital investment
No pests and diseases build up
Soil structure is regained
No land disputes as the land is owned communally

Disadvantages of shifting cultivation

Yield per unit area is low
A lot of time is wasted when the farmer shifts to new area and builds structure
Farmers have no incentive to develop and conserve water and soil
Cannot be practiced in areas where there is high population density

Organic farming

This is the growing of crops and rearing of animals without using agricultural chemicals. It can be practiced through:

Use of organic manures instead of artificial fertilizer
Use of medicinal plants instead of chemical
Mulching
Crop rotation, to control diseases

Importance of organic farming

Its environment friendly
Does not require special skills
Conserve the soil e.g. soil structure, pH e.t.c
Easily carried out
Produce/fetch higher prices in the international market.
Materials used are easily / locally available/cheap
No chemical residues in produce

Agro forestry

This is the growing of trees, crops and keeping of animals on the same piece of land.

Advantages of agro forestry

Trees help to conserve water and soil
High output per unit area
Helps to reduce soil erosion
Provides trees for building and fuel

Roles of agriculture in the economy

Provision of food
Source of employment
Provision of foreign exchange
Source of raw materials to the industries
Provision of market for industrial goods
Source of money or capital

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FORM TWO

GOD MEETS US IN JESUS CHRIST

LUKE’S GOSPEL

INTRODUCTION

Matthew, Mark, Luke and John record the life of Jesus Christ and his ministry in the four Gospel books.

We shall trace the life, and ministry of Jesus Christ as written by St Luke to Theophilus. St Luke was amedical doctor.

TOPIC ONE: OLD TESTAMENT PROPHESIES ABOUT THE MESSIAH

Introduction: Read 2 Samuel 7:13, Isaiah 7:10-16

Messiah

Meaning: The word Messiah is from a Hebrew word meshiach, which means the anointed: thus a

Messiah is one called, anointed and appointed by God to serve Him.

Prophecy:

A prophecy refers to a prediction of what will happen in future.

Messianic Prophecies: These are those predictions that were made by the prophets to describe thecoming of a righteous King who will rule Israel according to God’s will.

 The origin of the Messianic prophecies in the Bible starts with prophet Nathan’s prophecy to KingDavid.

NOTE:

The Roman ruled the Israelites before the birth of Jesus. They hated the Roman leadership and longedfor somebody of their own to lead them into victory over the Roman rule.

The prophet of Israel (the Old Testament) communicated a message that God would send a messiah tobring all people into a lasting relationship with Him. The prophets who were sent had different ideasabout the Messiah. Their ideas about the Messiah were different from the Jewish expectations –whereby they hoped for political King to lead them into victory over the Roman rule. But the prophetswere talking about a religious one – to free them from sin.

Topic Outcomes By the end of this topic, you should be able to:

a) Explain the Old Testament prophecies about the coming of the Messiah.
b) Relate the concept of the Messiah in the Old and New testaments.
c) Explain the link between the Old and the New Testament
d) Discuss the role of John the Baptist.

LESSON ONE. OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH.

Learning Outcomes: By the end of this lesson, you should be able to describe prophesies of Nathan,Isaiah, Jeremiah, Psalmist prophecy (David) and Micah concerning the Messiah

(i) NATHAN’S PROPHECY (2 Samuel 7:3 – 17) and (Psalms 89: 20 – 38).

David proposed to build God a house. Nathan, the prophet was given a message (an oracle) for David. Inthis prophecy, God told Nathan to tell King David that:

 God would ensure that the Kingdom of David would last forever.

 an heir from David’s lineage would rule

 David’s heir shall build a house for God’s name. God would establish the throne of his Kingdomforever.

 David heir shall be God’s son and God shall be his father.

 David house and Kingdom shall be established forever.

David died. But God’s mercy shall not depart from the heir of David. Hence the promise that the

Kingdom of David shall last forever refer to the messiah who was to come. David is an ancestor ofChrist.

(ii) ISAIAH’S PROPHECY – Isaiah 7: 10 – 16; 9: 1- 7; 61:1 –2; and 63.

In these readings, Isaiah prophesied that the Messiah would be:

 Born of a virgin

 A boy, born of a virgin and called ‘Emmanuel’ that is ” God with us”

 A Wonderful, Counselor, Mighty God, The everlasting Father, and the Prince of Peace.

 The Spirit of God inside him

 Anointed of God

 Sent to preach the good news to the poor, to bring liberty to the captives, proclaim the year of favour7from God.

 Isaiah also prophesied that the Messiah would be the suffering servant (Isaiah 53)

CHARACTERISTICS OF THE SUFFERING SERVANT – ISAIAH 53

 He would bear the sins of human kind

 He was oppressed, afflicted, despised, rejected of men

 He bore suffering and disgrace submissively

 He was mocked and spat on and wounded

 He was innocent of sin and yet treated as a criminal.

 He was pierced and wounded in the sides

 He was crucified with thieves and made intercession for the sinners

 He was buried in a rich man’s tomb.

iii. JEREMIAH’S PROPHECY- JEREMIAH 23: 5 – 6.

God promised to rise up a (branch) who shall:

 Choose as King, a righteous descendant of David

 Prosper

 Rule wisely, do what is right, and just in the world

 Execute justice on the earth

 Ensure that Judah and Israel are safe and live in peace.

 Be called ‘the God our righteousness” – “The Lord our salvation’

What does the term a ‘righteous branch ‘means?

MICAH’S PROPHESY, (MICAH 5: 1 – 5).

Micah prophesied that:

 The Messianic King shall come from Bethlehem

 He shall lead with authority

 He will bring peace

v. THE PSALMIST PROPHECY (Psalm 41:9 and 110:1 –2).

David spoke of

 Betrayal by a close friend

 Messiah is referred to as ‘ the Lord’

 The messiah shall rule/reign in the midst of enemies.

Summary

Nathan, Isaiah, Jeremiah, Psalmist prophecy (David) and Micah prophesied of a Messiah to come. The

Jews expected a Messiah who would be a political leader, a victorious ruler and a King. They expected a

Messiah:

 Who would lead his people into a time of great national power and prosperity;

 In whose reign, there shall be no illness, no sorrow, no injustice,

 In whose reign, there shall be no fear

 In whose reign, land shall be filled with joy and peace

 Who shall rule forever.

Revision questions

1) Describe the prophecy of Jeremiah concerning the Messiah

2) What does the term Messiah mean?

3) Highlight the Jewish expectations of the Messiah in the Old Testament?

4) Did Jesus Christ fulfill the O.T. prophecies concerning the Messiah? How?

5) Which prophets in the Old Testament prophesied about the expected Messiah?

LESSON TWO. THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT

Learning Outcomes. By the end of this lesson, you should be able to explain the concept of the Messiahin the New Testament

The concept of messiah is found in Luke 1:26 – 38; 2:1-23; 23:1 – 35; 24:50 – 51. The writer of Luke’sGospel makes it clear that Jesus fulfilled the Old Testament prophecies concerning the coming of theMessiah. How did He do this? Well Jesus fulfilled the Old Testament prophecies because;

 Jesus was born from the lineage of David (Mathew 1)

 Angle Gabriel said the child to be born shall rule forever (Luke 1:32) Nathan’s prophecy

 Jesus was born of Mary a Virgin, as pre told by Isaiah 7:14

 Messiah is called Emmanuel, Isaiah’s prophecy. Mathew 1:18 – 25

 Jesus was born in Bethlehem – Micah’s prophecy

 The Messiah would be a ‘Son of David’ – Nathan, and Jeremiah prophesies. Jesus was referred to as a‘Son of David’ (Luke 18:38)

 Jesus would bring salvation said by Simeon during dedication of Jesus. Luke 2:29 – 32. This was afulfillment of Isaiah’s prophecy.

 Jesus referred to himself as the Messiah by reading the scroll. Isaiah 61:1 – 2.and Luke 4: 18 – 19

 Isaiah prophesied that the Messiah would perform miracles. Jesus performed many miracles.

 The prophecy of the suffering servant (Isaiah 53) was fulfilled through the passion, death andcrucifixion of Jesus Christ.

 We see Jesus betrayed by one of his disciples – friend, fulfilling the Psalmist prophecy.

Note that the Jews in the New Testament expected a messiah who would deliver them from the rule ofthe Romans. Jews expected Jesus to be a political leader or king. However, Peter called him ‘the Christ ofGod’ (Luke 9:20). Matthew called him King of the Jews in chapter (2 verse 2). Hence, Jesus came as aSpiritual Leader and King, and not as a political Leader / King.

Self-Assessment Questions

What does the name Emmanuel mean?
Explain the concept of the Messiah in the New Testament?

LESSON THREE. ANNUNCIATION OF THE BIRTH OF JOHN THE BAPTIST

Introduction

The parents of John the Baptist were Zechariah and his wife Elizabeth. Zechariah’s name meant ‘God hasremembered’. Elizabeth’s name meant ‘God has sworn’.

Learning outcomeBy the end of this lesson, you should be able to describe the annunciation of thebirth of John the Baptist and Jesus.

John the Baptist

The Annunciation – Read – Luke 1:5 – 25.

Zechariah was a priest. He and his wife Elizabeth were old, good and righteous people of God. But theydid not have a child. They were barren. But God gave them a child, John the Baptist. His birth wasannounced to his father, Zechariah, when he was in the temple offering incense. An Angel appeared toZechariah and told him that his prayers had been heard. His wife Elizabeth will bear a son. The angel saidthe child would be called John, which means that ‘God is gracious’. The child

 will be set aside to serve God.

 will be filled with the Holy Spirit

As an adult, John

Will be a Nazarite. He should neither cut his hair nor drink wine.
Shall turn many hearts of people to the Lord their God.
shall also turn the hearts of the fathers to their children

Zachariah expressed unbelief to these words. Angel Gabriel told him that he shall be dumb until thefulfillment of the God’s words.

The Birth, Circumcision and Naming Of John the Baptist

Elizabeth brought forth a son. This brought great joy to her and Zachariah. The cousins, and neighboursof Elizabeth wanted the Child to be named Zechariah after the father. But Elizabeth insisted on thename John. When Zechariah was asked to name the child, he wrote down the name John. On the 8^thday, the child was named John as the angel had said. John was circumcised on the 8th day according tothe Jewish traditions.

After naming his Child John, the mouth of Zechariah opened immediately and he started to speak. Hesang a song – referred to as Benedictus in Luke 1:67 – 79. As he sung the Benedictus, Zechariahprophesied that God has:

 Raised up a horn of salvation on the house of David

 Remembered his covenant with Abraham

Zechariah said this about his Child John:

 He shall be the prophet of the most high

 The child/John shall prepare the way of the lord by

(i) Calling men to forgiveness

(ii) Showing men the light of salvation

(iii) Guiding people into peace.

LESSON FOUR. THE ROLE OF JOHN THE BAPTIST

The role of John the Baptist is found in Isaiah 40: 3 – 5, Malachi 3:1, 4:5 – 6, and

Luke 7: 20 – 35.

Learning Outcomes. By the end of this lesson, you should be able to describe the role of John the Baptistin the Gospel.

John the Baptist had an important role to play according to the Angel who announced his coming birth.

His role was to: .

Be a Prophet with qualities of Elijah (see Malachi 3:1, 4:5)
Announce the good news to come just like Elijah did.
Be the link between the Old Testament and New Testament
Prepare the way for the Lord.
Announce the coming of God’s reign that was near.
Preach a baptism of repentance
Baptize with water
Introduce people, and his disciples to the Messiah – Jesus Christ.
Fulfill the Prophecy of Elijah that a messenger was sent before the coming of the Messiah.

John theBaptist was likened to Elijah.

Topic review questions

Outline the qualities of John as described by angel Gabriel to Zechariah
Why was John referred to as the second Elijah?
What lessons do Christians learn from annunciation of the birth of John the Baptist?
Describe the birth of John the Baptist

TOPIC TWO: THE INFANCY AND EARLY LIFE OF JESUS – LUKE 1:26 – 38

Learning Outcomes: By the end of this lesson, you should:

Explain events leading to the birth of Jesus
Describe the meeting between Mary and Elizabeth
Describe the birth of Jesus
Explain the dedication of JESUS
Describe Jesus at the Temple

Angel Gabriel announces the birth of Jesus. Angel Gabriel said that Mary would conceive and bear achild. Angel Gabriel called Mary ‘the highly favored one’. Mary was an ordinary virgin girl in Galileeengaged to marry Joseph, a descendant of David. The Angel said that Mary will bear

(i) A Son

(ii) CalledJesus (which means God serves.

(iii) The child shall be great

(iv) He shall be called the son of the highest.

(v) He shall be given the throne of his father David

(vi) He shall reign forever

(vii) His kingdom will neverend.

Read again and explain what angel Gabriel said concerning the child to be born to Mary?

Mary visits Elizabeth. Luke 1:39-56

Angel Gabriel had told Mary that her cousin Elizabeth was also going to have a child. Mary went to visither. The child in Elizabeth’s womb leaped when Mary greeted Elizabeth. The Holy Spirit revealed toElizabeth that Mary is the mother of her Lord, the Messiah. Mary answered Elizabeth by singing thehymn “The Protector” in Psalm 121:3, The Love of God. Psalm 103:17, 98:3.

The Magnificent In this hymn Mary says:

Her soul magnifies the Lord.

The Lord has regarded the poor and those of low estate.

God’s mercy is on them that fear him from generation to generation.

God humbles the proud and mighty, and exalts those of low estate (the lowly)

God has filled the hungry and sent the rich away empty

Through the magnificent, Mary, expresses her joy, gratitude and favour given to her and the world.

The birth of Jesus Christ. Luke.2: 1 – 20

The birth of Jesus took place in Bethlehem, in Judea, during the reign of Augustus Caesar, a RomanEmperor. During that time, Rome was conducting a census of the people / citizens for the purpose ofcollecting taxes. The census was ordered by the emperor to determine payment of taxes. The methodthat Rome was using was counting. Joseph, of the house of David went to his hometown, calledBethlehem; for the census. Jesus was born during this time. He was wrapped in swaddling clothes andlaid in a manger because there was no accommodation in Bethlehem.

The first people to receive the news that a Savior was born were the shepherds. An angel announcedthe birth of the Savior, Christ the lord, to the shepherds. The shepherds went to Bethlehem and saw thechild Jesus. They spread the word concerning what had been told them about the child.

How was the annunciation of the birth of Jesus extraordinary?

The dedication of JESUS – LUKE.2: 22 – 38

Like John the Baptist, Jesus was circumcised, and named on the 8th day. He was named Jesus whichmeans ‘the savior’ or Yahweh or save’s. Mary and Joseph observed the Jewish customs according to theLaw of Moses. For her purification and dedication of the child Jesus, Mary brought a pair of turtledovesas an offering. The first born males were dedicated to God as Holy. Simeon took the child up in his armsfor dedication and said that:

“The child is set for the fall and rising of many in Israel. A Sword will pierce Mary’s soul on account of thechild.” Prophet Anna also came to the temple and prophesied that the child shall bring deliverance.

Jesus at the Temple Luke 2:42 – 52

The parents of Jesus Mary and Joseph went to Jerusalem every year for the feast of the Passover. WhenJesus was 12, he accompanied them to Jerusalem. After the feast the parents went home withoutrealizing that their child, Jesus was not with them. But while on the way, they realized he was notamongst them.

They returned to Jerusalem, and looked for him for 3 days. They found him sitting in the temple;listening and asking teacher’s questions. All those who were in the temple were astonished by hiswisdom and intelligence. It is in the temple that Jesus is revealed, first as a true son of his people andalso as light and salvation for all people. On being questioned by Mary and Joseph, Jesus answered thus:

”Didn’t you know I had to be in my Father’s house, about my Father’s business?” This was an echo ofMalachi 3:1 “the Lord whom you seek will suddenly come to his temple”.

Answer these questions

1 Trace occasions when angels appeared to people in the New Testament

2 How did Jesus follow the customs and traditions of the Jewish people?

Answers

Occasions when angels appeared to people in the New Testament

(a) Angel appeared to Zechariah to announce birth of John the Baptist

(b) Angel appeared to Mary to announce the birth of Jesus Christ

(d) Angel appeared to Joseph in a dream warning him to flee to Egypt with the child and Mary

How Jesus followed the customs and traditions of the Jewish people

(i) He was named on the 8th day

(ii) He was circumcised on the 8th day

(iii) His parents took him to the temple for the annual cerebrations of the. Passover

(iv) He went to the synagogue

(v) In his dedication as a first male, his parents offered the sacrifices expected from them.

Topic Review Questions

Explain events leading to the birth of Jesus
Describe the meeting between Mary and Elizabeth
Describe the birth of Jesus
Explain the dedication of JESUS
Describe Jesus at the Temple

TOPIC THREE: THE GALILEAN MINISTRY – LUKE 3-8

John the Baptist and Jesus Christ

Learning Outcomes: By the end of this topic, you should:

a) Explain the teachings of John the Baptist
b) Describe the baptism and temptation of Jesus and its relevance to Christians today.
c) Give reasons as to why Jesus was rejected at Nazareth
d) Describe the first miracles of Jesus at Capernaum

LESSON ONE. THE PREACHING OF JOHN THE BAPTIST (Luke3: 1 – 20)

John the Baptist preached about

Baptism of repentance for the forgiveness of sins. Baptism means to dip in water’. Repentance means‘change of heart/mind, turning around. Baptism was a symbol of repentance, which means a totalchange heart/mind, a confession of sins). Baptism of water was a preparation of the baptism of fire andHoly Spirit by Jesus.
He warned people of God’s coming Judgment. The religious leaders stressed outward observance ofthe law rather than inner righteousness. John the Baptist told them to bear fruits worthy of repentance.He told them to live righteous lives and not as hypocrites (brood of vipers). Religious leaders alsoassumed that since they were descendants of Abraham, God would not punish them. He warned themthat God could raise descendants of Abraham from stones.
He announced the coming of the Messiah as Judge. John the Baptist became famous that somethought he is the promised messiah. He however pointed to a messiah who will not baptize with waterbut with the Holy Ghost and fire (Jesus Christ).
He preached on social justice. He taught, emphasized, advised:

That those who have should share with those who do not have
The need for fairness and honesty for example tax collectors not to collect more than what wasrequired.
That soldiers should not to abuse their power by accusing others falsely, robbing. They were told tobe content with their wages.

