Category Archives: Teachers’ Resources

KCSE past papers 2020 with marking schemes in pdf

The 2020 Kenya Certificate of Secondary Education (KCSE) examination papers and marking schemes are now available in free pdf download. Simply find all the papers’ marking schemes here, below. These marking schemes are available for free download and you will not be required to pay for them.

FREE KCSE 2020 MARKING SCHEMES FOR ALL SUBJECTS IN PDF DOWNLOAD

Mathematics Paper 1

Mathematics Paper 2

Mathematics Paper 2

Mathematics Paper 2

English Paper 1

English Paper 2

English Paper 3

Kiswahili Paper 1

Kiswahili Paper 1

Kiswahili Paper 2

Kiswahili Paper 3

Biology Paper 1

Biology Paper 2

Biology Paper 2

Biology Paper 3

Chemistry Paper 1

Chemistry Paper 2

Chemistry Paper 3

Physics Paper 1

Physics Paper 2

Physics Paper 3

Physics Paper 3

Geography Paper 1

Geography Paper 2

History and Government Paper 1

History and Government Paper 1

History and Government Paper 2

Physical Education

 Christian Religious Education Paper 1

 Christian Religious Education Paper 2

Islamic Religious Education Paper 1

Islamic Religious Education Paper 2

Hindu Religious Education Paper 1

Hindu Religious Education Paper 2

Business Studies Paper 1

Business Studies Paper 2

  Agriculture Paper 1

  Agriculture Paper 2

 Home Science Paper 1

 Home Science Paper 2

 Arabic Paper 1

 Arabic Paper 2

  French Paper 1

  French Paper 2

 German Paper 1

 German Paper 2

  Music PAper 1

  Music Paper 2

 Art and Design Paper 1

 Art and Design Paper 2

 Computer Studies Paper 1

 Computer Studies Paper 2

THE LARGEST FREE LEARNING MATERIALS DATABASE.

Get unlimited free primary and secondary school learning and teaching materials here. Be sure to get free notes, examinations, schemes of work, revision materials and many more at no cost.

DOWNLOAD FREE PRIMARY & HIGH SCHOOL MATERIALS


FREE UPDATED NOTES

Click on the links below

FORM ONE NOTES

FORM ONE NOTES

FORM TWO NOTES

FORM THREE NOTES

FORM FOUR NOTES

FREE LATEST EXAMS WITH MARKING SCHEMES

Click on the links below;

FORM ONE EXAMS

FORM TWO EXAMS

FORM THREE EXAMS

FORM FOUR EXAMS

FORM 1-4 FREE EXAMS

SCHEMES OF WORK

KCSE REVISION MATERIALS

FREE PRIMARY SCHOOL RESOURCES

FREE CLASS 8 RESOURCES

LOWER PRIMARY (PP1 & 2)

LOWER PRIMARY (GRADE 1-6)

FREE SCHEMES OF WORK- PRIMARY

Free Business Studies notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

As one of the subjects offered by the Kenya National Examinations Council, KNEC, Business studies is classified as a Technical & Applied subjects. Candidates taking the Kenya Certificate of Secondary Education, KCSE, can opt to choose the subject; since it is elective/ optional. This aside, Business studies is tested in two papers i.e 565 paper 1 and 2.

To make teaching and learning of the subject easy and enjoyable, a number of electronic materials can be obtained, online.  These include: Business Studies Notes, KCSE Past Papers, Schemes of Work, Assignments, Termly examination papers, Marking schemes, lesson plans, charts, topical revision resources and many more. Download the resources at zero charge by clicking each of the links below. Please note that you can also print and even share this article to benefit someone else.

Join Telegram Group by using this link for a wide range of educational materials, at zero cost; TEACHERS’ SOFT COPY HUB- TELEGRAM

You can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

Here are the resources available at no extra Fee:


Also read;

Grade 7 free CBC Exams with answers

Latest Grade 7 free CBC Exams with answers

English-edit.pdf
Math_edit.pdf
Performing Arts_edit.pdf
Physical Education_edit.pdf
Pretechnical Education_edit.pdf
Religious Education_edit.pdf
Social Science_edit.pdf
Agriculture-edit.pdf
Buisiness Studies-edit.pdf
Computer Science-edit.pdf
Health Education_edit.pdf
Homescience_edit.pdf
Integrated Science_edit.pdf
Kiswahili_edit.pdf
Life Skills_edit.pdf
Marking Scheme_edit.pdf

Full list of 2019 Wealth Declaration non-compliant teachers Per County- Trans Nzoia County

Close to 46,000 teachers are yet to declare their wealth online ahead of the deadline slated for 31/12/2019. All teachers in employment under TSC are required to declare their Income, Assets and Liabilities

The online portal has been open since 1st November 2019.

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

Here are links to the most important news portals:

The Kenyan law requires all public officers to declare their wealth; periodically. This declaration is made online and there are hefty penalties for officers who fail to declare their income, assets and liabilities within the stipulated time. According to the Public Ethics Act of 2003, It is mandatory for all public officers to declare their income, assets and liabilities once in every two years.

Any teacher in TSC employment who fails to submit a Declaration or gives false or misleading information is liable to a fine of Kshs. 1,000,000 or imprisonment for a term not exceeding (1) one year or both upon conviction.

Here is the list of non-compliant teachers in this county:

COUNTY SUB COUNTY SCHOOL NAME FIRST NAME MIDDLE NAME LAST NAME
TRANS NZOIA KWANZA A.I.C. Lessos Secondary School Julius Mulika Akamo
TRANS NZOIA KWANZA AIC KAPSITWET  SEC SCH Christine Cherotich Jumba
TRANS NZOIA KWANZA AIC KAPSITWET  SEC SCH Joan Jepkemboi Kibet
TRANS NZOIA KWANZA AIC KAPSITWET  SEC SCH Laura Nambi Ngome
TRANS NZOIA KWANZA AIC KIPTUIMET SECONDARY John Ekidor Eipa
TRANS NZOIA KWANZA AIC KOBOS BOYS HIGH SCHOOL Job “Kibeku  Rogers” Naibei
TRANS NZOIA KWANZA Amani Primary School Angeline Chepoghon Ripoo
TRANS NZOIA KWANZA Amani Primary School Joshua Gerryshom Waswa
TRANS NZOIA KWANZA Amani Primary School Paul Sifuna Sikuku
TRANS NZOIA KWANZA AMUKA PRIMARY Catherine Cheptoo Katuwot
TRANS NZOIA KWANZA AMUKA PRIMARY Edith Wangari Mirara
TRANS NZOIA KWANZA AMUKA PRIMARY Everline Afandi
TRANS NZOIA KWANZA ANDERSEN HIGH SCHOOL Lilian Nekesa Munande
TRANS NZOIA KWANZA BASALE PRIMARY SCHOOL Dickson Chesongol Satya
TRANS NZOIA KWANZA BIDII PRIMARY Carolyne Nanjala Kalama
TRANS NZOIA KWANZA BIDII PRIMARY June Mwaniga Kalika
TRANS NZOIA KWANZA BIDII PRIMARY Sellah Cheruto Musani
TRANS NZOIA KWANZA BISHOP  A.  MUGE  S.S. Nancy Jeruto Koech
TRANS NZOIA KWANZA BISHOP MUGE PRIMARY Ben Walela Sanja
TRANS NZOIA KWANZA BISHOP MUGE PRIMARY Francis Pyeko Mukekamar
TRANS NZOIA KWANZA BONDENI PRI SCH Esther Andiema Chemtai
TRANS NZOIA KWANZA BONDENI PRI SCH Gideon K Tanui
TRANS NZOIA KWANZA BONDENI PRI SCH Stella Nyanchama Ombati
TRANS NZOIA KWANZA BWALA PRIMARY James Kiptabut Ngetich
TRANS NZOIA KWANZA BWALA PRIMARY Tito Kipngetich Rugutt
TRANS NZOIA KWANZA BWALA SECONDARY Isaiah Getiro Oroni
TRANS NZOIA KWANZA BWALA SECONDARY Richard Wangila Mabonga
TRANS NZOIA KWANZA BWALA SECONDARY Wekesa Matalyo Wanjala
TRANS NZOIA KWANZA BWAYI PRIMARY Stanley Logovo Ndeda
TRANS NZOIA KWANZA BWAYI PRIMARY Vivian Jebet
TRANS NZOIA KWANZA CHEBEREM PRIMARY SCHOOL Fredrick Boiyo Tendet
TRANS NZOIA KWANZA CHEBEREM PRIMARY SCHOOL Simon Too Kirwa
TRANS NZOIA KWANZA CHEPCHOINA CENTRE PRIMARY Alice Wekalao Wanyonyi
TRANS NZOIA KWANZA CHEPCHOINA CENTRE PRIMARY Josphat Toriebe Psimat
TRANS NZOIA KWANZA CHEPCHOINA CENTRE PRIMARY Timothy Kimaiyo Korir
TRANS NZOIA KWANZA CHEPTANTAN PRIMARY Musa Chebwek Chebonei
TRANS NZOIA KWANZA CHEPTIKIT PRIMARY Philip Rutto Mangusha
TRANS NZOIA KWANZA CHERUBAI PRI SCH Ben Soyekwo Masani
TRANS NZOIA KWANZA CHESITIA PRIMARY Emmanuel Wekesa Chambisa
TRANS NZOIA KWANZA CHESITIA PRIMARY Geoffrey Wafula Wanyonyi
TRANS NZOIA KWANZA CHESITIA PRIMARY Loice Jemutai Bittok
TRANS NZOIA KWANZA CHESITIA PRIMARY Raphael Rionoi Lokwutele
TRANS NZOIA KWANZA CHORLIM PRIMARY Daniel Kipchirchir Sang
TRANS NZOIA KWANZA CHORLIM PRIMARY Elizabeth Wanjiko Gitahi
TRANS NZOIA KWANZA CHORLIM PRIMARY John Kimtai Kimngeny
TRANS NZOIA KWANZA ENDEBESS CENTRE Beatrice Tarno
TRANS NZOIA KWANZA ENDEBESS CENTRE Charles Malindi Omega
TRANS NZOIA KWANZA ENDEBESS CENTRE Douglas Juma Chiliman
TRANS NZOIA KWANZA ENDEBESS CENTRE Kibet Anthony Longura
TRANS NZOIA KWANZA ENDEBESS ESTATE Christopher Kipruto Kositany
TRANS NZOIA KWANZA ENDEBESS ESTATE Joseph Wanjala Chemwami
TRANS NZOIA KWANZA ENDEBESS ESTATE Judith Nyakerario Misoro
TRANS NZOIA KWANZA ENDEBESS ESTATE Priscilla Muyaku Simiyu
TRANS NZOIA KWANZA ENDEBESS ESTATE Stanslaus Musungu Mudongi
TRANS NZOIA KWANZA FEEDLOT PRIMARY Eddah Mwihaki Kaguura
TRANS NZOIA KWANZA FEEDLOT PRIMARY Ezekiel Ombaso Otwere
TRANS NZOIA KWANZA FEEDLOT PRIMARY Gibson Rubisiah Mutai
TRANS NZOIA KWANZA FEEDLOT PRIMARY Pamirene Nekesa Musima
TRANS NZOIA KWANZA FEEDLOT PRIMARY Peter Naulikha Wabwile
TRANS NZOIA KWANZA FK MANDARARA Albert Sichangi Wasike
TRANS NZOIA KWANZA FK MANDARARA Joseph Kirwa Sang
TRANS NZOIA KWANZA FRIENDS SEC SCHOOL NAMANDALA Linda Matecho Nyongesa
TRANS NZOIA KWANZA GESARATE PRIMARY Martin Wamalwa Wanjala
TRANS NZOIA KWANZA GIDEA GIRLS SEC Edwin Abuga Nyachae
TRANS NZOIA KWANZA GIDEA PRIMARY Moses Waswa Wanyama
TRANS NZOIA KWANZA GOSETA BOYS  SEC  SCHOOL Akinyi Nyaoro Betha
TRANS NZOIA KWANZA GOSETA BOYS  SEC  SCHOOL George Wangila
TRANS NZOIA KWANZA GOSETA PRIMARY Christine Chebet Malakwen
TRANS NZOIA KWANZA KAISAGAT PRIMARY Charles Wanyanyi Nganga
TRANS NZOIA KWANZA KAISAGAT PRIMARY Hellen N Nafula
TRANS NZOIA KWANZA KAISAGAT PRIMARY Nancy Wamalwa
TRANS NZOIA KWANZA KAMBI NDEGE Paul Makokha Wasike
TRANS NZOIA KWANZA KAPKOI CENTRAL GIRLS HIGH SCH John Gitau Muniu
TRANS NZOIA KWANZA KAPKOI CENTRAL GIRLS HIGH SCH Lilian Nekesa Simiyu
TRANS NZOIA KWANZA KAPKOI CENTRAL GIRLS HIGH SCH Simon Wanyonyi Misiko
TRANS NZOIA KWANZA Kapkoi Central Primary School Eden Mmave Ifedha
TRANS NZOIA KWANZA Kapkoi Central Primary School Jackson Makori Kerechi
TRANS NZOIA KWANZA Kapkoi Central Primary School Plamai Pkite Julius
TRANS NZOIA KWANZA KAPKURES PRIMARY Samuel Poriot Lotiang
TRANS NZOIA KWANZA KAPOMBOI  PRI SCH Daudi Lokori Kelima
TRANS NZOIA KWANZA KAPSITWET PRI SCH Ben Mukhwana Waswa
TRANS NZOIA KWANZA KAPSITWET PRI SCH David Choore Mundia
TRANS NZOIA KWANZA KARAUS PRIMARY SCHOOL Eliud Kennedy Marango
TRANS NZOIA KWANZA KARAUS PRIMARY SCHOOL Sharon Jepchirchir Kibet
TRANS NZOIA KWANZA Karaus Secondary school Evans Kebaso Nyagitari
TRANS NZOIA KWANZA KAYOS PRIMARY Charles Wekesa Munuku
TRANS NZOIA KWANZA KAYOS PRIMARY Isaiah Kapkolong Tepaluk
TRANS NZOIA KWANZA KEESE KONGONI PRI SCH Titim Juma Opicho
TRANS NZOIA KWANZA KEESE KONGONI PRI SCH Vincent Rotich Ngurokwinang
TRANS NZOIA KWANZA KEESE SECONDARY SCHOOL Caroline Ceruto
TRANS NZOIA KWANZA KEESE SECONDARY SCHOOL Daniel Khaoya Makokha
TRANS NZOIA KWANZA KEESE SECONDARY SCHOOL Raphael Wanyonyi Mumbo
TRANS NZOIA KWANZA KEESE SECONDARY SCHOOL Shem Kaunda Mise
TRANS NZOIA KWANZA Kiboi Primary School James Kaboi Safania
TRANS NZOIA KWANZA Kiboi Primary School Martim Daniel Kipkoech
TRANS NZOIA KWANZA KIMWONDO PRI SCH Margaret Masinde
TRANS NZOIA KWANZA KIMWONDO SECONDARY Joshua “Bosire Maxwel” Momanyi
TRANS NZOIA KWANZA KIMWONDO SECONDARY Lydia Tarus
TRANS NZOIA KWANZA KIMWONDO SECONDARY Mercy Nasambu Milimo
TRANS NZOIA KWANZA KIPKORIONY PRIMARY Christine Chepchirchir Lagat
TRANS NZOIA KWANZA KIPSIBO PRIMARY Daniel Kiboi Majimbo
TRANS NZOIA KWANZA KIPSOEN PRIMARY Humphrey Khayotta Walumoli
TRANS NZOIA KWANZA KIPSOEN PRIMARY Mary Njeri Gicini
TRANS NZOIA KWANZA KITALE NDOGO PRIMARY SCHOOL Newton Kinyua Ndaama
TRANS NZOIA KWANZA KITALE NDOGO PRIMARY SCHOOL Sharon Malesi Okemo
TRANS NZOIA KWANZA KITALE NDOGO PRIMARY SCHOOL William Zablon Makhotsa
TRANS NZOIA KWANZA Kitinda Primary School Meshack Kemboi Tarus
TRANS NZOIA KWANZA Kitubo Primary School Evans Ondieki Nyachwala
TRANS NZOIA KWANZA Kitubo Primary School James Kamau Muiruri
TRANS NZOIA KWANZA KITUM PRIMARY Johnson Ngeiywo
TRANS NZOIA KWANZA KITUM PRIMARY Julius Kimboi Sumboi
TRANS NZOIA KWANZA KITUM PRIMARY Paul Onyango Olero
TRANS NZOIA KWANZA KITUM PRIMARY Simon Losian Mertukei
TRANS NZOIA KWANZA KITUM PRIMARY Wycliffe Chelokol Ndiema
TRANS NZOIA KWANZA KITUM SEC SCHOOL Achieng Mwanaisha
TRANS NZOIA KWANZA KITUM SEC SCHOOL Duncan Iyengo Odari
TRANS NZOIA KWANZA KITUM SEC SCHOOL Mary Cherono
TRANS NZOIA KWANZA KOBOS PRIMARY SCHOOL Ebby Kayuga Odanga
TRANS NZOIA KWANZA Koibei Primary School Elia Lomuket Plimo
TRANS NZOIA KWANZA KOKWO PRIMARY Alfred Chebonei Simatwa
TRANS NZOIA KWANZA KOKWO PRIMARY Alice Cheruiyot
TRANS NZOIA KWANZA KOKWO PRIMARY Andrew Kiptoo Kiribot
TRANS NZOIA KWANZA KOKWO PRIMARY Anita Jemisto Kipchoge
TRANS NZOIA KWANZA KOKWO PRIMARY Charles Ruto Karite
TRANS NZOIA KWANZA KOLONGOLO PRI SCH Antoninah Nakhumicha Walusaka
TRANS NZOIA KWANZA KOLONGOLO PRI SCH Dorrice Angila Siatikho
TRANS NZOIA KWANZA KORONGA PRIMARY Emily Khaemba Namwaya
TRANS NZOIA KWANZA KORONGA PRIMARY Nyongesa Ochwaya
TRANS NZOIA KWANZA KORONGA PRIMARY Samuel Plimo Amakang
TRANS NZOIA KWANZA KOROS PRI SCH Kenedy Cheruiyot Koech
TRANS NZOIA KWANZA KOROS PRI SCH Leonard Choli Namanda
TRANS NZOIA KWANZA KOROSIOT PRI SCH Jackton Otulu Masinde
TRANS NZOIA KWANZA KOROSIOT PRI SCH Samwel Nyumu Kiruri
TRANS NZOIA KWANZA KOROSIOT SEC Joy Nakhumicha Munjaru
TRANS NZOIA KWANZA KWANUSU PRIMARY Lucy Nasimiyu Wamalwa
TRANS NZOIA KWANZA KWANUSU PRIMARY Monica Khavele Mayavi
TRANS NZOIA KWANZA KWANUSU PRIMARY Pauline Cherop Tingoria
TRANS NZOIA KWANZA KWANZA  CENTER  PRI SCH Danielah Nabifwo Wekesa
TRANS NZOIA KWANZA KWANZA  FRIENDS  S.S. Peter Wakwabubi Nandabi
TRANS NZOIA KWANZA KWANZA  FRIENDS  S.S. Raphael Wafula Omunyini
TRANS NZOIA KWANZA Labot Primary School Nancy Jeptum
TRANS NZOIA KWANZA LESSOS PRIMARY Agnes Chepkosgei Bett
TRANS NZOIA KWANZA LESSOS PRIMARY Joan Nyakoa Shikanda
TRANS NZOIA KWANZA LESSOS PRIMARY Miriam Wangui Gachigua
TRANS NZOIA KWANZA LESSOS PRIMARY Phylis Omaido
TRANS NZOIA KWANZA LESSOS PRIMARY Rahab Wamboi Njuguna
TRANS NZOIA KWANZA LESSOS PRIMARY Ruth Kerubo Asande
TRANS NZOIA KWANZA LIYAVO PRIMARY  SCHOOL Rose Cheptoo
TRANS NZOIA KWANZA LUNYU PRI SCH David Kipkorir Bittok
TRANS NZOIA KWANZA MAKUNGA PRIMARY SCHOOL Lenah Bitok Tangut
TRANS NZOIA KWANZA MAKUNGA PRIMARY SCHOOL Susy Kiterie Kiptanui
TRANS NZOIA KWANZA MAKUNGA SECONDARY Hesborn Mosoti Marube
TRANS NZOIA KWANZA MALOMONYE PRI SCH Dorcas Chesang Rotino
TRANS NZOIA KWANZA MALOMONYE PRI SCH Jennifer Chepchumba Rioner
TRANS NZOIA KWANZA MALOMONYE PRI SCH Lilian Maranga Chepkemboi
TRANS NZOIA KWANZA MARINDA PRI SCH Jonah Kipleting Kebenei
TRANS NZOIA KWANZA MATUMBEI PRIMARY Charles Kwalia Tumwet
TRANS NZOIA KWANZA MATUMBEI PRIMARY Erick Kibet Ndiwa
TRANS NZOIA KWANZA MATUMBEI PRIMARY Philip Kwemoi
TRANS NZOIA KWANZA MATUMBEI SEC Benito Oresi Oirere
TRANS NZOIA KWANZA MATUMBEI SEC Moses Nenunge Cheptot
TRANS NZOIA KWANZA MAZIWA PRIMARY Geoffrey Edalia
TRANS NZOIA KWANZA MAZIWA SECONDARY SCHOOL Pricah Nanzala Matolo
TRANS NZOIA KWANZA MAZIWA SECONDARY SCHOOL Stephen Mwiti Landu
TRANS NZOIA KWANZA MAZIWA SECONDARY SCHOOL Stephen Barasa
TRANS NZOIA KWANZA METEITEI PRIMARY Renos Kipkoech Serem
TRANS NZOIA KWANZA MEZA PRIMARY Eunice Cheptanui Bichiy
TRANS NZOIA KWANZA MILIMA A Judith Nambasi Onyango
TRANS NZOIA KWANZA MILIMA A Sigei Joel Kipkurui
TRANS NZOIA KWANZA MILIMANI JUNIOR PRIMARY SCHOOL Susan Chepkorkor Pkorir
TRANS NZOIA KWANZA MILIMANI SECONDARY SCHOOL – KWANZA Joseph Khisa Eraba
TRANS NZOIA KWANZA MILIMANI SECONDARY SCHOOL – KWANZA Titus Wanjala Makokha
TRANS NZOIA KWANZA MILIMANI SECONDARY SCHOOL – KWANZA Vitalis Chemarum Tweror
TRANS NZOIA KWANZA MIREMBE PRY SCH Alice Jepkoech
TRANS NZOIA KWANZA MISANGA PRIMARY Clare Khaimba Luhombo
TRANS NZOIA KWANZA MISANGA PRIMARY Daisy Wangare Wafula
TRANS NZOIA KWANZA MISANGA PRIMARY Julius Kipyego Longurokwang
TRANS NZOIA KWANZA MISANGA SEC Dominic Adalo Menya
TRANS NZOIA KWANZA MISANGA SEC Killion Onyango Lusi
TRANS NZOIA KWANZA MLIMANI PRI SCH Elias Kiprotich Magut
TRANS NZOIA KWANZA MUBERE PRIMARY Miriam Ywapale Chepkech
TRANS NZOIA KWANZA MUBERE SECONDARY Titus Wamalwa Nambili
TRANS NZOIA KWANZA MUGUMO PRIMARY David Andrew Imbuye
TRANS NZOIA KWANZA MUGUMO PRIMARY Dymphina Nafula Wanyonyi
TRANS NZOIA KWANZA MUKUYUNI PRIMARY Nancy “Nafula Muhila” Mukhamba
TRANS NZOIA KWANZA MUTUA PRIMARY Damaris Chepoghisho Chilo
TRANS NZOIA KWANZA MUTUA PRIMARY James “Frank Kaburu” Mwangi
TRANS NZOIA KWANZA MUTUA PRIMARY Joseph “Edwin Kipei” Wangala
TRANS NZOIA KWANZA MUTUA PRIMARY Joseph Lumbasi Munialo
TRANS NZOIA KWANZA MUUNGANO PRIMARY Agnes Amomwor
TRANS NZOIA KWANZA MUUNGANO PRIMARY Emmanuel Njuku Mbusya
TRANS NZOIA KWANZA MUUNGANO PRIMARY Moses Lodikai Kitelatum
TRANS NZOIA KWANZA MWAMBA PRIMARY Charles Gicheru Ng’ang’a
TRANS NZOIA KWANZA MWANGAZA PRIMARY SCHOOL Joan Chebet Chebus
TRANS NZOIA KWANZA MWANGAZA PRIMARY SCHOOL Joan Jepkoech Rotich
TRANS NZOIA KWANZA NAIFARM PRI SCH Grace Jeruto Mbaisi
TRANS NZOIA KWANZA NAIFARM PRI SCH Kamokol Frendan
TRANS NZOIA KWANZA NALULINGO PRIMARY Francis Wanyonyi Mwanja
TRANS NZOIA KWANZA NALULINGO SEC SCH Job Kimei Matei
TRANS NZOIA KWANZA NAMANDALA PRI SCH Hellen Moraa Mamburi
TRANS NZOIA KWANZA NAMANDALA PRI SCH Jane Chemeli
TRANS NZOIA KWANZA NAMANJALALA  S.S. Beatrice Bonareri Nyagucha
TRANS NZOIA KWANZA NAMANJALALA PRIMARY Esther Gathoni Keiza
TRANS NZOIA KWANZA NAMANJALALA PRIMARY Eunice Atieno Odero
TRANS NZOIA KWANZA NAMANJALALA PRIMARY Hellen Rabera Segera
TRANS NZOIA KWANZA NAMANJALALA PRIMARY Mary Shadron Muranditsi
TRANS NZOIA KWANZA NAMANJALALA PRIMARY Nancy Kerubo Bosire
TRANS NZOIA KWANZA NAMANJALALA PRIMARY Wilson Momanyi Montari
TRANS NZOIA KWANZA Naminit Primary School Peter Cherop Yator
TRANS NZOIA KWANZA NAMWICHULA PRIMARY Silas Kiprotich Murei
TRANS NZOIA KWANZA NASIANDA FRIENDS SEC Calisto Wabomba Kamulhi
TRANS NZOIA KWANZA NASIANDA FRIENDS SEC Emmaculate Wqacoli Wekesa
TRANS NZOIA KWANZA NASIANDA FRIENDS SEC Jacinta Ayieko Osundwa
TRANS NZOIA KWANZA NASIANDA PRI SCH Bethuel Omwenga Bungu
TRANS NZOIA KWANZA NASIANDA PRI SCH James Mosoti Momanyi
TRANS NZOIA KWANZA NASIANDA PRI SCH Peter Wambulwa Khaemba
TRANS NZOIA KWANZA NASIANDA PRI SCH Roseline Tsimunjela Imbongo
TRANS NZOIA KWANZA NAUYAPONG PRIMARY Aputaa Simion Ngoriatudo
TRANS NZOIA KWANZA NAUYAPONG PRIMARY Michael Kaptunoi Pkemoi
TRANS NZOIA KWANZA NDALALA PRI SCH Kennedy Kwemoi Cheboit
TRANS NZOIA KWANZA NDALALA PRI SCH Kenneth Chimoyi Luganda
TRANS NZOIA KWANZA NDALALA PRI SCH Moses Mochomu
TRANS NZOIA KWANZA NDALALA PRI SCH Moses Korkapel
TRANS NZOIA KWANZA NDALALA PRI SCH Stephen Chibusiri Natembeya
TRANS NZOIA KWANZA NGENY PRIMARY Bernadatt Chemasyak Kisongoche
TRANS NZOIA KWANZA NGENY PRIMARY Evans Barasa Nasiebonio
TRANS NZOIA KWANZA NGENY PRIMARY George Waliuba Muluta
TRANS NZOIA KWANZA NGENY PRIMARY Joshua Kipkorir
TRANS NZOIA KWANZA NGENY PRIMARY Stella Chenangat Mariao
TRANS NZOIA KWANZA Ngeny Secondary School Margret Jepkorir Tenai
TRANS NZOIA KWANZA NJORO PRIMARY Silas Kiprugut Ronoh
TRANS NZOIA KWANZA NJORO SECONDARY Esther Jescinda Walumoli
TRANS NZOIA KWANZA PENGI PRIMARY SCHOOL Khisa Juma
TRANS NZOIA KWANZA PENGI PRIMARY SCHOOL Lucas Salim Odhiambo
TRANS NZOIA KWANZA PENGI PRIMARY SCHOOL Teresiah Muthoni Waweru
TRANS NZOIA KWANZA SALAMA PRIMARY Elcanah Olumela Otindo
TRANS NZOIA KWANZA SALAMA PRIMARY Elijah Mugumu Shinoji
TRANS NZOIA KWANZA SALAMA PRIMARY Ezra Kipngeno Cheruiyot
TRANS NZOIA KWANZA Samuel Imbuye Memorial School Cheromoi Clementine Chenangat
TRANS NZOIA KWANZA Samuel Imbuye Memorial School Matthew Kipchirchir Kemei
TRANS NZOIA KWANZA Samuel Imbuye Memorial School Robert Limamuroi
TRANS NZOIA KWANZA SANDE FRIENDS PRIMARY Loktari Simon Asekol
TRANS NZOIA KWANZA SARURA PRIMARY Bernard Wakhisi Nyongesa
TRANS NZOIA KWANZA SARURA PRIMARY Jacinta Wangoi Njuguna
TRANS NZOIA KWANZA SECTION SIX PRIMARY Sarah Muhonja Sembe
TRANS NZOIA KWANZA SIAMBE PRI SCH Lilian Jelagat
TRANS NZOIA KWANZA SIAMBE PRI SCH Lokwang Emmah Cherop
TRANS NZOIA KWANZA SOYMININIG PRI SCH Daniel Loitamwai Nyangan
TRANS NZOIA KWANZA SOYMININIG PRI SCH Satia Nambuswa Everlyne
TRANS NZOIA KWANZA ST EMMANUEL PRIMARY Dafrozah Kagika Daywa
TRANS NZOIA KWANZA ST EMMANUEL PRIMARY Emmanuel Sikuku Changalwa
TRANS NZOIA KWANZA ST EMMANUEL PRIMARY Janet Nduta Mwangi
TRANS NZOIA KWANZA ST EMMANUEL SEC Elvis Raloki Obilo
TRANS NZOIA KWANZA ST FRANCIS KOLONGOLO BOYS S.S. Alfance Pius Lokira
TRANS NZOIA KWANZA ST FRANCIS OF ASIS KORONGA SEC Francis Wanjala Wamalwa
TRANS NZOIA KWANZA ST MARY’S NAI BOYS SEC Peter Walukhu Nabie
TRANS NZOIA KWANZA ST MARY’S NAI BOYS SEC Simon Chepkorom Ndiwa
TRANS NZOIA KWANZA ST MAURICE GIRLS HIGH SCHOOL – LUNYU Hillary Omondi Ochieng’
TRANS NZOIA KWANZA ST MAURICE LUNYU SECONDARY Abel Kimutai Kemboi
TRANS NZOIA KWANZA ST MAURICE LUNYU SECONDARY Grace Nekesa Kulova
TRANS NZOIA KWANZA ST PETER’S HIGH  SCH KAPOMBOI Daniel Soita
TRANS NZOIA KWANZA ST PHILIPS KIPSOEN SEC Emily Kemunto Makori
TRANS NZOIA KWANZA ST THOMAS AMUKA SEC SCH Carolyne Adipo Oketch
TRANS NZOIA KWANZA ST VERONICA GIRLS HIGH SCHOOL KOKWO Nancy Jemutai
TRANS NZOIA KWANZA ST VERONICA GIRLS HIGH SCHOOL KOKWO Roselyne Chemai Kirui
TRANS NZOIA KWANZA ST. BARNABAS BOYS’ SEC. SABWANI Lydia Betis Kiberas
TRANS NZOIA KWANZA St. Cecilia Secondary School – Marinda Job Nyongesa Wafula
TRANS NZOIA KWANZA St. Cecilia Secondary School – Marinda Peter Ochenge Maraga
TRANS NZOIA KWANZA St. Lwanga Cyprus Primary School James Walunywa
TRANS NZOIA KWANZA ST. MONICA GIRLS KITALE Caroline Ambiyo Oredi
TRANS NZOIA KWANZA ST. MONICA GIRLS KITALE Nurah Precious Bahati
TRANS NZOIA KWANZA ST. MONICA GIRLS KITALE Pamela Virginia Lentaaya
TRANS NZOIA KWANZA SUAM PRIMARY SCHOOL Cornelius Kibet Chebii
TRANS NZOIA KWANZA SUAM PRIMARY SCHOOL Stephen Kipkoech Yego
TRANS NZOIA KWANZA TESTBOURNE PRIMARY SCHOOL Laurah Alumira Kinerwa
TRANS NZOIA KWANZA TESTBOURNE PRIMARY SCHOOL Lilian Masai Chepkwemoi
TRANS NZOIA KWANZA TESTBOURNE PRIMARY SCHOOL Martin Kapchanga
TRANS NZOIA KWANZA TESTBOURNE PRIMARY SCHOOL Paul “Samikwo  C.” Sabillah
TRANS NZOIA KWANZA TESTBOURNE PRIMARY SCHOOL Susan Ng’asia Chemsto
TRANS NZOIA KWANZA TITIMET PRIMARY Anthony Kingslley Tumwet
TRANS NZOIA KWANZA TITIMET PRIMARY Pascalia Namarome Chesoli
TRANS NZOIA KWANZA TITIMET PRIMARY Robert Chemayek Kaptila
TRANS NZOIA KWANZA TITIMET PRIMARY Sophy Chesamiy Ndiwa
TRANS NZOIA KWANZA Ukingoni Primary School Mary Wanjiro Ikegu
TRANS NZOIA KWANZA UMOJA PRIMARY Abigael Viriga Sunera
TRANS NZOIA KWANZA UMOJA PRIMARY Esther Wanjiku Njoroge
TRANS NZOIA KWANZA UMOJA PRIMARY Samwel Wanyakha Wafula
TRANS NZOIA KWANZA UMOJA PRIMARY Solomon Kipchumba Bitok
TRANS NZOIA KWANZA UMOJA PRIMARY Tabitha Nyambura Thumbi
TRANS NZOIA KWANZA UMOJA PRIMARY Zipporah Moraa Monda
TRANS NZOIA KWANZA WEBUYE PRIMARY Alfred Eshepai Omurefu
TRANS NZOIA KWANZA WEBUYE PRIMARY Cherop Munyinyi Lydia
TRANS NZOIA KWANZA WEBUYE PRIMARY Esther Imali Kedogo
TRANS NZOIA KWANZA ZEA PRI SCH Betty Jebichi Chebiegon
TRANS NZOIA KWANZA ZEA PRI SCH Thomas Mirera Kombo
TRANS NZOIA TRANSNZOIA EAST A.I.C BIRIBIRIET MIXED DAY Joan Jepkosgei Tarus
TRANS NZOIA TRANSNZOIA EAST A.I.C BIRIBIRIET MIXED DAY Winnie Cherop
TRANS NZOIA TRANSNZOIA EAST A.I.C Nyasaland Secondary School Bernard Chase Amiani
TRANS NZOIA TRANSNZOIA EAST A.I.C Nyasaland Secondary School David Werunga Mikhalwa
TRANS NZOIA TRANSNZOIA EAST A.I.C TOP SUWERWA SEC SCH Betsy Jelimo Kimeli
TRANS NZOIA TRANSNZOIA EAST AIC KIPKEIKEI BOYS Thomas Kipngetich Maiyo
TRANS NZOIA TRANSNZOIA EAST AIC KIPKEIKEI GIRLS Daniel Kipserem Rotich
TRANS NZOIA TRANSNZOIA EAST AIC KIPKEIKEI GIRLS Melford Jumba Ongaye
TRANS NZOIA TRANSNZOIA EAST AIC KIPTENDEN SEC SCH Janeth Jerotich
TRANS NZOIA TRANSNZOIA EAST AIC KIPTENDEN SEC SCH Walter Kipkurgat Kebenei
TRANS NZOIA TRANSNZOIA EAST AIC TUIGOIN SEC SCH Mark Kipkulei Kipsang
TRANS NZOIA TRANSNZOIA EAST Bahati – Munyaka Secondary School George Mwaura Njoroge
TRANS NZOIA TRANSNZOIA EAST BAHATI PRI SCH Daniel Kirui Kisang
TRANS NZOIA TRANSNZOIA EAST BAHATI PRI SCH Jacob Amboka
TRANS NZOIA TRANSNZOIA EAST BARAKA PRI SCH Emmanuel Kipngetich Komen
TRANS NZOIA TRANSNZOIA EAST BARAKA PRI SCH Jeniffer Korir
TRANS NZOIA TRANSNZOIA EAST BARAKA PRI SCH Rose Sitawa Matefwe
TRANS NZOIA TRANSNZOIA EAST BATA MUHIU PRI SCH Betty Anyango Opindo
TRANS NZOIA TRANSNZOIA EAST BATA MUHIU PRI SCH Idah Lichoti Mmbeyi
TRANS NZOIA TRANSNZOIA EAST BENON Cheserek Shadrack Kiplagat
TRANS NZOIA TRANSNZOIA EAST BENON PRIMARY Benjamin Rotich Kitum
TRANS NZOIA TRANSNZOIA EAST BENON PRIMARY Elijah Kemboi Chepkieng
TRANS NZOIA TRANSNZOIA EAST BENON PRIMARY Luka Chesire Kibor
TRANS NZOIA TRANSNZOIA EAST BIRIBIRIET PRI SCH Pauline Jepkorir Chumba
TRANS NZOIA TRANSNZOIA EAST BIRIBIRIET PRI SCH Wanjala Gaddy Waudo
TRANS NZOIA TRANSNZOIA EAST Bishop Crowly High School – Baraka David Barasa Prichan
TRANS NZOIA TRANSNZOIA EAST BOKOLI PRI SC Caroline Cherotich Kwalia
TRANS NZOIA TRANSNZOIA EAST BONDE PRI SCH Leah Wambaa Masaba
TRANS NZOIA TRANSNZOIA EAST BORORIET Beatrice Nekesa Simiyu
TRANS NZOIA TRANSNZOIA EAST BORORIET Frida Cherop Kapelion
TRANS NZOIA TRANSNZOIA EAST Botwa – Sabwani Primary School David Shitanda
TRANS NZOIA TRANSNZOIA EAST Botwa – Sabwani Primary School Loice Chebet Chepkwony
TRANS NZOIA TRANSNZOIA EAST Botwa – Sabwani Primary School Maureen Jerono Chirchir
TRANS NZOIA TRANSNZOIA EAST BOTWA PRI SCH Yusila Lagat Chepleting
TRANS NZOIA TRANSNZOIA EAST BWAKE PRI SCH Anne N. Obaire
TRANS NZOIA TRANSNZOIA EAST BWAKE PRI SCH Charity Wangare Marete
TRANS NZOIA TRANSNZOIA EAST BWAKE PRI SCH Joel Anzetse Angulu
TRANS NZOIA TRANSNZOIA EAST CHEBARUS PRIMARY Alice J.Osoro Chebukati
TRANS NZOIA TRANSNZOIA EAST CHEBARUS PRIMARY Dinah N. Onyancha
TRANS NZOIA TRANSNZOIA EAST CHEBARUS PRIMARY Violet Hellen Omweri
TRANS NZOIA TRANSNZOIA EAST CHEMATICH PRI SCH Esther Monyangi Ooko
TRANS NZOIA TRANSNZOIA EAST CHEMATICH PRI SCH Judith Cherono Tonui
TRANS NZOIA TRANSNZOIA EAST CHEMATICH PRI SCH Julius Lokworo Longarchom
TRANS NZOIA TRANSNZOIA EAST CHEMATICH PRI SCH Millicent Jerop Chepkiyeng
TRANS NZOIA TRANSNZOIA EAST CHEPKAITIT PRI SCH Doris Bwari Onchong’a
TRANS NZOIA TRANSNZOIA EAST CHEPKAOS PRI SCH Augustine Nasimiyu
TRANS NZOIA TRANSNZOIA EAST CHEPKOIYO PRI SCH Beatrice Nanjala Kutore
TRANS NZOIA TRANSNZOIA EAST CHEPKOIYO PRI SCH Pamela Lutomia Nambuchi
TRANS NZOIA TRANSNZOIA EAST CHEPKOIYO SEC SCHOOL Weldon Cheruiyot
TRANS NZOIA TRANSNZOIA EAST CHEPSIRO PRIMARY Alex Kiprono Songok
TRANS NZOIA TRANSNZOIA EAST CHEPSIRO PRIMARY James Kipkosgei Kigen
TRANS NZOIA TRANSNZOIA EAST CHEPSIRO PRIMARY Karren Keino
TRANS NZOIA TRANSNZOIA EAST CHEPSIRO PRIMARY Sylvester Kisang Kibor
TRANS NZOIA TRANSNZOIA EAST CHEPTIRET PRIMARY Carolyne Jepkemboi
TRANS NZOIA TRANSNZOIA EAST CHERANGANI Benjamin _ Kimtai
TRANS NZOIA TRANSNZOIA EAST CHERANGANI Jackline Zieri Imbuga
TRANS NZOIA TRANSNZOIA EAST CHERANGANI Monica Naliaka Wamalwa
TRANS NZOIA TRANSNZOIA EAST CHERANGANI Stephen Kipkoech Koskei
TRANS NZOIA TRANSNZOIA EAST CHISARE PRI SCH John Wainaina Ngugi
TRANS NZOIA TRANSNZOIA EAST CHISARE SEC Gedion Kipchumba
TRANS NZOIA TRANSNZOIA EAST EKEGORO PRI SCH Agnes Nekesa Munialo
TRANS NZOIA TRANSNZOIA EAST EKEGORO PRI SCH Gaudencia Amanikor Kasiba
TRANS NZOIA TRANSNZOIA EAST EKEGORO PRI SCH Grace Wanjiru Muturi
TRANS NZOIA TRANSNZOIA EAST EKEGORO PRI SCH Regina Akeyo Ngige
TRANS NZOIA TRANSNZOIA EAST EKEGORO SEC SCHOOL Tulatia Martha Gatuti
TRANS NZOIA TRANSNZOIA EAST ERENG KAPLEMUR Samuel Wamukaya
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Boys School-Kitale Benson Juma Matseshe
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Boys School-Kitale Chadwick Wafubwa Wafula
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Boys School-Kitale David Nyakundi Onyanza
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Boys School-Kitale Emily Cherotich Koross
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Boys School-Kitale Paul Watenya Biko
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Girls Secondary School Benson Nyongesa Muyundo
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Girls Secondary School Gladys Chepkemei Kebenei
TRANS NZOIA TRANSNZOIA EAST Friends Bwake Girls Secondary School Robert Wafula Misiko
TRANS NZOIA TRANSNZOIA EAST Friends Michai Girls Secondary School Rotich Kibet Geoffry
TRANS NZOIA TRANSNZOIA EAST GETA  SECONDARY SCHOOL Stephen Kimtai Kiprop
TRANS NZOIA TRANSNZOIA EAST Hututu Friends Girls Secondary School Immaculate Jerono Cheserem
TRANS NZOIA TRANSNZOIA EAST HUTUTU PRIMARY SCHOOL Linet Jerop Lagat
TRANS NZOIA TRANSNZOIA EAST IC MUKUYU GIRLS Linda Yieko Sirai
TRANS NZOIA TRANSNZOIA EAST Immaculate Conception High Sch – Kemeloi Felister Jepkonga Kiplagat
TRANS NZOIA TRANSNZOIA EAST KABOLET PRI SCH John Masika Ndemaki
TRANS NZOIA TRANSNZOIA EAST Kapchemakwer Primary School Esther Nekesa Wafula
TRANS NZOIA TRANSNZOIA EAST Kapchemakwer Primary School Korii Moses Mnangat
TRANS NZOIA TRANSNZOIA EAST Kapchemakwer Primary School Walter Okoro Mang’eni
TRANS NZOIA TRANSNZOIA EAST KAPCHEPLANGET  S.S. George Odundo Ogunde
TRANS NZOIA TRANSNZOIA EAST KAPCHEPLANGET  S.S. Vivian Jelagat Korir
TRANS NZOIA TRANSNZOIA EAST KAPCHEPLANGET PRI SCH Dorcas Jebet
TRANS NZOIA TRANSNZOIA EAST KAPCHEPLANGET PRI SCH Grace Jeptum Tanui
TRANS NZOIA TRANSNZOIA EAST KAPCHEPSIR PRI Benjamin M Barngetuny
TRANS NZOIA TRANSNZOIA EAST KAPSARA  S.S. George Wafula Simiyu
TRANS NZOIA TRANSNZOIA EAST KAPSARA  S.S. Leah Jepngetich
TRANS NZOIA TRANSNZOIA EAST KAPSIROWA PRI SCH Benjamin Kiplagat Yego
TRANS NZOIA TRANSNZOIA EAST KAPSIROWA PRI SCH Benjamin Chesir
TRANS NZOIA TRANSNZOIA EAST KAPSIROWA PRI SCH Naomy Jesang Chelanga
TRANS NZOIA TRANSNZOIA EAST KAPSIROWA PRI SCH Violet Siundu Kusimba
TRANS NZOIA TRANSNZOIA EAST KEBOYE PRIMARY Cleopas Chesang
TRANS NZOIA TRANSNZOIA EAST KEMELOI PRI SCH John Mac Wafula
TRANS NZOIA TRANSNZOIA EAST KEMELOI PRI SCH Nancy Tindi Murunga
TRANS NZOIA TRANSNZOIA EAST KESOGON MIXED SECONDARY SCHOOL Josephat Wanjala Biketi
TRANS NZOIA TRANSNZOIA EAST KESOGON MIXED SECONDARY SCHOOL Paska Jeruto Obwogi
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Beatrice Chebet
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH David “Luka Nyongesa” Wegutu
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Evans Kisasati Wafula
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Ibrahim Simiyu Namakhelo
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Jane Machayo Amanyuka
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Julia Gathoni Wambugu
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Lynnet Isele Amila
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Nancy Moraa Maina
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Pamela Chepkemoi Angelei
TRANS NZOIA TRANSNZOIA EAST KESOGON PRI SCH Teresa Monyangi Omwenga
TRANS NZOIA TRANSNZOIA EAST KIBOINO Evans “Nyangeri Momany” Mabeya
TRANS NZOIA TRANSNZOIA EAST KIBUSWA PRI SCH Claire Jesang Kogei
TRANS NZOIA TRANSNZOIA EAST KIBUSWA PRI SCH Esther Jeptum Christopher
TRANS NZOIA TRANSNZOIA EAST KIBUSWA PRI SCH Hellen Chepchichir Kosgei
TRANS NZOIA TRANSNZOIA EAST KIBUSWA PRI SCH Sally Jesang Lagat
TRANS NZOIA TRANSNZOIA EAST KIBUSWA PRI SCH Silvester Kipruto Kipsang
TRANS NZOIA TRANSNZOIA EAST KIBUSWA PRI SCH Simon Kiptoo Saina
TRANS NZOIA TRANSNZOIA EAST KIMOSON  SECONDARY  SCHOOL Hellen Jeremy Igoji
TRANS NZOIA TRANSNZOIA EAST KIMOSON  SECONDARY  SCHOOL Jackson Masika Wafula
TRANS NZOIA TRANSNZOIA EAST KIPKEIKEI PRI SCH Darine Asami William
TRANS NZOIA TRANSNZOIA EAST KIPSAINA CENTRE PRIMARY Lilian Achieng Oluoch
TRANS NZOIA TRANSNZOIA EAST KIPSAINA HIGH SCHOOL Risper Kwamboka
TRANS NZOIA TRANSNZOIA EAST KIPTENDEN PRIMARY SCHOOL Alcean Tuitoek Cherogony
TRANS NZOIA TRANSNZOIA EAST KIPTENDEN PRIMARY SCHOOL Solomon Kipkemboi Rutto
TRANS NZOIA TRANSNZOIA EAST KIPTOI PRI SCH Betheline Kwambai Kiptum
TRANS NZOIA TRANSNZOIA EAST KIPTOI PRI SCH Francis Abere Onchonga
TRANS NZOIA TRANSNZOIA EAST KIPTOI PRI SCH Yulita Jepchirchir Rotich
TRANS NZOIA TRANSNZOIA EAST KIPTOROR PRI SCH Albina Jemutai Kimosop
TRANS NZOIA TRANSNZOIA EAST KIRIITA PRI SCH Benson Soita Wanyonyi
TRANS NZOIA TRANSNZOIA EAST KOIBARAK PRI SH Shadrack Chepkwony Rono
TRANS NZOIA TRANSNZOIA EAST KONGA’SIS    PRIMARY Jane Jerotich Yano
TRANS NZOIA TRANSNZOIA EAST KURIOT PRI SCH Mark Tanui Biwott
TRANS NZOIA TRANSNZOIA EAST KURIOT PRI SCH Samwel Kimaiyo Too
TRANS NZOIA TRANSNZOIA EAST KURIOT PRI SCH Stephen Kimeli Cheruiyot
TRANS NZOIA TRANSNZOIA EAST MAKUTANO PRI SCH Joyce Jepkemoi Kiprono
TRANS NZOIA TRANSNZOIA EAST MAKUTANO PRI SCH Phelisters Mukwele Nanjala
TRANS NZOIA TRANSNZOIA EAST MAKUTANO PRI SCH Stephen Njau Muiruri
TRANS NZOIA TRANSNZOIA EAST Makutano Secondary School Catherine Nasimiyu Wekesa
TRANS NZOIA TRANSNZOIA EAST MARURA PRI Billy Sakony Siyoi
TRANS NZOIA TRANSNZOIA EAST MARURA PRI Charles Wanjala Wanyonyi
TRANS NZOIA TRANSNZOIA EAST MARURA PRI Mathias Wegesa Mayede
TRANS NZOIA TRANSNZOIA EAST MARURA PRI Swabrina Khaoma Wabomba
TRANS NZOIA TRANSNZOIA EAST MARURA PRI Veronica Cheposwony Lokurosia
TRANS NZOIA TRANSNZOIA EAST MILIMA MIXED SEC SCHOOL Emmanuel Ndala
TRANS NZOIA TRANSNZOIA EAST MILIMA MIXED SEC SCHOOL Keith Masibo Puka
TRANS NZOIA TRANSNZOIA EAST MILIMA PRI SCH Fred Mwangale Wekhomba
TRANS NZOIA TRANSNZOIA EAST MITO MBILI PRI SCH Moses Mwaura Kamau
TRANS NZOIA TRANSNZOIA EAST moi boys high school Kaplamai Fred Kimaiyo Samoen
TRANS NZOIA TRANSNZOIA EAST moi boys high school Kaplamai Millicent Jepkoech Kimutai
TRANS NZOIA TRANSNZOIA EAST MOTOSIET PRI SCH Josphat Rukuinoh Murey
TRANS NZOIA TRANSNZOIA EAST Motosiet Secondary School Alex Yaratiang Kales
TRANS NZOIA TRANSNZOIA EAST Motosiet Secondary School Amos Kiprotich Rono
TRANS NZOIA TRANSNZOIA EAST Motosiet Secondary School Dorothy Chepkosgei Keino
TRANS NZOIA TRANSNZOIA EAST MUKUYU PRI SCH Deborah J Rutto
TRANS NZOIA TRANSNZOIA EAST MUKUYU PRI SCH Jane Kathure
TRANS NZOIA TRANSNZOIA EAST MUKUYU PRI SCH Laban Kipchichir Yego
TRANS NZOIA TRANSNZOIA EAST MUNYAKA PRI SCH Riongon Justus Kaptui
TRANS NZOIA TRANSNZOIA EAST MUNYAKA PRI SCH Thomas _ Mutai
TRANS NZOIA TRANSNZOIA EAST MURGUIYWO PRI SCH Thomas Kiplagat Titany
TRANS NZOIA TRANSNZOIA EAST MWAITA KOILEL PRI SCH Benjamin Chebet Kipruto
TRANS NZOIA TRANSNZOIA EAST MWAITA KOILEL PRI SCH Edward Cheratum Komen
TRANS NZOIA TRANSNZOIA EAST MWAITA KOILEL PRI SCH John Kipkerer Lel
TRANS NZOIA TRANSNZOIA EAST MWAITA KOILEL PRI SCH Nickson Kipchumba Too
TRANS NZOIA TRANSNZOIA EAST NGONYEK PRI SCH Caroline Jeptanui Bittok
TRANS NZOIA TRANSNZOIA EAST NGONYEK PRI SCH Hellen Jepkemboi Agui
TRANS NZOIA TRANSNZOIA EAST NGONYEK PRI SCH Salome Jebet Barsambu
TRANS NZOIA TRANSNZOIA EAST NGONYEK PRI SCH Spinica Kwamboka Bosire
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Anne Wanjugu Macharia
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Emily Jepkosgei Ngelechei
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH John Kakuko Amuchung
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Lilian Jepkemboi Biwott
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Lucy Wambui Wainaina
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Margaret Nabalayo Wanjala
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Mary Wachuka Wanderi
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Sammy Kiprop Kangogo
TRANS NZOIA TRANSNZOIA EAST NOIGAM PRI SCH Samuel Felix Omweri
TRANS NZOIA TRANSNZOIA EAST NOIGAM SEC SCH Alice Imisa Selete
TRANS NZOIA TRANSNZOIA EAST NYAKINYWA PRI SCH Anthony Barasa Wangila
TRANS NZOIA TRANSNZOIA EAST NYAKINYWA PRI SCH Carolyne Nekesa Wamalwa
TRANS NZOIA TRANSNZOIA EAST NYAKINYWA PRI SCH Margaret Wamaitha Kimani
TRANS NZOIA TRANSNZOIA EAST NYASILAND PRI SCH Abigael Chepchumba Kirwa
TRANS NZOIA TRANSNZOIA EAST OSORONGAI PRI SCH Jane Jebet Kiyeng
TRANS NZOIA TRANSNZOIA EAST OSORONGAI PRI SCH Zena Chebet Rukuino
TRANS NZOIA TRANSNZOIA EAST PERKERRA Natse Lusava Aggrey
TRANS NZOIA TRANSNZOIA EAST PERKERRA William Kiplangat Chebii
TRANS NZOIA TRANSNZOIA EAST RIWO PRY SCH Francis Rotich Suter
TRANS NZOIA TRANSNZOIA EAST S. IGNATIUS  SECONDARY -KAPKARWA Moses Ngososei Kibet
TRANS NZOIA TRANSNZOIA EAST S. IGNATIUS  SECONDARY -KAPKARWA Patrick Arasa Osiemo
TRANS NZOIA TRANSNZOIA EAST S.D.A Moige High School Margaret Nanzala Indumuli
TRANS NZOIA TRANSNZOIA EAST SAIWA PRI SCH Emily Jelangat Too
TRANS NZOIA TRANSNZOIA EAST SAIWA PRI SCH Joseck Amos Ongute
TRANS NZOIA TRANSNZOIA EAST SETEK PRI SCH Janet Lunalo Mwangale
TRANS NZOIA TRANSNZOIA EAST SETEK PRI SCH Respar C Jepkemoi
TRANS NZOIA TRANSNZOIA EAST SEUM  PRY   SCHOOL Paul Kosgei Bartii
TRANS NZOIA TRANSNZOIA EAST SEUM SEC SCHOOL Vivian Chelagat
TRANS NZOIA TRANSNZOIA EAST SIBANGA  SEC  SCH Amos Wasilwa
TRANS NZOIA TRANSNZOIA EAST SIBANGA  SEC  SCH Edwin Walubengo Nalianya
TRANS NZOIA TRANSNZOIA EAST SIBANGA  SEC  SCH Ezina Nyanchama Oroni
TRANS NZOIA TRANSNZOIA EAST SIBANGA PRI SCH Jane Kandenyi Oweya
TRANS NZOIA TRANSNZOIA EAST SIBANGA PRI SCH Joseph Gakungu Nganga
TRANS NZOIA TRANSNZOIA EAST SIBANGA PRI SCH Naomi Musavi Mutsami
TRANS NZOIA TRANSNZOIA EAST SIBANGA PRI SCH Rossy Shiyenze Mambei
TRANS NZOIA TRANSNZOIA EAST SIMATWET PRIMARY Joshua Kibet Yego
TRANS NZOIA TRANSNZOIA EAST SINOKO BAHATI PRI Laban Kiptoo Lagat
TRANS NZOIA TRANSNZOIA EAST SINOKO BAHATI PRI Yvone Tarus
TRANS NZOIA TRANSNZOIA EAST SINOKO PRI SCH Benson Amenje Malara
TRANS NZOIA TRANSNZOIA EAST SINOKO PRI SCH Simon C Kipkech
TRANS NZOIA TRANSNZOIA EAST SINOKO PRI SCH Wesley Kipkemoi Korir
TRANS NZOIA TRANSNZOIA EAST SINYERERI PRIMARY SCHOOL Gaudensia Shisia Muketi
TRANS NZOIA TRANSNZOIA EAST SITAMANI PRI SCH Elizabeth Jeruto Kiplagat
TRANS NZOIA TRANSNZOIA EAST SITATUNGA  S.S. Hellen Cheruto Lotunei
TRANS NZOIA TRANSNZOIA EAST SITATUNGA  S.S. John Wanyonyi Mutoro
TRANS NZOIA TRANSNZOIA EAST SITATUNGA PRI SCH Grace Oyiela Otanga
TRANS NZOIA TRANSNZOIA EAST SITATUNGA PRI SCH Nancy Mutwo Chepkorir
TRANS NZOIA TRANSNZOIA EAST SOSIOT PRIMARY SCHOOL Moses Kibor Tot
TRANS NZOIA TRANSNZOIA EAST SOSIOT PRIMARY SCHOOL Simon Njoroge Goko
TRANS NZOIA TRANSNZOIA EAST SPRINGER PRI SCH Miriam Gathoni Ndung’u
TRANS NZOIA TRANSNZOIA EAST ST AUGUSTINE SEC-MUNYAKA Geofrey Macharia Kanyi
TRANS NZOIA TRANSNZOIA EAST ST AUGUSTINE SEC-MUNYAKA Timothy Nyongesa Wanyonyi
TRANS NZOIA TRANSNZOIA EAST ST AUGUSTINE SEC-MUNYAKA Walter Kiptoo Kitur
TRANS NZOIA TRANSNZOIA EAST ST BENEDICTS SEC SCH  CENTRAL -KAPSIGILAI Elsy _ Cherono
TRANS NZOIA TRANSNZOIA EAST ST CHARLES LWANGA SEC BOTWA Jacinta Pepela
TRANS NZOIA TRANSNZOIA EAST ST FRANCIS SUWERWA BOYS Janet Chepleting Sawe
TRANS NZOIA TRANSNZOIA EAST ST FRANCIS SUWERWA GIRLS Damaris Naibei Musani
TRANS NZOIA TRANSNZOIA EAST ST JOSEPH’S CHEPTIL Benjamin Cheruiyot Cheboi
TRANS NZOIA TRANSNZOIA EAST ST JOSEPH’S CHEPTIL Caleb Kipchumba Mibei
TRANS NZOIA TRANSNZOIA EAST ST JOSEPH’S CHEPTIL Peter Konga Kipkech
TRANS NZOIA TRANSNZOIA EAST ST MARKS BOYS CHERANGANI Martin Wanjala Okema
TRANS NZOIA TRANSNZOIA EAST ST MARKS BOYS CHERANGANI Mathew Kiplimo Rutto
TRANS NZOIA TRANSNZOIA EAST ST MARKS BOYS CHERANGANI Sylvester Kiptoo Keter
TRANS NZOIA TRANSNZOIA EAST ST PETERS GIRLS MITO MBILI Joseph Ngugi Kimani
TRANS NZOIA TRANSNZOIA EAST ST PETERS GIRLS MITO MBILI Nancy Jemutai Kipyego
TRANS NZOIA TRANSNZOIA EAST ST PETERS TUMAINI Sammy Kipchoge
TRANS NZOIA TRANSNZOIA EAST ST TERESA MIXED (SINYERERI) SE John Ndungu Mwangi
TRANS NZOIA TRANSNZOIA EAST ST TERESA MIXED (SINYERERI) SE Peter Irungu Mung’etho
TRANS NZOIA TRANSNZOIA EAST ST. ANDREWS OSORONGAI SEC Dickson Koskey
TRANS NZOIA TRANSNZOIA EAST ST. ANDREWS OSORONGAI SEC Evangeline Khatete Wafula
TRANS NZOIA TRANSNZOIA EAST ST. ANDREWS OSORONGAI SEC Joshua “Evance Otieno” Onyango
TRANS NZOIA TRANSNZOIA EAST ST. ANDREWS OSORONGAI SEC Junither Cheruiyot Chepkemoi
TRANS NZOIA TRANSNZOIA EAST ST. CHRISTOPHER’S  BOYS HIGH SCHOOL Jessica Munande
TRANS NZOIA TRANSNZOIA EAST ST. CHRISTPOPHER’S PRIMARY Alice Jepkorir Misoi
TRANS NZOIA TRANSNZOIA EAST ST. CHRISTPOPHER’S PRIMARY Bernard Shem Otochi
TRANS NZOIA TRANSNZOIA EAST ST. CHRISTPOPHER’S PRIMARY Dorvpcas Jerotich Suter
TRANS NZOIA TRANSNZOIA EAST St. Paul – Ngorera Primary School Kipkirui Samson Maiyo
TRANS NZOIA TRANSNZOIA EAST St. Paul – Ngorera Primary School Michael “Barasa S” Sikulu
TRANS NZOIA TRANSNZOIA EAST ST. PAULS KIPTOROR SEC S Samuel Kosgei Limo
TRANS NZOIA TRANSNZOIA EAST St. Philips Girls Secondary School Givan Amunga
TRANS NZOIA TRANSNZOIA EAST ST. THOMAS SEC- KONGOLI Shadrack Kiprop
TRANS NZOIA TRANSNZOIA EAST ST.MARKS’ GIRLS CHERANGANI Florence Mugala Amukhoye
TRANS NZOIA TRANSNZOIA EAST ST.MARKS’ GIRLS CHERANGANI Hellen Nakhumwa Wamalwa
TRANS NZOIA TRANSNZOIA EAST ST.MARKS’ GIRLS CHERANGANI Robert Kimutai Bera
TRANS NZOIA TRANSNZOIA EAST ST.MARKS’ GIRLS CHERANGANI William Barasa Muloboti
TRANS NZOIA TRANSNZOIA EAST SURUNGAI PRI SCHOOL Peter Matonyi Maiya
TRANS NZOIA TRANSNZOIA EAST TARAKWA PRI SCH Rael Chepng’etich