He condemned King Herod’s immoral behavior. King Herod had married Herodians – his ownbrother’s wife. Herod imprisoned John the Baptist and this led to his death (Luke 3 v.22)

What does the term social justice mean?

Find the answer in (d).

Summary of the teachings of John the Baptist

He taught on repentance and forgiveness of sins.
He warned people of God’s coming judgment.
He announced the coming of the messiah who would be judge.
He preached on social justice. Those who have should share with the poor.
He emphasized the need for fairness and honesty.
He warned against abuse of power by those in power and authority.
He condemned taking of bribes, corruption and over taxation.
He condemned sexual immorality (adultery).

Relevance of the teachings of John the Baptist to Christians today

The teachings challenge Christians to be fair, honest, and just in their dealings with other people.

Christians should avoid being hypocritical to one another.

Christians need to know that God will judgethem for their wrongdoing. Hence Christian should repent their sins sincerely and seek forgiveness.

Christians should warn non-believers of the coming judgment. They should preach against evils withoutfear; and avoid corruption, and sexual immorality. Christians should live together in harmony. Baptismwas important to Christians.

Group Activity: Read Luke and find out how John the Baptist was killed, why and by whom

LESSON TWO. THE BAPTISM OF JESUS AND ITS RELEVANCE TODAY

Learning Outcomes: By the end of this lesson, you should be able to:

Describe the baptism of Jesus Christ
Give reasons why Jesus was baptized
State relevance or the importance of the baptism of Jesus to Christians

The baptism of Jesus Christ (Luke 3: 21 – 22)

When Jesus was around 30 years of age, He went to be baptized by John the Baptist. Jesus was the last to be baptized. Although he did not need to repent as He did not sin ; He nevertheless was baptized even though He was without sin.

When he was baptized, the heaven opened and the Holy Ghost descended on Him in the form of a dove. At the same time, a voice from heaven said, “This is my beloved son, in whom I am well pleased”.

Reasons why Jesus was baptized.

He was baptized because:

Jesus wanted to show his approval of John’s Ministry of baptism
Jesus accepted the work of redemption of human kind to be completed through suffering and death
Jesus identified himself with the sinful humankind who needed redemption through baptism
Jesus carried all the sins of humankind (baptized last)
He wanted to carry sins of people/humankind upon himself in order to bring about reconciliation between people and God.
God can confirm to the people that Jesus Christ was the messiah (Ps 2:7)
It was an act of preparing those who were ready to receive the Messiah.
Baptism was a way of fulfilling the Old Testament prophecy.
Relevance or the Importance of the baptism of Jesus to Christians

Christians practice baptism. They follow example of Jesus baptism. There are many forms of baptism such as full immersion in water, sprinkling of water on the forehead, partial immersion (head only) and passing under a flag.
Christians teach importance of baptism. It qualifies a new convert to become a member of Christian fellowship.
Through baptism, Christians receive the power of the Holy Ghost.
Through baptism, Christians identify themselves with Jesus Christ and all that he stands for.
Baptism unites Christians in the body of Christ.
Baptism is a symbol of death and resurrection. In some denominations, the baptized are given new names of other Christians and Jews.
Baptism signifies the forgiveness of sinsthrough baptism one is considered a child of God.
Baptism is a form of preparation for the kingdom of God.
Baptism is a sign of Christ’s forgiveness of sins.

Lesson Revision questions

What is the relevance of john the Baptist teaching to Christians today?
Give reasons why Jesus accepted to be baptized
Describe the baptism of Jesus
What is the significance of the baptism of Jesus to Christians today

LESSON THREE. TEMPTATIONS OF JESUS: RELEVANCE TO CHRISTIANS TODAY

Learning Outcomes. By the end of the lesson, you should

Narrate temptations of Jesus
State relevance of the temptations of Jesus to modern Christians
State lessons that Christians can learn from temptations of Jesus

The temptations of Jesus (Luke 4:1 – 13).

Jesus, full of the Holy Spirit returned from Jordan into the desert. Like Elijah, Moses, He ate and drunk nothing for 40 days and nights. He was hungry after 40 days.

It is at this time of weakness when the devil tempted Him.

First temptation.

The devil told Jesus to proof that He was the Son of God by turning the stones to become bread. Jesus however replied that it is written man does not live on bread alone to sustain him but on everything that the Lord says (Deut 8:3). Satan was telling Jesus to use his Messianic power and Spirit to obtain material security for himself and his followers for selfish, materialistic purposes.

What can we learn from this temptation?

Jesus was not seeking to establish a material paradise on earth.

Second temptation.

The devil led Jesus up to a high place (High Mountain) and showed Him in an instant all the Kingdoms of the world. He told Him that he would give Him all their authority and splendor, if He bows and worships Satan. Jesus replied… it is written worship the Lord your God and serve him only. Do not worship other gods (Deut.6: 13-14). Satan wanted Jesus to use Godly power and influence. This was idolatry i.e. worshipping other gods.

What can we learn from this temptation?

Jesus did not come to seek a worldwide political military reign as many Jews expected Him to do.

Third Temptation.

The Devil led Jesus to Jerusalem and had Him stand on the highest point of the temple. He told Jesus to throw Himself down if He was the Son of God for it is written that the Lord will

command angels to guard him (Psalm 91:11 – 12). Jesus replied and said it is written, do not put the Lord your God to the test. Satan wanted Jesus to presume on God’s good care by jumping from the roof of the temple.

What can we learn from this temptation?

Jesus will not force belief in His Messiah ship through aspectacular sign.

Notice that the temptations came after Jesus’ Baptism, where he had solemnly accepted the opening of his public ministry and God confirmed it. Therefore the temptations were a testing of his loyalty to God’s chosen way of life.

Relevance of Jesus temptations to Christians

Jesus, though without sin was tempted. His followers must expect to be tested in their faith. Christians learn that it is not sinful to be tempted. Since Jesus was tempted, he understands Christian’s difficulties when they are tempted. Jesus is always ready to help Christians to cope with temptations.

Why do you think Christians are tempted?

Through temptations and trials, Christian’s faith in God is strengthened. Christians learn to refer to the Bible for guidance when tempted. Jesus said that it is written… in reference to scripture. Christians should seek the Holy Spirit to give them strength to fight any form of trials and temptations.

Jesus, full of the Holy Spirit went to the wilderness and was tempted by the devil……………” In

temptation, God does provide a way out. Thus followers of Jesus Christ (Christians) should not be seekers of spectacular signs.

LESSON FOUR. REJECTION OF JESUS AT NAZARETH

Learning Outcomes. By the end of the lesson, you should

Describe rejection of Jesus at Nazareth
Suggest possible reasons for rejection

Rejection of Jesus at Nazareth (Luke 4:14 – 30).

After the temptation, Jesus went to Galilee, His home district to begin his ministry. As a faithful Israelite, Jesus attended service in the synagogue every Sabbath day. During that time, it was customary for visiting Rabbis (Teachers of the law) to be given the honor of reading from the law or to address the congregation. When Jesus was given this opportunity, He opened the scroll and read from Isaiah 61: 1 – 3 …’The Sovereign Lord has filled me with his spirit. He has chosen me and sent me.’ Luke writes in 4 v 18 “ The Spirit of the Lord is upon me, because he has chosen me to bring good news to the poor”. On completion of the reading, Jesus told them that today this scripture has been fulfilled in their hearing.

From this reading Jesus referred to himself as the Messiah. The people of Nazareth in indignation wanted to kill Jesus by throwing him over a cliff.

Possible Reasons for Rejection.

Jews of Nazareth rejected Jesus because one, they knew him as theson of Mary and Joseph. They did not know Him as the Son of God. Two, Jesus did not fit into the idea of a political King that the Jews were expecting. They were waiting for a King with an army and horses.

Three, Jesus preaching was seen as being against that of Pharisees, Scribes and Sadducees: the religious leaders at that time. Four, Jesus pointed out evils of religious leaders. Five, a leader is never accepted at home especially in a superior or senior position. Six, Jesus did not follow the general rules of the Mosaic Law. These were fasting, healing and working on the Sabbath day. Worse still Jesus associated Himself with Jewish outcasts such as sinners, and the sick.

Discussion question

What are the possible reasons for rejection of Jesus at Nazareth?

Answers

(i) He was known by people as son of Mary and Joseph

(ii) He did not fit in the idea of a political king that Jews were expecting

(iii) Often times one is not accepted at home and at a senior position

(iv) He did not follow the general rules of the law of Moses

(v) He associated with sinners, and outcasts

LESSON FIVE. HEALING AT CAPERNAUM

Learning Outcomes. By the end of this lesson:

Describe Jesus’ healing at Capernaum
Explain healing of a man possessed with an evil spirit
Describe Jesus healing of Simon’s mother – in law

Jesus’ healing at Capernaum LK. 4:31 – 44

After his rejection in Nazareth and an attempt to throw him down a hill, Jesus went on to Capernaum. Here he cast out demons (Luke 4: 40 – 41). He was teaching people. He performed many miracles of healing. For example:

Healing a man possessed by an evil spirit. A man was possessed by an unclean demon/spirit. He was in the synagogue. When he saw Jesus, the evil spirit shouted, “Ah! What do you want with us, Jesus of Nazareth? Have you come to destroy us? I know who you are, the Holy one of God” (Luke 4:34). Jesus replied, “Be silent and come out of him.” The Demon threw the man down and came out without doing any harm. The man was made whole.

Jesus heals Simon’s mother – in law. After Jesus left the synagogue, he went to the house of Simon Peter’s mother in law. She had a fever, Jesus commanded the fever to leave and she was made whole immediately.

Which lessons do Christians learn from the healings at Capernaum

There are many lessons. These are that

1) Jesus is the son of God

2) Jesus came to establish the Kingdom of God and destroy the kingdom of Satan.

3) Jesus has power over evil spirits / demons.

4) Jesus came to save human beings from the slavery of sin

5) God cares for his people.

LESSON SIX. THE CALLING OF THE FIRST DISCIPLES Luke 5: 1 – 11

Introduction:

A disciple is a learner, a student or a follower. Learners followed a master so as to learn about religious matters. Disciples were followers of Christ.

Learning Outcomes.

By the end of the lesson, you should be able to describe the call of the first disciples. Rabbis. These were teachers of law. They had special schools where they taught law. In these schools, learning was by memorization and repetition what students heard from the rabbis.

The disciples of Jesus did not memorize. They learnt by observation. They were witnesses – and they spoke what they heard and described or explained what they saw.

Call of the first disciples

Jesus entered into Simon’s ship and started to teach people who were there. Later, He told Simon to “push off a little from the shore”. Jesus sat in the boat and taught the crowd. After speaking, he told Simon, and his partners James and John; “Push the boat out further to the deep water…and let down your nets for a catch of fish”. Simon told Jesus that they had toiled all night, and caught nothing. But if you say so, I will let down the nets. Simon obeyed. They let down the nets and caught a multitude of fish. They called for assistance from other fishermen. When Simon Peter saw this, he told Jesus “Go away from me, Lord! I am a sinful man!” Jesus said to Simon “Don’t be afraid, from now on you will be catching people”. On getting to the shore, Peter and his friends James and John sons of Zebedee forsook all and followed Jesus

Thus the first disciples of Jesus were Simon Peter; James and John.

Lessons from the call of the first disciples

1) God can choose anybody to serve him regardless of his or her social status.

2) God still calls people to serve him in various capacities as evangelists, pastors and others.

3) Those called should repent their sins as Peter did

4) Christians should trust in God – Simon Peter trusted Jesus and cast his nets even though they had caught no fish from the same spot.

5) God can intervene in people’s lives through miracles (miraculous catch of fish)

6) Christians should work together as a team. Fishermen worked together.

7) There is hope for those who follow Jesus. He told them ‘follow me and I will make you fishers of men’ God reveals himself to people in everyday activities as Jesus revealed himself to Simon Peter, and his friends James and John through fishing.

9) Christian’s vocation may require renunciation of family ties and occupations or a change of life.

10) Those called to serve God are expected to be humble

LESSON SEVEN. OPPOSITION IN GALILEE

Learning Outcomes. By the end of the lesson, you should

Describe the Pharisees? Scribes?Sadducees.
Identify the differences between the Pharisees and the Sadducees.
Explain why Jesus faced opposition from Pharisees, Sadducees, and Scribes

Jesus ministry consisted of teaching, healing and doing many miracles. Because of this work, Jesus faced opposition from the Pharisees, Sadducees and Scribes. These were Jewish religious leaders.

Opposition by Pharisees and Sadducees. Luke 5:12- 6:11

Why did Jewish religious leaders; the Pharisees? Scribes? Sadducees oppose Jesus? There were many reasons for Jewish opposition to Jesus. These were:

1) Jesus was becoming more famous than the religious leaders

2) His claim to forgive sins. This was reserved only for God.

3) His association with tax collectors / publicans and sinners. For example, Jesus ate with Levi.

4) His failure to observe the law of fasting. Jesus disciples did not fast like the disciples of the Pharisees and John the Baptist.

5) Doing what religious leaders regarded as unlawful things on the Sabbath day. For example,

Eating on Sabbath with unwashed hands (disciples),
Plucking corn on the Sabbath day
Working. Jesus healed on the Sabbath day. This was considered as work, which was unlawful. Jesus healed a man with a paralyzed hand on the Sabbath day.
Touching the unclean. Jesus reached out his hand and touched a leper and healed him. Religious leaders were not allowed to touch the unclean lepers.
Associating with tax collectors who were regarded as sinners because they were corrupt. They

collected more tax than the required amount. Jesus was supposed not to associate with them or support them in any way.

Who were the Pharisees? These were

 Referred to as the ‘separated ones’

 Religious leaders who expected people to respect and honour them.

 Pious leaders and wanted everybody to recognize them.

 Rich Jews and looked at their riches as blessings from God.

 Called ones and thought of themselves as the ‘righteous’ ones.

 Popular to the poor who respected them.

Characteristics of Pharisees

They believed in the Law of Moses and accepted the first five books of the Bible as God inspired. They insisted on strict observance of the law.
They upheld and insisted on the observance of the oral traditions of the elders.
They followed strictly 632 distinct rules and regulations broken down from the ten commandments
They believed in the teachings of the prophets and other writings of the Old Testament.
They passed religious traditions of the Jews from generation to generation and regarded this as a duty or obligation.
They believed in the existence of angels and regarded them as intermediaries between God and human beings.
They believed in the existence of demons and Satan
They believed in and waited for the Messiah of God to come
The believed in the resurrection of the dead
The believed in the judgment of God at the end of time for all human kind
They were strong nationalists and political leaders who resisted all foreign influences and power.

Who were the Scribes?

The word Scribe means ‘a writer. The work of a scribe was to rewrite by hand – new manuscripts of the

Jewish scriptures. The copied the word exactly as it was. The scribes were either Pharisees or Sadducees.

At the time of Jesus, majority of the Scribes were associated with the Pharisees. A scribe was also a ‘Rabbi’ – teacher. Some scribes managed schools called ‘Rabbinical Schools’. In these schools, Jewish male youth learnt the Mosaic Law from the age of 13 years. Scribes were represented in the Jewish religious council called the Sanhedrin. Sanhedrin was the Jewish Court of Justice, which tried those who committed religious sins.

Who were the Sadducees?

Sadducees were the wealthy people. They were an influential group. These were the majority in the Sanhedrin, the Jewish Court of Justice. The poor hated them. They were also members of the Jerusalem priesthood. The chief priests were mainly drawn from the Sadducees. They believed in the divine authority of the Law of Moses and the Pentateuch’s first five Books of the bible. They believed that Moses wrote the first 5 books of the Bible. They regarded all the other books in the Old Testament as not divinely inspired. Hence they rejected them. They rejected and did not believe in

(a) The resurrection of the dead

(b) Last judgment

(d) Angels and demons and

(e) theoral traditions of the Pharisees.

They were enemies of the Pharisees particularly because of religious matters. However, they joined with the Pharisees and Scribes to oppose Jesus Christ.

LESSON EIGHT. THE SERMON ON THE PLAIN (Luke. 6:12–16, 27– 49)

Review

In the previous section, we learnt that Jesus chose His apostles. He came down the hill and stood on a level place. He gave a sermon to those present. This address is referred to as the sermon on the plain in Luke’s Gospel.

The people had come to hear Jesus’ word to receive healing and for Jesus to exercise unclean spirits from them. In the sermon, Jesus talked of the characteristics of the new community. All those who would listen to His word would be the “New Israel”.

Learning Outcomes. By the end of the lesson, you should be able to

(a) Name the12 disciples

(b) Summarize the teachings of Jesus on true discipleship

Analyse the teachings of Jesus on the plain (sermon on the plain)

Selection of 12 disciples (Luke. 6:12 – 16)

Jesus went into a mountain to pray. In the morning, he called his disciples. From them, he selected 12 disciples, whom he also called apostles. Apostle means one who is sent, a missionary. The 12 disciples were:

(1) Simon Peter

(2) Andrew

(3) James

(4) John

(5) Phillip

(6) Bartholomew

(7) Mathew (Levi)

(8)

Thomas

(9) James son of Alphaeus

(10) Simon who was called the Patriot

(11) Judas son of James and

(12) Judas Iscariot who became the traitor (Luke vs. 14-16)

Jesus teachings’ on true discipleship

Jesus taught that a follower or disciple of Christ should:

(a) Have unshakeable faith

(b) Be obedient to God’s word

(d) Be kind, loyal, objective, fair, and generous

(e) Accept others without discrimination.

(f) Be a disciple and show concern for others.

The Sermon on the plain (Luke 6: 17 – 49)

The Sermon on the plain is a lecture or lesson that Jesus gave to “ a large number of his disciples and a large crowd of people who had come from Judea, Jerusalem, tyre, and Sidon. They came to listen to the sermon of Jesus and to be healed of diseases, evil sprits. The purpose of the sermon was to teach the crowd the meaning of following Christ. Jesus covered 6 beatitudes or topics in his sermon. These are.

1) Blessings and woes – beatitudes

(2) Love for enemies

(3) Judging others

(4) Giving to the needy

(5) A tree and its fruits

(6) Wise and foolish builders – hearing and doing the words of Jesus.

We shall now discuss each of these beatitudes in detail.

Blessings and woes. Jesus taught that:

(i) Blessed are the poor for theirs is the Kingdom of God.

(ii) Blessed are the hungry for they shall be filled

(iii) Blessed are those who weep now for they shall laugh

(iv) Blessed are those who men shall hate, reject, reproach for the sake of Christ’s for their great reward is kept in heaven.

(v) Woe to those who are rich, for they have already received their reward.

(vi) Woe to those who are full for they shall go hungry

(vii) Woe to those who laugh now for they shall mourn and weep

(viii) Woe to those whom people speak well, for ancestors said the same about the false prophets.

Those who accept to be followers of Christ are promised blessings while those who reject Christ are to suffer in future.

Love your enemies. Luke. 6: 27 – 36.

Love is often defined as a warm feeling / affection towards somebody or something. Jesus taught his followers to love their enemies and do well to those who hate you. Bless those who curse you. Pray for those who mistreat you. Do unto men as you expect them to do unto you. Lend also to your enemies.

Love your enemies and do good to them. Lend and expect nothing back. Be merciful.

From these teachings: true discipleship of Jesus Christ:

a) Entails unconditional love even for enemies
b) Doing good without expecting any returns
c) Praying for those who mistreat us
d) Showing love to our enemies by exhibiting God’s love in us.
e) Is love; because those who love are children of the most high who is kind and merciful to the sinners.

(3) Judging others Luke. 6: 37– 42

Jesus taught his followers not to judge others lest they are also judged. They should not condemn others lest they are also condemned. He asked disciples to forgive others and they shall also be forgiven. True discipleship requires acknowledging one’s shortcomings and avoiding criticism of others.

(4) Giving to the needy.

A true disciple should share what they have with the needy. Those who share shall be rewarded. He also said that the blind couldn’t lead the blind. There is a master and a follower. The disciple is not above his master.

(5) A tree and its fruits.

A healthy tree bears good fruits. A poor tree bears poor fruit. Neither does a corrupt tree bring forth good fruits. A tree is known by its fruits. Followers of Christ are evident to others by their actions. They are not hypocritical or fault finding.

(6) Wise and foolish builders.

A wise builder digs a deep foundation on a rock. When floods come, the house is able to stand. A foolish builder builds his house upon the sand. Without a foundation, when floods come, the house falls and is ruined. Wise builders are those who hear the word of God and do what is required. Those who do not adhere to the teachings are the unwise builders. True discipleship entails obedience to the teachings of Jesus Christ.

Relevance of the lessons of the Sermon on the Plain to Christian Life

Christians are urged to love even those that hate them. The challenges that followers of Christ encountered in the New Testament are not different from those that Christians experience today.

Christians should forgive others, share with the needy, avoid judging others, and follow the teachings of Christ.

Lesson Revision questions

Give the main teaching of Jesus on the sermon on the plain
What is the relevance of the (beatitudes) sermon on the plain to Christians today?

LESSON NINE. JESUS’ WORKS OF COMPASSION

In this lesson, Jesus’ works of compassion is discussed. These include the works of mercy for those in distress and pity for the suffering. Jesus’ mission lays its foundation in these works of compassion, because He came to establish the kingdom of God by conquering all forms of suffering caused by Satan.

Compassion is a feeling of empathy for other people’s sufferings. It’s being merciful, showing concern and affection for others.

Learning Outcomes. By the end of this lesson, you should be able to:

a) Give examples of Jesus works of compassion
b) Narrate Jesus works of compassion
c) Give reasons why Jesus used parables
d) Identify categories of the miracles of Jesus
e) Give lessons learnt from each example in each category

a. Examples of Jesus works of compassion. There are many examples of compassion
i) Healing of the centurion’s servant (Luke 7:1 – 10)

Centurion is an officer in charge of 100 men. Jesus healed the servant of a Roman soldier and a Gentile. The Centurion showed love and concern for his servant. The centurion sent Jewish elders to Jesus with a request to heal his servant. The leaders said ‘this man deserves to have you do this, because he loves our nation and has built our synagogue’ (Luke 7:5). Jesus agreed and went with the elders. But before Jesus reached the centurion’s house, the centurion sent his friends to stop him from coming to his house. He said that he was not worthy to have Jesus under his roof. He said that he was a man of authority. Hence Jesus could give an order and the servant would be healed. On hearing this, Jesus declared to the crowd ‘I tell you, I have not found such great faith even in Israel’. When the men returned, they found the servant well.

Lessons Christians can learn from the healing of the centurion servant.

Faith in God is important for healing to occur
We should confess our faith in Jesus. The centurion declared his faith in Jesus by saying he believed that Jesus could heal his servant by his word.
Christians should have compassion like Jesus. He took compassion on the servant and was ready to go and heal him.
Salvation was not for Jews alone, but for all who believed in Jesus. Centurion was not a Jew but a gentile officer in the Roman army. But he had faith in Jesus healing.
Christians should love each other regardless of their background or social status – the centurion loved his servant dearly.
Christians should learn to relate well with all around them – the centurion related well with the Jewish elders and others.
Jesus has power to heal any form of sickness.
ii) The raising of the widows son – Luke 7:11 – 17.

A widow is a woman whose husband is dead. The widow was of the city of Nain. When Jesus neared the gates of the city, he saw the funeral procession of the widow’s son, the only son of his mother. Jesus had compassion on the widow and told her ‘ weepnot’. Jesus then touched the casket and said ‘young man I say unto you, arise’. The dead sat up and began to speak. All the people were filled with fear and glorified God, saying God has visited his people.

Lessons Christians learn from the raising of the widow’s son

1) Jesus has power over death

2) Jesus empathizes with the suffering

3) Acts of love should not be hindered by traditions – Jesus touched the casket even though Jewish traditions forbid it.

4) The Widow of Nain was a gentile. This is a sign that salvation was universal.

5) The crowd acknowledged Jesus’ lordship; Christians should acknowledge the lordship of Jesus.

What are the practices pertaining to the disposal of the dead in your culture? and community?

iii) Assurance to John the Baptist (Luke 7:20 – 30).

A question arose whether Jesus Christ was the Messiah. John the Baptist wanted to assure his disciples that Christ; was the expected messiah: and not him (John the Baptist). He sent his disciples to Jesus to ask “if you are the one he said was going to come, or if we should expect someone else?” (Vs. 20). Jesus told the disciples of John to go back and tell John of the miracles works they saw and heard. Jesus then gave a testimony of John the Baptist as a prophet, whose life and missions is beyond that of ordinary prophets. Jesus testified that John the Baptist; was the forerunner or messenger of Jesus Christ: as the prophets in the Old Testament had written. The Pharisees and the publicans (teaches of the law) however rejected the testimony about John the Baptist. They had refused to be baptized by John. Those baptized by John the Baptist, the tax collectors acknowledged the testimony of Jesus. Jesus rebuked the Pharisees and teachers of law for their hypocrisy.

In what ways were the Pharisees and teaches of law hypocritical?

iv) The forgiveness of the sinful woman (Luke 7: 36 – 50)

Jesus was invited by one of the Pharisees called Simon to his house to dine with him. In that city, there was a sinful woman. She went to the house of Simon when she learnt that Jesus was in the Pharisees house. She brought with her an alabaster jar full of perfume. She stood behind Jesus. She was weeping and washing his feet with her fears. She then wiped the tears from the feet of Jesus with her hair, kissed his feet, and anointed them with oil (an alabaster box of ointment). When Simon, the host saw this he said within himself, ‘if this man was a prophet, he would know who this woman is who is touching him” a sinful woman. Jesus told Simon a parable of a man who forgave two people that owed him money one 500, the other 50. Jesus asked which of the two debtors would love him most. Simon said the one that was forgiven much, Jesus then told Simon that when he came to his house, Simon did not give him water for his feet; neither did he welcome Jesus with a kiss; nor provide him with olive oil. But the woman washed his feet with her tears, and wiped them with her hair. She also kissed his feet. Jesus told the people that her sins, being many are forgiven for she loved much. Jesus turned to the woman and told her ‘thy sins are forgiven’. ‘Thy faith has saved thee, go in peace’. The people who were eating with

Jesus murmured. Who was Jesus? He forgives sins.

Lessons from the forgiveness of the sinful woman

The Jews believed that by associating with sinners, one becomes virtually defiled. Jesus however allowed the sinful woman to touch him.
By her actions, the woman acknowledged that she was a sinner, and repented. This was in contrast tothe Pharisees who were self-righteous and therefore did not repent.
The Woman’s great love for Jesus led to her being forgiven of her sins.
Christians need to accept their sinful nature and seek forgiveness from God.
Faith in Jesus is necessary.

Summary.

Jesus is accepted women to be his followers unlike the Jewish customs which viewed women as lesser than men. Other women that played a key role in the ministry of Jesus include Mary Magdalene, Joann Joanna and Susanna among many others.

Lesson Revision questions

What role do women play in the church ministry?
Narrate the story of the forgiveness of the sinful woman (Lk 7: 36, 8:3)
What lessons do you learn from the above story?
Describe the story of the raising of the widow’s son at Nain (Lk 7: 11-17)

Answers

Women play many roles in the church ministry. Some of these are:

(i) Carrying out duties of pastors, bishops, and deacons

(ii) Management. Some are heads of the women groups

(iii) Leading in church service

(iv) Participating as church ushers, choir singers, and youth leaders

(v) Attending church. Women are part of the congregations

LESSON TEN. JESUS TEACHING IN PARABLES (LK. 8: 4- 21)

Introduction

Jesus used parables to teach. A parable is a Greek word. It means comparing or ‘putting side by side’ in order to understand. A parable is defined as a short story or description, which teaches something or answers some questions. It is an allegory – an earthly story with a hidden or heavenly meaning.

Use of parables.

Jesus used parables in his teachings in order to explain unfamiliar messages in a language that his hearers could understand. Other reasons were because Jesus wanted to:

1) Provoke critical thinking

2) Make the audience understand issues from a different point of view

3) Explain the nature of the kingdom of God by giving real life examples.

4) Explain the nature of God. The parables brought out the attributes of an invisible God. For example, the parable of the prodigal son who had been lost.

5) Attract the attention of his audiences so that they could listen and understand.

6) Make people understand how they should relate to one another. Read the parable of the good

Samaritan

7) Teach God’s love to mankind. The parable of the lost sheep, lost coin.

Separate / identify those who were sincere in seeking the kingdom of God from the onlookers.

9) Challenge the imagination of his hearers since entry to God’s kingdom was a personal decision.

10) Make an indirect attack on his opponents like the Pharisees, the scribes and the Sadducees.

11) Teach his disciples that they should be persistent and never be discouraged.

12) Make his teachings interesting and easy to understand.

1. The parable of the sower Lk 8:4 – 15

Jesus told this parable to the crowd that followed him. He said that a farmer went out to sow corn. He scattered seeds in the field. As he did so, some of them fell on the path, and they were trampled on and eaten by birds. Other seeds fell on the rock ground. When they germinated, they withered because they lacked moisture. Some seed fell among thorns bushes. They grew with bushes, which choked them as they grew. Some other seeds fell on fertile soil. They grew up in fertile soil and their yield was100 seed for each seed sown.

Meaning or interpretation of the parable

Jesus gave the meaning of the parable to his disciples. He said that the seed is the word of God.

Seed that fell on the path represents people who hear the word of God, and then the devil comes and takes away the word from their hearts so that they do not believe. Such listeners are like the seeds that fell on the path. They hear the word but soon after the devil takes away the message to stop them from believing and being saved.

Seed that fell on the rocky ground are people who receive the word with joy but it does not stay with them. They believe for a while but when faced with trials and temptations they stop believing and fall away.

Seed that fell on the thorny bushes stands for people who receive the word. However, they fail to follow their beliefs because of interference by life’s worries, riches and pressures of the world. They failto mature as believers.

Seed that fell on the good soil are those people with a noble and good heart. They hear the word, andretain it in their hearts. Such people persevere and produce good harvest.

The different types of soil in this parable refer to different kinds of Hearts of people.The farmer is Jesus, God or Preacher.

We learn that:

 One should not despair and

 It’s important to receive the word of God, practice it and persevere so as to bear fruits.

The parable of a lamp under a bowl (Lk.8: 16 – 18).

Jesus taught that no one lights a lamp, then covers it with a bowl or hide it under a bed. When one lights a lamp, they put it on the lamp stand so as to illuminate a room and for people to see the light. For whatever is hidden or covered up shall be revealed. In this parable Jesus is the light. The disciples had a duty to pass on to others messages they had learnt from Jesus. They should not keep messages to themselves.

Interpretation.

From this parable of a lamp under a bowl, we learn that:

i A Christian has a duty to share the knowledge of God with others

ii One cannot be a Christian if this knowledge is hidden

iii Those who do not share may loose their beliefs.

Jesus mother and brothers. Luke 8:19 – 21

The mother of Jesus and brothers came to see him. Someone told Jesus that they were there. He told the crowd. “My mother and brothers are those who hear the word of God and obey “. Accepters and believers are the members of the family of Jesus.

Lesson Revision Questions

Give reasons why Jesus used parables
Identify various methods used by Christians in spreading the gospel today
Discuss the reasons why Jesus faced opposition fro the Jewish leaders.

LESSON ELEVEN: MIGHTY WORKS OF JESUS

Learning outcomes. By the end of this lesson

Organise in categories miracles performed by Jesus
Narrate each miracle
Discuss the significance of the miracle and lessons to learn

Jesus continued to do miracles; and teach. His work is referred to as the mighty works of Jesus in various books. Miracles can be defined as acts of power whose purpose is to establish the kingdom of God.

Miracles can also mean extraordinary events that go against the laws of nature.

a. Categories / types of miracles

Jesus performed four types of miracles. These were:

1) Nature miracles – miracles that dealt with nature e.g. calming of the storm

2) Raising of the dead e.g. Jairus daughter

3) Healing miracles – healing Simon’s mother in law of fever, healing of the woman with the flow of blood.

4) Exorcism miracles – casting out of evil spirits e.g. the Gerasene demonic

i) The calming of the storm

One day, Jesus entered a boat with his disciples to go across Lake Galilee. As they sailed Jesus was asleep in the ship. Suddenly, there was a strong wind and the boat began to sink. The disciples woke him up saying, “ Master, we are about to die”. Jesus woke up and gave an order to the winds and the raging waters. They obeyed and there was calm. He then said to his disciples ‘where is your faith?’ Disciples were afraid and amazed and wondered, “Who is this man?” Winds and waves obey him.

This miracle teaches Christians to have faith and to depend on Jesus when they face raging temptations and persecutions. Jesus has power over nature.

ii) Jesus Heals a Man with demons (Lk8: 26 – 39)

Jesus and his disciples sailed to Gerasa town across Lake Galilee. On arrival a man who had demons in him for a long time met Jesus. He lived naked in tombs, and wilderness. On seeing Jesus, he cried out, threw himself down at the feet of Jesus and shouted; “Jesus son of the Most High God! What do you want with me?” ” I beseech thee, torment me not’. Jesus had ordered the demons to go out of him.

Jesus asked him “what is your name?” He replied Legion or Mob. This was because the man had been possessed by many demons. The demons begged Jesus not to send them into the deep but to let themgo into some pigs (swine) that were feeding by. Jesus allowed them and the devils went out of the man,into the pigs. The herd ran down the cliff into the lake and drowned. The herders run to the city and spread the news. The multitude found the man sitting at the feet of Jesus clothed, and in his right mind.

The multitude asked Jesus to leave their country region. The healed man wanted to follow Jesus but Jesus declined and told him to go and tell others of the great things that God had done for him. The man went to town and told all “what Jesus had done for him”.

This miracle teaches Christians that:

The mission of Jesus’ was universal.
Jesus mission is to teach all the people irrespective of their race, tribe or geographical location. The demon man was healed in a Gentile area.
Jesus has power over evil
Powers of evil (demons) are real
Human life is more valuable than man’s material things
The demons – evil spirits identified Jesus as the Son of the most High
Christians need to fight the power of evil

SAQ.

What were the causes of mental illness and spirit possession in traditional African society and in

modern society?

iii) Jairus daughter is raised. Lk.8: 40 – 42, 49 – 56

Jairus was an official in the local synagogue. He begged Jesus to come to his house and heal his only daughter who was 12 was dying.

iv) Woman with the flow of blood is Healed (Lk. 8:43 – 48)

When Jesus was on route to Jairus house, great crowds followed him and pressed him on either side. Amongst them was a woman who had suffered from severe bleeding for 12 years. She consulted doctors and spent all her savings on physicians. But she was not cured. The society considered the woman unclean. It blamed her for her illness. She herself was embarrassed by her condition. This woman walked behind Jesus and she touched the hem of the garment of Jesus. Her bleeding stopped at once. Jesus asked, who touched me? Everyone denied it. Peter replied the multitude was around Jesus and it was difficult to know who had touched him. Jesus persisted someone touched him. The woman who had touched Jesus the woman came forward, and fell at his feet and confessed to all her sickness and explained why she touched Jesus and how she was healed at once. Jesus said to her “My daughter, your faith has made you well. Go in peace”.

Jairus daughter is raised. Lk.8: 40 – 42, 49 – 56

As Jesus was talking to her, Jairus was told that his little girl was dead. “Don’t bother the teacher anymore. Jesus told Jairus not to fear but to believe and she will be well. When he got to the house he went into the room with Peter, John and James and the parents of the girl. People around were weeping and wailing. But Jesus told them not to weep. She is not dead but asleep. They scorned and laughed at him for saying that she is asleep because they knew she was dead. Jesus took the girl by hand and calledout “Get up, my child” – ‘little girl arise’. She immediately got up and Jesus ordered the parent to give her food. He commanded them not to tell what had happened.

Teachings from these two miracles

The miracle of raising Jairus daughter teaches Christians that Jesus is compassionate and the author of life. He has power over death, resurrection and life.

In the miracle of healing the Woman with the flow of blood:

Jesus made her healing public. This was probably because He wanted to acknowledge the woman’s faith in the public. Jesus made it clear that her faith made her whole.
Jesus wanted to challenge the cultural practices that kept women in bandage and could notparticipate in public life.

Jesus made her healing public so that the community can receive her back and shall not isolate her again.

From this miracle of healing this woman, Christians learn that one; Jesus is the healer. He has power over all sicknesses even those without cure. Two, Christians should have faith in Jesus Christ.

Lesson Revision Questions

Narrate the healing of the Gerasene demoniac Lk 8: 26-39
What lessons can Christians learn fro the healing of the demoniac man above?
What do the miracles of Jesus teach us about him?
Compare the raising of Jairus daughter and the healing of the woman with the flow of blood

Answers.