TRANS NZOIA TRANSNZOIA EAST Tarakwa Secondary School Norman Wanga Waburaka
TRANS NZOIA TRANSNZOIA EAST TIMAA PRI SCH Anna Nangila Kikwe
TRANS NZOIA TRANSNZOIA EAST TIMAA PRI SCH Joy Ngeringwony Kwambai
TRANS NZOIA TRANSNZOIA EAST TIMAA PRI SCH Ruth Nandacha Mutende
TRANS NZOIA TRANSNZOIA EAST TOP SUWERWA PRI SCH Dinah Yator Chebet
TRANS NZOIA TRANSNZOIA EAST TOP SUWERWA PRI SCH Francis “Yano Kibet” Koimur
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Dorcas Jepkemboi Kotut
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Elkana Busienei
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Elphas Kenei Sang
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Joyce Jepchirchir Melly
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Nancy Mengich
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Rosebella Cheruto Bitok
TRANS NZOIA TRANSNZOIA EAST TUIGOIN PRI SCH Salome Jepkogei Kiptoo
TRANS NZOIA TRANSNZOIA EAST TULON PRY SCHOOL Beatrice Chemweno
TRANS NZOIA TRANSNZOIA EAST TULON PRY SCHOOL Gilbert Kipkogei Sawe
TRANS NZOIA TRANSNZOIA EAST TULON PRY SCHOOL Stephen Keitany Toroitich
TRANS NZOIA TRANSNZOIA EAST TUNEN PRI SCH Gladys Jepkoech Toroitich
TRANS NZOIA TRANSNZOIA EAST TUNEN PRI SCH Isaac Kimaiyo Ngeny
TRANS NZOIA TRANSNZOIA EAST TWIGA PRI SCH Frankline Kipkemoi Siele
TRANS NZOIA TRANSNZOIA EAST TWIGA PRI SCH Rodah Chepchumba Kurgat
TRANS NZOIA TRANSNZOIA EAST Velos Primary School Ogla Cherubet Busienei
TRANS NZOIA TRANSNZOIA EAST WIYETA GIRLS  S.S. Beatrice Jeptoo Maina
TRANS NZOIA TRANSNZOIA EAST YUYA  SEC  SCHOOL Chesang Scanty
TRANS NZOIA TRANSNZOIA EAST YUYA  SEC  SCHOOL Erick Ayunga Onyansi
TRANS NZOIA TRANSNZOIA EAST YUYA  SEC  SCHOOL Ndalilah Fan
TRANS NZOIA TRANSNZOIA EAST YUYA PRI SCH Beatrice Nangami Ndemaki
TRANS NZOIA TRANSNZOIA EAST YUYA PRI SCH Winrose Chepkwemoi Keneroi
TRANS NZOIA TRANSNZOIA WEST A.I.C. Kaptien Secondary School Rose Chelimo
TRANS NZOIA TRANSNZOIA WEST A.I.C. Kaptien Secondary School Viola Jepkoech Murkomen
TRANS NZOIA TRANSNZOIA WEST ACK ST. STEPHENS MITAMBO Phylis Ruguru Karanja
TRANS NZOIA TRANSNZOIA WEST AIC KAPKOI SISAL Levinah Nanjala Mukhwana
TRANS NZOIA TRANSNZOIA WEST AIC KIBOMET Ezekiel Onjenyi Maloya
TRANS NZOIA TRANSNZOIA WEST AIC KIBOMET Margaret Nasimiyu Namuninia
TRANS NZOIA TRANSNZOIA WEST AIC KONOIN Mark Wafula Simiyu
TRANS NZOIA TRANSNZOIA WEST AIC LOLKERINGET SEC SCH Evans Mongare Orinah
TRANS NZOIA TRANSNZOIA WEST AIC MOSORIOT PRIMARY SCHOOL Protus Simiyu Waswa
TRANS NZOIA TRANSNZOIA WEST AIC NAISAMBU Justus Kipkemoi Kiplagat
TRANS NZOIA TRANSNZOIA WEST AIC NAISAMBU Pamela Arumba Mabonga
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Alice Wambui Mwaura
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Battler Kivishah Musasia
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Benedatte Naswa Wekesa
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Daudi Tafroza Kavoki
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Jane Wangeci Waruiru
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Kenneth Njoroge Kagunda
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Silvia Jebitok Barno
TRANS NZOIA TRANSNZOIA WEST AMAGORO PRIMARY Wenceslous Makokha Aineah
TRANS NZOIA TRANSNZOIA WEST BERUR PRIMARY  SCHOOL Benjamin Cheruiyot
TRANS NZOIA TRANSNZOIA WEST BIG TREE PRIMARY SCHOOL Jane Bochabori Kimwei
TRANS NZOIA TRANSNZOIA WEST BIG TREE PRIMARY SCHOOL Lucy Nabangala
TRANS NZOIA TRANSNZOIA WEST BIG TREE PRIMARY SCHOOL Rosemary Muhati Tyeni
TRANS NZOIA TRANSNZOIA WEST BIKEKE PRI SCH Sylvester Wafula Nalulwe
TRANS NZOIA TRANSNZOIA WEST BIRUNDA PRIMARY SCHOOL Alex Sifuma Anyova
TRANS NZOIA TRANSNZOIA WEST BIRUNDA PRIMARY SCHOOL Emily “Emily Wabwoba” Mutenyo
TRANS NZOIA TRANSNZOIA WEST BIRUNDA PRIMARY SCHOOL Joan Cherono
TRANS NZOIA TRANSNZOIA WEST BIRUNDA PRIMARY SCHOOL Mary Nasimiyu Mulongo
TRANS NZOIA TRANSNZOIA WEST BIRUNDA PRIMARY SCHOOL Wekesa Simiyu Wasilwa
TRANS NZOIA TRANSNZOIA WEST BIRUNDA PRIMARY SCHOOL Yvone Asango
TRANS NZOIA TRANSNZOIA WEST BISHOP CROWLEY LUKESI Jacob Nalianya Khaoya
TRANS NZOIA TRANSNZOIA WEST BISHOP CROWLEY LUKESI John Collins Makhapila
TRANS NZOIA TRANSNZOIA WEST BISHOP CROWLEY LUKESI Joyce Muyoka Kilwake
TRANS NZOIA TRANSNZOIA WEST BOMA SEC Andrew Wafula Namusasi
TRANS NZOIA TRANSNZOIA WEST BOMA SEC Cosmas Wafulla Chisutia
TRANS NZOIA TRANSNZOIA WEST BOMA SEC Godfrey Khalitaba Lukorito
TRANS NZOIA TRANSNZOIA WEST BOMA SEC Janet Nasimiyu Wafula
TRANS NZOIA TRANSNZOIA WEST BOMA SEC Samuel Nyongesa Nalwakho
TRANS NZOIA TRANSNZOIA WEST CENTRAL Annes Kitts Mato
TRANS NZOIA TRANSNZOIA WEST CENTRAL Benadette Nabwile Sirengo
TRANS NZOIA TRANSNZOIA WEST CENTRAL Irene Rono
TRANS NZOIA TRANSNZOIA WEST CENTRAL Titus Wafula Masika
TRANS NZOIA TRANSNZOIA WEST CHEBUKAKA PRI SCH Ruth Nyongesa
TRANS NZOIA TRANSNZOIA WEST CHEBUKAKA SEC Irene Chepkwemoi Ngeyiwo
TRANS NZOIA TRANSNZOIA WEST CHEMICHEMI PRI SCH David Waliaula Murunga
TRANS NZOIA TRANSNZOIA WEST CHEMICHEMI PRI SCH Krop Komole Musa
TRANS NZOIA TRANSNZOIA WEST CHEMICHEMI PRI SCH Peter Bitali
TRANS NZOIA TRANSNZOIA WEST Chepkoilel Primary School Moses Kiprotich Saisi
TRANS NZOIA TRANSNZOIA WEST Chepkoilel Primary School Rose Cherotich Simatwa
TRANS NZOIA TRANSNZOIA WEST Chepkoilel Secondary School Edward Kwemboi Sabsabi
TRANS NZOIA TRANSNZOIA WEST CHEPTUMBELIO SECONDARY SCHOOL Arap “Richard N Sakit” Masai
TRANS NZOIA TRANSNZOIA WEST CHETOTO Peter Emomeri Omulepu
TRANS NZOIA TRANSNZOIA WEST CHETOTO Samson Njau Njenga
TRANS NZOIA TRANSNZOIA WEST CHRIS WAMALWA Beatrice Nekesa Wafula
TRANS NZOIA TRANSNZOIA WEST FARM PRISON PRI SCH Andrew Wanyonyi Wafula
TRANS NZOIA TRANSNZOIA WEST FARM PRISON PRI SCH Gladys _ Kiplagat
TRANS NZOIA TRANSNZOIA WEST FARM PRISON PRI SCH Josephine Mudaki Musieba
TRANS NZOIA TRANSNZOIA WEST FARM PRISON PRI SCH Salome Wafula
TRANS NZOIA TRANSNZOIA WEST FRIENDS   MUFUTU   SECONDARY Lydiah Wangui
TRANS NZOIA TRANSNZOIA WEST Friends Ingavi Primary School Haron Misiko Kisongochi
TRANS NZOIA TRANSNZOIA WEST Friends Secondary School – Bikeke Jennifer Meseng Chekwemoi
TRANS NZOIA TRANSNZOIA WEST FRIENDS SECONDARY SCHOOL CHALICHA Job Mabonga Saenyi
TRANS NZOIA TRANSNZOIA WEST FRIENDS SECONDARY SCHOOL CHALICHA Sarah A Maratan
TRANS NZOIA TRANSNZOIA WEST FRIENDS SECONDARY SCHOOL SIRENDE Eudia Nasimiyu Wanyonyi
TRANS NZOIA TRANSNZOIA WEST FRIENDS SECONDARY SCHOOL SIRENDE Frederick Khaemba Wamalwa
TRANS NZOIA TRANSNZOIA WEST FRIENDS SECONDARY SCHOOL SIRENDE Koyi Lumasia Solomon
TRANS NZOIA TRANSNZOIA WEST FRIENDS SECONDARY SCHOOL SIRENDE Nelly Nasimiyu Wanjala
TRANS NZOIA TRANSNZOIA WEST GITUAMBA PRIMARY Benjamin Nduko Mageto
TRANS NZOIA TRANSNZOIA WEST GITUAMBA PRIMARY Joseph Kiprop
TRANS NZOIA TRANSNZOIA WEST GITUAMBA PRIMARY Joseph Kiplagat Kaptich
TRANS NZOIA TRANSNZOIA WEST GITUAMBA PRIMARY Oliver Wanjala Wandwasi
TRANS NZOIA TRANSNZOIA WEST GITuAMBA SEC Roy Kisuge Otieno
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Emmily Chepkosgei Choge
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Francis Wanyoike Ndungu
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Gilbert Chunguli Masinde
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Jesse Kamuto Kimani
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Lilian Namwenge Muturo
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Simon Manoka Mahonga
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Stella Nasaambu Kimuna
TRANS NZOIA TRANSNZOIA WEST HILARIO WEKHONYE Tom Barnaba Ejakait
TRANS NZOIA TRANSNZOIA WEST HILL SCHOOL PRIMARY Esther Bosibori Nyobendo
TRANS NZOIA TRANSNZOIA WEST HILL SCHOOL PRIMARY Joab Bukachi Amboka
TRANS NZOIA TRANSNZOIA WEST HILL SEC Alice Nthenya Nzalu
TRANS NZOIA TRANSNZOIA WEST HILL SEC Lylian Cherobon Kogo
TRANS NZOIA TRANSNZOIA WEST HILL SEC Sammy Khisa Issachar
TRANS NZOIA TRANSNZOIA WEST HOLY TRINITY BOYS SABOTI Pauline Nyambura Mwangi
TRANS NZOIA TRANSNZOIA WEST IMANI FRIENDS SECONDARY SCHOOL Kevin Kituyi Manyonge
TRANS NZOIA TRANSNZOIA WEST IMANI PRIMARY Ferdinard Amoti Wulula
TRANS NZOIA TRANSNZOIA WEST IMMACULATE HEART GIRLS Stephen Namusyule Wanjala
TRANS NZOIA TRANSNZOIA WEST KA-AHUHO PRIMARY Damaris Gachoki Kamunya
TRANS NZOIA TRANSNZOIA WEST KA-AHUHO SECONDARY SCHOOL John Wanyonyi Mwambu
TRANS NZOIA TRANSNZOIA WEST KA-AHUHO SECONDARY SCHOOL Pauline Wambani Masaba
TRANS NZOIA TRANSNZOIA WEST KABUYEFWE GIRLS SECONDARY SCHOOL David Sindani Makhaso
TRANS NZOIA TRANSNZOIA WEST KABUYEFWE GIRLS SECONDARY SCHOOL Grace Kisaka Wakhungu
TRANS NZOIA TRANSNZOIA WEST KABUYEFWE GIRLS SECONDARY SCHOOL Jimpeth Maasai Wanyoyi
TRANS NZOIA TRANSNZOIA WEST KABUYEFWE GIRLS SECONDARY SCHOOL Judith Nyamwenya Imbega
TRANS NZOIA TRANSNZOIA WEST KABUYEFWE PRI SCH John Makhombe Wafula
TRANS NZOIA TRANSNZOIA WEST KABUYEFWE PRI SCH Milca Walubengo
TRANS NZOIA TRANSNZOIA WEST KALOLENI Sammy Ayiech Ondieki
TRANS NZOIA TRANSNZOIA WEST KALOLENI ANNEX Mercy Nambuye Matangi
TRANS NZOIA TRANSNZOIA WEST KALOLENI ANNEX Patrick Simiyu Barasa
TRANS NZOIA TRANSNZOIA WEST KAPKOI SISAL PRIMARY SCHOOL Alice Siata Chemiati
TRANS NZOIA TRANSNZOIA WEST KAPRETWA PRI SCH Hosea Musee Wanyama
TRANS NZOIA TRANSNZOIA WEST KAPRETWA PRI SCH Isaac Sangura
TRANS NZOIA TRANSNZOIA WEST KAPRETWA PRI SCH Leonard Sambu Kwalia
TRANS NZOIA TRANSNZOIA WEST KAPTIEN PRIMARY Felistus Wanjala
TRANS NZOIA TRANSNZOIA WEST KAPTIEN PRIMARY Lillian Khasoa Tupa
TRANS NZOIA TRANSNZOIA WEST KIBAGENGE PRIMARY Juliah Jerop Ogetanke
TRANS NZOIA TRANSNZOIA WEST KIBOMET PRIMARY SCHOOL Daniel Nyangaresi Mokuo
TRANS NZOIA TRANSNZOIA WEST KIBOMET PRIMARY SCHOOL Jane Moraa Achoki
TRANS NZOIA TRANSNZOIA WEST KIMININI PRI SCH Anne Naswa
TRANS NZOIA TRANSNZOIA WEST KIMININI PRI SCH Beatrice Kahavitsa Wekesa
TRANS NZOIA TRANSNZOIA WEST KIMININI PRI SCH Carolyne Mutembule Cheti
TRANS NZOIA TRANSNZOIA WEST KIMININI PRI SCH Charles Okumu Buchunju
TRANS NZOIA TRANSNZOIA WEST KIMININI PRI SCH Everlyne Nasiuma Naliaka
TRANS NZOIA TRANSNZOIA WEST KINYORO PRIMARY Amos Kipkosgei Korir
TRANS NZOIA TRANSNZOIA WEST KINYORO PRIMARY Sophia Chematui
TRANS NZOIA TRANSNZOIA WEST KINYORO SECONDARY SCHOOL Samuel Mutai Barngetuny
TRANS NZOIA TRANSNZOIA WEST KIRENGA PRIMARY Alex Wafula Makhanu
TRANS NZOIA TRANSNZOIA WEST KIRENGA PRIMARY Violette Mbayachi Mwale
TRANS NZOIA TRANSNZOIA WEST KISSAWAI PRI SCH Alice Chemoiywo Ronoh
TRANS NZOIA TRANSNZOIA WEST KISSAWAI PRI SCH Tom Wanyika Mutimba
TRANS NZOIA TRANSNZOIA WEST KISSAWAI PRI SCH Violet Chesha King’a
TRANS NZOIA TRANSNZOIA WEST KITALE FARM PRISON SEC Joseph Keru Ndungu
TRANS NZOIA TRANSNZOIA WEST KITALE FOREST PRIMARY SCHOOL Alice Nasibondi Wanyonyi
TRANS NZOIA TRANSNZOIA WEST KITALE FOREST PRIMARY SCHOOL Rose Namulunda Mukinisu
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Alfred Agunda Obonyo
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Boniface Mucina Njoroge
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Cleopha Ngewa Kanisu
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic David Davida Ndude
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Ezekiel Mokay Bwatina
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic George Wamwoma Omukatia
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Jackson W Mangoli
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Juliana Kasike Kituyi
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Kennedy Isoe Oigara
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Noah E Khabeko
TRANS NZOIA TRANSNZOIA WEST Kitale National Polytechnic Tom M Walutsachi
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Betty S Chepkorir
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Dorcas Marion Oyugi
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Emel Kipkoech Chuma
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Esther Cherono
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH James Obare Odwar
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Jane Nafula Wanyama
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Thomas Monga’re Atika
TRANS NZOIA TRANSNZOIA WEST KITALE PRI SCH Wilson Lodeki Amukullah
TRANS NZOIA TRANSNZOIA WEST KITALE SCHOOL SECONDARY Benard Wekesah
TRANS NZOIA TRANSNZOIA WEST KITALE SCHOOL SECONDARY Geoffrey Chavaregi
TRANS NZOIA TRANSNZOIA WEST KITALE SCHOOL SECONDARY Sylvia Khangu Kavuludi
TRANS NZOIA TRANSNZOIA WEST KITALE UNION primary school Everlyne Anyango Otsieno
TRANS NZOIA TRANSNZOIA WEST KITALE UNION primary school Metrine Nafula Khatili
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Caroline Jepkorir Kangogo
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Daniel Kiplagat Kigen
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Irine Basweti Sereti
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Janet Dalizu Okia
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Juliah Mwasame
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Martha N Wekesa
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Rose Namulunda Nakitare
TRANS NZOIA TRANSNZOIA WEST KIUNGANI  PRI SCH Teresiah Wanjiru Mwangi
TRANS NZOIA TRANSNZOIA WEST KIUNGANI ACADEMY Joseph Wanyoike Mburu
TRANS NZOIA TRANSNZOIA WEST KIUNGANI ACADEMY Onesmus Kiprono Biwott
TRANS NZOIA TRANSNZOIA WEST KONOIN PRI SCH Augustine Wafula Mayende
TRANS NZOIA TRANSNZOIA WEST KONOIN PRI SCH Fred Kufwafwa Imbega
TRANS NZOIA TRANSNZOIA WEST KOYKOY PRI SCH Erick Keneke Naibei
TRANS NZOIA TRANSNZOIA WEST LEGEMET Geofrey Nabruk Kazi
TRANS NZOIA TRANSNZOIA WEST LUANDA Amos Kiprop Tanui
TRANS NZOIA TRANSNZOIA WEST LUANDA PRI SCH Amos Wanjala Khaemba
TRANS NZOIA TRANSNZOIA WEST LUANDA PRI SCH Amos Musoni Mosop
TRANS NZOIA TRANSNZOIA WEST LUANDA PRI SCH Dominic Kipkorir Rutto
TRANS NZOIA TRANSNZOIA WEST LUANDA PRI SCH Nathan Mangeyi Wamalwa
TRANS NZOIA TRANSNZOIA WEST LUANDA PRI SCH Peter Kiptanui Rono
TRANS NZOIA TRANSNZOIA WEST LUKHOME PRI SCH Alfred Kipkoech Ngeno
TRANS NZOIA TRANSNZOIA WEST LUKHOME PRI SCH Catherine Barasa
TRANS NZOIA TRANSNZOIA WEST LUKHOME PRI SCH Edward Makokha Cheloti
TRANS NZOIA TRANSNZOIA WEST LUKHOME PRI SCH Martin Juma Mabunde
TRANS NZOIA TRANSNZOIA WEST LUKHOME PRI SCH Mary Nafula Wameya
TRANS NZOIA TRANSNZOIA WEST LUKHOME PRI SCH Nicholas Kiprono Cheptek
TRANS NZOIA TRANSNZOIA WEST LUKHUNA PRIMARY Beatrice Chelangat
TRANS NZOIA TRANSNZOIA WEST LUKHUNA PRIMARY Betty Chelangat Ndiema
TRANS NZOIA TRANSNZOIA WEST LUKHUNA PRIMARY Joshua Kibet
TRANS NZOIA TRANSNZOIA WEST LUKHUNA PRIMARY Joy Nangila Wanjala
TRANS NZOIA TRANSNZOIA WEST LUKHUNA PRIMARY Pius Barasa Wasike
TRANS NZOIA TRANSNZOIA WEST LUKHUNA PRIMARY Rodgers “Sangolo Amisi” Liayuka
TRANS NZOIA TRANSNZOIA WEST LUKOSI PRI SCH Japhet Kipkurgat Tabut
TRANS NZOIA TRANSNZOIA WEST LUKOSI PRI SCH Josephat Mukhwana Wekulo
TRANS NZOIA TRANSNZOIA WEST LUMULI PRIMARY SCH00L Jeremiah Othwoni Omwombo
TRANS NZOIA TRANSNZOIA WEST LUNGAI PRI SCH Betty Chepkorir Maiyo
TRANS NZOIA TRANSNZOIA WEST LUNGAI PRI SCH Maureen Ndiema
TRANS NZOIA TRANSNZOIA WEST MABONDE PRI SCH Ferdinand Musweti Makawa
TRANS NZOIA TRANSNZOIA WEST MACHEWA PRI SCH Emily Matea Cheptarar
TRANS NZOIA TRANSNZOIA WEST MACHEWA PRI SCH Raphael Wabululu Kibunguchi
TRANS NZOIA TRANSNZOIA WEST MACHUNGWA HIGH Frederick Wambaiah Wafubwa
TRANS NZOIA TRANSNZOIA WEST MACHUNGWA HIGH Joel Kipkemei Mwei
TRANS NZOIA TRANSNZOIA WEST MACHUNGWA HIGH Joseph Boniface Simiyu
TRANS NZOIA TRANSNZOIA WEST MACHUNGWA PRI SCH Joyce Njeri Macharia
TRANS NZOIA TRANSNZOIA WEST MACHUNGWA PRI SCH Junia Cherono
TRANS NZOIA TRANSNZOIA WEST MACHUNGWA PRI SCH Nelly Cheptoek Changeywo
TRANS NZOIA TRANSNZOIA WEST MAINEK TORO Barnabas Kipande Chirchir
TRANS NZOIA TRANSNZOIA WEST MAINEK TORO Isaac Wafula Bukhebi
TRANS NZOIA TRANSNZOIA WEST MAINEK TORO John Wanjala Kolia
TRANS NZOIA TRANSNZOIA WEST MAINEK TORO Patrice Kisaka Walukhu
TRANS NZOIA TRANSNZOIA WEST MAKHELE PRI SCH Dorcas Musuya Simiyu
TRANS NZOIA TRANSNZOIA WEST MAKHELE PRI SCH Protus Wabwile
TRANS NZOIA TRANSNZOIA WEST MAKINDU PRI Phoebe Margret Agweyu
TRANS NZOIA TRANSNZOIA WEST MASABA PRI SCH Peris Njeri Waiyaki
TRANS NZOIA TRANSNZOIA WEST MASABA PRI SCH Virginia Waithera Kamau
TRANS NZOIA TRANSNZOIA WEST MASABA SEC SCHOOL Eeunice Musimbi Atonya
TRANS NZOIA TRANSNZOIA WEST MASINDE MULIRO Joyce Zebedayo Shikwekwe
TRANS NZOIA TRANSNZOIA WEST Masinde Muliro Secondary Memorial George Sirengo Khisa
TRANS NZOIA TRANSNZOIA WEST MATISI   SEC.  SCH. Amos Kibiwot Maru
TRANS NZOIA TRANSNZOIA WEST MATISI   SEC.  SCH. Michael Magotsi
TRANS NZOIA TRANSNZOIA WEST Matisi Girls Friends High School Beritha Brigid Wegesa
TRANS NZOIA TRANSNZOIA WEST Matisi Girls Friends High School Eliud Kisia Ngusale
TRANS NZOIA TRANSNZOIA WEST MATISI PRI SCH Duncan Chite Isanda
TRANS NZOIA TRANSNZOIA WEST MATISI PRI SCH Fenny Chelimo Karenget
TRANS NZOIA TRANSNZOIA WEST MATISI PRI SCH Gladys Jerotich Chumba
TRANS NZOIA TRANSNZOIA WEST MATISI PRI SCH Hellen Chemwil
TRANS NZOIA TRANSNZOIA WEST MENGO PRIMARY SCHOOL Johnstone Naibei
TRANS NZOIA TRANSNZOIA WEST MENGO PRIMARY SCHOOL Linus Kibicii Tanui
TRANS NZOIA TRANSNZOIA WEST MESO SECONDARY Emily Nafula
TRANS NZOIA TRANSNZOIA WEST MESO SECONDARY Oscar Masyanga
TRANS NZOIA TRANSNZOIA WEST MESO SECONDARY Rose Lunyolo Mauyo
TRANS NZOIA TRANSNZOIA WEST MICHAEL WAMALWA BIRUNDA HIGH SCH Mackton Silvester Wanyama
TRANS NZOIA TRANSNZOIA WEST MICHEAL WAMALWA SPECIAL SCHOOL FOR HI BIRUN DA Lucy Nelima Wamalwa
TRANS NZOIA TRANSNZOIA WEST MILIMANI Phelan Nelima Nalianya
TRANS NZOIA TRANSNZOIA WEST MILIMANI Sally Jebiwott Cheruiyot
TRANS NZOIA TRANSNZOIA WEST MILIMANI SEC John Wilfred Juma
TRANS NZOIA TRANSNZOIA WEST MILIMANI SEC Ruth Achieng Ojungo
TRANS NZOIA TRANSNZOIA WEST MISEMWA PRI SCH Jotham Namwaya Wekulo
TRANS NZOIA TRANSNZOIA WEST MISEMWA PRI SCH Martha Cheptarus Kaino
TRANS NZOIA TRANSNZOIA WEST MISEMWA PRI SCH Michael Simiyu Masinde
TRANS NZOIA TRANSNZOIA WEST MISEMWA SECONDARY Paul Honest Kisaka
TRANS NZOIA TRANSNZOIA WEST MISEMWA SECONDARY Wilson Nambwaya Mutimba
TRANS NZOIA TRANSNZOIA WEST MITONI MITATU Robert Juma Wafula
TRANS NZOIA TRANSNZOIA WEST MITONI MITATU Wycliff Kenyani Kadima
TRANS NZOIA TRANSNZOIA WEST MITOTO PRI SCH Jane Nalyaka Makokha
TRANS NZOIA TRANSNZOIA WEST MITOTO PRI SCH Phanice Mukangula Musumbi
TRANS NZOIA TRANSNZOIA WEST MITOTO S. A. SPECIAL SCHOOL FOR V.I.(BLIND) Ben Simiyu
TRANS NZOIA TRANSNZOIA WEST MITOTO S. A. SPECIAL SCHOOL FOR V.I.(BLIND) Margaret Naliaka Wamukota
TRANS NZOIA TRANSNZOIA WEST MOKOYWET PRI SCH Leah Nambobi Malaba
TRANS NZOIA TRANSNZOIA WEST MOKOYWET PRI SCH Peter Muhoro Chege
TRANS NZOIA TRANSNZOIA WEST MT. ELGON PRI SCH Hillary Fabiano Etianga
TRANS NZOIA TRANSNZOIA WEST MT. ELGON PRI SCH Stanley Kipchumba Yego
TRANS NZOIA TRANSNZOIA WEST MUCHARAGE PRI SCH Doris N Khaemba
TRANS NZOIA TRANSNZOIA WEST MUCHARAGE PRI SCH Violet Wafula
TRANS NZOIA TRANSNZOIA WEST MUFUTU PRY George Wekesa Namiti
TRANS NZOIA TRANSNZOIA WEST MUFUTU PRY Hilda Tsindoli Imbuga
TRANS NZOIA TRANSNZOIA WEST MUFUTU PRY Winfred Adhiambo Okinda
TRANS NZOIA TRANSNZOIA WEST MUKUYUNI DEB Herbert Simiyu Munika
TRANS NZOIA TRANSNZOIA WEST MULEMBE PRI SCH Austine Rutto Ndiema
TRANS NZOIA TRANSNZOIA WEST MULEMBE PRI SCH Cleophas Muttama Masinde
TRANS NZOIA TRANSNZOIA WEST MUNG’OMA PRIMARY SCHOOL Cosmas Wasike Nyongesa
TRANS NZOIA TRANSNZOIA WEST MUNG’OMA PRIMARY SCHOOL Elizabeth Jerotich
TRANS NZOIA TRANSNZOIA WEST MUROKI PRIMARY Elijah Namuyu Naibei
TRANS NZOIA TRANSNZOIA WEST MUUNGANO DEB PRIMARY Mary Shisia Lutatwa
TRANS NZOIA TRANSNZOIA WEST MWITHA PRIMARY SCHOOL Alfred Chemwei Tung’wet
TRANS NZOIA TRANSNZOIA WEST MWITHA PRIMARY SCHOOL David Kalamu Mungoma
TRANS NZOIA TRANSNZOIA WEST MWITHA PRIMARY SCHOOL Ernest Kiplimo Tanui
TRANS NZOIA TRANSNZOIA WEST MWITHA PRIMARY SCHOOL George Ndiema
TRANS NZOIA TRANSNZOIA WEST MWITHA PRIMARY SCHOOL Jane Nanjala Mukhwana
TRANS NZOIA TRANSNZOIA WEST MWITHA PRIMARY SCHOOL Joyceline Murugi Hinga
TRANS NZOIA TRANSNZOIA WEST NABISWA PRI SCH Rosemary Nangekhe Simuyu
TRANS NZOIA TRANSNZOIA WEST NABISWA PRI SCH Stephen Wamukota Njofu
TRANS NZOIA TRANSNZOIA WEST NABISWA SEC Chrysostom Onyango
TRANS NZOIA TRANSNZOIA WEST NABISWA SEC Michael Khamala Malanga
TRANS NZOIA TRANSNZOIA WEST NABUNGA PRIMARY Bernard Wafula Soita
TRANS NZOIA TRANSNZOIA WEST NABUNGA PRIMARY John Omwimbi Amadala
TRANS NZOIA TRANSNZOIA WEST NABUNGA SA SEC Philip Wamalwa Masibo
TRANS NZOIA TRANSNZOIA WEST NABUNGA SA SEC Susan Wanjiru Webwana
TRANS NZOIA TRANSNZOIA WEST NABUNGA SA SEC Wilfridah Jeptoo Kimeto
TRANS NZOIA TRANSNZOIA WEST NAISAMBU Benjamin Onsongo Kimoni
TRANS NZOIA TRANSNZOIA WEST NAISAMBU David Nyandieka Onuko
TRANS NZOIA TRANSNZOIA WEST NAISAMBU Hellen Kwamboka Ayiecha
TRANS NZOIA TRANSNZOIA WEST NAISAMBU Rebecca Jepkemei Tum
TRANS NZOIA TRANSNZOIA WEST NAISAMBU Richa C Chumo
TRANS NZOIA TRANSNZOIA WEST NAISAMBU Selpha Chesimi Temoi
TRANS NZOIA TRANSNZOIA WEST NAKAMI FRIENDS SEC. Edith Andia Gwadoya
TRANS NZOIA TRANSNZOIA WEST NAKAMI FRIENDS SEC. Edwin Wekesa Asango
TRANS NZOIA TRANSNZOIA WEST NAKAMI FRIENDS SEC. Godfrey Mabele Sifunjo
TRANS NZOIA TRANSNZOIA WEST NAKAMI FRIENDS SEC. Jacob Tumwet Ngania
TRANS NZOIA TRANSNZOIA WEST NAKAMI FRIENDS SEC. Mark Limo Borter
TRANS NZOIA TRANSNZOIA WEST NAKWANGWA PRI SCH Barasa Wanyonyi Makuto
TRANS NZOIA TRANSNZOIA WEST NAMANDA PRIMARY Bilgah Akoth Asika
TRANS NZOIA TRANSNZOIA WEST NAMANDA PRIMARY Joseph Marumbu Wambuto
TRANS NZOIA TRANSNZOIA WEST NAMANDA PRIMARY Lawrence Kibet Bartany
TRANS NZOIA TRANSNZOIA WEST NAMANDA PRIMARY Nelly Ngesa Alusi
TRANS NZOIA TRANSNZOIA WEST NAMAWANGA PRI SCH Grace Wekesa Makhanu
TRANS NZOIA TRANSNZOIA WEST NAMAWANGA PRI SCH Leah Nanjala Wambwire
TRANS NZOIA TRANSNZOIA WEST NAMAWANGA PRI SCH Phoebe Achieng Otieno
TRANS NZOIA TRANSNZOIA WEST NAMGOI PRI SCH Catherine Mutambi Munialo
TRANS NZOIA TRANSNZOIA WEST NAMGOI PRI SCH John Wekesa Wasike
TRANS NZOIA TRANSNZOIA WEST NYABOMO SECONDARY Judy Munjiru Gitahi
TRANS NZOIA TRANSNZOIA WEST NYAMIRA PRI SCH Enock Nyagaka Gwaro
TRANS NZOIA TRANSNZOIA WEST NYAMIRA PRI SCH Richard Kibichori Wasike
TRANS NZOIA TRANSNZOIA WEST NYASI PRIMARY Benta M’mbone Sallago
TRANS NZOIA TRANSNZOIA WEST NYASI PRIMARY Florence Navayi Mutoro
TRANS NZOIA TRANSNZOIA WEST NYASI PRIMARY William Masafu Sudi
TRANS NZOIA TRANSNZOIA WEST PANGO PRI SCH Livingstone A. Onchong’a
TRANS NZOIA TRANSNZOIA WEST PANOCAL NAKAMI PRIMARY Elizabeth Chebet Ritakou
TRANS NZOIA TRANSNZOIA WEST PANOCAL NAKAMI PRIMARY Isaac Juma Losuba
TRANS NZOIA TRANSNZOIA WEST PANOCAL NAKAMI PRIMARY Millicent Adisa Guvita
TRANS NZOIA TRANSNZOIA WEST RAFIKI PRIMARY  SCHOOL Lilian Lourdes Maratan
TRANS NZOIA TRANSNZOIA WEST RAFIKI PRIMARY  SCHOOL Yang Tablon Nalwa
TRANS NZOIA TRANSNZOIA WEST RAFIKI SEC Jacqueline Mercy Mmasaba
TRANS NZOIA TRANSNZOIA WEST REMAND PRISON  PRI SCH Alex K Mweru
TRANS NZOIA TRANSNZOIA WEST SABATA KAG PRY SCHOOL Bernard Makanda Wangokho
TRANS NZOIA TRANSNZOIA WEST SABATA KAG PRY SCHOOL Mary Mayende Silali
TRANS NZOIA TRANSNZOIA WEST SABATA SECONDARY SCHOOL Lawi “K. Shisia” Lutomia
TRANS NZOIA TRANSNZOIA WEST SABATA SECONDARY SCHOOL Phanice Maginia Wanyama
TRANS NZOIA TRANSNZOIA WEST SABOTI PRI SCH John Cheshari Chemengu
TRANS NZOIA TRANSNZOIA WEST SABOTI PRI SCH Peter Masai Naibei
TRANS NZOIA TRANSNZOIA WEST SABOTI PRI SCH Sengayai Reuben Chemonges
TRANS NZOIA TRANSNZOIA WEST SANGO PRI SCH Benard Kones Chui
TRANS NZOIA TRANSNZOIA WEST SANGO PRI SCH Cleophas Sinja Andiema
TRANS NZOIA TRANSNZOIA WEST SHIMO LA TEWA Eunice Chepkoech Tanui
TRANS NZOIA TRANSNZOIA WEST SHIMO LA TEWA Jackline Mwange
TRANS NZOIA TRANSNZOIA WEST SHIMO LA TEWA Phylis Nasambu Wanyonyi
TRANS NZOIA TRANSNZOIA WEST SHIMO LA TEWA Solomon Ngome Sirengo
TRANS NZOIA TRANSNZOIA WEST SHOWGROUND Daniel Wanyonyi Wamalwa
TRANS NZOIA TRANSNZOIA WEST SHOWGROUND Noel Nafula Namasaka
TRANS NZOIA TRANSNZOIA WEST SIKHENDU PRI SCH Lucy Ontune Moenga
TRANS NZOIA TRANSNZOIA WEST SIKHENDU PRI SCH Pamella Nekesa Gemo
TRANS NZOIA TRANSNZOIA WEST SIKINWA SECONDARY Annet Nafula Wanyonyi
TRANS NZOIA TRANSNZOIA WEST SIKINWA SECONDARY Anthony Kemey Langat
TRANS NZOIA TRANSNZOIA WEST SIKINWA SECONDARY Edwin Runge Ayeko
TRANS NZOIA TRANSNZOIA WEST SIKINWA SECONDARY Regina Cherobon Rono
TRANS NZOIA TRANSNZOIA WEST SIKINWA SECONDARY Stephen Wanyama Mukubuyi
TRANS NZOIA TRANSNZOIA WEST SIKULU PRI SCH Everlyne Nanjala Katasi
TRANS NZOIA TRANSNZOIA WEST SIKULU PRI SCH Sammy Masika Wabwoba
TRANS NZOIA TRANSNZOIA WEST SIKULU SEC Grace Egunza Chimwani
TRANS NZOIA TRANSNZOIA WEST SIKULU SEC Patricia Orwaru Khakayi
TRANS NZOIA TRANSNZOIA WEST SIMATWET PRIMARY Sammy Kimani Njehu
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Beatrice Wangari Kinyanjui
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Carol Amayo
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Florence Jepkemboi Jepkemboi
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Grace Rotich
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Jane Njeri Kungu
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Leah Njeri Gitara
TRANS NZOIA TRANSNZOIA WEST SIRENDE CEB PRIMARY SCHOOL Lilian Atieno Ochieng
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION Anna Moraa Juma
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION Robert Onyambu Ochwangi
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION Sylvester Kimeli Samoei
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION SECONDARY SCHOOL Herbert Bubolo Chemwami
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION SECONDARY SCHOOL Jacqueline Lucy Maraka
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION SECONDARY SCHOOL Protus Nalobile
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION SECONDARY SCHOOL Wanjala Aggrey Nyongesa
TRANS NZOIA TRANSNZOIA WEST SOIL CONSERVATION SECONDARY SCHOOL Yohana Michael Barasa
TRANS NZOIA TRANSNZOIA WEST ST ANDREWS SUKWO Oscar Kiprotich Naibei
TRANS NZOIA TRANSNZOIA WEST ST ANDREWS SUKWO Ruth Chebiwot Bargoiyet
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. 558858 Onyango Ooko
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Amboka Suleiman Saleh
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Anthony Mukhebi Kwata
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Carolyne Cherop Chemaket
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Charles Oduor Ongeso
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Chrispine Omollo Odanga
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Dennis Masinde Chetambe
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Fernarndes Bwakali Atoko
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Janet Jepkorir Kemboi
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Martin Onyango Amollo
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Phalis Mbugua Muiruri
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Philip Papa Odionyi
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Salome Namunyak Sananga
TRANS NZOIA TRANSNZOIA WEST ST ANTHONY’S BOYS   SCH.S. Victor Omodi Makanda
TRANS NZOIA TRANSNZOIA WEST ST AUGUSTINE BONDENI Isaiah Wanjala Waswa
TRANS NZOIA TRANSNZOIA WEST ST AUGUSTINE BONDENI Nahason Mwangi Kirika
TRANS NZOIA TRANSNZOIA WEST ST AUGUSTINE BONDENI Nancy Moraa Orina
TRANS NZOIA TRANSNZOIA WEST ST COLUMBANS’S Evans Sichei Naibei
TRANS NZOIA TRANSNZOIA WEST ST COLUMBANS’S Florence Mbithe Muli
TRANS NZOIA TRANSNZOIA WEST ST JOHN’S NYAMIRA Allan Wepukhulu Watila
TRANS NZOIA TRANSNZOIA WEST ST JOHN’S NYAMIRA Stewart “Sibwoga Gerald” Mageto
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S ACK KIBAGENGE Bernard Nyakundi Mongare
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S ACK KIBAGENGE Hellen Sella Mukoro
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S ACK KIBAGENGE Silvester Kipkirui Birgen
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S GIRLS Anne Buteck Chepkemboi
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S GIRLS Anne Lilian Okaalo
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S GIRLS Stephen Kinga Mwangi
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S PRIMARY Benedict Wakhasa Mabonga
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S PRIMARY George Wakhungu Nabibiah
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S SECONDARY SCHOOL – NYASI Jairus Esabu Ayoma
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S SECONDARY SCHOOL – NYASI Mary Mecha Kerubo
TRANS NZOIA TRANSNZOIA WEST ST JOSEPH’S SECONDARY SCHOOL – NYASI Philip Simiyu Wamalwa
TRANS NZOIA TRANSNZOIA WEST ST MARY’S MACHEWA SECONDARY SCHOOL Everlyne Kapkarich Cheptot
TRANS NZOIA TRANSNZOIA WEST ST MARY’S MACHEWA SECONDARY SCHOOL Judith Chepkemei Losili
TRANS NZOIA TRANSNZOIA WEST ST MICHAEL’S KIKWAMET Faith Mulembo Mutacho
TRANS NZOIA TRANSNZOIA WEST ST PATRICKS BOYS WAITALUK Godfrey Kipkirui Chirchir
TRANS NZOIA TRANSNZOIA WEST ST PATRICKS BOYS WAITALUK Miriam Chepkogei Rutto
TRANS NZOIA TRANSNZOIA WEST ST RAPHAEL BIGTREE Charles Waswa Musuya
TRANS NZOIA TRANSNZOIA WEST ST THOMAS AQUINAS SECONDARY SCHOOL NAMGOI Carey Alenga Amani
TRANS NZOIA TRANSNZOIA WEST ST THOMAS AQUINAS SECONDARY SCHOOL NAMGOI Connstand Alexander Oketch
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Dennis Kimtai Kaibei
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Dickson Okerio Abere
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Godfrey W Namasakah
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Jane Njeri Kaniaru
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Kennedy Kemboi Nyekyi
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Mathias “Simuyu Were” Wamalwa
TRANS NZOIA TRANSNZOIA WEST ST VINCENT SECONDARY SCHOOL  KIMININI Thomas Njebwe Wafula
TRANS NZOIA TRANSNZOIA WEST ST. BRIGIDS  GIRLS  S.S. Bridgette Nyaboke Hezron
TRANS NZOIA TRANSNZOIA WEST ST. BRIGIDS  GIRLS  S.S. Concelatah Nelima Simiyu
TRANS NZOIA TRANSNZOIA WEST ST. BRIGIDS  GIRLS  S.S. Leonard Kiprono Korir
TRANS NZOIA TRANSNZOIA WEST ST. BRIGIDS  GIRLS  S.S. Ruth J.Koech Tanui
TRANS NZOIA TRANSNZOIA WEST ST. BRIGIDS  GIRLS  S.S. Tom Simiyu Namasake
TRANS NZOIA TRANSNZOIA WEST ST. BRIGIDS  GIRLS  S.S. Winniper Morangi Orangi
TRANS NZOIA TRANSNZOIA WEST St. Columbans School For The Deaf Charles Oira Nyabuto
TRANS NZOIA TRANSNZOIA WEST St. Columbans School For The Deaf Florence Amoding
TRANS NZOIA TRANSNZOIA WEST St. Columbans School For The Deaf Philis Ingasian Begisen
TRANS NZOIA TRANSNZOIA WEST ST. JAMES AMAGORO SEC Benjamin C. Sugut
TRANS NZOIA TRANSNZOIA WEST ST. JAMES AMAGORO SEC Patrick Nicodemus Wanasunia
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Ayaas Clare
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH David Ndiwa Alfred
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH David Masika Nyongesa
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Dolly Khayanje Lwigado
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Dorothy Chebichii Kemboi
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Francis Wabwile Elima
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Henry Ole Chesori
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Hilton Satia
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Joseph Ong’ole Ong’iro
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Mukwana Musa Lunani
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Nathan Sinino Simiyu
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Peter Wekesa Wasike
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Ronald Werunga Kikechi
TRANS NZOIA TRANSNZOIA WEST ST. JOSEPH’S  BOYS  HIGH SCH Sarah Nasambu Wati
TRANS NZOIA TRANSNZOIA WEST ST. MICHAEL TOP STATION Gilbert Mabonga Karani
TRANS NZOIA TRANSNZOIA WEST ST. PHILIPS TUYOO – KONY Daniel Rotich Chesongol
TRANS NZOIA TRANSNZOIA WEST ST. PHILIPS TUYOO – KONY Joan Chemtai Kaptila
TRANS NZOIA TRANSNZOIA WEST St. Theresa’s Bikeke Girls Secondary Andrew Wekesa Waswa
TRANS NZOIA TRANSNZOIA WEST St. Theresa’s Bikeke Girls Secondary Esther Nabwire Cynthia
TRANS NZOIA TRANSNZOIA WEST St. Theresa’s Bikeke Girls Secondary Eva Wendy Tsuma
TRANS NZOIA TRANSNZOIA WEST St. Theresa’s Bikeke Girls Secondary Joan Nakuti Wekoye
TRANS NZOIA TRANSNZOIA WEST ST. THERESA’S BOYS BIKEKE Alex Kwechir Mateiko
TRANS NZOIA TRANSNZOIA WEST ST. THERESA’S BOYS BIKEKE Chrispinus Sanduku Barasa
TRANS NZOIA TRANSNZOIA WEST ST. THERESA’S BOYS BIKEKE Lydia Jebichii Kipkoech
TRANS NZOIA TRANSNZOIA WEST ST. THERESA’S BOYS BIKEKE Mauren Nambengele Kuta
TRANS NZOIA TRANSNZOIA WEST ST. THOMAS AQUINAS- KAPRETWA (T/Nzoia W) Robert Masobo
TRANS NZOIA TRANSNZOIA WEST ST. VERONICA WEONIA Alice Nafula Namiti
TRANS NZOIA TRANSNZOIA WEST ST. VERONICA WEONIA Rosestella Itieba Ambani
TRANS NZOIA TRANSNZOIA WEST ST.JOHN’S SIRENDE Annerose Nalyanya
TRANS NZOIA TRANSNZOIA WEST ST.JOHN’S SIRENDE David Muma Nyatuka
TRANS NZOIA TRANSNZOIA WEST ST.JOHN’S SIRENDE Moses Wekesa Mututa
TRANS NZOIA TRANSNZOIA WEST ST.JOHN’S SIRENDE Thomas Mwoga Sunguti
TRANS NZOIA TRANSNZOIA WEST ST.THERESAS SEC SCH-SIKHENDU David Okerosi Oriango
TRANS NZOIA TRANSNZOIA WEST ST.THERESAS SEC SCH-SIKHENDU Margaret Mary Atodo
TRANS NZOIA TRANSNZOIA WEST SUKWO PRI SCH Billah Cherop Kimtai
TRANS NZOIA TRANSNZOIA WEST SUKWO PRI SCH Emmah Cherotich Ngeywo
TRANS NZOIA TRANSNZOIA WEST SUKWO PRI SCH Musa Kibet Soet
TRANS NZOIA TRANSNZOIA WEST SUKWO PRI SCH Susan Chemos Yego
TRANS NZOIA TRANSNZOIA WEST SUKWO PRI SCH Thomas Tumwet
TRANS NZOIA TRANSNZOIA WEST TELDET PRI SCH Festus Kimtai Naibei
TRANS NZOIA TRANSNZOIA WEST TELDET PRI SCH Leonard Wamalwa Wekesa
TRANS NZOIA TRANSNZOIA WEST TELDET PRI SCH Pauline Chemtai Ndiema
TRANS NZOIA TRANSNZOIA WEST TOWNSHIP Augustus Misiko Barasa
TRANS NZOIA TRANSNZOIA WEST TOWNSHIP Isaac Matui Zekatawa
TRANS NZOIA TRANSNZOIA WEST TOWNSHIP Ishmael Dan Odhiambo
TRANS NZOIA TRANSNZOIA WEST TOWNSHIP Patrick Wanyonyi Mayende
TRANS NZOIA TRANSNZOIA WEST Trans – Nzoia Interg Educ Prog For Vis I Mary Juliet Khajesanga
TRANS NZOIA TRANSNZOIA WEST Trans – Nzoia Interg Educ Prog For Vis I Paul Odhiambo Opondo
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA MIXED Rebecca Nyaranda Nyachiro
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA PRIMARY SCHOOL David Maleya Agona
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA PRIMARY SCHOOL Khisa Andrew Wanjala
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA PRIMARY SCHOOL Leah Sawe
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA PRIMARY SCHOOL Margaret Machuma Nalianya
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA PRIMARY SCHOOL Nancy Norah Onsare
TRANS NZOIA TRANSNZOIA WEST TRANS NZOIA PRIMARY SCHOOL Wambui Anne Nyoike
TRANS NZOIA TRANSNZOIA WEST TUWAN Gachoka Mary Nyaithiru
TRANS NZOIA TRANSNZOIA WEST TUWAN Nelly Nasonga Mugeni
TRANS NZOIA TRANSNZOIA WEST TUWAN Phoebe Nyongesa Wabwayi
TRANS NZOIA TRANSNZOIA WEST TUWAN GIRLS Juliana Misango Miheso
TRANS NZOIA TRANSNZOIA WEST TUYOO-KONY Janet Chemtai Ngeywa
TRANS NZOIA TRANSNZOIA WEST WAITALUK PRIMARY Josephine Khaemba
TRANS NZOIA TRANSNZOIA WEST WAMUINI PRIMARY David Kipkemoi Maritim
TRANS NZOIA TRANSNZOIA WEST WAMUINI PRIMARY Jane Atai Wanyonyi
TRANS NZOIA TRANSNZOIA WEST WETANGULA R. C. Camillah Chematui Kimunyei
TRANS NZOIA TRANSNZOIA WEST WETANGULA R. C. Joan Chebet Cheboo
TRANS NZOIA TRANSNZOIA WEST WEYETA PRIMARY Hellen Chebet Towett
TRANS NZOIA TRANSNZOIA WEST WEYETA PRIMARY John Chunguli Kamadi
TRANS NZOIA TRANSNZOIA WEST WEYETA PRIMARY Kenneth Lujiri Ngusare
TRANS NZOIA EARC – Trans-Nzoia Peter Kinyanjui Njoroge
TRANS NZOIA RWANDEET PRI SCH Fredrick Wanjala Nyongesa
TRANS NZOIA TSC county Office-Trans-Nzoia Elijah “Aruba Ogoti” Omwega
TRANS NZOIA TSC county Office-Trans-Nzoia Kevin Kipkogei Tarus
TRANS NZOIA TSC county Office-Trans-Nzoia Margaret Sungu Odero