A comparison of the raising of Jairus daughter and the healing of the woman with flow of blood

(i) Jairus daughter was 12 years old and the woman sick with the flow of blood had suffered for 12 years.

(ii) Jesus referred to both of them as daughter

(iii) Their situation – death and flow of blood did not have a cure

(iv) The public witnessed the miracle of the woman with the flow of blood.

(v) Jesus commanded Jairus to keep secret raising of his daughter

LESSON TWELVE. COMMISSIONING OF THE TWELVE DISCIPLES

Lk 9:1 – 10

Introduction.

Commission means to officially ask someone to do something.

Learning Outcomes: By the end of the lesson, you should be able to:

a Describe the commissioning of the twelve disciples.

b Explain the story of the feeding of the 5000

c Describe the transfiguration of Jesus

d Explain the teachings of Jesus on faith and humility.

The commissioning of the twelve disciples

The twelve disciples or followers accompanied Jesus wherever he went. They were regarded as apostles. An apostle comes from a Greek word ‘Apostols’ which means ‘send out’ one who is sent or a ‘missionary’. The commissioning of the 12 disciples meant that they were given four main duties, power and authority to:

a) Exorcise or cast out demons
b) Cure diseases
c) Heal the sick
d) Preach the Kingdom of God and proclaim the arrival of God’s Instructions. They were told to:
i) Take nothing for the journey
ii) Initiate attack on the forces of evil

iii) Depend entirely on God to take care of them

iv) Take no stick, no beggars’ bag, no food, no money and not even an extra shirt for their journey
v) Whatever house they entered they were to stay there until they leave the town.
vi) If they were not welcomed, they were to leave that town and shake the dust off their feet as a warning to that city or town.

With these instructions, the disciples left and travelled to all villages preaching the Good News and healing people everywhere. King Herod was perplexed by the work of the disciples and he desired to see Jesus.

Feeding of the five thousand.Luke chapter 9. Verses 11-17)

After reading these verses, about feeding of the five thousand (5000) people we learn that

Jesus is concerned about people’s physical needs
Jesus demonstrated that he is the bread of life
Jesus has divine power
The Church has the duty of continuing to feed its followers both spiritually and physically.
The feeding of the 5000 people points to the Messianic banquet
Christians must learn to share whatever they have with one another
From this miracle, Jesus expected his disciples to appreciate their responsibility. Their work was not only to preach and heal but also feed the hungry. Feeding was both physical and spiritual.

The personality of Jesus and his identity Lk. 9:18 – 27

When Jesus was alone with his disciples, he asked them who people say he is. The disciples told him that some say he is John the Baptist, others say he is Elijah and others say he is one of the old prophets who have risen again. Jesus asked them who they, disciples say he is. Peter replied that he is Christ of God.

Jesus then told them not to tell people who he is for he Son of man has first to suffer many things be rejected by the elders chief, priests and scribes, be killed and be raised the third day. Jesus announced to the disciples of his passion (great sufferings) Jesus is the Christ (anointed) of God – Messiah as well as the son of man. A divine nature and a human nature. Jesus went on ahead to tell his disciples that theyshould deny themselves (self – denial) take up their cross daily and be ready to lose their lives for Jesus. However, great is the reward for the faithful.

LESSON THRTEEN: THE TRANSFIGURATION (LK.9: 28 – 36)

Read. Luke chapter 9, verse 28 to 36. hen answer revision questions that follow.

A brief summary from the Bible

Transfiguration is change or transformation of form or appearance. Jesus was transformed in appearance when he took Peter, John and James to the mountain to pray. During the transfiguration, Moses and Elijah came down from heaven to talk with Jesus about his coming death in Jerusalem. Moses, Elijah and Jesus were in heavenly glory and glorious splendor. Peter, John and James were asleep. When they woke up, they saw Jesus’ glory. They also saw Elijah and Moses with Jesus. Peter suggested to Jesus that they build three tents for Jesus, Elijah and Moses. As he spoke a cloudovershadowed them. A voice from the cloud said ‘this is my son, whom I have chosen——– listen to him”. The cloud left and the disciples found themselves with Jesus. They kept what they saw and heard to themselves.

Significance and importance of transfiguration

The voice from heaven confirmed that Jesus is the Christ of God, or the Messiah
Moses represented the Old Testament law. Jesus came to fulfil the Law of Moses. It showed that

Jesus was not against the Law of Moses.

Elijah represented the Old Testament Prophets. This meant that Jesus had fulfilled the Old Testament

prophecies. He is above the prophets.

Jesus is above or greater than the law and the prophets.
Transfiguration was a way of preparing the disciples for the death and resurrection of Jesus. Death is

not the end of life (Moses and Elijah appeared to confirm this)

The transfiguration prepared and gave strength to Jesus for what lay ahead of him
Dazzling appearance showed the glory of Jesus
The transfiguration also shows the importance of encouraging each other.

5.0 Revision questions

Explain the teachings of John the Baptist
Describe the baptism and temptation of Jesus and its relevance to Christians today.
Give reasons as to why Jesus was rejected at Nazareth
Describe the first miracles of Jesus at Capernaum
Narrate and dramatize the temptations of Jesus from the gospel according to St Luke,
Identify five occasions when Jesus was tempted
Explain ways in which Christians can be tempted today
Outline ways in which Christians can overcome temptations in the contemporary world
Identify lessons that Christians can learn from the temptations of Jesus?
What is the role of the clergy in Kenya?
How does the church participate in the upkeep of the clergy?
Define and describe the transfiguration of Jesus

TOPIC FOUR: THE JOURNEY TO JERUSALEM – LUKE ch. 9-18

Introduction

As Jesus travelled to Jerusalem, He prepared His disciples for the life they were to lead after He leavesthem.

Learning Outcomes. By the end of the topic, you should be able to

a Identify duties and privileges and cost of a disciple.

b Describe the teachings of Jesus on prayer, hypocrisy, wealth and watchfulness’.

c Describe parables Jesus used to teach about prayer, hypocrisy, wealth and watchfulness.

LESSON ONE. DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP

Lesson Outcomes. When you read this lesson, you should:

Explain discipleship
List duties given to disciples by Jesus Christ
Explain relevance of Christian discipleship to modern Church

Jesus’ teaching on faith and humility

A brief summary from the Bible. Read (Luke 9: 37 – 50) for details. After the transfiguration, Jesus usedtwo incidents to teach his disciples about faith and humility. One incident was the healing of a boypossessed by an evil spirit (Luke 9: 37 –43). Jesus rebuked the unclean spirit out of the boy and the boywas healed. Jesus told His disciples that their lack of faith was the reason why they did not cure the boy.

Jesus informed his disciples that faith in him was important when carrying out his work.

Jesus’ teaching on His Work

The next question was ….. who is to work for Jesus? All Christians can work for Jesus even believers whoare gentiles. Read (Luke 9 vs. 49 – 50). Jesus told his disciples not to forbid others from carrying out hiswork for whoever is not against Him is for Him. This means that whoever had faith; even the Gentilescould carry out Jesus work.

Jesus’ teaching on His followers

Jesus was determined to go to Jerusalem. As He travelled, men volunteered to follow him wherever hewas going. Jesus replied that foxes have holes, birds of the air have nests but the Son of Man hasnowhere to lay his head. Jesus had no earthly home. His mission on earth was only for a time. A manrequested to follow Jesus but asked permission to bury his father. Jesus told him to let the dead burytheir dead. Disciples of Jesus have to leave their families in order to do His Work.

Mission of the 72 men. Read Luke 10:1 – 24

On the way to Jerusalem, Jesus sent out 72 disciples on a mission to promote the Gospel of the Kingdomof God through preaching and service. The 72 disciples were sent in 2s in order to encourage or helpeach other. The 72 were given instructions. Jesus told them that He has given them power over demons,serpents, scorpion. They have power over all the powers of Satan. When disciples returned, theyreported that demons obeyed them. In Luke 10 verse 20, Jesus asked the 72 to rejoice not becausedemons flee but because their names are written in heaven. Out of the many followers, Jesus chose 12apostles who learnt from Jesus and became His witnesses.

Jesus’ teaching on the greatest disciple

Read (Luke 9: 46- 48). The disciples asked themselves– who is the greatest amongst disciples amongstthe 12 disciples? In response Jesus took a child by His side and said to the disciples. Whoever welcomesthis child in my name, welcomes me, as well as the one who sent me. For the one who is least amongstyou shall be the greatest in Heaven. Lessons from this example. Jesus explained that His disciplesneeded values of humility and simplicity. These virtues were needed to carry out the work ofdiscipleship.

Teaching about Discipleship

True followers of Jesus Christ must
Be ready to detach themselves from families and material possessions.
Be ready to face rejections because not all people will accept them or their message.
Be ready to serve.
Be ready to cater for people’s physical needs.
Be self – less.
Not be hypocrites and should accept hospitality whenever it is given.
Be able to exercise self-evaluation.

Duties of a disciple were:
a) To preach the good news of salvation to other people and be ready to suffer for the sake of Christ.
b) Obey God’s commandments and follow teachings of Jesus.
c) To help the needy spiritually and with material needs.
d) To teach others about the Kingdom of God.
e) To heal the sick.
f) To cast out demons.
g) Be prepared to suffer for the sake of the gospel.
h) Being loyal to Jesus and faithful to the gospel.
i) Commitment and loyalty

Privileges of a disciple
a) One becomes a member of the Kingdom of God.
b) They get an assurance of eternal life.
c) They receive joy of winning other people to follow Jesus.
d) They receive peace, and blessings of God.

How are these teachings relevant to modern church leaders and members?

Modern church leaders have a duty to continue preaching God’s word to all people. They should serveGod in several ministries such as visiting the sick, caring for orphans, the destitute, widows, widowers,and the aged. They should also be ready to suffer and even face rejection for the sake of the Christ.

Exercise

What are the characteristics of a true follower of Christ?
State the privileges of being a disciple of Jesus Christ
Why did Jesus choose the 12 disciples?

LESSON TWO: A COMMITTED FOLLOWER OF CHRIST

Read Luke 10: 25-37, and Luke 11: 1-13

The parable of the Good Samaritan

A teacher of law asked Jesus questions in order to tempt him. One was “ what must I do to receiveeternal life? (Read Luke 10: 25 to 28). Jesus replied with a question. What do the scriptures say? Hereplied and Jesus told him to do as the scripture say. . He asked another question. Who is my neighbour?(Luke 10 v 29). Jesus answered with the parable of the Good Samaritan. In this parable, the righteouspeople among the Jews, Levites and priests, did not help the injured man. A Samaritan whom Jewsconsidered unclean and sinners helped him. After narrating this parable Jesus asked the lawyer, who ofthe 3 travelers was a good neighbour? The lawyer said the Samaritan.

Lessons learnt from the parable of the Good Samaritan

In the above parable, Jesus stressed that a follower of Jesus should be:

(1) Committed

(2) Show love of God by loving people in need and their neighbours. A neighbour is anybody whorequires assistance or help regardless of race, ethnicity, creed, colour or gender. Jesus wants hisfollowers to show love and concern to all people regardless of their background. A neighbour useshis/her resources selflessly to help the needy. A neighbour is also compassionate, kind, and generous tothe needy.

Jesus Visit to Martha and Mary (Read Luke 10: 38 – 42)

Martha welcomed Jesus in her home where she lived with her sister Mary. While Martha prepared food,Mary sat at Jesus’ feet listening to his teaching. Martha complained. She was doing all the work whileMary sat listening to Jesus teaching. Jesus told Martha that Mary had made the right choice to listen toHis teaching.

Lessons we can learn from Jesus Visit to Martha and Mary

A committed follower of Jesus is one who creates time to study and listen to God’s word.
A follower of Christ should ensure that their commitment to God is not overshadowed by daily duties,worries and responsibilities.
Jesus visit to Mary and Martha was also to teach disciples on the characteristics of a true disciple.

Revision exercise

From the teachings of Jesus, on the parable of the good Samaritan; who do you think is a committedfollower of Jesus?

LESSON THREE. JESUS’ TEACHING ON PRAYER (Read Luke 11:1 – 13)

Prayer is communication with God. It is talking with God. People pray to God all the time. For example,people pray to God when:

They are in problems and in happiness;
Seeking healing and wealth,
Giving thanks to God,
Identifying the needs to be met, and asking for favors from God
Repenting and confessing their sins
Thanking God

There are many forms or types of prayers. These are:

Intercessory prayer – Praying for the needs of others.
Prayer for repentance – for forgiveness of sins.
Thanksgiving prayer – giving thanks to God for what he has done.
Worship prayer – prayers to worship God.
Praise prayers – to praise God, Honor God.
Supplication and petition prayer – whereby an individual makes their needs known to God and asksfor divine intervention.

Jesus prayed often during his life’s Ministry. The disciples asked him to show them how to pray. Jesusresponded by teaching them the Lords Prayer.

“Our Father who art in Heaven

Hallowed be thy name

Thy Kingdom come

Thy will be done on earth as

It is in heaven

Give us this day our daily bread

Forgive us our trespasses

As we forgive those who trespass against us

Lead us not into temptation

But deliver us from evil”

a) Our Father who art in heaven – The disciples were told to address God as ‘Our father’. God is to beseen and addressed as a Father.
b) Hallowed be thy name – The name of God should be respected and revered.
c) Thy Kingdom come – In Prayer, Christians/disciples are to pray that the rulership of God reignamongst them.
d) Thy will be done on earth as it is in heaven – Christians to obey the will of God.
e) Give us this day our daily bread – Christians to pray for their needs.
Forgive us our trespasses – we ask for forgiveness of our sins and those of others.
Jesus taught that one should be persistent in prayer. If a man goes to his friend at midnight and asksfor bread to give to his visitor, the friend will open the door and give his friend all that he needs. This isbecause his friend was persistent in knocking on the door.

In conclusion, if prayers are to be effective, one must have faith and be persistent. Believe that God shallanswer prayers. A committed follower of Jesus should pray at all times. In prayer, one shouldacknowledge that God is the Father and that all prayers should be addressed to him. Two, one shouldhave faith that God answers prayers. Therefore we should be persistent in prayer.

Reasons why Christians should pray

 To honor God

 To request for favors

 To offer thanksgiving

 To confess their sins and seek for forgiveness of sins

 To seek God’s protection

 To intercede on behalf of others

 To strengthen their relationship with God

Revision exercise

What did Jesus teach about prayer?
What is the importance of prayer?

LESSON FOUR: USE OF GOD’S POWER TO OVERCOME EVIL. Read Luke 11:14 – 28

Learning outcomes. By the end of the lesson, you should be able to:

Narrate Jesus teaching about demons
Explain why the sign of Jonah was important
Describe how God’s power overcomes evil

Jesus and Beelzebub. (Read Luke 11: 14 to 28)

Jesus drove out a mute demon. The possessed man began to talk. The crowd said that Jesus was castingout demons using the power of Beelzebub (the price of demons). Beelzebul was an evil spirit. However

Jesus replied “Any country that divides itself into groups which fight each other will not last very long,and a family divided against itself will fall. Jesus said it is by the power of God that drives out demons.

Lessons learnt

Satan cannot fight against himself therefore Jesus cannot be an agent of Beelzebub / Satan.
Gods Kingdom and that of Satan were two separate Kingdoms and could not co exist.

iii. The destruction of Satan’s power meant that the Kingdom of God was in Israel and it was powerful.God’s power destroyed Satan’s kingdom. It is impossible to be neutral in the battle between Christ andSatan. One has to belong to either Christ or Satan.

Jesus has power to drive out demons.
Demons occupy people. They bring disabilities and diseases.

What makes people to be insane? Mentally sick

The sign of Jonah. (Read Luke 11: 29 – 32)

After Jesus drove out the dumb spirit, Jews demanded performance of greater miracles. They wantedJesus to prove that he was their expected messiah. Jesus said that Jonah was a great miracle. But Jesuswas greater miracle than that of Jonah, and King Solomon. King Solomon was full of wisdom. He was sogreat that Queen of Sheba came to listen to his wisdom. Jesus like Jonah had brought a message ofjudgment. Jesus is greater than Jonah or Solomon. If Jews refuse to receive and listen to Jesus, theGentiles like Queen of Sheba, will bear testimony against the Jews and receive God’s salvation.

The light of the body. Read Luke: 11: 33 – 36

Jesus taught that no one lights a lamp and hides it under a bowl. A lamp is placed where all can see itslight. He said that the human eye is the lamp or the light of the body. Jesus asked the listeners to makesure that “the light in you is not darkness” (vs. 35).

What is the main message in this story?

LESSON FIVE: JESUS TEACHING ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS

Introduction

Hypocrisy is being dishonest and insincere or pretending to someone else or people. What did Jesusteach about hypocrisy?

Learning outcomes. After reading these verses in Luke:

State what Jesus taught on hypocrisy
Explain value of wealth
Discuss how modern Christians can be watchful and ready for the coming of Jesus Christ

Hypocrisy. Read Luke 12: 1- 12

A Pharisee invited Jesus to his house for a meal. When Jesus did not wash before eating the meal, thePharisee was surprised. Jesus told him “..you Pharisees clean the outside of your cup and plate, butinside you are full violence and evil”, greed and wickedness (vs. 39). Jesus condemned the Pharisees fortheir hypocrisy. They were concerned with outward appearances and traditions such as ceremonialwashing of cups, hands, and dishes but not the souls of people. They loved the outward show and publicrecognition. Pharisees tithed, “but neglected justice and love of God” (vs. 42). They imposed rules andregulations for people to follow, yet they themselves did not practice what they preached. They refusedto confess their sins but pointed out sins in others. They hinder others from entering the kingdom ofGod. They had failed to make people understand the true interpretation of the law. They were likeunmarked graves – dead to people yet the people trusted them. After this teaching, the Pharisees andthe teachers of the law began to oppose Jesus fiercely.

What do we learn from Jesus teachings? Followers of Jesus should be

Sincere and upright (honest);

(2) obey God’s commands;

(3), live to please God but not other people;

(4) confess publicly their loyalty to God and

(5) love God without fear and (6) be dependent on the Holy

Spirit

The Parable of the Rich Fool. (Read Luke 12:13 to 21).

Someone wanted justice. His brother had refused to share with him his father’s wealth. He wanted Jesusto order his brother to divide their father’s inheritance between him. In response, Jesus answered himwith the parable of the rich fool.