HISTORY AND GOVERNMENT PAPER 1 KCSE REVISION BOOKLET

HISTORY & GOVT. PAPER 1 (311/1) 

SAMPLE  1

311/1

HISTORY AND GOVERNMENT PAPER 1

SECTION A (25 MARKS)

ANSWER ALL QUESTIONS FROM THIS SECTION

  1. State two cultural practices which the Agikuyu acquired from the Gumba. (2mks)
  2. Identify two functions of the Orkoiyot among the Kalenjin. (2mks)
  3. State the main economic activity of the Mijikenda during the second half of the 19th

(1mk)

  1. Give two factors that hastened the coming and settlement of the Arabs to the East Coast of Africa .

(2mks)

  1. State one main political impact of missionary activities in Kenya. (1mk)
  2. Name two types of rights enjoyed by Kenyan citizens.                (2mks)
  3. Identify the main political democracy being exercised in Kenya .                 1mk)
  4. State the main constitutional challenge which Kenyans experienced in 2005. (1mk)
  5. Identify two special courts in Kenya (2mks)
  6. Give one problem faced by Lord Delamere in agricultural activities in Kenya during the colonial period. (1mk)
  7. State two reasons why the Luo of Ugenya resisted the British.  (2mks)
  8. Give two reasons which made the Africans to move to urban centers during colonial period.       (2mks)
  9. Identify two ways in which women mobilized support for Mau Mau fighters . (2mks)
  10. What was the main grievances of Ukambani Members Association.               1mk)
  11. State one problem that was associated with Harambee in Kenya .                       (1mk)
  12. State the importance of cultural activities in Kenya . (1mk)
  13. State one function of the Parliamentary Public Accounts Committee in Kenya. (1mk)

 

SECTION B (45 MARKS)

ANSWER ANY THREE QUESTIONS FROM THIS SECTION

 

  1. (a) Identify three economic activities of the Borana during the pre-colonial period 3mks)

(b) Explain the political system of the Somali in Kenya during the pre-colonial period

(12mks)

  1. (a) Why were the Portuguese able to control the Kenyan coast between 1500-1700 AD?

(5mks)

(b) Explain five factors that led to the decline of the Portuguese rule on the Kenyan Coast

(10mks)

  1. (a) Why did the Maasai collaborate with the British in the 19th century despite their past glory as a

powerful community in Kenya?                                                                    (5mks)

(b) What were the consequences of Maasai collaboration?                                                  (10mks)

  1. (a) What were the grievances which Africans in Kenya had against the colonial government

between 1920-1939?                                                                                      (3mks)

(b)       What factors undermined African nationalists activities in Kenya between 1939 and 1963?  (12mks)

SECTION C (30 MARKS)

ANSWER ANY TWO QUESTIONS FROM THIS SECTION

  1. (a) State three causes of conflicts in Kenya                                   (3mks)

(b) Explain six peaceful methods of conflict resolution in Kenya                     12mks)

  1. (a) Explain the role of the Electoral Commission of Kenya (7mks)

(b) Describe the factors that are likely to undermine free and fair elections in Kenya(8mks)

  1. (a) State five challenges facing the Kenyan prisons today (3mks)

(b) Explain six reforms the government has introduced into the prisons department in Kenya.                                                                                                                                       (12mks)

END

 

MARKING SCHEME

SAMPLE  1

311/1

            SECTION A (25 MARKS) (Answer  all  questions from  this section)

  1. – Ceremonial dances

–           Circumcision

–           Age- set system                                                                                              2×1=2 mks

  1. – Preside over religious ceremonies

–           Bless the warriors/ advise the warriors

–           Foretell the future

–           Solving disputes                                                                                             2×1=2 mks

  1. – Long distance trade                                                                                        1×1=1 mk
  2. – Accessibility of the Kenya coast

–           Availability of funds

–           Presence of monsoon winds

–           Availability of dhows/ marine technology                                                    2×1=2 mks

  1. – Colonization / fore runner of colonialism                                                     1×1=1 mk
  2. – Legal rights which can be enforced by court of law

–           Moral rights which is organized by society as desirable but cannot be enforced by a court of law

2×1=2 mks

  1. – Parliamentary/ representatives/ indirect democracy                                     1×1=1 mk
  2. – Constitutional referendum                                                                             1×1=1 mk
  3. – Kadhis court

–           Commercial/ industrial court

–           Rent tribunal court

–           Rent restriction tribunal court                                                                       2×1=2 mks

 

  1. – Crop diseases

–           Change of climatic conditions

–           Shortage of labour

–           Marketing problem                                                                                        1×1=1 mk

  1. – Protect their land

–           Fear of loosing their freedom/ independence

–           Protect their livestock, grains and fish from being taken by British by force

–           Reversed against the use of the agents of Nabongo Mumia by the British against them

2×1=2 mks

  1. – Escape poverty and taxation/ enterpreuneship

–           Land alienation

–           Employment opportunities were available

–           Availability of attractive social amenities in towns                         2 x 1=  2 mks

  1. – Ridiculing men

–           Composed songs

–           Oathing                                                                                               2 x 1=  2 mks

  1. – Against destocking policy                                                                  1 x 1 = 1 mk
  2. – Use of force to collect contribution

–           Misuse of funds/ embezzlement                                                        1 x 1 = 1 mk

  1. – Employment

–           Entertainment

–           Patriotism

–           Creates unity

–           Educates the masses                                                                                       1×1=1 mk

 

  1. – Receive reports from the controller and auditor general

–           Scrutinizing reports

–           Summon government officials to explain their expenditure

–           Closely monitoring the ruling party and officials in public service delivery

1 x 1 =1 mk

SECTION B(45 mks) (Answer  three  questions from  this section)

  1. a) –           Patriotism

–           Trade

–           Fishing

–           Cultivation of crops

–           Hunting and gathering                                                                                    3×1=3 mks

  1. b) –           Based on clans

–           Had council of elders

–           Had age set system

–           Had leaders called Sultan whose role was mainly advisory

–           Existed warriors who protected the community

–           Existed people with special responsibilities e.g. Sheikhs/ medicine men

6×2=12 mks

  1. a) –           Disunity among the coastal towns e.g Mombasa and Malindi

–           Military superiority of the Portueguese

–           Construction of forts

–           Harshness of the Portuguese administration

–           Portuguese established alliance with same Coastal rulers e.g. Malindi5x1=5 mks

  1. b) –           Decline of revenue/ decline of the Indian Ocean trade

–           Competition among the Portuguese officials / corrupt officials

–           Portuguese officers were cruel/ ruthless to Africans

–           Constant rebellions against the Portuguese by the coastal towns

–           Attacks from the Persians, Arabs

–           Stiff competition from the British and Dutch

–           Lack of enough personnel

–           Lack of capital to pay administrators

–           Lack of administrative skills                                                             5×2=10 mks