A rich man expected a good harvest of his crops. He thought he did not have storage for the crop heexpected to harvest. The man said to himself. i will demolish my granaries and stores, then build biggerones to store all my corn, and other goods. He expected to have enough food to last him a lifetime. Thenhe can enjoy his wealth; eating, drinking and making merry. But God told him that his life would bedemanded from him that same night. What will happen to his wealth, as he was not rich in God’s sight?

Lessons to learn

i Followers of Jesus should not put their trust in material wealth but in God

ii Life consists of food, other material wealth and trust in God

iii Whoever seeks God’s kingdom, will receive material blessings from God

iv Jesus did not condemn material possessions but rather the attitude towards material possessions.

v Jesus condemned attachment to material wealth instead of trust in God who controls our lives.

Watchfulness, Readiness, and Instructions. (Read Luke 12: 35 – 59)

Jesus told his disciples to be:

i Watchful and ready for the return of the Son of Man i.e. Jesus.

ii Faithful servants so that when Jesus returns, he will find them ready and acting responsibly

iii Watchful of possible divisions in families

iv Royal to Christ

v Ready for the coming of the Son of Man. He will come at unexpected time; like a thief who comeswhen the owner of the house is not aware.

vi Observing things of the kingdom of God, which were present in the person of Jesus.

vii Like good servants, and watch over the affairs of the master.

viii Be decision makers and follow the teachings of Jesus without being watched.

Review questions

In what ways were the Pharisees hypocritical?

LESSON SIX: THE KINGDOM OF GOD

Learning Outcomes. By the end of this topic, you should be able to

Explain the teachings of Jesus about the kingdom of God
Narrate the parables of
The unfaithful fig tree
The mustard seed
Parable of the feast
Parable of the great feast
Parable of the lost sheep and the lost son

The Kingdom of God

Kingdom of God refers to rule of God, or God’s authority on people’s lives and the world He created. Thekingdom of God was present in Jesus. It is now and in the future reality. The teachings, and miracles ofJesus were a manifestation of the Kingdom of God. For anyone to enter God’s kingdom, one has torepent and ask for forgiveness. The Kingdom of God continues to grow and spread through the work ofthe Church. Those who accept the teachings of Jesus Christ about God’s Kingdom are members of theKingdom of God. Now to enter the Kingdom of God, one has to repent and not judge others.Read Luke 13:1-5. Luke has explained the kingdom of God and outlined who will enter it.

The Kingdom of God has unfruitful fig tree (Read Luke, 13: 6 – 9).

A farmer had a fig tree that wasunproductive for 3 years. He ordered the gardener to cut it down. The gardener requested for the figtree to be given another chance. He promised to dig around the fig tree and add fertilizer. If it bearsfruits well, it can survive, if it doesn’t bear fruit, then it should be cut down.

Lessons learnt from the parable

The unproductive fig tree represents followers of Jesus who are unproductive because they do notfollow the teachings of Jesus Christ. God gives people chances to repent just like the fig tree was given asecond chance to bear fruit. Jesus is the gardener who pleads for people before God. The followers ofJesus are expected to be fruitful.

What are the figs used for?

Parable of the mustard seed. Read Luke, 13:18 – 19

Jesus likened the kingdom of God to a mustard seed, which is very small. When a mustard seed isplanted, it grows fast to become a big tree. It is difficult to control its growth. When mature, the fig treeattracts many birds, which feed on its seeds.

Lesson learnt from the parable.

The Kingdom of God

 Begins as a small seed and grows quietly and humbly

 Then it grows and spreads to all corners of the earth

 And It attracts many people

Parable of the Yeast. Read Luke, 13: 20 – 21

The Kingdom of God is like yeast. Yeast makes dough rise and the bread big. The Kingdom of God growssecretly and slowly just like the dough rises without being noticed. It is only God who knows how akingdom grows. The Kingdom of God grows as a small unit that eventually grows, spreads and reachesout to many people in many nations.

The narrow door. Read Luke, 13: 22 – 30

As Jesus was teaching in towns and villages, a person asked him whether a few people would be saved.Jesus replied that his followers should make every effort to go through the narrow door as it leads to theKingdom of God. The narrow door will not remain open forever.

Lesson learnt from the parable

 Those who wish to follow Jesus must repent immediately

 Entrance to God’s Kingdom is through repentance

 Everybody is invited to enter into the Kingdom of God.

Jesus heals a crippled woman on the Sabbath. Luke, 13:10 – 12

Jesus was teaching in the synagogue on Sabbath. Jesus healed a woman who had an evil spirit, whichhad bent her back (Hunch back) for 18 years. Jesus saw her and told her “woman, you are free from yourillness!” She was made straight and immediately glorified God. The official of the synagogue wasannoyed that Jesus was healing on a Sabbath. He and others were hostile to Jesus for healing/workingon the Sabbath. Jesus told him, you hypocrite. You feed and look after your animals on the Sabbath day.Jesus emphasized that human life is more important than animal life or even observing the Sabbath.

Lessons learnt from the parable

Jesus came to set people free from the bondage of sickness and Satan. Jesus work of liberation iscontinuous. It has to be performed even on a Sabbath day because human life is more important thananimal life or even observing the Sabbath.

Jesus’ Love for Jerusalem. (Read Luke13: 31 – 35)

As Jesus continued with his teachings, he reached Jerusalem. Pharisees informed him that Herodwanted to kill him. His response was ‘go and tell that fox ” I will continue healing the sick and casting outdemons. Jesus however, lamented over Jerusalem for rejecting God’s messengers. God would abandonJerusalem for rejecting Jesus. Jerusalem was the site of Jesus death. It would eventually acknowledgeJesus as the Messiah who brings salvation to Israel and to the rest of the world.

Man with dropsy healed (Read Luke 14:1 – 6).

Jesus was invited to the house of the leading Pharisees for a meal on a Sabbath. A man with dropsy(swollen legs and arms) came to Jesus for healing. The Pharisees watched Jesus closely to see what hewould do. Jesus asked the Pharisees “ does our Law allow healing on the Sabbath or not?” They keptquiet. Jesus healed the man who then left. Jesus asked the Pharisees, would they save their son or an oxif it fell in a well on a Sabbath. They kept quiet.

Humility and Hospitality. (Read Luke 14: 7 – 14)

Jesus was in the house of a leading Pharisees and observed that some of the invited guests werechoosing the best places to sit at the table. He taught the disciples how to be humble. He said, wheninvited for a meal; let the owner give you a seat of honor that is reserved for important and honorableguests. Read verse 11.

Jesus advised his host to invite the poor, cripples, and the blind who cannot invite you, as they havenothing to give back for generosity.

Lessons learnt from the parable

Jesus is teaching about humility and hospitality. Those who are humble shall be elevated. Those whoelevate themselves shall be humbled. Followers of Jesus should extend invitations to the poor and theunderprivileged in the society. The Kingdom of God belongs to the humble people.

The parable of the Great Feast. Read Luke, 14: 15 – 24.

A man said to Jesus, “How happy are those who will sit down at the feast in the Kingdom of God” (verse15). In response Jesus told him that a man made a great feast and invited many friends and colleaguesto the feast. The invited guests failed to come and a servant was sent to inform them that the feast wasready. All the invited guests gave personal excuses explaining why they could not come.The master was angry and asked the servant to invite the poor, crippled, lame, the blind and anyonewilling to come to the feast.

Lessons learnt from the parable

God has invited all people to the great feast of the Kingdom of God. Those who honor his invitation willbe blessed. Those who reject the invitation will be excluded from the feast. Jesus explained that theKingdom of God is like a great feast open to all Jews and Gentiles.

To enter the Kingdom of God, one has to make a personal decision because following Jesus meanssacrificing activities that we consider important to us.

The Cost of Being a Disciple

Read Luke 14: 25 – 33

True discipleship means loving Jesus more than ones family. This is a great sacrifice to detach oneselffrom the family. A disciple must be ready to suffer for the sake of following Jesus. Following Jesusrequires skills of careful thinking, planning and detailed preparations. Jesus compared true discipleshipto the planning required when building a tower or engaging in a military operation.

Lessons / teachings learnt from the parable

True discipleship means making great sacrifices, “none of you can be my disciple unless you give upeverything you have” (verse 33). Jesus disciples are expected to do careful planning before deciding tofollow him because they are required to love God more than anyone else even their relatives andfriends.

The parable of the Lost Sheep

Read Luke, 15:1 – 7

Pharisees and teachers of law complained to Jesus because Jesus was teaching ordinary people such astax collectors, and outcasts considered sinners by them.

Jesus told the Pharisees and teachers of law the parable of the lost sheep. He told them that if ashepherd with 100 sheep lost one of them, what action would he take? Wouldn’t he leave the 99 sheepand go out to look for the lost sheep? And on finding it, wouldn’t the shepherd celebrate with friendsand neighbours? Jesus said that God celebrates if “over one sinner who repents than over 99respectable people who do not need to repent.”

Lessons / teachings learnt from the parable

iii God is a shepherd and takes care of all his people.

iv He does not want any of his people to be lost.

v God searches for those lost in sin until he finds them.

vi When one sinner repents, God is overjoyed and rejoices.

vii God is the good shepherd who has come to seek and save the lost.

Parable of the Lost Coin.

Read Luke, 15: 8 – 10

If a woman losses one of her ten silver coins, she searches until she finds it. And if it is found, she invitesher friends and neighbours to celebrate.

Lessons learnt from the parable

God and the angels in heaven search make every effort to seek the lost sinner until they find them. Jesuslights the world, looking for sinners who are lost because they are precious in God’s sight.

Parable of the Lost Son (prodigal son)

Read Luke 15:11 – 32

Jesus then told the story of a father who had two sons. The younger was given his share of inheritancehe had requested. He went to foreign lands and wasted his inheritance. He became poor and decided toreturn home and ask his father to forgive him and employ him as a servant.

His father kissed him and celebrated his return. The father announced to his guests that the son whowas lost is now found. – – The one who was dead is now live.

The elder son was angry and unhappy because his father had never held a celebration for him, in spite ofhis hard work and obedience.

His father told him “my son you are always here with me, and everything I have is yours”. We are justcelebrating the return of the lost son.

Lessons learnt from the parable

A person dies spiritually if they sin
God loves all people including sinners
God is ready to forgive every sinner who repents
There is no sin that God cannot give
Jesus taught that both the righteous and unrighteous require God’s forgiveness
There is joy and happiness in heaven when one sinner repents.
Christians should confess their sins and acknowledge that Jesus saves repentant sinners
God accepts unconditionally any sinner who comes back to him in repentance
Confession of sins is a condition for entering the Kingdom of God.

A GREAT FEAST FOR ALL WHO ARE PREPARED Luke 14: 1 – 35

SAQ. What are the qualities of those who belong to the kingdom of God?

Answer. Qualities of people who belong to the Kingdom of God

Those who belong to the Kingdom of God:

Obey God’s commandments
Accept God’s rule in their lives

iii Show God’s love to others

iv Are ready to make sacrifices so as to be followers of Jesus

v Read God’s word and preach to others

vi Confess their sins and seek forgiveness of their sins through repentance.

Review questions

Give an explanation of the term Kingdom of God
What did Jesus teach about the kingdom of God?
What lessons do Christians learn from the parables of the lost son?

Answer

The term Kingdom of God means the role of God or God’s authority in people’s lives and the world.

LESSON SEVEN: TEACHINGS ON WEALTH AND POVERTY. LK 16:1 – 32

Learning Outcomes. By the end of the topic, you should be able to:

a) Explain the teachings of Jesus on wealth, and poverty
b) Narrate the teachings of Jesus on repentance

Introduction

While wealth is possession of material things such as money or occupation of a high social economicstatus, poverty is the opposite. It is lack of basic needs such as water, education, food, shelter, clothing,and health.

When teaching about wealth, Jesus taught using two parables. These were: (1) parable of the shrewdmanager (2) parable of the rich man and Lazarus

Parable of the shrewd manager

Read Luke, 16: 1 – 18

When the shrewd manager realized that his master was going to sack him due to his dishonesty, heasked the debtors to change the amounts they owed their master to smaller amounts. He did this tomake friends with a few people who would give him a place to stay after he was sacked. The masterpraised the shrewd manager and did not sack him. The shrewd manager is praised not because of hisdishonesty but because he acted promptly and with great presence of mind in a moment of crisis.

Jesus is encouraging his disciples and followers to make prompt (quick, appropriate, timely) decisions.

They should use wealth to serve God. It should not be allowed to take the place of God. Followers ofJesus should be honest in small and big things.

The Rich Man and Lazarus. Read Luke, 16: 19 – 31.

A rich man lived in luxury. At his gates was a poor man, called Lazarus whose body was covered by sores.The rich man did not feed Lazarus. He ate food remains together with the rich man’s dogs.

When rich man died, he went to hell. When Lazarus died, he went to heaven and sat at Abraham/sbosom. When in hell, the rich man was tormented while Lazarus was at peace.

Lessons to learn from this parable.

The rich isn’t condemned for being rich but because of his altitude towards Lazarus. He used his wealthfor self-gratification and not for service to the needy. The wealthy should realize that it is God who giveswealth and he should be given honor. Riches can hinder the wealthy from inheriting eternal life,especially if they put their trust in riches instead of God who is the source of all wealth and blessings.

Revision exercise

From the parable of the rich fool what can Christians learn about the use of wealth?
Narrate the parable of the shrewd manager

LESSON EIGHT. JESUS TEACHING ON FORGIVENESS

Read Luke 17: 1 – 4

Learning outcomes. By the end of this lesson, you shall explain the power of Christian faith. Sin. Read Luke 17: 1-4.

Jesus taught his disciples to forgive offenders who repent. Those who sin should seek forgiveness. If theyoffend 7 times in a day, forgive them 7 times. Followers of Jesus need faith to forgive others.

The power of faith. Read Luke, 17: 5 – 11.

Faith is defined as complete trust or confidence in God. It is absolute truthfulness and trust in everything that comes from God. The apostles asked Jesus to increase their faith. Followers of Jesus should have faith. Faith has no measure. Faith as big as a mustard seed can empower Christians to perform miracles that serve God. Faith is necessary. With faith, Christians can forgive others and be servants of God.

Disciples should have faith. Christians understand that they owe everything to God.

Jesus heals ten lepers. Read Luke, 17:11- 19

Jesus was on his way to Jerusalem when he met ten lepers. They requested Jesus to heal them.

Jesus told them to go and show themselves to the priests. On the way, they were healed. One of them, a Samaritan, returned to thank Jesus for healing him. The Samaritans and the Jews did not associate. Jesus told the Samaritan that his faith has made him whole. Faith is necessary for healing any disease.

Leprosy is a disease that leads to loss of fingers, toes and other parts of the body. It was a dreadful skin disease, which Jews feared. Lepers were isolated from other people. They lived dejected lives

The coming of the kingdom. Read Luke 17: 20 – 37

The Pharisee demanded to know when the kingdom of God would come. Jesus replied that the kingdom of God was within those who had accepted Jesus and his teachings. Those who wanted had received the kingdom. Faith is necessary to discover the power of God’s kingdom.

The coming of the son of man, i.e. Jesus will bring the kingdom to reality.

The coming of the son of man is also referred to as the day of the Lord, Day of Judgment. Read Luke, 21: 27- 28. Those who obey Jesus will be saved but those who reject him will be punished.

Lessons to learn. God expects Christians to have faith in him. Christians should have faith in Jesus so that they can inherit eternal life. Faith is needed to strengthen Christians. Faith is important in the life of a Christian until Jesus returns, i.e. the second coming.

Revision exercise

What did Jesus teach on forgiveness

LESSON NINE. PERSISTENCE IN PRAYER, Read Luke, 18:1 – 14

Learning outcomes. By the end of this lesson, discuss the values of persistence in prayer

To teach about persistence in prayer, Jesus used two parables. These were the parables of: the widow and a corrupt judge and examples of prayer by a Pharisee and a tax collector.

The widow and the unjust judge. Read Luke, 18: 1 – 9

Jesus had already taught the disciples how to pray. He now tells them that they ought to pray and not faint. He gives a parable to explain his point.

A widow went to a corrupt judge to have her adversaries judged. The judge was corrupt and ignored her. He however gave in to her demands since she was persistent and wearing him down. The judge helped her because of her persistence and courage.

Lessons learnt from the parable

Followers of Jesus should pray with courage and be persistent in prayer. God hears and answers prayers. Christians should pray without ceasing and with faith and trust that their prayers will be answered.

Parable of the Pharisee, and tax collector, Read Luke, 18:9 – 14

A Pharisee and tax collector went to the temple to pray. The Pharisee offered a long prayer focusing on his achievements. The tax collector (publican) did not have much to say except asking for mercy, as he was a sinner. Followers of Jesus should acknowledge they are sinners and seek forgiveness. They should approach God in humility and avoid spiritual pride, and self-righteousness.

Revision exercise

State the parable of the widow and the unjust judge

LESSON TEN. THE WAY TO SALVATION, Read Luke, 18: 15 – 19: 1 – 27.

Introduction: The word ‘salvation’ refers to the act of saving or being saved from sin. Those who have received salvation area assured of eternal life. To receive salvation a person must acknowledge that he is a sinner and repent their sins. In this way, they receive forgiveness and are reconciled to God.

Learning outcomes. By the end of this lesson, you should

State the meaning of salvation
Discuss characteristics of salvation
Give examples of those who will enter the Kingdom of God.
Explain how Jesus predicted his death

Introduction

Salvation means being saved from a life-threatening situation. In Christianity, salvation refers to the process of being delivered from sin and its consequences. Those who are saved are assured of eternal life.

Jesus taught about salvation using children to illustrate his message. This is what happened. Some people brought their children to Jesus so that he could bless them. The disciples scolded them. Jesus asked the children to come to him and he blessed them.

Jesus taught his disciples that they must be humble like children in order to enter the kingdom of God.

The road to salvation is by being simple, humble, and trusting like little children. The kingdom of God belongs to those who humble themselves like the little children.

The rich man. Read Luke, 18:18 – 30

The entry into the kingdom of God was further explained through the story of the rich man. The rich man came to Jesus wanting to know how he could inherit eternal life and be saved. Jesus reminded him of the importance of keeping the commandments. The young man responded that he had observed the commandments since he was young. Jesus told him there is one thing remaining to do; sell everything he has, and give it to the poor, and then follow Jesus.

The rich man was very sorrowful for he was very wealthy. Wealth can hinder the rich from receiving salvation. Jesus acknowledged the sacrifice made by his disciples. He emphasized that disciples shall receive salvation in the present and in life to come. Salvation is a gift from God. Salvation is received; by those who accept to follow Jesus. Trusting in wealth can be a hindrance to salvation. The rich may find it difficult to inherit eternal life. Jesus predicts his death, a 3rd time. Read Luke, 18: 31 – 34.

Jesus predicted his death a three times. First was after asking his disciples who they say he was. The second time was after transfiguration when his face was set towards Jerusalem. The third prediction shall be in Jerusalem (Luke 18:31-34). Jesus told the disciples that previous prophecies would be fulfilled in Jerusalem. His death was going to take place in Jerusalem according to the writings of the prophets. It was going to be a painful death. He shall be beaten, mocked, spit upon and put to death. But on the third day, he shall rise again.

The disciples did not understand what Jesus was telling them. Jesus had to die so that those whobelieved in him may receive eternal life. The death and resurrection of Jesus gives Christians hope of eternal life.

Jesus heals a blood beggar. Read Luke, 18: 35 – 43

As Jesus neared Jericho, a blind man sat by the roadside begging. When he heard the multitude pass by, he inquired what was going on and he was told that Jesus of Nazareth was passing by. He then cried out “Jesus, Son of David, have mercy on me”

The crowds rebuked him but he cried out louder to Jesus to have mercy on him. Jesus asked him what he wanted. He said he wanted to see. Jesus told him to receive his sight for his faith had made him whole. The beggar was joyful and he followed Jesus rejoicing.

Lessons learnt. Christians should have faith in Jesus. They should also be persistent and make specific requests.

LESSON THIRTEEN: JESUS AND ZACCHAEUS LK 19:1 – 9

Learning outcomes. By the end of this lesson,

Narrate events leading to salvation of Zacchaeus
Explain meanings of the story of the man who gave gold coins to his servants

Zacchaeus was short. His profession was a tax collector. He was rich. He wanted to be saved.

When Jesus was passing by Jericho, he wanted to see Jesus. He couldn’t because he was short. He ran and climbed a sycamore tree to see Jesus. When Jesus came to the place where Zacchaeus was, he looked up and said “Hurry down, Zacchaeus, because I must stay in your house today” (verse 5). Jesus then went with Zacchaeus to his house. When people saw this they grumbled, and murmured. They said that Jesus was going to a house of a sinner.

Jesus told them that salvation has come to the house of Zacchaeus, a son of Abraham … the Son of man came to seek and save the lost. There is no sin that God cannot forgive, even that of a tax collector. Zacchaeus told Jesus that he was going to give to the poor half of his wealth and whatever he took from any man and woman wrongfully, he will restore four times. From this salvation, we learn that the rich should share their wealth with the needy.

The Parable of the Gold Coins: Luke, 19: 11 – 27.

A certain nobleman went to a far country. Before he left he called his ten servants and gave each a gold coin (ten pounds in total). He told them to trade with the coins until he returns.

When he returned, he called the servants to report profits they had made. The first servant said that one-pound coin had made profit of 10 pounds (gold coins). He made the manager of ten cities. The second servant had traded and gained 5 pounds. He was made the manager of 5 cities. The third one had hidden the pound. He did not trade. He accused the master of being mean, and cruel. He returned the pound, which was given to the servant with 10 pounds.

Lessons to learn.

This parable was about the kingdom of God. God expects us to use opportunities he has given to us for his work. Each one of us shall account for the use of the abilities and skills that God gave to us –students, workers, and other professionals. To receive eternal life, Christians should repent and be obedient to God’s instructions.

Revision questions

What did Jesus teach by using the example of little children?
Give an account of how Jesus healed the blind beggar
Explain the relevance of Jesus’ teachings on salvation to Christians

TOPIC FIVE: THE JERUSALEM MINISTRY. Luke, 19: 28 – 21: 38

Lesson Outcomes. By the end of this topic, you should:

Describe the triumphant entry of Jesus into Jerusalem
Narrate events in the cleansing of the temple
Discuss Jesus’ teachings about eschatology

LESSON ONE: THE TRIUMPHANT ENTRY OF JESUS TO JERUSALEM LK. 19:28 – 40

Learning outcomes. By the end of this lesson, you should

Explain why Jesus rode on a young colt into Jerusalem
Discuss why Jesus wept over Jerusalem
Describe what Jesus did when he went to the temple

The triumphant approach to Jerusalem. Luke 19: 28- 40.

Jesus death had to happen in Jerusalem. Hence Jesus went to Jerusalem. He sent two disciples to a place where there was a colt (young donkey) that no person had ever ridden. They took it to Jesus. They threw their garments on the colt, and Jesus sat on it. As Jesus rode, people spread their clothes on the road. As Jesus neared Jerusalem, a “large crowd of his disciples began to” praise God (vs37). The crowd said ‘blessed be the king who comes in the name of the lord’.

The Pharisees told Jesus to rebuke the disciples. Jesus told them if the disciples kept quiet the stones would start shouting.

Jesus made his entry into Jerusalem in a royal (kingly) procession. He was Israel’s humble king who came with peace and not a political leader. He rode on a donkey – a symbol of peace. This was unlike the political kings who rode on the horses during that time.

Jesus weeps over Jerusalem. Read, Luke 41- 44.

When Jesus was near Jerusalem he wept. He then foretold the coming destruction of Jerusalem due to its rejection of the messiah.

The rejoicing of his triumphant entry to Jerusalem turned to mourning as he foretold the destruction of Jerusalem by Romans in 70 A.D.

Jesus goes to the temple. Read Luke 19:45 – 48.

Jesus went to Jerusalem temple and evicted traders. He told them that the house of God is a house of prayer not a den of thieves. Jeremiah spoke these same words during his temple sermon. The chief priests and scribes began planning how to kill Jesus.

LESSON TWO. PHARISEES, SCRIBES QUESTION JESUS. LUKE 20 1-47

Learning outcomes. By the end of the lesson you should be able to: –

Describe the question about the authority of Jesus
Describe the parable of the tenants in the vineyard
Describe the question about paying taxes
Describe the question about resurrection
Describe Jesus’ teachings against the teachers of law
Describe the parable of the widow’s offering
The question about Jesus’ authority. Read Luke, 20:1 – 8.

The Jewish leaders wanted to know from Jesus by whose authority he was doing all the things he was doing. In response Jesus asked them “did John’s right to baptize come from God or from human beings?” (Vs4).

They discussed among themselves and decided not answer. Jesus told them “neither will I tell you”. In response to his authority being questioned he told a parable.

The parable of the Tenants in the Vineyard.

Read the parable in Luke, 20: 9 – 18. The tenants refused to pay the owner of the vineyard his share of the harvest. They threw out the servants he sent to collect his share of the harvest. When he sent his son, they killed him so that they can own the vineyard. Jesus asked the people… “What will the owner of the vineyard do to the tenants?”

The Question about paying taxes. Read Luke 20:19-28

Pharisees, and scribes (teachers of the law) and chief priests planned to arrest Jesus but they were afraid of the people. They sent spies to trick Jesus by asking this question -” …is it against our law for us to pay taxes to the Roman Empire, or not?

Jesus used the currency and told them “pay the Emperor Caesar what belongs to him and pay God what belongs to God.” (Verse 25)

This was a tricky question. Jesus here teachers people to obey the rules of the land and to obey God’s rules.

The Question about Resurrection

The Sadducees who did not believe in resurrection tempted Jesus with another question. They wanted to know this. When resurrection comes, who shall be the husband to a woman who was married to the first brother and inherited as a widow by the other six brothers?

Jesus told them the men and women who shall be worthy of resurrection shall not marry. They shall be like angels and cannot die (verse 34 to 38)

Jesus warns against the Teachers of the law

Jesus warned his disciples. Be careful and guard yourselves against teachers of the law, the scribes. They were hypocritical. They wore long robes, said long prayers, looked for positions of honor and exploited the widows.

The Widow’s Offering. Luke, 21: 1- 4

When people were giving offerings in the temple, a widow gave “two little copper coins”. Jesus said the poor widow had given all she had. Likewise Christians should give to God not to be seen but from their hearts. It is not the quantity of the gift that matters but the attitude of the giver.

LESSON THREE: THE TEACHINGS OF JESUS ABOUT ESCHATOLOGY LK. 21: 5 – 38

Eschatology is from two Greek words, ‘eschatus’ and ‘logos’. Eschatus means end, Logos means study.

Eschatology means the study of the end times or in CRE the last days of Jesus. For biblical information, read Luke 21:5-38 and Mathew 24: 1 – 36 and Mark 13:1-31.

Learning outcomes. After this lesson, you should:

Identify signs of end times
State uses of the temple during the time of Jesus
Discuss ways in which Christians can apply the parable of the fig tree
State relevance of Jesus’ teachings on eschatology
Signs of the end times. Jesus gave many signs that will inform Christians that end of the time has

come. These were to happen at different times. The signs were:

a) Destruction of the temple of Jerusalem by invading armies which shall surrounded it
b) Hatred of disciples and Christians because they were followers of Christ
c) Rejection of disciples by families because they were followers of Christ
d) Betrayal of the followers of Christ
e) Prosecution and imprisonment of Christians.
f) Many false messiahs. People would come claiming to be the Messiah, the Son God
g) Wars as nation rise against nations
h) Eruption of natural calamities such as plagues, earthquakes, famines, great fear among people.
i) Disruption in the sky and seas. Fall of strange heavenly beings from the sky and rise of seas.
j) Natural calamities such as earthquakes, plagues, famines bringing despair and distress in all nations
k) The times shall be announced by signs in the stars, moon, sun and sea
l) Appear of the ‘Son of man ‘ in power and glory at the end of times.

Uses of the temple during the time of Jesus

During the time of Jesus, the temple was used for

(a) Child dedication

(b) Circumcision

(d)Trading and business centre

(e) Worshiping and prayer

(f) a place for celebrating festivals such as the Passover and other major feasts

(g) a learning centre or school for religious purposes. For example disciples of the scribes learnt law in the temple.

The destruction of the temple symbolized the birth of Christianity. From that time Christians became the new temple of God.

The parable of the fig tree Lk.21: 29 – 33

Jesus used the parable of the fig tree to explain more about the end times. Appearance of leaves in the fig tree and other trees inform us that summer will soon come. When Christians see signs of the end times, they should know that the kingdom of God is about to come. Jesus told disciples to be watchful, alert, and praying for strength to endure the coming tribulations. See the previous teachings on watchfulness and readiness. Christians are to watch out and be ready for the end times.

Relevance of Jesus’ teachings on eschatology

These teachings assure and continue to tell Christians these messages from Jesus:

a) There is life after death
b) Christ will return to receive the faithful
c) Christians are to be watchful, prayerful, and hopeful despite trials and tribulations
d) Christians are assured of God’s protection from evil.
e) Christians should prepare for the coming of Christ by leading a righteous life
f) Do not lose hope
g) Do not be pre occupied with the cares of this would for they never end
h) Preach and spread the word of God
i) Obey God’s commandment
j) Help the needy

Revision questions

Describe Jesus triumphant entry into Jerusalem according to Luke chapter 19:29- 30
What does the manner of Jesus entry into Jerusalem reveal about the nature of his kingdom?
What lessons can Christians learn from Jesus’ triumphant entry into Jerusalem
State and explain why Jesus wept over Jerusalem
Explain the cleansing of the temple
Give reasons why Jesus cleansed the temple of Jerusalem
What lessons can Christians learn from the cleansing of the temple?
Explain Jesus’ conflict with the Jewish leaders
Describe the parable of the tenants in the vineyard
Explain the relevance of the parable of the of tenants in the vineyard
Explain the question about paying taxes
Explain the question about the resurrection
What is eschatology?
What will happen at the end of the world (eschatology) according to Jesus’ teaching in Luke’s gospel

21; 5-38

How do Christians prepare for the second coming of Christ?

TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS

22 – 24

Passion is a strong feeling of love, hate or anger. Passion of Jesus is the great sufferings of Jesus, which was a deep emotional anguish.

Learning outcomes

By the end of this topic, you should be able to:

(a) Discuss the events of the Lord’s supper

(b) State relevance of the Lord’s supper to Christians today

(d) Describe the events that took place between the arrest and burial of Jesus

(e) Relate the relevance of the sufferings and death of Jesus to Christians today

(f) Explain the importance of resurrection of Jesus to Christians

(g) Describe the resurrection of Jesus – the evidence of his resurrection

(h) Narrate the ascension of Jesus

The plot against Jesus

The Jewish religious leaders were determined to ensure that Jesus was either arrested or killed (Lk.22: 1 – 6)

They were helped by Satan who entered into Judas Iscariot one of the twelve disciples of Jesus. Judas decided to betray Jesus. He communed with the Jewish leaders who agreed to pay him money to betray Jesus. He searched for a way to betray Jesus without knowledge of Jesus. He forgot who Jesus was.

Judas agreed to betray Jesus probably because:

He belonged to the party of Zealots who wanted political changes
He was probably frustrated by Jesus’ approach to the Kingdom of God which was establishing a peaceful spiritual kingdom
He expected Jesus to establish a political kingdom
He was greedy for money
Satan entered him

LESSON ONE: THE LORDS SUPPERS/ THE LAST SUPPER. LK 22: 7 – 13

The last supper was the lost Passover meal that Jesus took before his arrest. Passover is celebrated in obedience to God’s command to Moses. It is a remembrance of Israel’s deliverance by God from slavery in Egypt.

The Passover meal

Preparations for the Passover, Read Luke 22: 7 – 23.

Peter and John were sent by Jesus to go and prepare the Passover meal. They were to do so in a house in the city. They were taken to the house by, a man who was carrying a vessel of water. They were given a big furnished upper room upstairs. They prepared the Passover meal as instructed by Jesus.

Passover meal

During the meal with the 12 disciples / apostles Jesus told them that this was going to be his last meal with them before his death. He took a cup of wine gave thanks to God and said “Take this and share itamong yourselves. I tell you that from now on I will not drink this wine until the Kingdom of God

comes.” The cup of wine was his blood that he was going to shed for them. Wine therefore symbolized the blood of Jesus, shed for the purification of humankind and forgiveness of sins. This blood is the New Testament and covenant with Christians.

After drinking of wine, He “took a piece of bread, gave thanks to God “ and shared it and told them that the piece of bread represented his body which is “given for them”.

He presented his death as a sacrifice whose blood sealed the new covenant. His death replaced the sacrifices of the Old law, those of animals, which sealed the Sinai covenant. The new covenant will be for all people including Gentiles. This is to fulfill God’s promise of salvation for all people. Jesus and disciples ate Passover together so that henceforth Christians would eat the meal together in remembrance of Jesus. Passover was initially taken to remind them of the deliverance from Egypt. But during the last supper, Jesus gave the Passover a new meaning.

As they ate, Jesus foretold of his betrayal by one of his disciple.

SAQ.

Which items were used to celebrate the Passover in the Old Testament?
What items do modern Christians use to celebrate the Lord’s Supper?

Comparisons of the Lord’s Supper and the Passover

(a) The Passover commemorates the divine act of redemption of the Jews from their bondage in Egypt while the Last Supper commemorates the deliverance of human kind from sin.

(b) The Passover feast reminded the Israelites that they were free, redeemed people while the Lords Suppers is to remind Christians of their forgiveness of sins. The death of Jesus set Christians free from sins.

(c) Passover was followed by the Old covenant of Mount Sinai. The Lords suppers is a new covenant based on the death of Jesus for sins of humankind

(d) Passover (Old testament) was sealed by the blood of Lambs while New Covenant (Lords suppers) is sealed by the blood of Jesus on the cross.

(e) Items for celebrating in Passover (old testament) are different from the cup of wine and pieces of bread used by Jesus to celebrate his last supper with the disciples.

Relevance of the Lord’s Supper today

Christians celebrate the Lords supper. This celebration is called the Eucharist, the Lords suppers, or Lords meal. Christians celebrate it as an act of repentance; through which they receive assurance of forgiveness of their sins. The presence of Jesus becomes a reality when Christians share bread and wine.

Bread and wine are symbols of heavenly feast, which Christians will partake in God’s kingdom.

The Lords supper is also a sacrifice of praise and thanksgiving to God. It is a time for rededication to Christ and self-renewal. Through the celebration of the Lords supper, Christians anticipate the second coming of Jesus and the establishment of Gods Kingdom. It is also a time to remember the death and resurrection of Jesus and reflect on God’s love for humankind.

The Argument about Greatness. Read Luke, 22: 24 – 30

A question arose among the disciples. They wanted to know who among them was the greatest. Jesus told them that they do not belong to the world system of authority given on the basis of wealth and fame.

The authority among the disciples will be determined on the basis of their service to others. The greatest is the servant. Jesus likened himself to a servant hence disciples are called to serve. By sharingin trials and sufferings of Jesus, the disciples will share in his ruling power over the new Israel.

Leadership in church should be understood in terms of service – being a servant of people. In the community of Christians, all people who are followers of Jesus are all equal.

SAQ. In your opinion, which are the signs of greatness in the world?

Jesus Predicts Peters’ Denial. Read Luke, 22: 31 – 38

Jesus told peter that Satan had received permission to test or tempt all the disciples but Jesus had prayed for Peter’s faith not to fail. Jesus told Peter that he shall deny Jesus three times before the cock crows.

Jesus was telling his disciples that they will encounter hostility in their evangelism hence they should be prepared for suffering and opposition because of Him as Isaiah 53:12 says ‘he shared the fate of evil men.’ Jesus death was imminent inevitable. The disciples were expected to be strong

LESSON TWO: PRAYER, ARREST OF JESUS AND DENIAL BY PETER

Learning Outcomes. By the end of this lesson, you shall:

Narrate the events that took place at Mount of Olives
Describe the arrest of Jesus
Discuss Peter’s denial of Jesus
Describe the arrest of Jesus

a. Prayer on the Mount of Olives. Read Luke. 22: 39 – 46

After celebrating the last supper, Jesus went to the Mount of Olives with his disciples to pray to resist temptation. Jesus went ahead of his disciples, knelt down and prayed.

Jesus left them to pray by himself. He said” Father if you will, take this cup of suffering away from me.

Not my will, however, but your will to be done” (42). An angel came to strengthen him. He prayed earnestly, in agony and turmoil great than the physical pain. He sweated great drops of blood.