  1. a) –           Had been weakened by human/ animal diseases

–           Natural calamities: drought, famine, locust invasion

–           Emergency of the Nandi

–           Civil wars among the clans of the Maasai

–           Lenana wanted military support against his brother Senteu

–           They had inferior weapons/ feared the British superiority

–           Lenana wanted to consolidate his position

–           Lenana wanted the British to assist himget back Maasai women and children from

the Agikuyu

5×1=5 mks

  1. b) –           Lenana was recognized as the paramount chief

–           Purko Maasai were divided into two sections

–           Massive land alienation

–           Lost their independence

–           Got material rewards in form of cattle

–           Maasai were hired as mercenaries against resisting communities

–           Disruption of their cattle, economy and territorial integrity

–           Disruption of their cultural practices                                                5×2=10 mks

 

  1. a) –           Land alienation

–           Demand for title deed

–           Wanted wages for Africans to be increased

–           Hated kipande system

–           Wanted forced labour abolished

–           Heavy taxation

–           Demand for equal treatment/ hated racial discriminations

–           Against destocking policy

–           Wanted to be allowed to grow cash crop                                           3×1=3 mks

  1. b) –           Harassment and detention

–           Banning of political organization/ state of emergency

–           Tribalism

–           Lack of finances

–           Lack of education/ illiteracy

–           Restriction of movement/ Kipande system

–           Africans were denied access to mass media

–           Betrayal of African nationalists by other people e.g. home guards/ loyalists

6×2=12 mks

SECTION C (30 MKS) (Answer  two  questions from  this section)

  1. a) –           Greed

–           Exploitation of the poor by the rich

–           Nepotism

–           Tribalism

–           Racism

–           Irresponsible statements by leaders

–           Religious differences

–           Intolerance of divergent views

–           Poverty due to limited resources                                           Any 3×1=3 mks

  1. b) – Negotiation where the parties concerned decide that they can solve the

conflict themselves

–           Arbitration where the opposing parties involve an outside party not involved in the dispute to end the conflict

–           Mediation- a process in which a third party tries to bring the partner in the conflict to an agreement

–           Court settlement/ litigation

–           Conciliation where the third party tries an agreement

–           Collaboration – where both parties in the conflict are willing to work with others to resolve the conflict

–           Problem solving workshops where two conflicting parties talk in the presence of a facilitator

–           Administrative machinery e.g. chief, district officers, district commissioners

–           Inspection are carried out in order to build confidence and prevent misunderstanding between warring parties/ such inspections are provided for in arms control and disarmament treaties or agreements                                                Any 6×2=12 mks

 

  1. a) –           Appoints and trains election officials

–           Clears party candidates to participate in elections

–           Announces election results

–           Prepares ballot papers/ other election materials

–           Educate/ inform the geneal public on the requirements for voters/ contestants

–           Identify and recommends polling station

–           Describe and reviews electoral boundaries

–           Registers voters

–           Maintain and up dates register of voters

–           Supervises the process

–           Participates in the formulation of election code of conduct             7×1=7 mks

  1. – Tribalism
    • Party loyalties
    • Harassment of voters by rival groups
    • Incompetent election officials
    • Partisan election officials
    • Transport difficulties
    • In accessibility of polling stations
    • Extreme weather conditions
    • Illiteracy of some voters
    • Corruption of candidates
    • Inefficient distribution of election materials
    • Negative propaganda
    • Gender insensitivity
    • Use and misuse of the mass media             8×1=8 mks
  1. a) –           Over crowding in prisons

–           Diseases (HIV – AIDS), dysentery, cholera caused by lack of facilities and congestion

–           Mistreatment by prison wardens

–           Food shortage

–           Poor medical facilities

–           Poor clothing

–           Poor pay for the prison staff

–           Lack of transport                                                                    Any 3×1=3 mks

  1. b) –           Provision of better food and improved medical services

–           Providing enough clothing’s and bedding

–           Many vehicles have been bought

–           Releasing of prisoners

–           Streamlining of the hearing of cases

–           Allowing prisoners access to human rights groups

–           Allowing prisoners to pursue education while in prison

–           Enabling them to watch TV and read newspapers

–           Participate in beauty contest within prison                           Any  6×2=12 mks

 

 

 

 

SAMPLE  2

311/1

HISTORY AND GOVERNMENT

SECTION A: 25 MARKS

 

ANSWER ALL THE QUESTIONS

  1. State where you would find manuscripts, stone tablets and scrolls of Kenyans history preserved

1mk

  1. In what way was the system of government among the Agikuyu similar to that of the Ameru?             1mk
  2. Identify a city state along the Kenyan coast that was built by the Persians.             1mk
  3. State two reasons why the Portuguese built Fort Jesus.             2mk
  4. Give two circumstances under which one can lose the right to life.             2mks
  5. Mention two Educational Commissions appointed by the government to look into the welfare of education in Kenya.             2mks
  6. State two justifications for the declaration of the British East Africa Protectorate into a colony in 1920.             2mk
  7. State two special courts in Kenya.             2mks
  8. Mention two reasons why British indirect rule failed in Ukambani.             2mk
  9. Identify two political developments that took place in Kenya in 1975.             2mks
  10. Mention two types of co-operative societies.             2mks
  11. Name two parliamentary committees that deal with financial issues.             2mks
  12. State two highlights of the Lennox Boyd constitution (1958). .                       2mks
  13. Give two reasons why harambee has lost popularity in Kenya today.             2mks

SECTION B:45 MARKS

ANSWER ANY THREE QUESTIONS IN THIS SECTION

  1. a) Mention three plains Nilotes in Kenya.                                                                3mks
  2. b) Discuss the social organization of the Maasai. 12mks
  3. a) State five problems facing Nairobi City.                                                             5mks
  4. b) Discuss the functions of Nairobi. .            10mks
  5. a) List three reasons why Nabongo Mumia collaborated with the British.             3mks
  6. b) Discuss six results of Nabongo Mumia’s collaboration with the British.             12mks

18        a) State five ways in which World War II contributed to the outbreak of Mau mau.            5mks

  1. b) Discuss the factors that made the Mau mau war take a long time. 10mks

SECTION C (30 MARKS)

Answer any two questions

  1. a) Give five reasons why the constitution is important.                                          5mks
  2. b) Discuss the constitutional amendments in Kenya between 1964 and 1997. 10mks
  3. a) Mention seven factors that promoted the adoption of multi-party democracy in Kenya.

7mks

  1. b) What role is played by political parties in Kenya’s development?             8mks
  2. a) (i) State three reasons for which the president can dissolve parliament.                        3mks

(ii) State two occasions when the President attends the National Assembly.                      2mks

  1. b) Explain five constitutional provisions that can cause an elected Kenyan President to lose his office.                         10mks

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE  2

311/1

SECTION A (25 MKS)

  1. State where you would find manuscripts, stone tablets and scrolls of Kenyan history preserved

-Kenya National Archives                                                                  1mk

  1. In what way was the system of government among the Agikuyu similar to that of the Ameru

-Both were ruled by councils of elders                                              1mk

  1. Identify a city state along the Kenyan coast that was built by the Persians

-Lamu

-Zanzibar        1mk

  1. State two reasons why the Portuguese built Fort Jesus

-For protection against Arab attacks

-To act as a military base

-For storing food and other supplies

-As a prison of war captives                                                                          2mks

  1. Give two circumstances under which one can lose the right to life

-If one is sentenced to death by a court of law

-If one is found guilty of robbery with violence

-During war or civil strife

-In self defense

-If one is guilty of treason                                                                              1mk

  1. Mention two educational commission appointed by the government to look into the welfare of education in Kenya

-Ominde commission (1964)

-Bessay commission (1972)

-Gachathi commission (1976)

-Mackay commission (1981)

-Kamunge report (1988)

-Koech commission (1997)                                                                            2mks

  1. State two justifications for the declaration of the British East Africa Protectorate into a colony in 1920

-It would maintain closer ties between the white settlers and Britain

-The Europeans in the colony would benefit from loan facilities offered by Britain

2 mks

  1. State two special courts in Kenya

-Industrial court

-Rent Restriction Tribunal

-Business premises Tribunal                                                                    2mks

  1. Mention two reasons why British indirect rule failed in Ukambani

-The Akamba colonial chiefs used the chance to amass wealth

-The chiefs were unwilling to impose unpopular colonial policies        2mks

  1. Identify two political developments that took place in Kenya in 1975

-The murder of J.M Kariuki

-The arrest of Martin Shikuku and Jean Marie Seroney for claiming that KANU was dead

2 mks

  1. Mention two types of co-operative societies

-Producer co-operatives

-Consumer co-operatives

-Savings and credit co-operatives (SACCOS)                                               2mks

  1. Name two parliamentary committees that deal with financial issues

-Public Accounts Committee (PAC)

-Public Investments Committee (PIC)                                               2mks

  1. State two highlights of the Lennox Boyd Constitution (1958)

-The number of African representatives in the (legco) was increased to 14

-The council of ministers was enlarged to 16

-A council of state was created as a watchdog against racial discrimination

-an electoral college was constituted                                                 1×2=2mks

  1. Give two reasons why harambee has lost popularity in Kenya today ( 2mks)

-Negative attitude from the public due to forced contribution

-Misappropriation of funds by a few individuals

-High poverty levels among Kenyans

-The rich in society also call for harambee, making it lose meaning           1×2=2 mks

 

SECTION B

15        Mention three plains Nilotes                                                                                             ( 3mks)

  1. a) -The Teso

-The Turkana

-The Samburu

-The Maasai                                                                                                    1×3=3mks

 

  1. Discuss the second organisation of the Maasai             (3mks)

-They believed in a supreme God (Enkai)

-Religious leaders like prophets, diviners and medicine men linked society to the spiritual world

-The Oloibon officiated religious functions like blessing warriors

-They had several ceremonies marking passage from stage to stage, e.g. the Eunoto ceremony during graduation of Morans

-Morans lived in manyattas where they were educated and defended the community

-Prayers and sacrifices were done in shrine to ward off misfortunes                       2×6=12mks

  1. a) State five problems facing Nairobi city                                                                    ( 5mks)

-Unemployment

-poor housing/ slums

-Inadequate social services   -schools and health facilities

-Congestion on roads due to heavy traffic

-Poor drainage due to poor planning

-Environmental pollution

-High rate of HIV/ AIDS infection

-Water shortage

-Street families

-High crime rate                                                                                             5×1=5mks

 

  1. Discuss the functions of Nairobi             (10mks)

-An administrative capital of Kenya

-Is a tourist centre

-Is an industrial city

-Is an educational centre

-A commercial and financial centre

-Is a transport and communication centre

-Is a residential centre                                                                                                2×5=10mks

 

  1. a) List three reasons why Nabongo Mumia collaborationb with the British                ( 3mks)

-He wanted British protection against his enemies like the Luo of Ugenya

-He wished to obtain fire arms

-He wanted to benefit from British education and Christianity

-He realized the futility of resisting                                                  1×3=3mks

  1. Discuss the results of nabongo Mumia’s collaboration with the British (12mks)

-He was elevated to the status of paramount chief

-The British assisted him to defeat the Luo of Ugenya

-His kingdom became a base for launching British colonialism in Western Kenya.

-The Wanga were appointed as administrators in parts of Western Kenya

-Wanga kingdom was conquered and lost independence

-Mumia expanded his kingdom with British help                                         2×6=12mks

  1. a) State five ways in which world war II contributed to the outbreak of Mau Mau     ( 5mks)

-Return of experienced ex-soldiers to spearhead the fighting

-Failure of the colonial government to compensate ex-soldiers

-African ex-soldiers discovered that whites were not superior as earlier thought

-They got influence from other countries that had gained independence e.g. Ghana and India

-Formation of the UNO which appealed for independence and the right for self determination by      colonized Nations

-Accessibility to weapons after the war                                                        1×5=5mks

 

  1. Discuss the factors that made the Mau Mau war take a long time             (10mks)

-Africans knew their topography well

-Europeans lacked immediate supply of resources and personnel

-Europeans underestimated the strength of the Africans

-Africans were united through oaths

-There were able maumau leaders e.g. General China

-Africans made their own guns

-African women were spies who motioned the movement of European soldiers

-Presence of ex-soldiers who had fought in the WW II

-Use of guirella warfare=10 mks                                                                   2×5=10mks

 

SECTION C (30 MARKS)

  1. a) Give five reasons why the constitution is important                                                             ( 5mks)

-It spells out the duties and rights of the citizen, hence they know what is expected of them

-It spells out the responsibilities of those in power and limits their authority

-It ensures equality of all Kenyans

-It spells out government structure and duties of each organ

-It is the basis of all law in Kenya                                                                 1×5=5mks

 

  1. Discuss the constitutional amendments in Kenya between 1964 and 1997 ( 10mks)

-In 1964 the constitution was amended to allow for a unitary government instead of majimboism

-In 1966 the bicameral legislature was replaced by a single chamber house

-In 1966 parliament adopted the 2/3 majority as the number of MPs required to pass any constitutional amendment

-In 1966 members defecting from a party that sponsored them were required to resign and seek a fresh mandate

-In 1966 parliament passed the Public Security Act empowering the president to detain a person without trial if his/ her conduct was deemed to be a threat to state security

-In 1968 the president was empowered to altar district and provincial boundaries

-In 1974 the president was empowered to pardon an election offender

-In 1982 section 2A of the constitution was allowed, making Kenya a de-fine one party state

-In 1997 the security of tenure of the AG chief secretary and the controller and auditor general was removed

-In 1988, the security of tenure of the high court judges and the chairman of the public service commission was removed

-In 1990 parliament reinstated the security of the AG, and the controller and auditor general

-In 1991 parliament reverted into a multi-party state by repealing the contentious section 2A

2×5=10 mks

  1. a) Mention seven factors that promoted the adoption of multi- party democracy in Kenya         (7mks)

-Unpopular KANU policies e.g. expulsion of critics

-Rigging of the 1988 general election through the ‘mlolongo’ system

-Adoption of political pluralism in Zambia and Togo where ruling parties were swept out of power.

-The Saba Saba riots of July 1990 proved that many Kenyans supported political pluralism

-Pressure from the donor community like IMF and World Bank which pegged aid to pluralism

-Role of pressure groups like the press, lawyers, the church and the diplomatic community

-The Saitoti review committee of 1990. Many Kenyan’s wanted pluralism

-Repeal of section 2A of the constitution which allowed pluralism             1×7=7mks

 

  1. What role is played by political parties in kenya’s development ?                         ( 8mks)

-They offer alternative policies for the economic growth of Kenya

-They have created democratic space through which the electorate can choose competent leaders

-Parties promote freedom of association where people air their views

-They keep the ruling party on its toes, ensuring transparency and accountability is achieved in government

-They carefully scrutinize government expenditure of public funds

-They provide checks and balance to the government in power. Abuse and misuse of power is reduced

-They are training grounds for political leadership

-They educate the electorate on their rights and responsibilities

-They create free flow of ideas on national growth                                      1×8=8mks

.           a)         State three reasons for which the President can dissolve Parliament           ( 3mks)

  1. i) -when the life of parliament has expired

-When parliament passes a vote of no confidence in the government

-When the president wants to call a snap election                            1×3=3mks

 

State the occasion when the President attends the National Assembly                    ( 2mks)

  1. -During the official opening of parliament

-During the presentation of the annual National Budget

  1. Explain five Constitutional provisions that can cause an elected Kenyan President to lose his office                                     ( 10mks)

-After a successful election

-If he is ill-health / mentally or physically incapacitated

-If he is declared bankrupt by a court of law

-If the president fails to be elected as a member of parliament for his constituency

-If he resigns voluntarily

-If parliament passes a vote of no confidence in the government

-If he loses an election to arrival presidential candidate in a multi-party democracy

2×5=10 mks

 

 

 

 

SAMPLE  3

HISTORY AND GOVERNMENT PAPER 2

311/1

Section A: (25 Mks)

Answer all the questions in this section

1           State two functions of the Kambi among the Mijikenda.                                         2mks

  1. State the main economic reason for the migration of the Luo into Kenya in the pre-colonial period.                                                                                                                       1 mk
  2.  Give one factor which facilitated the coming of the Arabs to the Kenyan Coast before AD 1500                                                                                                                                    I mk

4            State two important roles of Mekatilili in the Agiriama opposition to British rule in Kenya

2mks

5    Identify two social consequences of the Uganda Railway in Kenya.                              2mks

6    State two major grievances of Early political organizations in Kenya between (1919-1939)

2mks

7    State the main role of IBEAC during the colonial period in Kenya.                              1 mk

8    Give one reason for the Maasai collaboration with the British.                                     1 mk

  1. State two conditions one has to fulfill in order to be naturalized as a Kenyan citizen 2mks
  2. Mention two constitutional reforms introduced in 1964 in Kenya 2mks
  3. Name one ex-officio member of the National Assembly in Kenya.                                    1 mk
  4. Give two challenges of the coalition government of Kenya. 2mks
  5. Identify one source of external revenue in Kenya. Imk
  6. What is the meaning of the term “Rule of Law” as used in Kenya. 1 mk
  7. State two reasons which the Government of Kenya has introduced to curb the problems facing the

Judiciary                                                                                                                           2mks

  1. Name one non-combat unit of the Army in Kenya. 1 mk

17 Give one economic impact of National philosophies in Kenya since independence.       I mk

 

SECTION B:    (45 Mks)

Answer any Three questions.

 

  1. (a) Give five reasons why the Bantu migrated from Shungwaya area. 5mks

(b) Explain the results of the migration and settlement of the Bantu in Kenya               l0mks

19 (a) Identify five methods employed by Seyyid Said to promote the Long distance trade during

the 19th  C                                                                                                                       5mks

(b)     What were the effects of the Long distance trade on the people of East Africa         10mks

  1. (a) Name three political parties in Kenya which took part in the Lancaster House Conference

of 1962.                                                                                                                      3mks

(b) Explain the contribution of African Women in the Mau Mau movement in Kenya 12mks

  1. (a) Give five reasons for the influx of Africans to towns during the colonial period in Kenya. 5mks

(b) Explain the reasons why the colonial government encouraged white settlers to come to Kenya.

10mks

 

 

 

SECTION C; (30 MKS)

Answer any two questions

  1. (a) Show how a Kenyan citizen can be responsible to the state.             5mks

(b) Describe the functions of the Chief Justice in Kenya.                                                 10mks

23        (a) List three classes of prisons found in Kenya.                                                     3mks

(b) What measures has the Kenyan government undertaken to solve the problems facing the prisons Department.                                                                                                         12mks

  1. (a) Identify the symbols of National Unity in Kenya.             3mks

(b) Explain the factors that limit National Unity in Kenya.                                    12mks

 

 

 

MARKING SCHEME

SAMPLE 3

311/1

SECTION A 25 MKS

  1. Functions of the Kambi among the Mijikenda:

– Settle disputes among the members of the community

– Acted as the final court of appeal on Judicial matters

– They presided over religious matters/ ceremonies

-They had powers to declare war / blessed warriors/ make peace                                   Any 2×1=2 mks

  1. Main Economic reason for the migration of the Luo into Kenya:

– Being nomadic pastoralists  they were looking for pasture and water for their animals

– They were looking for food

– They were searching for better fishing grounds                                                            Any lxl — 1 mk

  1. The factors which facilitated the coming of the Arabs before A.D. 1500.

– Availability of the monsoon winds that enabled their ships to sail

– They were skilled boat makers and had knowledge in map reading

– They took control of the Red Sea to stop any invasion from an enemy

– Availability of good deep ports both in East Africa Coast and Southern Arabia          Any 1×1 = 1 mk

  1. Roles of Mekatilili in the Agiryama resistance:

– Administered oaths to encourage the Agiryama to fight the British

– Forwarded the problems of the Agiryama to the British

– Gave full support to her people against the British                                            Any 2×1=2 mks

  1. Social results of the Uganda Railway line:

– Led to settlement of Europeans in the interior of Kenya/ white highlands

– Facilitated the movement of Christian Missionaries to the interior who set up churches and schools

– Led to cultural and social interaction between different races

– Settlement of Asians in Kenya during the colonial after independence

– Growth / emergence of urban centres

Any 2×1=2 mks

  1. Grievances of early political organizations 1919-1939:

– Land alienation

– Forced labour

– Better wages / working conditions

– Taxation

Any 2×1=2 mks

 

  1. Roles of IBEAC CO.

– Administer Kenya on behalf o f the British                                               lxl-1 mk

  1. Reasons for Maasai collaboration with the British:

– They had been weakened by animal and human disease e.g cholera and rinderpest

– The prolonged drought had weakened their economic base/ loss of cattle

– Severe famine of 1891, forced them to look for British help

– The rise of the Nandi as a power had weakened them

– Lenana wanted to maintain his position

– The kedong massacre made them to fear the British

– To get military support from the British against her enemies                             Any 2×1 = 2 mnks

 

  1. Conditions for one to be Naturalized as a Kenyan Citizen:

– Should be over 21 years

– Has resided in Kenya for more than 5 year

– Must be of good character

– Prove that he/she is ready to remain in Kenya after naturalization

– Should have knowledge in both English and Kiswahili                                     Any 2×1=2 mks

  1. Constitutional changes Introduced in Kenya in 1964:

– Abolition of Regional Assemblies

– Queen of England was no longer the head of state in Kenya

– Kenya became a Republic

– Creation of the post of an executive president

– The Governor’s office was abolished.

– Post of an executive president was set up                                                         Any 2×1= 2mks

  1. Ex-officio member of parliament:

– The speaker

– The Attorney General

Any 1×1 = 1 mk

  1. Challenges of coalition government in Kenya:

– leadership wrangles

– disagreements between members of different parties

– there is no binding agreement between parties Any 2×1=2 mks

  1. External sources of revenue in Kenya:

– IMF

– World Bank

– Commonwealth

– European Union

Any  other correct answer. 2×1=2 mks

 

  1. – it means that all the people of Kenya irrespective of their status race, or religion are governed by

the same law

– All are equal before the law                                                                      correct answer      1 mk

  1. Reforms in Kenya’s Judiciary

– there has been increased legal education awareness campaigns eg by Kituo Cha Sheria

– improvement in terms and conditions of Service for Judges

– A commission formed in 2003 to look into the conduct of some Judges. 23 Judges suspended.

– more legal officers have been recruited to reduce backlog of cases in courts.

Any  2 correct x 1 = 2 mks

  1. The Non-combat unit of the army:

– transport corps

– medical corps

– supplier corps

– women service corps

– office of the chaplain

Any 1×1 = 1 mks

  1. Economic impacts of National philosophies in Kenya:

– promoted Africanisation of Kenya’s economy. The people of Kenya can now actively participate in their own economy.

– improvement in transport and communication

– expansion in the agriculture sector

– led to formation of co-operative societies.                     Any other correct answer 1 x 1 = I mk

SECTION B:   45 MKS

  1. (a) Reasons for Bantu migration from Shungwaya:

– attack from the Cushites

– increase in population

– internal conflicts

– outbreak of diseases

– to look for more land for settlement

5×1= 5mks

(b) Results of the Bantu migration and Settlement in Kenya:

– it led to the spread of iron technology to other Kenyan communities eg the Luo

– cultural interaction between the Bantu and other Kenyan communities.

– displacement of some communities e.g the Luo

– arrival in Kano plains displaced the Abagusii

– the Bantu being farmers spread knowledge of agriculture e.g the Kwavi Maasai borrowed the idea from the Bantu

– increase in  inter-community trade e.g the Luo and Abagusii exchanged baskets  for iron

– Increased warfare – the Bantu fought the oromo at the Coast, they fought

with the Luo in Nyanza, fought with the Kalenjin

– led to population increase in areas where they settled

– intermarriage – eg Abaluhya and Kalenjin                                                 Any 5×2=10 mks

  1. (a) How Seyyid Said promoted long distance Trade:

– he encouraged the settlement of Indian Banyans in Zanzibar whom he used to finance the caravans to the interior

– introduction of a common custom duty throughout his area of Jurisdiction

– introduced the use of foreign currency e.g copper coins.

– Wrote letters of introduction to, caravans going to the interior for easy identification

– encouraged traders from other countries to trade with Zanzibar

– He signed treaties with the foreign traders

– Arab and Swahili traders who went to the interior carried the flag of the Sultan as  symbol.

Any 5×1=5 inks

(b) Results of Long Distance Trade on the people of East Africa:

– introduction of new crops to the Coast e.g rice, sugar cane, mangoes

– growth and expansion of trade

– Coastal towns like Mombasa and Lamu became major centres of commerce

– Emergence of a wealthy class of merchants both at the coast and interior e.g chief Kivoi, Ngonyo and Mwakikonga.

– introduction of foreign goods- beads, cloth, plates

– introduction and spread of Islam to the interior

– development of trade routes which later expanded to roads during the colonial period.

– development of plantation agriculture in Mombasa and Malindi due to slave trade

– money economy replaced barter system of trade.

Well explained   any correct 5×2=10 mks

  1. (a) Political parties which took part in the Lancaster House Conference of 1962:

– Kenya African National Union (KANU)

– Kenya African Democratic Union (KADU)

– African People’s Party (A.P.P)

3×1=3 MKS

(b) Contribution of women in the Mau Mau Liberation Movement in Kenya:

– some women actively took part in the resistance against the British e.g Marshall Muthoni, Nduta Wa Kore

– supplied the Mau Mau fighters with food, ammunition, clothes etc

– they composed songs to win support from the people for the Mau Mau fighters The songs gave courage to men to join the movement.

– they acted as spies for the fighters

– they refused to give out secrets of the Mau Mau movement even if they were tortured

– many were detained and put in concentraction camps but they did not surrender

– They took part in oathing, with some being the administrators of the oaths

– acted as a link between the rural villages and the fighters in the forest Any 6×2=12 mks

  1. 21. (a) Reasons for the influx of Africans to towns during the colonial period in Kenya:

– to escape forced labour and taxation in the reserves

– look for jobs in the industries found in towns

– the reserves were congested and unfertile, this forced them to seek settlements in towns

– availability of recreational facilities in urban centres attracted the Africans

– to establish their enterprises/ businesses in towns.                                                  Any 5×1=5 mks

(b) Reasons why the colonial Government encouraged White Settlers in Kenya:

– the colonial government aimed at making Kenya a white man’s country-.

– that settlers would finance the administration of the colony

– the economic activities of the settlers would help finance the concentration of the railway and it’s maintainance

– the settlers were to produce raw materials for the British industries

– to stop Asian influence in Kenya

– the Kenyan Highlands were suitable for European settlement in terms of climate and soils

Any 5×2= 10 mks

SECTION C; (30 MKS)

  1. (a) Responsibilities of the Citizen to the state in Kenya:

– should obey the laws of the country

– to pay taxes

– take part in national development

– to respect other people culture/ listen to their views

– to take part in voting / democratic process

– not to discriminate against others

– to promote good health habits / HIV/AIDS

– To fight corruption.                                                                                     Any 5×1=5 mks

(b) Functions of the Chief Justice in Kenya:

– the chief Justice is the head of the judiciary

– Chairs the judicial service commission which is responsible for appointment of judges

– determines the amounts of charges / fees in courts

– to swear in a new president and cabinet ministers

– Advises the government incase the president has to be removed due to  in capacitation. ill-health etc.

– determines the setting up of Kadhi’s courts with the help of chief Kadhi

– can exercise constitutional powers / functions as in new advocates of the High Court

– to supervise lower courts e.g magistrates.

          Any 5 well explained 5×2= 10 mks

  1. (a) Classes of prisons found in Kenya:

– Principal institutions – for serious crimes e.g Kamiti, Naivasha maximum

– District I and II prisons – found at the district level

– Youth Institutions – Borstal and corrective training centres e g Shikutsha in Kakamega and Shnno la Tewa in Coast Province Any 3 x I = 3 mks

 

(b) Measures to solve problems facing the prisons Department in Kenya:

– cases can now be heard within a short period of time to reduce the time taken by prisoners in remand

– to reduce congestion in prisons, the government released about 1 1 500 prisoners in December 2003

– the government has provided good clothes and bedding facilities

– purchase of new vehicles (coaches) to easen transport of prisoners

– better food and medical services have been provided by the government

– prisoners can today get in touch with the world through reading of Newspapers and watching on T.V’S

– Provision of better library services

– pay increase for the prison warders

– plans are under way to build better houses for the warderss

– provision of Guiding and Counselling Services to curb the spread of HIV/ AIDS VCT’s in prisons                                                                         Any 6  well explained x 2 = 12 mks

  1. (a) Symbols of National Unity in Kenya.

– the National Flag

– National Anthem

– Coat of Arms                                                                                                            3×1=3 mks

(b) Factors that limit National Unity in Kenya

– tribalism – favouring of people of one’s ethnic group It creates hatred and find enmity

– discrimination on racist lines

– religious conflicts

– corruption

– Greed for leadership and wealth

– leaders who make irresponsible statements

– poverty

– Nepotism

– Ignorance                                                                 Any 6 well explained 6×2= 12 mks

 

 

 

SAMPLE  4

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A ( 25 Marks)

Answer ALL the questions from this section in the answer booklet provided

  1. Name Two historical sources of information on the East African Coast. (2mks)
  2. Give Two communities whose ancestors settled in Mt. Elgon. (2mks)
  3. Identify one factor that facilitated contact between the Coast and the outside world by the end of the 16rh Century.                                                                                                          (1mk)
  4. What was the main Economic activity of the Borana during the pre-colonial period?(1mk)
  5. Name Two Omani dynasties which ruled the Coast of Kenya before 18th Century. (2mks)
  6. State Two ways in which the synnerton plan benefited Africans.             (2mks)
  7. Identify the main feature of the system of education in Kenya during the colonial period.             (1mk)
  8. Give Two factors that facilitated development of urban centres during the colonial period.             (2mks)
  9. Identify Two problems faced by the Africans who lived in the reserves between 1953 and 1963.             (2mks)
  10. State Two roles of welfare organizations in Kenya during the colonial period. (2mks)
  11. Give one role played by the civilians during the struggle for independence in Kenya.

(1mk)

  1. How did the colonial land policies promote settler agriculture in Kenya?             (2mks)
  2. Why was the independent constitution of 1963 known as “Majimbo”? (1mk)
  3. State Two fundamental rights of the individual which a person in prison is deprived of.(2mks)
  4. Give Two reasons why the chief’s baraza is important in Kenya.             (2mks)

 

SECTION B( 45 Marks)

Answer any three questions from this section in the answer booklet provided

 

 

  1. a) Give five reasons for the migration of the Miji-Kenya from their cradleland into Kenya.                                                                                                                                    (5mks)
  2. b) Describe the political organization of the Abaluhya during the pre-colonial period.

(10mks)

 

  1. a) State three reasons for the coming of the Portuguese to the East African Coast.            (3mks)
  2. b) Describe the Portuguese conquest of the East African Coast.                         (12mks)

 

  1. a) State three factors that gave rise to urbanization in colonial Kenya.               (3mks)
  2. b) What was the impact of urbanization in colonial Kenya.                                           (12mks)

 

  1. a) Give five reasons for the rise of independent churches and schools.               (5mks)
  2. b) Explain the factors that promoted the struggle for independence in Kenya.    (10mks)

 

 

 

 

 

SECTION C ( 30 Marks)

Answer any Two  questions from this section in the answer booklet provided

 

  1. a) Give three core functions of the chairman of the Electoral Commission of Kenya.

(3mks)

  1. b) Explain the factors that are likely to interfere with free and fair elections in Kenya.                                                                                                                                       (12mks)

 

  1. a) Identify three local authorities in Kenya.                                                                  (3mks)
  2. b) Explain the powers of the minister for Local Government over local authorities.                                                                                                                                            (12mks)

 

  1. a) Identify the functions of the cabinet in Kenya.                                                         (5mks)
  2. b) Discuss how the Government of Kenya controls public finance.                                    (10mks)

 

 

 

MARKING SCHEME

SAMPLE 4

311/1

 

SECTION A- 25MKS

 

  1. Historical sources of information on the East Africa coast
  • Ptolemy’s Geography
  • Periplus of the Erythrean sea
  • Christian topography
  • Greco- roman documentary
  • Excavated archeological sites
  • Coins and pottery

2×1 = 2 mks

  1. Communities whose ancestors settled on mt Elgon
  • Abagusii
  • Abakuria
  • Abaluhya

 

  1. Factors that facilitated contact between the coast and the outside the world by the end of the 16th century
  • Monsoon winds enabled the early visitors to travel to and from the coast
  • Advancement of the boats and ship building technology led to marking of stronger vessels
  • Availability of trade goods

1×1 =1mk

  1. The main economic activity of the Borana during the pre-colonial period:-
  • Livestock rearing

1×1 =1mk

  1. Omoni dynasities which ruled the coast of the Kenya before 18th century:-
  • Busaidi
  • Yorubi
  • Nabahan
  • Mazrui

2×1 =2 mks

  1. Ways in which Synnerton plan benefited Africans:
  • -Africans were issued with the title deeds
  • Africans were given loans
  • Africans were allowed to grow cash crops
  • It introduced special training and research centres

2×1= 2 mks

  1. Main feature of system of education in Kenya during the colonial period:-
  • It was organized a long racial lines / discriminations.    1×1= 1 mk

 

  1. Factors that facilitated development of urban centres during the colonial period:-
  • Trade
  • Construction of Kenya –Uganda railway / communication lines
  • Colonial administrative ports
  • European settlement in the white highlands.
  • Colonial land policies    2×1 =2mks

 

  1. Problems faced by the Africans who lived in the reserves between 1953and 1963:-
  • Overcrowding
  • Outbreak of diseases
  • Breakdown of cultural practices
  • Food shortages

2×1=2mks

  1. Roles of welfare organization in Kenya during the colonial period:-
  • They aroused political awareness among the people
  • They organized social activities eg sports and games burial and medical care.
  • They sponsored student to study abroad/ provided education

2×1=2 mks

  1. Role played by the civilians during the struggle for independence in Kenya
  • They supplied food for freedom fighters.
  • They supplies information to the freedom fighters /spies.
  • They gave moral support to the freedom fighters

1×1=1 mk

  1. How colonial land policies promoted settler agriculture in Kenya:-
  • The government policy of land alienation availed land for European settlement e.g. while highlands.
  • Creation of African reserves led to overcrowding forcing Africans to work in the settler farms.
  • Declaring some land as crown land denied the Africans access to its use.

2×1=2 mks

  1. Why the independent constitution of 1963 know as “majimbo”:-
  • The constitution provide for six regional government or federals.

1×1=1 mk

  1. Fundamental right of the individual which a person in prison is deprived of:-
  • Freedom of movement.
  • Freedom of association.
  • Freedom of expression and speech.

2×1=2 mks

  1. Reasons why the chiefbarasa is important in Kenya:-
  • It is used to communicate the government policies / decisions to the local people.
  • -Mobilization of local resources.
  • It acts as a forum for people to express their wishes to the government.
  • – It is used to address / resolve minor concerns of the people in the locality / settling local disputes

2×1=2 mks

SECTION B

 

  1. (a) Reason that led to the migration of the miji-kenda into Kenya:-             (5mks)
  • Increase in population thus need for land for settlement.

 

  • They were looking for land for cultivation.
  • Internal conflict/ civil wars /fends.
  • Attack by hostile neighbours /external attack.
  • Outbreak of human and animals’ diseases /epidermics.
  • Drought and famine /natural calamities.
  • – Sprite of adventure                                                                                5×1=5 mks

 

(b) The political organization of the abaluhya.                                                         10 (mks)

  • They had several families with common ancestral which formed the clan
  • A clan occupied a village ( Olukongo ) and its neighbour hoods and each clan was under a village elder.
  • They had a council of elders known as “Abanego” which settled dispute, distributed lands the final court of appeal.
  • The age- group and age- sets compose of people of the generation who were know by different names i.e. “likhula” oluse or “olubaka” which became worriors to defend the lands.
  • The religious leaders also played political roles among the luhya and also served in the council of elders
  • Political neighboring clans would form a Territorial Army and worriors to fight a common army.
  • By the end of 19th century other Aba luhya sub- groups later began having vassal chiefs (Abami) who clamed their authority from the nabongo of the Wanga.

5×2=10 mks

  1. (a) Reasons for the coming of the Portuguese to the east Africa coast.
  • To trade with the coastal people .
  • To counter the growing Islamic influence by spreading Christianity.
  • To form an anti –Muslim alliance with the legendary Christian king prester john believed to have ruled the interior of north east of Africa.
  • To find a sea route to India
  • To explore the coastal of the east Africa
  • For adventure
  • To create a trading empire and colonize the East Africa coast
  • The east Africa coast was of strategic importance because of its deep harbours provided abase for the ships to anchor and fuel.

3×1=3mks

  1. (b) The Portuguese of the East Africa coast                                                                   (12mks)

The decision to conquer the coast of east Africa after the return of Vasco da Gama from his voyage in 1499. He reported to the king of Portugal that the conquest of the coastal city states was      a must to enhance Portuguese domination of the Indian ocean trade. He therefore destroyed     Muslim strongholds on the coast as first step.

  • In 1502, Kilwa was conquered by the vasco da Gama who bombarded and Kilwa accepted to pay tribute to the Portugal.
  • In 150, Francisco de’ almeida who was Portugal first viceroy to India attacked sofala , Kilwa and proceeded northwards to destroy and loot much of Mombasa.
  • Between 1505 and 1507 most towns north of mombasa were claimed as part of portuga’ls far east empire.
  • By 1509, the island of pemba and Zanzibar were conquered by the Portuguese colony.
  • By 1515 the whole of the Indian ocean was controlled by Portugal.

5×2 =10mks

 

  1. (a) Factors that gave vise to urbanization in Kenya
  • The construction of Kenya Uganda railway led to the emergence of number of urban centers along the railway line
  • Asians established shops along the railway line.
  • Some of the colonial administrative posts became urban centres such as Nyeri and Kisii.
  • Some pre-colonial administrative centres such as Mumias also became urban centres
  • Mining activities led to development of urban centres such as Magadi.
  • Commercialization of farming also promoted the growth of towns e.g Eldoret.Nakuru and Nairobi

3×1 =3mks

(b) Impact of urbanization on the Africas in colonial Kenya.

  • People of different wthnic groups interacted. This was important for the development of national consciousness.
  • Africans from urban centres formed welfare associations that acted as good training ground for political leadership e.g the Luo union.
  • Many Africans got jobs in urban centres
  • Some became unemployed and turned to social evils e.g robbery and prostitution.
  • Poverty led to the establishment of slums.
  • Social structures in the rural areas were disrupted by the migration of men.
  • Racial segregation was most rampant in the urban centres
  • A number Africans acquired technical skills from the European and Asian employers.
  • Some Africans sold their produce to the urban communities and improved their income.
  • Some Africans in urban centres such as Nairobi and Mombasa converted to Islam

6×2 =12mks

19        (a) Reasons for the rise of independent churches and schools.

  • Africans were opposed to European cultural ways hence they wanted churches that would incorporate Africans cultural practices such as polygamy and circumcision.
  • They emerged as a reaction against colonial discrimination and exploitation
  • They were formed to enable Africans to provide leadership in their own churches and schools.
  • Some were formed by Africans leaders who claimed to have received a divine calling e.g. John Owallo of the Nomiya church.
  • -Some churches were established because of difference in the interpretation of the bible.
  • Mission churches were not accommodative to Africans ways of worship like dancing and drum beating. The independent churches allowed free worship.
  • The schools were to provide wider educational facilities and Africans and have control over what was being taught.
  • They sensitized on their rights and the evil of colonialism

1×5 =5mks

  • The trade union movement in Kenya played a role in mobilizing workers to fight for their rights in the absence of the parties; the union provided a forum for political agitation.
  • The National political parties , such as KANU, KADU inspired nationalists leaders to champion the cause for Kenyans independence.
  • Nationalist’s leaders such as Jomo Kenyatta and Tom Mboya provided political leadership to the masses.

 

 

  • The constitutional reforms such as the Lyterton, Lennox- boyd constitution and the lanchaster House conferences provided for increased Africans representation in the Legco.

10×1 = 10mks

20        (a) The functions of the chairman of the electoral commission in Kenya :-

  • Announcing election results
  • Announcing the dates of election and By- Elections
  • Publishing notices of election and nominations and arrange for printing of ballot papers.

3×1 =3mks

(b) Factors that are likely to interfere with free and fair elections in Kenya:-

  • Ethnic loyalties/ polarization
  • Party loyalties
  • Harassment of voters by rival groups
  • Incompetent election officials
  • In accessibility of polling stations
  • Transport difficulties.
  • Communication problems between the head quarters and the polling stations
  • Extreme weather conditions
  • Illiteracy of some voters
  • Corruption of some candidates and their supporters.
  • Insufficient distribution of election materials
  • Use of negative propaganda by party leaders / supporters.
  • Insecurity / fear
  • Gender insecurity
  • Use and misuse of mass media

12×1 =12mks

21        (a) The local authorities in Kenya are:-

  • City councils
  • Municipal councils
  • County councils
  • Town councils
  • Urban and area councils

3×1 =3mks

(b) The powers of the minister for local government over local authorities:-

  • The minister caries out general supervision of the activities of the local authorities to ensure that they follow the regulation of the central government.
  • The minister streamlines local authorities affairs.
  • The minister can recognize local authorities through amalgamation of two or more local authorities
  • The minister can order for an inquiry and suspend or dissolve a local authority.
  • He has power to overrule the decision made by local authorities
  • The minister in conjuctio9n with the public service commission appoints senior officers of the councils e.g. the town clerk and the auditor general.
  • He approves the by-laws made by the local authorities.
  • He receives and assesses the annual reports on the performance of the local authorities.
  • He exercises financial control over local authorities by withdrawing grants , appointing inspectors to audit the local authorities and approving levies, rates, taxes and rent increases

6×2 =12mks

 

 

22        (a) Function of cabinet in Kenya:-

  • To formulate national and foreign policies to guide the country
  • To supervise the implementation of government policies by respective ministries
  • To initiate development projects by ministries in different parts of the country.
  • To initiate / approve government bills for discussion by parliament.
  • To discuss important national and international issues.
  • To prepare budgetary estimates for the respective ministries.
  • To collectedly defend government policies.

5×1 =5mks

(b) How the government of Kenya control public finances:-

  • All intended expenditure is approved by parliament.
  • All report on expenditure from ministries are scrutinized by the public accounts committee and public investment committee
  • The controller – and Auditors – general audits ministries and government department and report the findings to parliament. The auditor- General of state corporations audits expenditure of all state corporations.
  • The permanent secretaries in the ministries account for all the money allocated to their ministries.
  • The Kenya anti- corruption commission created in 2004 investigates corruption cases and recommends prosecution of suspects.
  • The government contracts are advertised and awarded according to the procurement procedures.
  • Supplementary expenditure by government ministries are approved by parliament.
  • Remove evasion being curbed by the use of x-ray scanners to verify cargo arriving at the port of Mombasa
  • Government formulated the public officers Ethics Act 2001 to compel Kenyans to shun completion. This encourages those handling public money to spend it for the intended purpose. Embezzlement of public funds attracts heavy penalties.

5×2 =10mks.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 5

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A   (25 Marks)

Answer ALL questions in this section.

  1. Give one religious reason of the migration of the Cushite into Kenya.

(1 mk)

  1. Give two social activities of the Somali in the 19th century.             (2 mks)
  2. Give two factors which favoured the growth of long – distance trade. (2 mks)
  3. Give the MAIN event which marked the end of Portuguese rule at the sea African Coast.             (1 mk)
  4. State two reasons which can make one to loose Kenyan citizenship. (2 mks)
  5. Give one political factor that may cause conflicts in Kenya.             (1 mk)
  6. What do you understand by the term “constitutional amendment”?             (1 mk)
  7. Give two roles of the leader of official opposition. (2 mks)
  8. Give two types of taxes subjected to Africans during colonial period. (2 mks)
  9. Give two features of missionary education in Kenya during the colonial period. (2 mks)
  10. What is the meaning of the term “terminative role” (1 mk)
  11. State two contributions of Daniel Arap Moi in education system in Kenya between 1979 and 2002.                         (2 mks)
  12. Name first prime minister in Kenya. (1 mk)
  13. Identify two special courts in Kenya.             (2 mks)
  14. State the MAIN reasons why national holidays are important. (1 mk)
  15. Identify two peaceful ways of resolving conflicts. (2 mks)

 

 

 

 

 

 

SECTION B (45 MARKS)

Answer any THREE questions from this section in the answer booklet provided

 

  1. a) Give three Western communities who are linguistically related to the Abagusii. (3 mks)
  2. b) Describe the similarities between political organization of the Ameru and Agikuyu.                         (12 mks)

 

  1. a) Outline the stages in the Portuguese conquest of the East African Coast.             (5 mks)
  2. b) Explain five problems encountered by the missionaries in East Africa. (10 mks)

 

  1. a) State five methods used by the British to establish their rule in Kenya. (5 mks)
  2. b) Explain problems encountered by the IBEA company in the administration of Kenya.             (10 mks)

 

  1. a) Give three resolutions of the 1st Lancaster House Conference. (3 mks)
  2. b) Explain the role of women in liberation struggle.             (12 mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION C (30 MARKS)

Answer any TWO questions from this section in the answer booklet provided.

 

  1. a) Give five conditions that can make one to loose parliamentary seat in Kenya. (5 mks)
  2. b) Describe the functions of the speaker of the national assembly. (10 mks)

 

  1. a) Give five rights of a citizen. (5 mks)
  2. b) Explain five elements of a good citizen. (10 mks)

 

  1. a) Give three factors which led to the introduction of multi – party democracy in Kenya.

(3 mks)

  1. b) Explain challenges of multi – party democracy in Kenya.             (12 mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAAMPLE PAPER 5

311/1

 

SECTION A

Give one religion reason for the migration of the Cushites into Kenya                   ( 1 mk)

  1. Introduction of Islam                                        (1mk)

 

Give two social activities of the Somali in the lathe                                                            ( 2 mks)

  1. – Polygamies marriage

– Exercise between male and female circumcision.

– Prayed to one God – Waq.

– Had ritual for marriage and burial                                                                          (1 x 2 = 2mks)

 

  1. factors which favoured long distance trade
  • Dola of middlemen
  • Availability of porters
  • Presence of trade goods.
  • Market for goods./ Demand of ivory
  • Security from interior communities / some ducts support the trade                                                                (1 x 2 = 2 mks)

 

  1. Main event which marked end of Portuguese ( 1 mk)
  • Seizure of fort Jesus by Omari Arabs

 

  1. State two reasons which can make one to loose Kenyan citizenship (2 mks)
  • Disloyalty to the country.
  • Collaboration with Kenyan enemies.
  • Imprisonment for one 12 months within first four year of acquiring citizenship.
  • Being out of country for 7 yrs/ more without informing the embassy.
  • If citizenship lose through fraud.
  • Denunciation by parliament.                                 (1x 2= 2 mks)

 

  1. Give own political factor that may cause conflict in Kenya             ( 1 mk)
  • Election dispute.
  • Incitement by politicians.          (1 x 1 = 1mk)

 

  1. What do you understand by the term constitutional Amendment

– Introduction of changes to the existing constitution.                                              (1 x 1= 1mk)

 

  1. Give two rules of leader of official opposition.
  • Check on abuse / excess use of power by the executive.
  • Provide alternative policies
  • Present main of the opposition
  • Work closely with PAC and PIC to check on government expenditure.   (1 x 2 = 2 mks)

 

  1. Give two type of lakes subjected in African during the colonial period
    • Hut tax
    • Poll tax
    • Own tax                                (1 x 2 = 2 mks)

 

  1. Give two features of missionary Education in kenya during the colonial period ( 2 mks)
  • Elementary education
  • Technical in approach
  • Denominational
  • Done at mission stations                          (1×2= 2 mks)

 

11        State two contribution of Daniel Arap Moi in Education System in Kenya between 1979 and 2002

  • It refers to a state where parliament stands automatically dissolved once a vote of no confidence in parliament and government is passed.

 

  1. Contribution of Moi
  • Government subsidy of education
  • Provision of business and scholarships.
  • Construction of schools and college.
  • Provision of school rule programme.       (1×2=2 mks)

 

  1. Name the first Kenyan prime minister.                                                                    ( 1 mk)
  • Jomo Kenyatta.

 

  1. Special court.
  • Court marital.
  • Industrial court.
  • Rent tribunal.
  • Juvenile court.

 

  1. Importance of National holidays.
  • To promote national unity and instill a sense of patriotism.

 

  1. Peaceful ways of resolving complicate.
  • Mediation
  • Negotiation
  • Conduction
  • Arbitration
  • Religions action.          (2×1=2 mks)

 

SECTION B (45 Marks)

  1. a) Groups related to Abagusii
  • Luhya
  • Abakuria
  • Suba                                                                                                    (3×1=3 mks)

 

  1. b) Similarities of Ameru and Agikuyu political organization.
  • In both the father is the head of the family.
  • Both had clan system and elder.
  • In both council of elders maintained law and order.
  • Both had age-set system.
  • In both communicate, junior warriors defended the community.       (5×2 = 10 mks)

 

  1. a) Stage in Portuguese conquest of the sect African coast.
  • 1500 Pedro Alvares Cabral attacked Sofala.
  • 1502 Vasco da Gamma attacked Kilwa and demanded tribute.
  • 1503 – Lourensco Darasco attached
  • 1505 Fransisco d’Almeida conqeured Mombasa and Kilwa.
  • 1506 – 07 Tristao da Cunha conguered Lamu.
  • 1509 – Mafia, Dember Zanzibar were conguered.           (5×1=5 mks)
  1. b) Problems faced by missionaries.
    • Language barrier.
    • Inadequate
    • Poor transport and communication network.
    • Hostility from some African.
    • Resistance from slave trades.
    • Competition from Islam.
    • Tropical conditions – climate and disease.       (5×2 = 10 mks)

 

  1. a) Methods used in partition.
  • Treaty signing.
  • Hiring of chiefs.
  • Military conquest.
  • Divide and rule tactics.                                        (5×1= 5 mks)

 

  1. Problem encountered by IBEA Co.
    • Lack of enough capital.
    • Scarcity of natural resources.
    • Poor transport network.
    • Lack of navigable rivers.
    • Poor co-ordination between local officially and head office in England.
    • Inexperienced administrators.
    • Hostility from locate.
    • Lack of enough administrators.
    • Tropical conditions.         (5×2 = 10 mks)

 

  1. a) Resolution of 1st Lancaster House conference.
  • Increase in African representation in Legco.
  • Legco to name 3 seat, 20 to be for minority and 33 for Africans.
  • Alteration in the composition of council of minister (4 officials, 4 Africans, 3 Europeans and 1 African)
  • Africans to form political parties’ countrywide.
  • Introduction of election on a common roll.
  • Lifting of state of emergency. (3×1= 3 mks)

 

  1. Role of women.
    • Encouragement to men while fighting.
    • Provided food to the fighters.
    • Individualism direct military confrontation.
    • Acted as spies.
    • Conveyed arms to sightless.
    • Participated in demonstrations.
    • Led men in taking oaths.
    • Took care of homes as men fought.
    • Participated in liberation talks eg Priscah Abwao who participated in 1st Lancaster House conference.       (6×2 = 10 mks)

 

SECTION C (30Marks)

  1. a) – Lose of parliamentary seat.

– Loss of Kenyan citizenship.

– Imprisonment for a term exceeding six months/ death penalty

– When one is elected a speaker of national Assembly.

– When one is declared bankrupt.

– Unsound mind/ insane.

– Failure to attend of consecutive sessions of parliament without permission of the       speaker.

– Defection from one party to another.

– Resignation.                                                                                                 (5×1= 5 mks)

 

  1. Function of the speaker.
    • Swearing in of Mps.
    • Presides one all debates in parliament.
    • Guides debate.
    • Enforces parliamentary standing orders.
    • Spokesman of the National Assembly.
    • Declares a seat vacant.
    • Foreheads discussed bills to the president for Assent.
    • Receives Mp insectores from other countries to the National Assembly.

 

  1. a) Rights of a citizen.

– Life

– Expression.

– Association.

– Property ownership

– Conscience

– Movement

– Protection from arbitrary search

– Protection from discrimination.                                                                  (5×1= 5 mks)

 

  1. Elements of a good citizen
    • Loyalty to the state.
    • Patriotism
    • Observe law
    • Respect leaders
    • Justice for all
    • Give ideas on national matters
    • Report law breakers.
    • Mindful of other people’s properties.           (5×2 = 10 mks)

 

  1. a) Causes of multi party democracy.

– Corruption

– KANU’S unpopular policies.

– Recommendation of Saitoti committee

– Pressure from civil society.

– Role of religious groups.

– Influence from other countries eg Zambia.

– Pressure from western countries

– Rigging of 1988 election.

– Political changes in Soviet Union which leads to political reforms.

– KANU’S response to critism.                                                                      (5×1= 5 mks)

 

  1. Challenges of malt-party democracy.
    • Formation of very many parties.
    • There is lack of alternative policies among parties.
    • Personality differences among leaders.
    • Election of bogus politicians due to euphoric.
    • Extra expenditure by government on parties.
    • Leadership wrangles.
    • Establishment of coalitions.
    • It has encouraged ethnicity.
    • Harassment by the government of the day.
    • Most of the people are not well informed about mult-party democracy.
    • International community has continued to interfere with the running of the country.
    • Bribery of voters due to poverty.       (5×2 = 10 mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 6

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A:

Answer all questions.

  1. Identify two electronic sources of information on History and government             (2 marks)
  2. What is the main basis of classification for the Nilotes (1 mark)
  3. State two political functions of the Orkoiyot among the Nandi                             (2 marks)
  4. Outline any two factors that facilitated the coming of the Arabs to the Kenyan coast by 1500 AD

(2 marks)

  1. State two demerits of democracy. (2 marks)
  2. Identify two functions of fort jesus                                                                          (2 marks)
  3. Give two reasons why Nabongo Mumia collaborated with the British                 (2 marks)
  4. Name two independent church movement established in Nyanza by 1940 (2 marks)
  5. What was the main economic reason for the construction of Kenya-Uganda railway.

(1 mark)

  1. Give one recommendation of the Phelp Stokes commission in Kenya in 1924 (1 mark)
  2. State two rights and privileges an alien may enjoy in Kenya (2 marks)
  3. State one negative consequence of the introduction of pluralism in Kenya (1 mark)
  4. State two terms of the Anglo-Germany agreement of 1886 (2 marks)
  5. State the main role of the court martial (2 marks)
  6. Give two reasons why the Kenya government prepares a budget every year. (2 marks)

SECTION B

Answer any 3 questions.

  1. a) What economic factors led to the migration of the Bantus                           (5 marks)
  2. b) Describe the social-political organization of the Agikuyu in pre-colonial Kenya (10 marks)
  3. a) Give factors that facilitated the establishment of British control over Kenya during the 19th century                                                                                                                        (5 marks)
  4. b) Explain why Akamba resistance against colonial rule failed                          (10 marks)
  5. a) Outline three reasons why there existed no African trade Unions in Africa upto 1914.

(3 marks)

  1. b) Explain the role played by the Kenya federation of labour during the colonial period                         (12 marks)
  2. a) State five areas of priority which the sessional paper No. 10 of 1965 emphasized in relation to development planning in Kenya.                                                                               (5 marks)
  3. b) Discuss the political developments in Kenya between 1963 and 1983 (10 marks)

SECTION C;

Answer any 2 questions.

  1. a) State seven problems facing local authorities in Kenya. (7 marks)
  2. b) How does the ministry of local government ensure that local authorities carry out duties effectively?                                                             (8 marks)
  3. a) Give seven reasons which can occasion a by-election in Kenya.                       (8 marks)
  4. b) Explain the functions of the chief justice in Kenya (7 marks)
  5. a) List down the composition of the cabinet             (3 marks)
  6. b) Explain the functions of the cabinet                                                   (12 marks)

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 6

311/1

 

  1. Two electronic source of information on history and government (2mks)
  • Micro – film
  • Radio
  • Audio – visual sources i.e – television, videos

 

  1. Main basis of classification for the Nilotes  (1mk)
  • Environment i.e. plain, highlands, lake

 

  1. State two political functions of the Orkoiyot among Nandi  (2mks)
  • Blessed warriors before they went for war
  • Settled disputes among councilors of elders and members of the clan
  • He was symbol of unity among the Nandi

 

  1. Factors that facilitated the coming of the Arabs to the Kenyan coat by 1500 A.D
  • Monsoon wind – the N.E and S.E that blew their ships to and from the sea
  • Arabs were skilled in marine technology, boat making and map reading
  • Ports of southern Arabia were good calling places and deep harbours
  • Control of the Red sea – kept away their enemies                                                             (2mks)

 

  1. State two demerits of democracy
  • Promotes dictatorship by majority
  • Encourages class struggle and corruption
  • Democratic government is always slow and wasteful
  • It may perpetuate incompetence                                                                             (2mks)

 

  1. Identify two functions of fort Jesus
  • Store of arms
  • Provision for captives
  • Watch tower
  • Administrative base
  • A hiding place against attacks by enemies
  • Storage of food                                                                                                         (2mks)

 

  1. Why Nabongo Mumia collaborated with the British
  • He wanted British civilization i.e. education and religion
  • Wanted modern fire arms for his army
  • Wanted to expand his kingdom
  • He saw it was futile to resist
  • Wanted British protection against his enemies i.e. Luo of Ugenya, Bukusu and Nandi
  • Wanted to consolidate his position in the whole of western Kenya
  • He wanted to boost his positional image and prestige             (2mks)

 

 

  1. Name two independent church movement established in Nyanza by 1940             (2mks)
  • Nomiya Luo church
  • Dini ya Roho
  • Joroho
  • Mumboism                                                                                                                (2mks)

 

  1. Main economic reason for the construction of Kenya – Uganda railway  (1mk)
  • To exploit economic potential of the interior of Kenya

 

  1. Give one recommendation of the phelp stokes commission in Kenya in – 1924 (1mk)
  • Creation of uniform system of education
  • Training teachers
  • Construction of schools in rural areas for African to be established by local native council

 

  1. State two rights and privileges an alien may enjoy in Kenya  (2mks)
  • Right to own properties
  • Protection of the law (2mks)

 

  1. State one negative consequences of the introduction of pluralism in Kenya (1mk)
  • Has caused a lot of disunity because parties tend to have tribal inclinations
  • It has caused divisive politics and promoted tribalism
  • Has led to loss of lives and properties as members of different parties fight

 

  1. State two terms of the Anglo Germany agreement of 1886
  • The sultan of Zanzibar was given 16km coastal strip and offshore island of lamu and Zanzibar
  • German got territory between R.umba and River.Ruvumba in the south
  • German got territory north river of R.umba and up to jumba

 

  1. State the main role of the court martial
  • Enforce and ensure discipline within the armed forces             (1mk)

 

  1. Give two reasons why the Kenyan government prepares budget every year
  • Easy for government to prioritize its needs, giving prominence to the most urgent ones
  • Enables government to identify source of government revenue
  • Government identifies development projects to finance in the coming year
  • Government balances its revenue and expenditure needs
  • Members of parliament get a chance to monitor how public resources are utilized (2mks)

 

SECTION B: Answer any three questions

 

16.(a) What economic factors led to the migration of the Bantus

  • Search for fertile lands
  • Drought and famine
  • Population pressure
  • Human and animal diseases
  • Knowledge of iron smelting encouraged the Bantus to migrate
  • Search for areas with rivers to water their animals                                                 (5mks)

 

(b) Describe the social – political organization of the Agikuyu during the Pre-colonial period

Social

  • Family was the basic social unit
  • Several families made up a clan
  • At puberty boys and girls were initiated into adulthood through rites such as circumcision
  • Initiated boys formed age set ‘riika’
  • Agikuyu worshiped one supreme God ‘Ngai’ who lived on mt. Kenya (kirinyaga)
  • Had priests who offered prayers
  • They offered sacrifices to their God for thanks giving in sacred places
  • They believed in ancestral spirits
  • They also had medicine men, rain makers, and prophets
  • There was division of labour                                                                                  (5mks)

 

Political

  • Agikuyu were politically decentralized
  • The smallest political unit was a family headed by the father
  • Several families made up a clan
  • Such clan was made up of several sub clans (mbari) with a common descendant and usually living in the same ridge
  • The clan was ruled by the council of elders ‘kiama’
  • The council enforced moral codes of conducts (religious, administrative and judicial roles)
  • The council ‘kiama’ was headed by a muthamaki who coordinated the activities of the mbari
  • Several elders (aramati) formed a higher council of elders ‘kiama kia athamaki’
  • They acted as a court of appeal and administered justice in the community e.t.c
  • The agikuyu also had an age set system who provided warriors who carried out raids on their neighbours and defended the community from external attacks.                        1 x 5=5mks