After praying, Jesus found his disciples asleep “worn out by their grief” vs. 45). Jesus asked them to wake up and pray to avoid temptation.

Significance

The disciples fell asleep. This was a sign of moral and physical exhaustion. Jesus expressed inner struggle about the fulfillment of his messianic mission. He prayed for God’s help. Christians should always pray to avoid temptation and seek God’s help.

b. Betrayal and arrest of Jesus. Read Luke, 22: 47 – 53

Jesus was arrested by: the chief priest, elders, officers of the temple guard, and a crowd of people as he talked to his disciples. He was taken to the house of the high priest. Judas had identified Jesus with a kiss. Jesus asked Judas” him “Judas, is it with a kiss that you betray the Son of man?”

Jewish religious leaders had come to arrest Jesus as they arrested other criminals. Jesus told his disciples not to resist his arrest. He rejected armed resistance refusing the role of a political messiah. Peter followed him from a distance.

Peters Denies Jesus. Read Luke, 22: 54 – 65

After Jesus was arrested he was taken to the house of the High Priest. As Peter sat warming himself with

others, a maid identified Peter. She said, “This man too was with Jesus. Peter denied knowing Jesus

three times. After the third denial, the cock crowed just as Jesus predicted.

Jesus turned and looked at Peter who remembered the words of Jesus. “Peter went out and wept

bitterly” (Vs. 62). Weeping was a sign of repentance

LESSON THREE: THE TRIALS AND CRUCIFIXION OF JESUS

Lesson Outcomes.By the end of this lesson. You should

Describe trials of Jesus by the various authorities
Explain the importance of the judgement by Pilate
Narrate events leading to crucifixion of Jesus
Trials of Jesus by the various authorities
Trial by the Sanhedrin Lk.22: 66 – 71

After being taken to the house of the High Priest, the next morning Jesus was taken to the Jewish

Religious council or court; called the Sanhedrin. They all asked him if he was the messiah. Jesus told they wouldn’t believe whatever he says. But “ the Son of Man will be seated on the right hand of Almighty God.” (Vs. 69). Jesus told them he was the Son of God. The Sanhedrin accused Jesus of blasphemy, a sin punishable by death.

ii. Trial before Pilate. Read Luke 23: 1 – 5

The second court was the Roman court. The judge was Pilate, the Roman Governor. In this court the Sanhedrin accused Jesus of:

 Inciting people to revolt, and rebelling against Roman authority

 Forbidding people to pay taxes to the Emperor

 Claiming to be the king, a Messiah,

They could not accuse him of blasphemy before Pilate since this offence was not acceptable under the Roman law. Pilate asked Jesus if he was the king, Jesus replied, “ So you say”. (vs.3). Pilate found no fault with Jesus so he sent him to Herod.

iii. Trial by Herod. Read Luke, 23: 6 – 12

Herod was in Jerusalem. When Jesus was brought before him, he expected Jesus to perform miracles to impress him. He asked Jesus many questions and Jesus kept quiet. Herod and his soldiers mocked Jesus, and ridiculed him. They put on him royal clothes; then sent Jesus back to Pilate.

Jesus is sentenced to Death. Read Luke 23: 13 – 25

Jesus was brought back to Pilate a second time. Pilate repeated that Jesus was not guilty (innocent) of any crime. Pilate offered to have Jesus beaten and then released.

The crowds, leaders and chief priests gave their judgment. “Kill him!” and release Barabbas, who was a rioter and a murderer. Pilate did not find Jesus guilty. But he did what they wanted. He released Barabbas and “ handed Jesus over for them to do as they wished” (vs. 25).

v. The crucifixion of Jesus. Read Luke 22: 26-43

Jesus was led away to be crucified. Solders forced Simon of Cyrene to carry the cross for Jesus. Women followed Jesus and weeping. Jesus told them not to weep for Him but for themselves and their children.

Jesus was then crucified at a place called Golgotha (place of skull) or Calvary together with two male criminal; one on His right and the other on His Left. Jesus asked God to forgive them (persecutors) for they did not know what they were doing.

The Jewish leaders, said “He saved others; let him save himself if he is the Messiah whom God has chosen” (vs. 35); Solders mocked Jesus and said “Save yourself if you are the king of Jews” and one criminal hanged with Jesus mocked Jesus and told Him “Aren’t you the Messiah? Save yourself and me”.

The other thief rebuked him saying they deserved the punishment for their deeds but Jesus had done nothing. This thief repented and told Jesus, “Remember me, Jesus, when you come as King”. Jesus told him that he would be in paradise with Jesus on that day (vs. 42 – 43).

On top of the cross, Jews wrote, “This is the King of the Jews” (vs. 38).

LESSON FOUR: DEATH OF JESUS. Read Luke. 23: 44 – 50

Learning outcomes. By the end of this lesson,

Describe the death of Jesus
Narrate the burial of Jesus
State relevance of the suffering and death of Jesus to Christian life today
The death of Jesus. There was darkness from 12 o’clock until thee o’clock.

The veil/curtain of the temple tore into two. Jesus cried out with a loud voice “ Father, into thee hands I commit my spirit”. At this shout Jesus died.

The Roman centurion saw and praised God. He declared, “Certainly this was an innocent man”. The multitude that watched the crucifixion and death went home beating their breasts, a sign of repentance.

The women, who knew Jesus from Galilee, stood at a distance watching all these things.

The burial of Jesus. Read Luke 23: 50 – 56.

Joseph from Arimathea, a town in Judea sought permission from Pilate to bury the body of Jesus. He was waiting for the coming of the Kingdom of God, a likely secret disciple of Jesus. He was a good and honorable man.

The body of Jesus was laid in a sepulchre (Tomb) where nobody had ever been laid. Jesus’ burial in Joseph’s tomb fulfilled Isaiah’s prophecy that the suffering servant of Yahweh was buried in a rich man’s tomb (Isaiah 53:9)

The Galilean women and Joseph saw where the body of Jesus was laid. They went home, and prepared spices to use to wash Jesus’ body. They rested on the Sabbath.

Relevance of the suffering and death of Jesus Christ to Christian life today

Christians today should practice or do the following activities.

Pray in times of sorrow, pain, trials and temptations.

iii They should not give up when rejected.

iv They should be aware of hypocrites and traitors amongst them.

v They should be willing to suffer for the sake of the Kingdom of God.

vi They should be ready to fight for a just cause

vii They should never condemn the innocent.

viii They should go through their suffering bravely.

ix They should know and accept suffering as a part of the Christian calling

x They should not be afraid of rejection by people l

xi They should be encouraged that Jesus suffered for them.

d. In which ways can Christians prepare for their death?

Death is inevitable. Hence, Christians should at all times: live a holy life, repent sins, forgive those who have wronged them, make a will, accept death as inevitable, and read the word of God

LESSON FIVE: THE RESURRECTION OF JESUS. Read Luke 24: 1 – 53

The Resurrection.

Resurrection refers to the event of Jesus rising from the dead

After the Sabbath day, on Sunday morning; Mary Magdalene, Mary the mother of James, Salome (Joanna) and other women, went to the tomb with the spices they has prepared. They found the entrance open. The stone covering the tomb was rolled away. The tomb was empty. The body of Jesus was not in the tomb.

Suddenly, two men, who were angels, appeared dresses in dazzling and shining clothes. They said “ Whyare you looking among the dead for one who is alive? He is not here; he has been raised. ”

The women went and told the 11 disciples, who did not believe them. Peter ran to the tomb and found it empty.

Women were the first to witness the resurrection of Jesus Christ. This is significant as they (women) were empowered to become witnesses of Christ as evangelists beyond the Jewish culture.

Witnesses of the resurrection of Jesus

The disciples’ en route to Emmaus

Two disciples were traveling to Emmaus, which was 11 km from Jerusalem discussing Jesus suffering, death and the empty tomb. Jesus met them but their eyes were blinded and they did not recognize him.

The disciples explained to Jesus the events that had taken place and how they had hoped that Jesus would liberate Israel from the Roman rule.

Jesus explained to them the scriptures concerning the messiah. When they got to Emmaus, they invited him to dine with them for it was evening. When Jesus, “took the bread and said the blessings; then he broke the bread and gave it to them”, the disciples recognized Jesus but he vanished out of their sight

(vs. 30-31). They returned to Jerusalem and told the 11 disciples that Jesus has risen.

Jesus appears to his Disciples. Read Luke 24: 36 – 49. As the two disciples explained the event that happened on the journey to Emmaus, Jesus came and said to them ‘Peace be with you’ (vs. 36). Disciples were terrified and frightened. He asked them to look and touch his hands, and feet. He was not a ghost.

He has flesh and bones unlike ghosts, which do not have.

He explained to the apostles his mission, which was prophesied by prophets, and written in the Law of Moses, and Psalms (v.44).

He commissioned the disciples to preach repentance and remission of sins and be his witnesses. He alsopromised to send them the promise of the father (Holy Spirit)

SAQ. What was the nature of the resurrected body of Jesus?

The ascension of Jesus, Luke, 24: 50 – 53

From Jerusalem, Jesus took his disciples to Bethany, a town outside Jerusalem. He lifted his hands and blessed them. As he blessed them, he was lifted up and carried to heaven.

The disciples worshipped him and returned to Jerusalem with great joy. They continued to go to the temple to praise and give thanks to God.

The disciples were now confident about their mission and who Jesus was

The importance of the resurrection of Jesus to Christian

Resurrection is the foundation of Christian faith. Christianity is based on the fact that Jesus resurrected and was taken up to heaven. Further to this:

Resurrection proved that Jesus is the Son of God.
Through resurrection, Christians have hope of eternal life
Through resurrections, Christians are assured of a new life in Christ
Sin and death were conquered by resurrection, giving hope of victory to Christians over death and sin.
Resurrection is a fulfillment of the writings of the prophets. It fulfilled Old Testament prophesies by Moses, Elijah, Elisha and others.
It is a proof that there is life after death.
Through resurrection, man was reconciled to God.
Jesus has power over death, over Satan and his Kingdom of darkness
It led to the coming of the Holy Spirit.

Revision questions

Give the different names used in reference to the lord’s supper by Christians in different churches
Describe the institution of the lord’s supper

c, State the Christian teaching about the lord’s supper

What is the meaning of the lord’s supper to Christians?
Compare the Passover feast with the practice of the lord’s supper
Describe the prayer on mount olives
Describe the betrayal and arrest of Jesus
State the reasons that made Judas Iscariot to betray Jesus
Describe the trial of Jesus under the following headings:-

the council of Sanhedrin, the trial before Pilate, the trial before Herod and Pilate’s judgement.

Why do you think Pilate agreed to have Jesus crucified?
Identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus
Actions taken by the Jewish leaders to ensure that Jesus was put to death
Explain the crucifixion of Jesus
Describe the death of Jesus
The burial of Jesus
Define the term resurrection
Describe the four witnesses of the risen Christ
Describe Jesus’ appearance to the disciples
Describe the ascension of Jesus
Give five evidences from the bible to show that Jesus rose from the dead
Explain the significance of passion, death and the resurrection of Christ
What is the significance of Jesus resurrection to Christians today
Explain five importance of eulogy of death of the society.

Revision question and answers

Latest Education News

Best Grade 7 & 8 Junior Secondary Schools Per County (Elgeyo Marakwet)

October 5, 2025 Hillary Kangwana

Best Grade 7 & 8 Junior Secondary Schools Per County (Elgeyo Marakwet)

Here is a list of all the best Private schools approved to offer junior secondary school education in the County:

Name of School	County	Sub County	school type	Category		Number of classes	Class Capacity	Total Capacity
ST. JOAN’S ACADEMY	ELGEYO MARAKW	KEIYO SOUTH	PRIMARY	BOTH DAY A	MIXED	11	45	300
TOTAL						11	45	300

Universities & Colleges information

Musakasa Technical Training Institute Courses, Requirements, Contacts, Location, How to apply, fees and website

October 5, 2025 Hillary K.

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

How to get placement

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

Funding

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

Musakasa TTI Courses;

COURSE TITLE	MINIMUM REQUIREMENTS	ADMISSION TIME	EXAM BODY
CERTIFICATE COURSES;
Artisan certificate in Masonry	KCSE Certificate	Jan, May, Sep	KNEC
Craft certificate in Masonry	D- in KCSE	Jan, May, Sep	KNEC
Certificate in Information Communication Technology (ICT)	D plain in KCSE	Jan, May, Sep	KNEC
Certificate in Business management	D plain in KCSE	Jan, May, Sep	KNEC
Certificate in fashion design and garment making technology	D plain in KCSE	Jan, May, Sep	KNEC
DIPLOMA COURSES;
Diploma in Business Management	C- in KCSE	Jan, May, Sep	KNEC
Diploma in Building and civil engineering	C- in KCSE	Jan, May, Sep	KNEC
Diploma in electrical and electronics engineering	C- in KCSE	Jan, May, Sep	KNEC
Diploma in secretarial studies	C- in KCSE	Jan, May, Sep	KNEC
Diploma in Information Communication Technology	C- in KCSE	Jan, May, Sep	KNEC
Diploma in fashion design and garment making technology	C- in KCSE	Jan, May, Sep	KNEC

Musakasa TTI Contacts;

Physical location	Bungoma, Bungoma county, Kenya.
Postal address	P.O.Box 66956- 00200, Bungoma,Kenya
Phone number	0717624837
Email address	musakasainst@gmail.com
Website	www.musakasainst.com

HOW TO APPLY FOR TVET BURSARIES FROM HELB

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

Required Documents

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

TVET Institution Application

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

Application Process

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

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

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

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

Payment process

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

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

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

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

Note
TVETA will maintain a register of;

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

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

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

Also read:

KSSSA Portal

Homa Bay County Secondary Schools Sports Association Results 2022

October 5, 2025 Hillary Kangwana

*HOMA BAY COUNTY CHAMPS -TERM 2 ACTIVITIES*
The following teams qualify for regionals.
*NETBALL*
*Kobala *

*HANDBALL*
Handball girls-Miranga
Handball boys-Nyamanga

*RUGBY 7s*
-Agoro sare

*BASKETBALL*
B girls-Ototo
B boys-Agorosare

*VOLLEYBALL*
Vb girls-kandiege
Vb boys-Godbura

*HOCKEY*
Hockey girls-Anding’o
Hockey boys-Ringa

*SOCCER*
Soccer girls-Kobala
Soccer boys-Agoro sare

KSSSA Portal

East Africa Schools Games, FEASSSA, Girls hockey Results 2022

October 5, 2025 Hillary Kangwana

East Africa Schools Games, FEASSSA, Girls hockey Results 2022

VENUE: TWIGA CLUB

POOL A

1. Mt. St. Mary’s, Namagunga (Ug)

2. St. Mary’s, Tachasis (Ke)

3. Trans Nzoia Mixed (Ke)

4. Kakungulu Memorial (Ug)

DAY 6 MONDAY 19^TH SEPTEMBER 2022 PRELIMINARIES

MATCH NO.	TIME	TEAMS			SCORES
1.	9.00am	Mt. St. Mary’s, Namagunga (Ug)	V s	Kakungulu Memorial (Ug)
2.	2.00pm	St. Mary’s, Tachasis (Ke)	V s	Trans Nzoia Mixed (Ke)

DAY 7 TUESDAY 20^TH SEPTEMBER 2022 ROUND ROBIN

3.	9.00am	Trans Nzoia Mixed (Ke)	V s	Kakungulu Memorial (Ug)
4.	2.00pm	St. Mary’s, Tachasis (Ke)	V s	Mt. St. Mary’s, Namagunga (Ug)

DAY 8 WEDNESDAY 21^ST SEPTEMBER 2022 ROUND ROBIN

1.	2.00pm	Mt. St. Mary’s, Namagunga (Ug)	Vs	Trans Nzoia Mixed (Ke)	1	4
2.	2.00pm	Kakungulu Memorial (Ug)	Vs	St. Mary’s, Tachasis (Ke)

DAY 9 THURSDAY 22^ND SEPTEMBER 2022 CLASSIFICATION GAMES

9.	9.00am	3rd	3^RD Ranked Team	Vs	4^th Ranked Team
10.	11.00pm	1st	1^st Ranked Team	Vs	2^nd Ranked Team

OVER ALL RANKING GIRLS

RANK	TEAM	COUNTRY
1	KANKUNGULU MEMERIAL S S	UGANDA
2	TRANSZOIA MIXED	KENYA
3	MT ST MAR’S , NAMUGUNGA	UGANDA
4	ST MARY’S, TACHASIS	KENYA

MVP: CAROLYN JEPKOSGEI (ST MARYS TACHASIS/KENYA)

KSSSA Portal

KSSSA Term One Games, 2019- Day Two Fixtures

October 5, 2025 Hillary Kangwana

KSSSA BROOKSIDE TERM ONE GAMES- 2019

VENUE: SHIMO LA TEWA HIGH/ SHANZU TTC

FIXTURES

WEDNESDAY 10TH APRIL, 2019- DAY TWO

🏈RUGBY 15’S🏈

1). Kakamega vs Kangaru @9.30am
2). Galana vs Kabianga @8.30am
3). Dagoretti vs Kwale @8.30am
4). Maseno vs Alliance @9.30am

🏉RUGBY 7’S🏉

From 10.30am Onwards
1). Laiser Hill vs St. Mary’s
2). Muvuti vs Chianda
3). St. Peters vs Khamisi
4). Muhuri Muchiri vs Agoro Sare
5). Vihiga vs Thika High
6). Shimba Hills vs Barani
7). Upper Hill vs Kerugoya
8). Menengai vs Katwanyaa
9). Chianda vs St. Mary’s
10). Agoro Sare vs Khamisi
11). Barani vs Thika School
12). Katwanyaa vs Kerugoya
13). Laiser Hill vs Muvuti
14). St Peters vs Muhuri Muchiri
15). Vihiga vs Shimba Hills
16). Upper Hill vs Menengai.

KNEC News Portal

2023 KPSEA and KILEA Registration

October 5, 2025 Hillary Kangwana

The Kenya National Examinations Council, Knec, has provided registration guidelines for the 2023 Kenya Intermediate Level Education Assessment (KILEA) and Grade 6 Kenya Primary School Education Assessment (KPSEA) Exams.