 

17.a) Give factors that facilitated the establishment of British control over Kenya during the 19th century

  • The Kenyan communities were not united
  • The British had superior military tactics
  • The British used treachery when dealing with some communities
  • The Kenya – Uganda railway facilitated the movement of the British
  • Some communities had weak economic bases 1 x 5=5mks

 

  1. b) Explain why the Akamba resistance against the British failed
  • Some of the akamba became greedy and allied themselves with the British to enrich themselves
  • The Akamba were politically segmented hence were unable to offer a coordinated resistance
  • The famine of 1899 weakened their military capacity
  • The missionaries had also pacified some section by actively undermining their religious beliefs and traditional practices
  • Disruption of the akamba caravan  trade and raiding activities by the British led to the loss of their sources of livelihood                                                                       5 x 2 =(10mks)

 

18.a) outline three reasons why the existed no African trade unions in Africa up to 1914

  • The majority of Kenyans were illiterate and lacked the knowledge to run workers union
  • The colonial government fought attempts by Africans to form workers organizations
  • Migrant labour system was against establishment of search unions

(1×3=3mks)

  1. b) Explain the role played by Kenyan federation of labour during the colonial period
  • It kept the spirit of African nationalism alive especially after the banning of KAU
  • It educated African workers on their rights
  • It improved the living and working conditions of African workers
  • It created a collective bargaining power for all workers
  • It prepared some African nationalists for leadership roles i.e. Tom mboya and martin shikuku
  • It secured international support for the cause of African nationalism to sent letters o the international confederation of free trade unions and international labour organization

6 x 2=(12mks)

19 a) State five areas of priority which the sessional paper 10 of 1965 emphasized in relation to development planning in relation to development planning in Kenya (5mks)

  • Individual properties and ownership be guaranteed Under this the government would not nationalize private property without adequate compensation
  • It encouraged proper management of agriculture both in public and private sectors through consolidation and registration of land
  • It emphasized on progressive taxation, distribution of wealth and income to bring social equality
  • Kenyans to be motivated by a sence of patriotism to their country and not to be driven by a greedy desire for personal gain
  • It encouraged mutual responsibility through which national development can be realized
  • It emphasized on provision of education as a means of achieving good citizens inspired with the desire to serve your fellow men.
  • The government to provide medical care and social security as away of improving amenities for a better society
  • Ensure equal opportunities to all citizens, eliminations of exploitation and discrimination

1 x 5=5mks

  1. b) Discuss the political development in Kenya between 1963 and 1983.
  • Voluntary disbanding of KADU in 1964 making Kenya a defactoof one party state
  • Abolition of majimbo in 1964
  • Abolition of the post of prime minister 1964
  • 1966 – vice president of KANU was replaced with eight provincial vice presidential vice presidents due ideological difference in KANU
  • 1966 – a constitutional amendment was made which stated that if a person resigned from a party which elected him to parliament her had to resign his parliament any seat and eek fresh mandate from the electorate
  • 1966 – the bicameral legislature was dispended
  • 1969 – KPU was banned following riots in kisumu
  • 1969 – tom mboya was assassinated in Nairobi
  • 1975 – Josiah mwangi kariuki was brutally murdered in Ngong forest
  • 1978 – jomo kenyatta – first president of the republic of Kenya died and Moi vice president assumed presidency for 90 days and finally was elected second president of Kenya
  • 1982 – Kenya experience a coup de tat by some air force servicemen
  • 1982 – A constitutional ammendmentfollowed introducing section 2(a) making Kenya a de jure one party state
  • 1983 – Charles njonjo was named traitor for plotting to overthrow moi’s government
  • 1983 – Moi banned tribal organization as a way of promoting national unity 1 x 10=(10mks)

 

SECTION C: answer any two questions

20.a) state seven problems facing local authorities in Kenya

  • Some are small to operate independently high population – strains resources
  • Lack of adequate finances to fund their activities
  • Inefficient revenue collection system
  • Misappropriation of funds by corrupt officers
  • Political interference
  • Lack of qualified personnel and financial management
  • Too much control from the central government
  • Over employment strains their finances (ghost workens)widespread corruption among employees
  • Election of illiterate councilors
  • Poor infrastructure
  • Some local authorities are too large to be managed effectively
  • Grants from the central government are inadequate                                                1 x 7=        (7mks)

 

  1. b) How does the ministry of the local government ensures that the local authorities carry out their duties effectively
  • The minister for local government carries out general supervision on the local authorities to ensure they conform to the laid down procedures
  • The minister has the power to overrule some of the decision of the authorities
  • By-laws made by the authorities do not become effective until the minister approves them
  • The minister has the power to investigate activities of any local authorities if need be
  • Senior officers of the council are appointed by the central government
  • Local authorities are required to submit their annual report to the ministry of local government

1 x 8=(8mks)

  1. a) Give seven reasons which can occasion a by-election in Kenya
  • Death of an MP
  • Resignation of the incumbent MP
  • Imprisonment – more than six month imprisonment of an MP
  • If a member of parliament misses eight consecutive parliament session
  • If an MP ceases to be a Kenyan citizen
  • If a sitting MP is found to have committed election offence and the results are nulified by the high court
  • If the sitting MP is declared bankrupt by a court of law
  • If the MP defects from the party that sponsored him              (8mks)

 

  1. b) Outline two function of the chief justice in Kenya
  • Head of Kenya judiciary
  • Chairperson of judicial service commission i.e. advices the president on the appointment, promotion or removal of judges of the court of appeal and high court
  • Prescribes fees to be charged by the courts
  • Swears in the president and the cabinet ministers
  • Plays an advisory role in the removal of president on grounds of incapability
  • The chief justice – in consultation with the chief kadhi, determine the establishment of kadhi courts
  • He/she posses a wide range of discretionary powers and can exercise them whenever need arises

1 x 7=(7mks)

22.a) what is the composition of the cabinet

  • The president
  • The Vise president
  • The ministers
  • The attorney general             (3mks)
  1. b) Explain the function of the cabinet.
  • Advising the president on government policy
  • collectively determining government bills and amendment to the existing laws
  • Ensuring the implementation of government policy by the civil servants
  • Collectively defending policy, both inside and outside parliament
  • Representing the president at national and international functions
  • Discussing matters of national and international importance
  • Ministers are spokesmen on matters pertaining to their ministries and answer questions raised in parliament                                                                                             2 x 6=  (12mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 7

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A ( 25 MARKS)

 

Answer all questions in this section

 

  1. Identify the first home of the Abasuba before they settled in Kenya.             (1mk)
  2. Mention the main Economic activity of the river lake Nilotes in pre-colonial period.             (1mk)
  3. State two social reasons that motivated the Portuguese interest in the Kenyan Coast.                                                                                                                                                (2mks)
  4. Identify two inland communities who participated in the long distance trade in Kenya.             (2mks)
  5. Name the first two Christian missionaries in Kenya.             (2mks)
  6. Identify the Chartered company that administered Kenya between 1888-1894. (1mk)
  7. State two communities that showed a mixture of resistance and collaboration during the British occupation of Kenya.                         (2mks)
  8. Give the main reason for the construction of the Uganda railway line.             (1mk)
  9. Name the institution that effected colonial policies and programmes in Kenya before 1907.             (1mk)
  10. State any two functions of the chief in colonial Kenya.             (2mks)
  11. Identify the appointing authority of the chairman of the Independent Electoral Commission of Kenya.                                     (1mk)
  12. Explain the term –terminative role of parliament as it applies to Kenya.             (2mks)
  13. Identify the type of constitution in Kenya.             (1mk)
  14. State two symbol of national unity in Kenya             (2mks)
  15. State the main economic obligation of a good citizen in Kenya.                            (1mk)
  16. Apart from Nyayoism , identify other two national philosophies that have been used in Kenya after independence             (2mks)
  17. Give the highest level of prisons in Kenya             (1mk)

 

 

 

SECTION B ( 45 MARKS)

Answer any three questions from this section

 

  1. a) Give three western Kenya’s communities who are linguistically related to the  Abagusii.                                                                                                                                (3mks)
  2. b) Describe social organization of the Abagusii in the pre-colonial period.                       (12mks)

 

  1. a) State five reasons that enabled the British to establish their rule over Kenya with ease.                                                                                                                                        (5mks)
  2. b) Explain what made the Agiriama to resist the British invasion into their territory.                                                                                                                                                (10mks)

 

  1. a) Give ways in which the colonial government  supported settler farming in Kenya.                                                                                                                                                (5mks)
  2. b) Explain the effects of settler  farming in colonial Kenya.                                   (10mks)

 

  1. a) State three reasons why trade unionism was more active in Nairobi and Mombasa than other areas of Kenya during the colonial period.                                                                 (3mks)
  2. b) Discuss the role played by educated African nationalists in the struggle for independence in Kenya.                                                                                                                                 (12mks)

 

 

 

 

 

 

 

 

SECTION C ( 30 MARKS)

Answer any two questions from this section.

 

 

  1. a) Mention three classes of Human rights                                                                (3mks)
  2. b) What are the survival rights of children in Kenya                                                (12mks)

 

  1. a) Identify five sources of Kenya’s judicial laws.                                                    (5mks)
  2. b) What are the functions of the judiciary                                                                (10mks)

 

  1. a) Mention the three pillars of Nyaoyoism.                                                             (3mks)
  2. b) Explain how the philosophy of Nyaoyoism contributed to Kenya’s social development since 1978.                                                                                                                    ( 12mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 7

311/1

  1. Identify the first home of the Abasuba before they settled in Kenya

– Buganda                                                                                                             1 x 1 mk

  1. Mention the main economic activity of the river-lake Nilotes in the pre-colonial period.

– Fishing                                                                                                               1 x 1 mk

  1. State two social reasons that motivated the portuguese interest in the Kenyan Coast.
    • Desire to spread Christianity
    • Desire to meet their legendary King
    • Desire to wage crusade against muslims at the Coast. (1 x 2 mks)
  2. Name two inland communities who participated in the long distance trade in Kenya.
    • The Akamba
    • The Agikuyu (1 x 2 mks)
  3. Name the first two Christian Missionaries in Kenya.

–     John Krapft

–     Johann Rebman

  1. Identify the chartered company that administered Kenya between 18
    • Imperial British East African Company ( R. B. E. A. Co.) ( 1 x 1 mk)
  2. State two communities that showed a mixture of resistance and collaboration during the British occupation of Kenya.
    • The Akamba
    • The Agikuyu
    • The Luo
  3. Give the main reason for the construction of the Uganda railway line

–     To promote trade with the outside world by encouraging the exploitation of available resources and enable the colony sustain itself                                                                               (1x1mk)

  1. Name the institution that effected colonial policies and programmes in Kenya before 1907

– The executive council                                                                                              (1 x 1 mk)

  1. State any two functions of the chiefs in colonial Kenya
    • Maintained public order
    • Judged petty cases
    • Responsible for clearing roads and foot paths
    • Collected taxes
    • Controlled illegal brews
    • Controlled use of illegal drugs
    • Controlled the carrying of weapons             ( 1 x 2 mks
  2. Identify the appointing authority of the chairman of the independent Electoral Commission of Kenya.

–     The president

  1. Explain the term- Terminative Role of parliament in Kenyan

–     Means that parliament has the power to pass a vote of no confidence in the president / government by a two thirds vote majority, forcing the government to resign                    ( 2 x 1 mks)

  1. Identify which type of constitution is Kenya’s

– Written constitution                                                                                                 (1 x 1 mk)

  1. State one symbols of national unity in Kenya

– National Anthem

– The flag

– Court of arms

– National arms                                                                                                     ( 1 x 2 mks)

– National awards

 

  1. State the main economic obligation of a good citizen in Kenya

–     Paying of taxes to the government                                                                ( 1 x 1 mk)

 

  1. Apart from Nyayoism, identify other two national philosophies that have used in Kenya after independence.
    • Harambee
    • African socialism ( 1 x 2 mks)
  2. Give the highest level of prisons in Kenya

–     Principal institutions                                                                                      ( 1 x 1 mk)

 

SECTION B ( 45 MKS)

  1. a)Give three western Kenya’s Communities who are linguistically related to the Abagusi
    • Abaluhya
    • Abasuba
    • Abakuria ( 1 x 3 mks)
  1. b) Describe social organization of the Abagusii in the pre-colonial period

–     Basic units of the society were clans

–     Each clan had a symbol, commonly a wild animal

–     Boys and girls were iniated into adulthood by circumcision.

–     They believed in a supreme God- Engono

–     They prayed through their ancestral spirits

–     Had diviners who interpreted messages of the ancestral spirits

–     Believed ancestral spirits could bring misfortunes if annoyed

–     The sun (Eriba) was regarded as holy and prayers offered through it.         (2 x 6 mk)

 

  1. a) State five reasons that enable the British to establish their rule over Kenya with ease
    • Presence of the IBEACO which provided iniatial capital
    • Disunity amongst Kenya’s societies
    • Some communities collaborated and helped the British.
    • Use of indirect rule in many parts of Kenya
    • The British had superior weapons / army
    • Home government assisted financially ( 1 x 5 mks)
  2. a) Give ways in which the colonial government supported settler farming in Kenya
    • Construction of roads and rail to connect farmers
    • Ensured the flow of cheap labour into their farms
    • Gave settlers security
    • Agricultural and veterinary extension services
    • Provided settlers with loans
    • Encouraged them to form cooperation ( 1 x 5 mks)
  1. b) Explain the effects of settler farming in colonial Kenya

–     Development of agricultural based industries

–     Development of research institutes to research on plants and animal diseases

–     Creation of employment in agro based industries

–     Promoted trade between Kenya and the world in export of agricultural produce.

–     Roads and rails developed to serve settler areas.

–     Farmers organizations like the Kenya farmers Associations were started to promote

settler farming

–     Encouraged the growth of agricultural cooperatives

–     Encouraged forced labour for Africans in Europeans farms                         ( 2 x 5 mks)

 

  1. a) State three reasons why trade unionism was more active in Nairobi and Mombasa than other areas of Kenya during the colonial period.
    • The two towns had more money and more wage labour
    • Educated elite were more in the towns and could offer leadership
    • Most social, political and economic injustices were felt by the dwellers of the two towns.
    • Mass media in the two towns easily disseminated political awareness.
    • The towns were metropolitan and had no cultural barriers. ( 1 x 3 mks)
  1. b) Discuss the role played by educated African nationalist ion the struggle for independence in Kenya

–     Formed political parties to fight for independence

–     Made Africans problems known in the international for a

–     Enlightened Africans on their rights and freedom

–     Pressured for the release of political detainees

–     Some we elected to parliament and took grievances of Africans into the House.

–     Some organized trade unions to fight for the welfare of African workers.

–     They took part in the necessary negotiations like the Lancaster House conferences           ( 2 x 6 mks)

 

SECTION C. ( 30 MKS)

 

  1. a) Mention three classes of Human rights
    • Social economic and cultural rights
    • Solidarity rights
    • Civil and political rights
  1. b) What are the survival rights of children in Kenya

–           Rights to life and should be protected from anything that endanger their lives

–           Right to good medical care their good health should be ensured e.g by vaccinating them

–           Good clothing to protect them from cold and diseases

–           Goods shelter e.g. what they can call home / house

–           Right to name and identify – they should be named and should be citizens of a particular country.

–           Good food – they should be given a balanced diet.                                       ( 2 x 6 mks)

  1. a) Identify five sources of Kenyans judicial law .
    • African customs
    • Religion
    • Legislation / Acts of parliament
    • British common law
    • Judicial precedents
  1. b) What are the functions of the judiciary?

–     Settle legal disputes amongst individual or between individuals and states

–     Exercises justice guarantees the rule of law

–     Develop laws by setting precedents

–     It’s the guardian of the constitution

–     Arbitrates in the administration in the administration of the estates of the deceased

by appointing trustees and appoint receives for bankrupt business.

  • Swears in the president and the cabinet before they take office.
  • Approves / recommends children to approved school             ( 2 x 5 mks)
  1. a) Mention the three pillars of Nyayoism
    • Peace
    • Love
    • Unity             ( 1 x 3 mks)
  1. b) Explain how the philosophy of Nyayoism contribution to Kenya’s social development since 1978.
  • Improved medical services e.g Nyayo wards were constructed.
  • Expansion of education e.g. more schools, colleges and feer were financial through the spirit of love
  • Encouraged, cooperation, understanding and unity amongst all Kenyans.
  • Encouraged attention to the plought of people with disabilities and other disadvantaged groups in the spirit of minding about other peoples welfare
  • Promoted the preservation of African cultures since it was based on African cultural values of hospitality
  • Improved the spiritual / social welfare of Kenyans e.g many churches were constructed in the spirit of Nyayoism                                                 2 x 6

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 7

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A

  1. Who are the Dahallo people of Kenya.             (1mk)
  2. Give two reasons to explain why the Abagusii remained in the Kano plains for too long before settling in the Kisii highlands .                                                                                   (2mks)
  3. What factors contributed to the Nandi and Kipsigis split during the mid 18th Century.                         (2mks)
  4. Mention two roles of the “Thuondi” among the Luo community.             (2mks)
  5. Give the main reason that led to the collapse of the earliest trade between the Greeks, Persians, Romans, Chinese and Arabs in the ( 5th A.D).                                                     (1mk)
  6. Describe any two problems faced by the Portuguese captains in their efforts to execute their roles.                         (2mks)
  7. Give the significance of chief Kivoi to the development of the long distance trade in E. Africa.             (1mk)
  8. What was the main function of the British forts in Nandi land?             (1mk)
  9. Mention any two conditions that the Agiryama were served before Fadhili bin Omari that ended their resistance?             (2mks)
  10. What factor contributed to the disintegration of the Coast African Association in 1955?                                     (1mk)
  11. How did the Atlantic charter signed in 1941 inspire African nationalist in Kenya? (1mk)
  12. Mention any two disadvantages of squatterdom?             (2mks)
  13. Who among the governors declared the 1952 state of Emergency in Kenya. (1mk)
  14. Give two reasons that made women to participate in the Mau Mau movement? (2mks)
  15. What was the main advantage of district associations to Kenyans.             (1mk)
  16. Under what circumstances may violent method be used in resolving conflict. (2mks)
  17. Mention any factor that may limit ones freedom of movement.             (1mk)

SECTION B

  1. a) Describe the social organization of Somali during the pre-colonial period.            (5mks)
  2. b) Explain the results of the migration and settlement of the Somali.                    (10mks)

 

  1. a) Give any four proposals made by Ian Macleod to the constitution.                    (4mks)
  2. b) Discuss the features of the Kenyan Constitution at Independence.                     (11mks)

 

  1. a) Describe the causes of the Maasai collaboration.                                                            (7mks)
  2. b) Explain the results of the Maasai collaboration.                                                 (8mks)

 

  1. a) Briefly describe the factors that led to the issuing of the Devonshire white paper of 1923.                                                                                                                                   (5mks)
  2. b) Discuss the results of the Devonshire white paper of 1923.                                (10mks)

SECTION C

  1. a) Give three reasons why Daniel Moi and Ronald Ngala decided to form KADU?    (3mks)
  2. b) Describe any five achievements of KADU in the 1960’s.                                   (5mks)
  3. c) What problems were faced by KADU in the 1960’s.                                           (7mks)
  4. a) Under the following headings, describe the achievements of former president Daniel Moi during his era.

(i)  Political                                                                                                                (5mks)

(ii)  Social                                                                                                                   (5mks)

  1. b) Discuss the factors that made the Nyayo era unpopular.             (5mks)
  2. a) Explain any five roles of the cabinet.                                                                   (5mks)
  3. b) Discuss the functions of the chief justice.                                                                       (5mks)
  4. c) Describe the factors the E.C.K takes into account while setting up electoral boundaries.

(5mks)

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 8

311/1

 

  1. Who are the Dahallo people of
    • They are the remnants of the Southern Cushites who were absorbed by larger groups.
    • They settled at the lower Tana.

( 1 x 1= 1mk)

  1. – They were obstructed by the Kipsigis who were migrating westwards.

–           The maasai were also quite wild                                                        ( 2 x 1) = 2mks

 

  1. Maasai attacks.

–           Drought                                                                                               ( 2 x 1) = 2mks

  1. Defending the community against external attacks
    • Raiding neighbouring communities such as the Nandi, Maasai and Abagusii.

( 2 x 1) = 2mks

  1. – The fall of the Roman Empire                                                           ( 1pt x 1) = 1mk
  2. Few men and troops
    • Terrible climate hence diseases
    • Constant rebellions from the local peoples because of their harsh rule.

( 2 x 1) = 2mks

  1. Chief organizer of the trade .He collected and transported ivory to Mombasa

(1pt x 1) = 1mk

  1. To protect the railway and road.             (1pt x 1) = 1mk
  2. The Agiryama would offer a certain number of people as labourers for European

settlers and public works.

  • A certain number of able bodied young men were to serve in theKings Africans Rifles.
  • The British would occupy all the land to the North of R.Sabaki (2pts x 1=2mks)

 

  1. The departure of their leaders francis khamisi and Ronald Ngala who joined the Mombasa African Democractic Union and the Legco.                         (1pt x 2) = 2mks
  2. By declaring that when the 2ndwar ends, all subject peoples were to be left to enjoy

the right to self determination.                                                                      (1pt x 1) = 1mk

 

  1. Livestock reduced

–           Plots to cultivate were too small.                                                      (2pts x 1=2mks)

  1. Evelyn Barring             (1pt x 1) = 1mk
  2. – The colonial administration forced them to provide communal labour which

involved constructing roads and terraces in the reserves when there were no men.

  • The colonial soldiers also forced them to collect water and firewood for them

(2pts x 1=2mks)

  1. At the formation of KANU, they all became KANU branches.             (1pt x 1) = 1mk
  2. – When law and order is broken and the alternative is the use of force.
    • Incase of serious social unrest .
    • Striking students or workers streets mobs and bandits.             (2pt x 1) = 2mks)
  3. – State of emergency.
    • Trespassing is not allowed
    • Lawful detention and imprisonment             (1pt x 1) = 1mk

 

  1. a) Describe the social organization of the 
    • The Somali believed in the existence of God(wak) who was all powerful.
    • They conducted prayers to their God and sacrificed to him when need arose.
    • They were socially organised into clans made up of related families
    • They conducted initiation of boys and then grouped them into age sets
    • Clans were headed by council of elders who settled clan disputes maintained law & order etc.
    • They had religious leaders who mediated between the people and their God.
    • They practised polygamous marriage
    • In the 16th Century they were converted into Islam hence adopting Islamic culture.

(Any 5pts x 1 = 5mks)

  1. Explain the results of the migration and settlement of the Somali.
    • Conflicts e.g. the Somali & Oromo hence caused many deaths .
    • Displacements e.g. the Somali displaced the Mijikenda out of Shungwaya
    • Formation of alliances e.g. the Somali joined their cousins the Rendille & Samburu against the Turkana.
    • Cultural interation e.g. the Somali taught the Bantu’s the art of circumcision & the age set system
    • Intermarriages e.g. the Somali intermarried with the Bantu’s Mijikenda & even the Maasai
    • Trade intensified e.g. the Somali traded with the Samburu & Maasai.
    • It led to redistribution of population in Kenya e.g. the Mijikenda were scattered at Shungwaya and had to change the course of their migration.
    • Led to population expansion in the coastal region because of the arrival of new people.
    • Economic interation e.g. the Bantu’s adopted arrowhead making & cattle breeding from the Somali whereas the Somali adopted crop cultivation from the Bantu’s
    • Assimilation e.g. Some Somali peoples were absorbed by the Arabs.
    • Language enrichment – some Somali words were adopted from the Oromo & the Rendille
    • Social interation – worship patterns portrayed e.g. they adopted some worship styles from the Arabs             (Any 1 x 10 = 10mks)

 

  1. a) Give any four proposals made by Ian Macleod to the constitution.
    • The Legco should have 53 elected members, to be elected on a common roll.
    • 20 seats would be set aside for the minority groups. i.e. 10 Europeans, 8 Asians & 2 Arabs.
    • 12 specially elected members would be elected by the legco members to make 65 members.
    • The Cabinet would be made up of 4 Africans, 3 Europeans & an Asian.
    • Voting qualifications were amended .All Kenyans above 40 yrs would be allowed to vote & those over 21 yrs who were literate & earning .
    • The Bill of rights was introduced .
    • Kenyans were allowed to form political parties.
    • Any private property taken by the government was to be compensated .

(Any 1 x 4= 4mks)

  1. b)

                        –           It provided for the establishment of a federal government.

–           The  queen remained head of state but delegated her duties to the governor.

–           The governor was head of state & was to be assisted by the prime minister.

–           It spelt out that the party with the majority forms the government.

–           It advocated for multi partism.

–           It spelt out the duties and obligations of individuals(Bill of rights)

–           It provided for the establishment of a national assembly which was bicameral ½  houses.

–           It spelt out powers and responsibilities of the central governments and

the regional government.

–           It established regional governments with regional assemblies and presidents

–           The judiciary was to be an independent & impartial body to ensure justice & to

prevent corruption.

  • It protected the civil service from abuse or corruption in recruitment & promotion procedures by creating the public service commission to hire, promote , dismiss & discipline civil servants.
  • It ensured impartiality and honesty by setting up an independent electoral commission
  • The constitution provided for an elaborate scheme for the protection of the minority rights.
  • Citizenships was included i.e. all indigenous communities automatically became

citizens & some of the immigrant population.                      11  x 1 = 11mks

 

  1. a) Describe the causes of the Maasai collaboration.
    • The Maasai had been weakened by numerous human and cattle diseases at the time of British penetration.
    • The Maasai had been affected by natural calamites such as drought and locust invasion.

This led to the loss of a large number of livestock , the lifeblood of their economy.

  • There occurred severe famine which resulted in a high death toll in 1891 forcing them to seek food from British forts.
  • The emergence of the Nandi as a strong power had adverse implications on Maasai economic & military power, the Nandi raided their villages with impunity.
  • The Maasai had engaged in civil wars for half a century & were therefore weak by the time of the coming of the British .
  • Lenana hoped to get assistance from the British against his brother Sendeyo with whom he was engaged in a succession dispute.
  • Lenana wanted to consolidate his position and that of his Kingdom by collaborating with the British.
  • The Kedong massacre whereby Lenana was greatly impressed by the by military might.
  • Lenana was threatened by the Agikuyu whom he had fought hence needed protection.
  • The maasai wanted help to get back their women & children who had been left in the custody of the Agikuyu during the 1891 famine & whom the Agikuyu were refusing to surrender

7 x 1= 7mks

  1. b) Explain the results of the Maasai collaboration.

                        –           Lenana was recognized as the paramount chief of the maasai in 1901.

–           The Maasai were employed as mercenaries against other communities

–           The purko maasai were further divided into two section loita & Ngong leading to

the separation of related clans.

  • Led to massive land allenation .
  • Led to the creation of reserves e.g. the Laikipia and Ngong”
  • The British curtailed the Maasai freedom to conduct their rituals with only a five square mile reserve being created for their initiation rites.
  • There was a total disruption of their cattle economy territorial integrity.The number of livestock was reduced leading to loss of wealth.
  • Lenana was able to defeat his rivals such as Sendeyo.
  • The British helped the Maasai in disease control and during famine and drought .
  • Lenana & his people gained materially from By raids in terms of livestock leading to accumulation of wealth.                                     8 x 1= 8mks

 

  1. a) Briefly describe the factors that led to the issuing of the Devonshire white paper.
    • The influence of the “Dual Mandate”(a book of the league of nations that has regulations concerning colonial mandates)According to this book it proved that Britain was committed to the principle of trusteeship whereby she was interested on its African population than European settlement.
    • The Indian opposition to the privileged position of European settlers.
    • The rise of race conflicts i.e. African versus European dominion and also European versus Asians conflict.
    • The decision by the colonial government to ban racial segregation apart from the white highlands only, disappointed the settlers who didn’t want the ban to be lifted hence they sent a delegation to London to see the colonial secretary.

The duke of Devonshire.

  • The need to avert a racial war.
  • After interviewing both Europeans and Asians, the Devonshire white paper was published with certain terms.
  • The Africans general resentment on land alienation, force labour , taxation system, kipande system, low wages & no political representation.

5 X 1 = 5mks

  1. Discuss the results of the Devonshire white paper.
    • The Devonshire white paper saved Kenya from becoming another Rhodesia or South African.
    • In theory settler’s dominance was weakened but in practice the white paper upheld the dominance of the settlers more than that of the Africans e.g. segregation in residential areas in towns continued, they dominated the economy because they retained the white highlands, high grade house continued to belong to whites & low grades for Africans etc.
    • The European demand for self government was rejected .
    • Delamere and other settler leaders sought assistance from Rhodesia and S.A to enable them to establish in their control.
    • The papers did not satisfy the Asians since they did not gain access to the highlands.
    • Although more Asians came to Kenya, the Asians did not achieve equality with Europeans through a common electoral roll.
    • The Indian congress refused to cooperate with the government; they declined to hold elections for the legislative council seats offered to them.
    • All Asians seats , five in all were not occupied until 1933.
    • Africans were to be represented by a nominated missionary.
    • African representation was established in theory but it was not put into practice until; 1944.Africans did not have much say in the colonial government
    • Local native council were established for the Africans. 10 x 1 = 10mks
  2. a) Give three reasons why D.A Moi & Ronald Ngalal decided to form KADU.
    • Mor & Ngala had same ideological views that differed with other leaders. They advocated for a federal system of government while the KANU group were advocating for a unitary system of government –Moi and Ngala felt that the larger group ie the kikuyu and Luo dominated the parity by taking up all the key leadership positions
    • The KADU group also felt that the KANU group were made up of too many people who were radicals and urban oriented.
    • Party elections were not conducted in transparent manner.
  3. Describe any five achievement of KADU in the 1960s.
    • It united the smaller communities in the country e.g the Kalenjin, Abaluhya, Maasai & coast communities .
    • It mobilized Africans against colonial domination
    • It provided political education to the Africans hence sensitising them on the need for self government.
    • It participated in the second Lancaster house conference hence contributing to the formulation of the independence constitution for the short time it was an opposition party, it helped play the role of any opposition party by ensuring checks and balances on the KANU government.
    • It proved to the colonial government that Kenyans were able to rule on their own because it had able leaders.                                     (5 x 1 = 5mks)

 

  1. The problems that KADU faced in the 1960s.
    • The party members experienced a lot of pressures from their rivals in KANU to decamp & merge with them.
    • Wrangles between senior officials undermined the party’s operations .
    • There were suspicions that certain ethnic groups were dominating the party.
    • Persistent lack of funds impeded the party’s activities.
    • Illiteracy among the majority of the members left the top leaders with too much responsibility party affairs.
    • The colonial government was major stumbling block, since it was determined to manipulate the party.
    • Opposition from other minor parties who gave KANU encouragement but discouraged KADU e.g. Kenya freedom party that comprised mostly Asians and two European members.
    • Lacked the support of Kenyatta who had already been identified as an indisputable leader by the majority of Kenyans.                                                  7 x 1 = 7mks
  1. a) Under the following headings, describe the achievement of former president

Daniel Moi during his era.