RE: REGISTRATION OF LEARNERS FOR THE 2023 KENYA PRIMARY SCHOOL
EDUCATION (KPSEA) AND KENYA INTERMEDIATE LEVEL EDUCATION (KILEA) ASSESSMENTS

Registration for the 2023 Kenya Primary School Education Assessment (KPSEA) and Kenya Intermediate Level Education Assessment (KILEA) learners is scheduled to commence on 3rd March, 2023 and end on 3rd April, 2023.

In this regard, the Kenya National Examinations Council (KNEC) wishes to bring to your attention the following information:

Registration of learners in the Regular pathway (for KPSEA) Heads of institutions with learners following the regular pathway are expected to note and ensure that:

1.1 All learners who are in Grade 6 are to be registered for the assessment as is the practice in KCPE examination, through the KPSEA Registration portal which shall be accessible between 3rd March and 3rd April, 2023.

1.2 All KPSEA centres will be hosted in the existing KCPE examination centres with a
candidature of thirty (30) and above. Institutions with a combined candidature of thirty (30) and above for both KPSEA and KCPE examination will therefore be allowed to conduct the KPSEA in their premises.

1.3 Assessment centres with less than thirty (30) candidates/learners shall be hosted in centres to be identified by Sub-County Directors, in line with the guidelines provided by KNEC on the same. Special Schools are exempted from this rule.

1.4 Centres with less than five (05) candidates will not be allowed to register learners for the 2023 KPSEA as independent assessment centres. Such institutions are advised to liaise with the respective Sub-County Directors of Education to identify an approved KNEC assessment/examination centre with more than fifteen (15) learners/candidates for their learners to be registered. Special Schools are exempted from this rule.

1.5 All learners registered for KPSEA must be bonafide, school-going learners in their respective schools, who are transiting to Grade 6. Registration of ghost learners constitutes an assessment malpractice, which attracts sanctions, including de-registration of the school as a KNEC Assessment centre.

1.6 Heads of Institutions are required to log into the KNEC CBA portal, under KPSEA to capture details of their assessment centres and learners using their Asessment centre log-in credentials.

They are expected to ensure accuracy of the following:

Learner’s Assessment Number;
Learner’s name as it appears on their Birth Certificate;
Gender of the learner;

knec portal

kpsea exams,

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national exams,

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Grade 6 exam papers 2022,

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KPSEA exams 2022 Grade 6,

Grade 6 exam papers with Answers,

TSC News Portal

Kenyatta University Latest Kuccps Degree Course List, Requirements, Fees & Duration

October 5, 2025 Hillary Kangwana

Kenyatta University Latest Kuccps Degree Course List, Requirements, Fees & Duration

#	PROGRAMME CODE	PROGRAMME NAME	INSTITUTION TYPE	YEAR 1 – PROGRAMME COST	2023 CUTOFF	2022 CUTOFF	2021 CUTOFF
1	1111101	BACHELOR OF ARTS	PUBLIC	KSH 153,000	–	28.578	25.034
2	1111102	BACHELOR OF ARCHITECTURE	PUBLIC	KSH 306,000	–	42.407	42.315
3	1111107	BACHELOR OF SCIENCE (ACTUARIAL SCIENCE)	PUBLIC	KSH 244,800	–	31.842	36.908
4	1111111	BACHELOR OF SCIENCE (BIOLOGY)	PUBLIC	KSH 244,800	–	16.974	17.459
5	1111112	BACHELOR OF SCIENCE (BIOCHEMISTRY)	PUBLIC	KSH 244,800	–	31.582	33.576
6	1111114	BACHELOR OF SCIENCE (ANALYTICAL CHEMISTRY WITH MANAGEMENT)	PUBLIC	KSH 244,800	–	27.578	25.479
7	1111115	BACHELOR OF SCIENCE (COMPUTER SCIENCE)	PUBLIC	KSH 306,000	–	43.230	42.474
8	1111116	BACHELOR OF SCIENCE (CIVIL ENGINEERING)	PUBLIC	KSH 336,000	–	42.148	41.517
9	1111117	BACHELOR OF SCIENCE (ELECTRICAL & ELECTRONICS ENGINEERING)	PUBLIC	KSH 336,000	–	42.125	40.965
10	1111118	BACHELOR OF SCIENCE (MECHANICAL ENGINEERING)	PUBLIC	KSH 336,000	–	41.033	40.409
11	1111120	BACHELOR OF SCIENCE (B.SC)	PUBLIC	KSH 244,800	–	16.974	17.459
12	1111121	BACHELOR OF SCIENCE (AGRICULTURAL & BIO-SYSTEMS ENGINEERING)	PUBLIC	KSH 336,000	–	28.555	30.154
13	1111122	BACHELOR OF SCIENCE (AGRICULTURE)	PUBLIC	KSH 275,400	–	23.704	17.459
14	1111123	BACHELOR OF SCIENCE (MICROBIOLOGY)	PUBLIC	KSH 244,800	–	25.937	28.038
15	1111129	BACHELOR OF PHARMACY	PUBLIC	KSH 428,400	–	43.541	43.604
16	1111131	BACHELOR OF MEDICINE & BACHELOR OF SURGERY (M.B.CH.B.)	PUBLIC	KSH 612,000	–	44.914	44.995
17	1111132	BACHELOR OF SCIENCE (NURSING AND PUBLIC HEALTH)	PUBLIC	KSH 275,400	–	42.773	42.670
18	1111133	BACHELOR OF COMMERCE (B.COM)	PUBLIC	KSH 183,600	–	30.779	33.490
19	1111134	BACHELOR OF LAWS (LLB)	PUBLIC	KSH 183,600	–	41.278	42.036
20	1111135	BACHELOR OF EDUCATION (ARTS)	PUBLIC	KSH 183,600	–	34.725	33.450
21	1111137	BACHELOR OF EDUCATION (SCIENCE)	PUBLIC	KSH 244,800	–	37.778	37.272
22	1111146	BACHELOR OF ECONOMICS	PUBLIC	KSH 183,600	–	24.100	32.744
23	1111148	BACHELOR OF SCIENCE (RECORDS MANAGEMENT AND INFORMATION TECHNOLOGY)	PUBLIC	KSH 183,600	–	24.524	27.974
24	1111155	BACHELOR OF EDUCATION (SPECIAL NEEDS EDUCATION)	PUBLIC	KSH 244,800	–	37.278	36.418
25	1111160	BACHELOR OF MUSIC	PUBLIC	KSH 204,000	–	29.138	24.804
26	1111162	BACHELOR OF EDUCATION (ARTS) MUSIC	PUBLIC	KSH 183,600	–	29.441	29.024
27	1111164	BACHELOR OF SCIENCE (STATISTICS & PROGRAMMING)	PUBLIC	KSH 306,000	–	30.004	29.900
28	1111169	BACHELOR OF EDUCATION (ARTS) GERMAN	PUBLIC	KSH 183,600	–	25.165	25.516
29	1111179	BACHELOR OF ARTS (THEATER ARTS & FILM TECHNOLOGY)	PUBLIC	KSH 204,000	–	30.140	30.322
30	1111180	BACHELOR OF EDUCATION (EARLY CHILDHOOD EDUCATION)	PUBLIC	KSH 183,600	–	24.922	24.737
31	1111188	BACHELOR OF SCIENCE (ENVIRONMENTAL HEALTH)	PUBLIC	KSH 275,400	–	29.014	29.409
32	1111189	BACHELOR OF HUMAN RESOURCE MANAGEMENT	PUBLIC	KSH 183,600	–	32.725	35.116
33	1111190	BACHELOR OF SCIENCE (FOOD, NUTRITION & DIETETICS)	PUBLIC	KSH 275,400	–	33.006	33.435
34	1111194	BACHELOR OF SCIENCE (MEDICAL LABORATORY SCIENCE)	PUBLIC	KSH 275,400	–	41.000	40.632
35	1111196	BACHELOR OF SCIENCE (OCCUPATIONAL HEALTH & SAFETY)	PUBLIC	KSH 275,400	–	30.929	29.149
36	1111197	BACHELOR OF SCIENCE (TELECOMMUNICATION & INFORM. TECH)	PUBLIC	KSH 306,000	–	37.241	36.572
37	1111199	BACHELOR OF ECONOMICS & STATISTICS	PUBLIC	KSH 183,600	–	28.213	36.104
38	1111213	BACHELOR OF ENVIRONMENTAL SCIENCE	PUBLIC	KSH 244,800	–	27.664	22.708
39	1111215	BACHELOR OF SCIENCE (AGRICULTURAL RESOURCE MANAGEMENT)	PUBLIC	KSH 275,400	–	16.974	17.459
40	1111217	BACHELOR OF SCIENCE (FASHION DESIGN & MARKETING)	PUBLIC	KSH 204,000	–	30.742	29.317
41	1111221	BACHELOR OF SCIENCE (HOSPITALITY & TOURISM MANAGEMENT)	PUBLIC	KSH 204,000	–	31.532	30.723
42	1111226	BACHELOR OF SCIENCE (BIOTECHNOLOGY)	PUBLIC	KSH 244,800	–	25.106	27.845
43	1111228	BACHELOR OF ENVIRONMENTAL STUDIES AND COMMUNITY DEVELOPMENT	PUBLIC	KSH 244,800	–	17.043	17.459
44	1111232	BACHELOR OF INFORMATION TECHNOLOGY	PUBLIC	KSH 306,000	–	39.905	38.607
45	1111233	BACHELOR OF LIBRARY & INFORMATION SCIENCE	PUBLIC	KSH 204,000	–	21.444	22.544
46	1111237	BACHELOR OF ARTS (PSYCHOLOGY)	PUBLIC	KSH 153,000	–	34.531	32.706
47	1111282	BACHELOR OF EDUCATION (ARTS) FRENCH	PUBLIC	KSH 183,600	–	33.386	32.023
48	1111294	BACHELOR OF SCIENCE (ANIMAL PRODUCTION & HEALTH MANAGEMENT)	PUBLIC	KSH 275,400	–	31.296	28.985
49	1111300	BACHELOR OF SCIENCE (REAL ESTATE)	PUBLIC	KSH 306,000	–	34.531	36.250
50	1111302	BACHELOR OF ARTS (GENDER AND DEVELOPMENT STUDIES)	PUBLIC	KSH 153,000	–	24.943	22.926
51	1111309	BACHELOR OF SCIENCE (MATHEMATICS & COMPUTER SCIENCE)	PUBLIC	KSH 306,000	–	35.002	35.093
52	1111310	BACHELOR OF EDUCATION ARTS (HOME ECONOMICS)	PUBLIC	KSH 183,600	–	30.475	29.362
53	1111312	BACHELOR OF ENVIRONMENTAL PLANNING & MANAGEMENT	PUBLIC	KSH 244,800	–	27.669	17.459
54	1111315	BACHELOR OF EDUCATION (PHYSICAL EDUCATION)	PUBLIC	KSH 183,600	–	22.358	22.636
55	1111337	BACHELOR OF ARTS (COUNSELING)	PUBLIC	KSH 153,000	–	24.937	22.926
56	1111402	BACHELOR OF SCIENCE (DRY LAND, AGRICULTURE & ENTERPRISE DEVELOPMENT)	PUBLIC	KSH 275,400	–	17.043	17.459
57	1111417	BACHELOR OF SCIENCE (AGRICULTURAL EDUCATION & EXTENSION)	PUBLIC	KSH 275,400	–	30.714	30.962
58	1111422	BACHELOR OF SCIENCE (CROP IMPROVEMENT & PROTECTION)	PUBLIC	KSH 275,400	–	17.043	17.459
59	1111423	BACHELOR OF SCIENCE IN COMMUNITY HEALTH	PUBLIC	KSH 275,400	–	29.513	29.378
60	1111434	BACHELOR OF SCIENCE (EXERCISE & SPORT SCIENCE)	PUBLIC	KSH 244,800	–	20.402	20.720
61	1111438	BACHELOR OF SCIENCE (MOLECULAR & CELLULAR BIOLOGY)	PUBLIC	KSH 244,800	–	16.974	17.459
62	1111449	BACHELOR OF COMMUNICATION AND MEDIA STUDIES	PUBLIC	KSH 204,000	–	34.635	34.049
63	1111485	BACHELOR OF SCIENCE (SPATIAL PLANNING	PUBLIC	KSH 306,000	–	18.692	26.186
64	1111508	BACHELOR OF SCIENCE (INDUSTRIAL CHEMISTRY WITH MANAGEMENT)	PUBLIC	KSH 244,800	–	29.162	28.883
65	1111509	BACHELOR OF ARTS (FINE ARTS)	PUBLIC	KSH 204,000	–	28.510	26.885
66	1111540	BACHELOR OF ECONOMICS & FINANCE	PUBLIC	KSH 183,600	–	28.926	35.746
67	1111543	BACHELOR OF SCIENCE (HEALTH RECORDS & INFORMATION MGT.)	PUBLIC	KSH 275,400	–	32.695	30.576
68	1111565	BACHELOR OF SCIENCE (COASTAL & MARINE RESOURCE MANAGEMENT	PUBLIC	KSH 244,800	–	17.043	17.459
69	1111566	BACHELOR OF SCIENCE (POPULATION HEALTH)	PUBLIC	KSH 275,400	–	34.642	33.296
70	1111568	BACHELOR OF SCIENCE (FORENSIC SCIENCE)	PUBLIC	KSH 244,800	–	35.032	34.516
71	1111569	BACHELOR OF EDUCATION (ARTS) FINE ART	PUBLIC	KSH 183,600	–	27.477	27.521
72	1111570	BACHELOR OF SCIENCE (ENVIRONMENTAL EDUCATION)	PUBLIC	KSH 244,800	–	17.043	17.459
73	1111571	BACHELOR OF SCIENCE (RECREATION AND SPORTS MANAGEMENT)	PUBLIC	KSH 204,000	–	24.776	24.252
74	1111572	BACHELOR OF SCIENCE (PETROLEUM ENGINEERING)	PUBLIC	KSH 336,000	–	37.463	36.816
75	1111573	BACHELOR OF SCIENCE(AEROSPACE ENGINEERING)	PUBLIC	KSH 336,000	–	40.538	37.992
76	1111587	BACHELOR OF SCIENCE (AGRIBUSINESS MANAGEMENT & TRADE)	PUBLIC	KSH 275,400	–	21.530	25.219
77	1111611	BACHELOR OF SCIENCE (CONSERVATION BIOLOGY)	PUBLIC	KSH 244,800	–	16.974	17.459
78	1111618	BACHELOR OF SCIENCE (HEALTH PROMOTION)	PUBLIC	KSH 275,400	–	26.232	26.063
79	1111633	BACHELOR OF EDUCATION (LIBRARY SCIENCE)	PUBLIC	KSH 183,600	–	22.358	22.636
80	1111643	BACHELOR OF HEALTH SERVICES MANAGEMENT	PUBLIC	KSH 275,400	–	27.736	26.936
81	1111659	BACHELOR OF PUBLIC POLICY AND ADMINISTRATION	PUBLIC	KSH 153,000	–	32.940	32.182
82	1111661	BACHELOR OF MUSIC (TECHNOLOGY)	PUBLIC	KSH 204,000	–	22.829	23.070
83	1111686	BACHELOR OF ENVIRONMENTAL SCIENCE (RESOURCE CONSERVATION)	PUBLIC	KSH 244,800	–	17.043	17.459
84	1111696	BACHELOR OF SCIENCE (BIOMEDICAL ENGINEERING)	PUBLIC	KSH 336,000	–	41.807	40.771
85	1111776	BACHELOR OF SCIENCE(CONSTRUCTION MANAGEMENT)	PUBLIC	KSH 306,000	–	35.266	37.509
86	1111986	BACHELOR OF SCIENCE (COMMUNITY RESOURCE MANAGEMENT)	PUBLIC	KSH 204,000	–	24.294	22.926
87	1111B85	BACHELOR OF SCIENCE (ENERGY ENGINEERING)	PUBLIC	KSH 336,000	–	15.982	16.787

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TSC News Portal

TSC services guide- Latest TSC news

October 5, 2025 Hillary Kangwana

The Teachers Service Commission (TSC) has warned teachers and Kenyans to be wry of fraudsters who are calling to ask for money in order to offer services. The Commission has at the same time given a list of services that attract charges.

“We would like to assure teachers, staff and other stakeholders seeking services from us that we do not charge for recruitment, transfer, promotion and pension services.” Says TSC.

A number of Kenyans have lost colossal amounts of money to fraudsters masquerading as TSC agents. A case in point is where the con men and women call teachers in the ptetext of assisting them get promotions.

According to the TSC Service Charter, the following services are offered at no cost:

Submitting an application against Advertised Posts,
Submitting a written enquiry and
Submit duly filled transfer application form among other many services.

It is important to note that only two services attract charges from TSC. These services are: Registration of Teachers and applying for a review of a discipline case.

A LIST OF ALL SERVICES OFFERED BY TSC

Here is a list of all services offered by TSC;

S/N	Services	Requirements	Cost	Response Time Frame
1	Service upon visit to TSC offices	Make enquiry	Free	Will be attended to within 10 minutes
2	Response to correspondence	Submit written enquiry	Free	Within 14 days
3	Registration of Teachers	Submit duly filled online application	Kshs 1000	Within 30 days
4	Teacher Recruitment	Submit application against Advertised Posts	Free	Acknowledgement within 14 days. Interview results to be communicated within 15 days
5	Transfer of teachers	Submit duly filled application form online	Free	Acknowledge application within 14 days and communicate decision in 90 days
6	Posting after recruitment	Fill employment form	Free	Posting letter to be dispatched within 30 days
7	Posting after leave	Submit application 30 days before expiry of leave	Free	Within 7 days
8	Appointment to Administrative position	Apply for advertised posts	Free	Acknowledge within 14 days and appoint successful candidate within 30 days
9	Competitive Promotion	Submit application against advertised posts	Free	Within 3 months
10	Common Cadre Promotion	Submit application 30 days before due date	Free	30 days
11	Determination of a discipline case	Submit defence statement within 21 days after interdiction	Free	Determine the case within 3 months after registration
12	Reviewing a discipline case	Submit application within 90 days from the date of the letter communicating	Ksh.2000	Within 3 months
13	Payment of salaries and uploading of pay slips	Perform assigned duty	Free	By last day of the month
14	Processing of benefits on exit from service	Submit application on prescribed forms and attach specified documents at County/ SubCounty offices	Free	Within 3 months
15	Complaint Handling and Resolution	Written complaint	Free	Initiate resolution process within 7 days