  1. Political
  2. Social

 

    • His Nyayo philosophy of peace, love and units enhanced national unity .
    • There was also peace to some extended e.g. any coup de tat was suppressed immediately, the Somali secessionist bandits who kept troubling Kenyans were dealt with accordingly.
    • Kenyans were able to work and freely move in the country without fear of attack or loss of property.
    • He improved relations with neighbouring nations and other states e.g. he re-opened the border with Tanzania in Nov, 1983, he was chairman of the O.A.U. for two yrs etc.
    • On the intenatonational scene, he represented Kenya in several meetings of the U.N and the commonwealth.
    • He handed over power to Kibaki peacefully and never made any attempt to cling to power with the use of the military.

 

  1. Social
    • He conducted several harambee’s to improve the living conditions of all wananchi e.g. the harambee for the physical impaired persons that raised a record 7.5 m sh.
    • He paid special attention to the development of education by conducting harambee’s to increase the number of schools, universities & middle level colleges & changing the educational structure to the 8.4.4 to promote vocational subjects hence self employment.
    • There was expansion of medical facilities & services e.g. Nyayo wards across the country .
    • He encouraged and participated in tree planting & soil conservation activities e.g. building gabions e.t.c
    • He contributed to enhancing the status of women in society by appointing women to serve in senior positions.
    • In 200 , he declared HIV/AIDS a national disaster & followed suit by encouraging researchers, organizing campaigns on its control, involving the World Health Org so as to sell drugs cheaply to Kenyans affected etc.                                                (5 x 1 = 5mks)

 

 

 

  1. Discuss the factors that made the Nyayo era unpopular among the Masses.
    • Corruption e.g. grabbing of public utilities e.g land, embezzlement of funds, Goldenberg scandal etc.
    • Violations of human rights e.g. arbitrary arrests, mysterious deaths/ murders e.g Ouko, Muge, land clashes, tortures etc.
    • Poverty became rampant due to a weakened economy
    • These negative activities affected diplomatic links with donor countries hence isolating her.
    • The 8.4.4 system was a failure because it was implemented in a hurry. It lacked trained teachers for vocational subjects.
    • The D.F.R.D was a failure because it lacked high level administrator and professional offices.It lacked coordination between district, provincial and national offices
    • Tribalism, nepotism facilitated inefficiency in key parastatals.
    • The independence of the judiciary was in theory but practically he interfered with cases. Cases involving the high cadre were usually ignored.
    • Authoritarianism 5 x 1 = 5mks

 

  1. a) Explain any five role of the Cabinet.

            –           Advice the president & assist him.

           Supervise government ministries .

            –           Explain government policy to the people.

            –           Participate in law making.

            –           Defend the government policy.

                        –           Lay down guidelines on Kenya’s domestic and foreign policy.

–           Initiate new bills and table government bills in parliament.

–           Formulate and prepare the budget.                                        5 x1 = 5mks

b          Discuss the functions of the  chief justice.

–           He/ she is the head of the Kenyan judiciary.

–           Chairman of the judicial service commission.

–           Prescribe fees to be charged by the courts.

–           Swears in the president and the Cabinet ministers.

–           He/she plays an advisory role in the removal of a president on the grounds of incapacity

–           Swears in the newly qualified advocates of the high court

–           The chief justice in consultation with the chief kadhi determines the establishment of

Kadhi courts.

  • Had a wide range of discretionary powers and can exercise them whenever need arises.

(5 x 1 = 5mks)

  1. c) Describe the factors the E.C.K takes into account while setting up electoral boundaries.

                        –           Population density i.e. the number of people who live in an area & how close they

live to each other.

  • Means of communication in the area i.e public & other modes of transport.
  • Geographical features in the area which may break up or unite the community.
  • Boundaries of other administrative departments e.g. district divisions & locations.
  • Political influence e.g. giving out a constituency in favour of certain powerful personalities.

( 5 x 1 = 5mks)

 

 

SAMPLE PAPER 9

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A: ( 25 MARKS)

Answer all the questions in this section in the Answer Booklet provided

  1. Give two unwritten sources of the history of Kenyan communities during the pre-colonial period.                                                                           (2mks)
  2. State two ways in which the Abaluhya and the Luo interacted during the pre-colonial period.                                                                         (2mks)
  3. Identify two economic activities which the Maasai acquired as a result of interacting with the Agikuyu during their settlement in Kenya.                                                                            (2mks)
  4. State one way in which the monsoon winds led to the development of trade between the Kenyan Coast and the outside world.                                                                            (1mk)
  5. Give two reasons why the missionaries promoted legitimate trade in Kenya in the 19th                                                                          (2mks)
  6. What was the main challenge faced by the education sector in Kenya during the colonial period?                                                                                        (1mk)
  7. Name two communities in Kenya that showed mixed reaction to colonial rule. (2mks)
  8. Name the organization which was formed by the African elected members of the legco in 1957.                                                                        (1mk)
  9. State two duties of African chiefs during the colonial period.                      (2mks)
  10. State one way in which the office of the presidency promotes national unity in Kenya. (1mk)
  11. State two ways in which the Swynnerton plan affected the African farmers.          (2mks)
  12. Give two ways in which the colonial government controlled the migration of Africans

to urban centres.                                                                                                                   (2mks)

  1. List one type of direct democracy                        (1mk)
  2. What is conflict resolution?                        (1mk)
  3. Name one ex-officio member of the local authority.                        (1mk)
  4. Name the temporary committee appointed by the President to deal with issues of

disagreement in the cabinet.                                                                                                   (1mk)

  1. List one constitutional change introduced by section 15A that was passed by the 10th parliament of Kenya.                                                            (1mk)

 

SECTION B: 45 MARKS

Answer any THREE questions from this section in the answer booklet provided.

  1. (a) Give five  results of the migration of the cushites into Kenya during the pre-

colonial period.                                                                                                       (5mks)

  • Describe the socio-political organization of the Somali during the pre-colonial period.                                                               (7mks)

 

  1. (a) Give seven factors that led to the  decline of  the Portuguese rule at the Kenyan Coast.                                                                                                                                             (7mks)
  • Describe the results of the collaboration between Mumia of Wanga and the British.                                                          (8mks)

 

  1. (a) Give three terms of the Devonshire white paper of 1923.                                    (3mks)

(b)       What are the challenges facing land policies in Kenya since Independence?      (12mks)

 

  1. (a) Explain five characteristics of the political organizations which were formed in

Kenya prior to 1939.                                                                                                (5mks)

(b)       Discuss the political contributions of Oginga Odinga in Kenya between 1957

and 1992                                                                                                                 (10mks)

 

 

 

 

 

 

 

 

 

SECTION C: 30 MARKS

Answer any Two questions from this section in answer booklet provided.

  1. (a) Give six circumstances which may force the government to limit different rights

and freedoms of the individuals.                                                                              (6mks)

  • Explain the effects of the Harambee philosophy to national development since its inception.                                                          (9mks)

 

  1. (a) Explain seven functions of the Electoral commission of Kenya.                          (7mks)

(b)       What are the problems faced by the prison inmates in Kenya?                            (8mks)

 

  1. (a) Identify the reasons why the Kenyan government prepares an annual national

budget                                                                                                                        (7mks)

  • Explain the problems faced by the government of Kenya in the collection of revenue.                                              (8mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 9

311/1

SECTION A ( 25 MARKS)

  1. Two unwritten sources of the history of Kenyan communities during the pre-colonial period. (2mks)
    • Archeology /Paleontology
    • Oral traditions
    • Anthropology
    • Linguistics
    • Genetics Any 2×1=2mks
  2. State two ways in which the Abaluhya and the Luo interacted during the pre-

Colonial period                                                                                                     

  • through trade
  • they intermarried/marriage
  • they fought wars with each other
  • through raids for livestock
  • Sports e.g wrestling /cultural exchange any 2×1=2mks

 

  1.  Identify two economic activities which the Maasai acquired as a result of interacting with the Agikuyu during their settlement in Kenya.

 

(i)Trade

(ii)farming                                                                              any 2×1=2

  1. State One way in which the Monsoon winds led to the development of trade between the Kenyan coast and the outside world.
    1. The Monsoon winds facilitated transport of goods to and from Arabia.
    2. Facilitated movement of traders who established themselves

along the Kenyan coasts.      Any 2 x 1 = 2mks

 

  1. Give two reasons why the missionaries promoted legitimate trade in Kenya in the 19th century.
    1. to replace the illegal trade in slaves
    2. To supply Europe with raw materials
    3. To help the missions become self sufficient   Any 2 x 1 = 2mks

 

  1. What was the main challenge faced by the education sector in Kenya during the colonial period.

(i) Organized along racial lines /discrimination                               Any 1 x 1 = 1mk

  1. Name two communities in Kenya that showed mixed reaction to colonial rule.
    1. the Agikuyu
    2. the Akamba
    3. Luo                Any 2 x 1 = 2mks

 

  1. Name the organization which was formed by the African elected  members organization.
    1. The African Elected members organization

Any 1 x 1 = 1mk

 

  1. State two duties of African Chiefs during the colonial period.
    1. Collected taxes for the colonial government
    2. Settled petty disputes
    3. Recruited labour for the settlers or colonial government
    4. Administered justice on behalf of the colonial government
    5. Agents of the colonial governments. Any 2 x 1 = 2mks

 

  1. State one way in which the office of the presidency promotes national unity in Kenya.
    1. All Kenyans are are united under one president and therefore minimizes conflict/Act as a symbol of national unity.   Any 1 x 1 =1mk

b   creates one  centre of power

  1. State two ways in which the Synnerton plan affect the African farmers
  • (i) Fertile African land begun to be surveyed and enclosed while

Title deeds were issued to land owners

  • (ii) Africans were allowed to grow cash crops.
  • (iii) Training and research institutions were established in such fields as Foresty, Agriculture, veterinary and water department.
  • (iv) African were allowed to borrowed loans and also use title deeds us security for the loans they had borrowed. Any 2 x 1 = 2mks

 

  1. Give two ways in which the colonial government controlled the migration of Africans to urban centres.
  • (i) Taking head counts of those who were supposed to live in urban centres
  • (ii) Introducing the Kipande system
  • (iii) Enacting strict rules about migrations into urban centres /creation of reserves.
  • (iv) Ensuring that only those who had specific activities to undertake in the urban centres lived there. Any 2 x 1 = 2mks
  1. List one type of direct democracy
  • (i) Referendum
  • (ii) Recall
  • (iii) Initiative
  • (iv) Plebscite Any 1 x 1 = 1mk

 

  1. What is conflict resolution
  1. Conflict resolution is a means of creating, peace and understanding among the warring parties/ or means an end to hostilities thus making

a situation where peace exists and there is harmony and meaningful development for all.          Any 1 x 1 = 1mk

 

  1. Name one ex-officio of the local authority.
  • (i) District commissioner
  • (ii) The clerk Any 1 x 1 = 1mk

 

  1. Name the temporary committee appointed by the president to deal with issues of disagreement in the cabinet.
    1. Ad hoc committees          Any 1 x 1 = 1mk

 

  1. (a) List one constitutional  change introduced by  section  15A that

                        was passed by the 10th parliament.

Creation of the post of a Prime minister and two deputy Prime ministers

Any 1 x 1 = 1mk

 

SECTION B: 45 MARKS

  1. (a) 5 results of the migration of the cushites into Kenya during the pre-colonial.
  • The cushites people intermarried with the people they came into contuct

such as the Pokomo and Borana

  • Their settlement in Kenya led to the expansion of trade in the region.
  • Demand of Agricultural produce by the Somali led to the expansion

of agriculture in northern eastern Kenya

(iv)Their settlement led to the increased conflicts between the communities

over resources such as water and pasture.

(v)Their migration and settlement led to the displacement and redistribution of people in area where they settled.

(vi)Led to cultural exchange between the Somali and the people they came into contact with for  example the neighbouring communities adopted Islam from the Somali.

(vii)Assimilation of some communities they came into contact e.g the Oromo.

(viii)Their settlement in high agricultural potential areas i.e encouraged some of them to practice crop farming.

(iv)The Cushitic speaking communities brought the practice of circumcision and some characteristics of age-set system organization.          Any 5 x 1 = 5 mks

 

  • The socio-political organization of the Somali during the pre-colonial period.
  • The basic political unity of the Somali was the clan. Each clan had its pre-colonial period.
  • A council of elders was in-charge of day to day affairs of the clan e.g making clan decision and settled disputes
  • The Age-set system was an important institution among the Somali and are male members of the society belonged to the age-sets. Performed the specific roles/duties.
  • The Somali had leaders called sultan whose role was mainly advisory
  • There existed Warriors whose main duty was to protect community against external attacks and acquire possessions for the community.
  • There existed people with responsibility e.g Sheikhs and medicimen. The were highly regarded in the community and their opinion were sought before important decisions were made.
  • Some cushites were converted to Islam and their cultural practices were governed by the teaching of the Koran.
  • They believed in God whom they called (Allah) Waq.
  • They practiced polygamy
  • They believed in life after death
  • They worshipped Waq at special sites or shrines.
  • They believed in life after death.
  • The cushites initiated the youth through circumstance. Any 10 x 1 = 10mks

 

  1. (a) Seven factors that led to the decline of the Portuguese rule at the Kenyan

Coast

  • Portugal was a small country with a small population, she was unable to send administrators to administer her overseas possessions.
  • The Portuguese officials were unscrupulous, greedy and corrupt. They amassed personal wealthy and this provoked hostility in the local people.
  • Portugal’s annexation by Spain between 1580 and 1640. this weakened Portuguese control over her trading calonies, as her attention was diverted back home.
  • The Portuguese hated and despised the local people and they did not attempt to establish friendly relations with them.
  • Frequent rebellion by the coastal people especially the people of Mombasa, who adversely affected trade.
  • Invasion by Zimba warriors in 1558 ( Man-eaters). They disrupted life at the coast settlements by ransacking the towns and Massacring the the inhabitant.
  • The competition of European powers e.g Britain, Dutch over the control of the East coast trade. They used their commercial efficiency and superior skills in Naval warfare to undermine Portuguese power.
  • Invasion of the east coast by Muslim nations 1588. A Turkish expedition led by Amir Ali bey  invaded the coast and destroyed  Portuguese monopoly of trade.
  • Siege of Fort-Jesus 1696, the Sultan of Oman laid siege to Fort Jesus for 33 months. The seizure of Fort Jesus in 1698 marked the end of the Portuguese rule at the East Coast. Any 7 x 1 = 7 mks

 

  • The results of the collaboration between Mumia of Wanga and the British.
  • The Wanga people lost their independence
  • Mumias capital, Elureko became the administrative headquarters of the British in Western Kenya.
  • The Wanga people gained some territory in parts of Samia, Busoga and Bunyala.
  • Mumia officially became a paramount chief in 1909
  • Mumia obtained firearms and manufactured goods e.g cotton cloth.
  • The Wanga Princes and Relatives were used to administer the surrounding communities as headmen.
  • Mumia was largely relied on by the British when it became to appointments of African chiefs and headmen.
  • The British were able to establish their rule over Western Kenya with the assistance of Wanga soldiers. The soldiers were used to subdue the Nandi, Bukhusu and Luo.
  • Mumia and his people acquired education and religion.
  • The rule of Wanga agents in other parts provoked hostility and resentment from their neighbours. Any 8 points = 8mks

 

  1. (a) Three  terms of the Devonshire white paper of 1923

(i)        The White highlands were to be reserved for Europeans settlement only.

(ii)       John Arthur a Missionary was nominated to the legco to represent the

interests of Africans.

  • Racial segregation was abolished in residential areas
  • The settlers were to maintain their representation in the legco.
  • Asians were to elect five members to the legislative council but not in the same electoral roll as Europeans.
  • The colonial secretary was to exercise strict control over the affairs in the colony
  • The restrictions on immigration of Asians were lifted
  • The possibility of self government by whites was rejected.
  • The colonial office was to keep closer control of the colony and the interests of Africans were to be of major importance. Any 3 x 1 = 3mks

 

  • Challenges facing land policies in Kenya since independence
  • Issuing of bogus title deeds some influential personalities allocated land which earlier had been sold off to other people, lowering the economic value of title deeds.
  • Land grabbing public utilities e.g schools has been grabbed by influential personalities in thegovernment.
  • Current inequalities in land ownership. A few families own huge pieces of land in the country while the majority of the poor are starved of land.
  • Communal land rights
  • Conflicts over use of land between the pastoralists communities and farming communities in many parts of the country over the use of water resources become scarcer.
  • Use of forested land. There has been consisted conflict between some conservationists communities living around the forests and the government over the use of land.
  • Lack of capital for demarcation Any  9 x 1 = 9mks

 

  1. (a) Five characteristics of the political organizations which were formed in

Kenya prior to 1939.

  • They were all ethnic –based /tribal based
  • Most of them were led by missionary educated Africans.
  • Most of them were supported materially and morally by Asian community.
  • Most of them demanded an end to European oppression and exploitation rather independence from colonial rule.
  • They co-operated closely although they were confined to single ethnic communities. Any 5 x 1 = 5 mks

 

  • The political contributions of Oginga Odinga in Kenya 1957 and 1992.
  • In 1957 he was elected to legislative council and helped in the formation of AEMO.
  • In January 1960, Oginga participated in the first Lancaster House conference, plans for Kenyan’s independence were discussed.
  • Oginga was a founding member of KANU in 1960. The party helped regain’s independence.
  • Odinga participated in the second Lancaster House Conference. That was in 1962 when final preparations for Kenya’s independence were made.
  • When Kenya became independence on December 12, 1963, Oginga Odinga was appointed minister for Home Affairs.
  • He with the Lou Thrift and Trading corporation built the Maseno Store and Ramogi Press which published newspapers.
  • He with some others like Kaggia sought for the compensation of Mau Mau fighters and give land to those who didn’t have.
  • He formed Kenya’s People Union ( KPU) in 1966 but was banned in 1969.
  • In 1980 he was appointed the chairman of the Cotton Lint and marketing Board.
  • He with others formed FORD in 1992 during the multi-party era.
  • He published the book ‘ Not yet Uhuru which urged Kenyans to do away with neo-colonialism
  • He spearhead the struggle for the re-introduction of pluralism in Kenya in the 1990’s leading to the repealing of section 2A of the constitution in December 1991. Any 10 x 1 = 10mks

 

SECTION C:

  1. (a) Six circumstances which may force the government to limit different rights

and freedoms of the individuals.

  • One’s freedom of expression be denied if he uses it to incite people against the government
  • If one is convicted of murder, he or she can be denied the right to life
  • In terms of curfew and public emergencies freedom of movement can be restricted in order to restore law and order.
  • Freedom of Assembly can be denied if one else it to threaten the security of the state.
  • Freedom of worship can be deprived if one uses it to divide or to undermine the government.
  • Freedom of liberty is denied to the criminals who are confined to ensure public security is upheld.
  • Incase the government would want to use ones property for public utility e.g road construction he/she can be denied right to own property but with compensation.
  • Bankruptcy may deny one’s right to be voted be for. Any 6 x 1 = 6 mks

 

  • Effects of the Harambee philosophy to national development since its inception.
  • The movement enabled the collection of funds to build hospital, health centers and the establishment of specialized units in government hospitals.
  • The movement has led to the development of Education in Kenyag it has seen the construction of schools, raising funds for schools fees and construction of colleges of technology.
  • It has enabled the collection of funds for the improvement of infrastructure such as roads, rural electrification and provision of water.
  • Harambee projects donors especially NGO’s ( Non-government Organisations) which have been given a lot of aid to support their projects.
  • It has made collection of funds possible to help the less fortunate members of the society
  • The Harambee spirit has promoted international ,continental sporting and cultural activities
  • Harambee movement has promoted agricultural development. For example construction of cattle dips and purchasing of agricultural farms, irrigation schemes has been built.
  • There has been collective participation in development programmes by different groups which has promoted unity.
  • It has helped inculcate hard work in people Kenya.
  • Transport facilities have been improved and expanded through Harambee efforts e.g collective buying of buses and matatus. Any 9 x 1 = 9mks

 

  1. (a) Seven functions of the Electoral commission of Kenya.
  • to prepare and distribute ballot materials
  • To register and maintain a register of voters
  • To provide security during elections through the police force.
  • To appoint election officials e.g Returning officers in charge of constituencies
  • To supervise the polling exercise
  • To supervise vote counting and announce presidential and parliamentary winners.
  • To determine constituency boundaries
  • To organize presidential, parliamentary and civic elections.
  • Clear party candidates for participation in election
  • Conducting language proficiency tests for aspiring candidates.
  • Promoting voter education country wide/civic education. Any 7 x 1 = 7 mks

 

  • What are the problems faced by the prison in mates in Kenya?
  • Congestion lending to poor living conditions
  • Easy spread of diseases – particularly contagious ones
  • Sexual deprivation/ denial of conjugal rights
  • Physical torture by fellow inmates and police warders.
  • Unattended /long pending cases
  • Restriction movements/solitary confinements
  • Hard labour
  • Loss of dignity and self-esteem /intimidation
  • No income even after working for long hours
  • Sexual molestation from some prisoner warders /inmate (homosexuality)

Any 8x 1 = 8 mks

  1. (a) Reasons why the Kenyan Government prepares an annual national budget.

(i)        Help the government to identify sources of revenue

(ii)       To enable the government to prioritize its needs.

(iii)      Enable the government to approve government expenditure

  • Enable parliament to account for funds borrowed/donated for developments
  • Accomplish already started projects
  • Enable the government to estimate the financial requirements for its needs
  • Help the government to identify its departments and allocate duties appropriately thus enhancing accountability.
  • Enable the government to explain the tax structure to the public.
  • Give useful information to those organizations and individuals who may want to keep track of the government expenditure.
  • Creates confidence among foreign countries interested in investing in the country
  • To give parliament an opportunity to approve government expenditure
  • Enable government improve its methods of accounting for public expenditure to avoid deficits. Any 7 x 1 = 7 mks

 

  • Problems faced by the government of Kenya in the collection of revenue
  • Poor economic performance
  • Due to a low growing economy there has been a depressed demand for goods and services since production cost is high.
    1. Tax Evasion

– This has been a common phenomenal practice by crooked businessmen who want to make huge profits without paying taxes.

    1. Political Interference

– The culprits here are political big-wigs who have influence over employment in the Kenya Revenue Authority (KRA)

    1. Unqualified personnel.

– In recent past most key employees have  been political appointees who mainly serve the interests of their godfathers.

    1. Lack of funds – inadequate funds has undermined tax collection since the all systems tax collection requires a good amount of money.
    2. Corrupt official senior KRA officers have from time denied the government millions shillings since most of the taxes end in their pockets.
    3. Retrenchment – Due to the  structural adjustment programmes (SAPS) many employees have been sucked hence reducing the pool for tax collection.
    4. Lack of foreign aid
  1. Absence of Foreign aid particularly from multilateral donors has stagnated the economy hence lesser exports and tax accruing from it has been realized.
    1. Poor Agricultural performance

– Poor climatic conditions have in the recent past led to poor harvests hence less tax collected by the government bearing in mind that Kenya is an agricultural based economy.

    1. Inefficiency  in the Kenya Revenue Authority

– Gross inefficiency in this sector has been caused by absence of competitive salaries hence employees spend more time in their own affairs to make ends meet.     Any 8 x 1 = 8mks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE PAPER 10

HISTORY AND GOVERNMENT PAPER 1

311/1

SECTION A ( 25 MARKS)

Answer ALL questions

 

  1. Identify the main source of History of the Kenyan communities during the pre-colonial period.                         (1mk)
  2. State two social ways in which the Maasai interacted with the Agikuyu in the pre-colonial period.                         (2mks)
  3. Give two possible archeological evidences which may be used to clarify that early visitors reached the Kenya coast.             (2mks)
  4. Mention two roles of the Portuguese captain in administering the Kenyan coast? (2mks)
  5. State two ways through which mission station promoted the spread of Christianity in Kenya.             (2mks)
  6. Give major implication of the public security Act of 1966.             (1mk)
  7. Mention two disadvantages of representative democracy in Kenya.             (2mks)
  8. Identify two groups that monitors human rights in Kenya.             (2mks)
  9. What has undermined the Harambee split in Kenya?             (2mks)
  10. State the main role of the opposition political parties in Kenya.             (1mk)
  11. Name the ordinance that introduced the local government in Kenya during the colonial period.                         (1mk)
  12. What was the contribution of trade Union movement in the struggle for independence in Kenya?                         (2mks)
  13. State one reason why the agreement reached by both parties must be written down during mediation.             (1mk)
  14. Name the chief accounting officer in every government ministry.             (1mk)
  15. Identify the main challenge which is facing cultural heritage in Kenya.             (1mk)
  16. Why did the Kenya government initiate the constituency Development fund. (C.D.F)?                                                                                                                                              (1mk)
  17. What is the main function of Kenya armed forces?             (1mk)

 

 

 

 

 

SECTION B ( 45 MARKS)

Answer three questions

 

  1. a) State five positive economic effects of Bantu migration and settlement in Kenya in the pre-colonial period.                                                                                                      (5mks)
  2. b) Describe the political organization of the Ameru in the pre-colonial period.            (10mks)

 

  1. a) Give three reasons why Sayyid Said took direct control of the settlements along the coast of Kenya in 1806.                                                                                                    (3mks)
  2. b) Explain six economic benefits of the Oman rule along the Kenyan Coast during the nineteenth Century.                                                                                                          (12mks)

 

  1. a) What were the political characteristics of the political parties which were formed in Kenya after 1945.                                                                                                               (3mks)
  2. b) Why did the British government soften her attitude towards the colonization of Kenya between 1945 and 1960?                                                                                             (12mks)

 

  1. a) In what ways did the colonial government control African  migration to urban centres.                                                                                                                                               (3mks)
  2. b) Explain the role played by Oginga Odinga in the struggle for independence in Kenya.                                                                                                                                     (12mks)

 

 

 

 

 

 

SECTION C ( 30 MARKS)

Answer two questions

 

 

  1. a) What is the political significance of good citizenship to one’s own country?            (3mks)
  2. b) Explain circumstances which may lead to deprivation of citizenship in Kenya.                                                                                                                                                            (12mks)

 

  1. a) State five functions of the high court of Kenya.                                                  (5mks)
  2. b) Explain legal factors which undermine the administration of justice in Kenya?            (10mks)

 

  1. a) Identify three external organizations that provide revenue to the government of Kenya.                                                                                                                                     (3mks)
  2. b) What challenges face the budget in Kenya.                                                         (12mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEME

SAMPLE PAPER 10

311/1

 

SECTION A. (25 MARKS)

 

 

  1. Main sources of history of the Kenya communities during the pre- colonial period.

–           Oral tradition                                                                                      1×1=1mk.

 

  1. Social ways in which Maasai interacted with the Agikuyu in pre-colonial period.
    • Through intermarriages.
    • Through sports
    • Through traditional ceremonies             2×1=2mks

 

  1. Possible archeological evidences which may be used to clarify that early visitors reached Kenya Coast.

–           /Coins/currency/

–           /Chinese pottery./                                                                               2×1=2mks

 

  1. Roles of Portuguese captain in administering coast.

–           To collect taxes

–           Heavy duties on imports and exports.

–           Suppress rebellion by mobilizing the army

–           Supervise the ruling families / Administrators.

–           Protect the coast from Turkish and Egyptian attacks.                                   2×1=2mks

 

  1. Ways in which mission stations promoted the spread of Christianity in Kenya

–           The needy found homes and thus they were converted / freed slaves.

–           Were centres of learning / schools where learning / cateclist were preached to.

–           Served as health centres where sick were preached to.

–           The missionaries mixed freely with people thus converted them to Christianity.

2×1=2mks

 

  1. One major implication of the public security Act of 1966.

–           Gave the president power to detain citizens opposed to him / government.

–           Gave the president power to control the press                                  1×1=1mk

 

  1. Disadvantages of representative Democracy in Kenya.

–           It ignores the interest of minority.

–           Encourages class struggle and corruption as the better placed, elected form the government

and protect their interest ignoring the rest.

  • Consultation takes long before decision are reached.
  • Leaders elected have ethnic value.
  • Number mathers in election, incompetent may be elected.
  • Elected minority take decisions without consulting the electorate. 2×1=2mks

 

  1. Groups that monitors human Rights in Kenya.

–           Amnesty international

–           FIDA (federation of women Lawyers)

–           Religious groups

–           Members of parliament

–           The police force

–           The media – print and electronic / pressure groups.                                     2×1=2mks

 

  1. What has undermined Harambee

–           Missiappropriation of funds.

–           Forced harambee hence negative altitude from public.

–           Poverty where do not contribute.

–           Calling harambee for material gain                                                               2×1=2mks

 

  • Main role of opposition political parties

–           Act as watch dogs of the ruling party./ keep the ruling party on its toes.    1×1=1mk

 

  1. The ordinance that introduced local authorities in Kenya.

–           The village headmen ordinance 1902                                                                        1×1=1mk

 

  1. The contribution of trade union movement in the struggle for independence in Kenya.
  • Mobilized workers against colonial government by striking
  • Brought workers together from all over the country to promote nationalism.
  • Motivated workers to sustain the struggle for their political rights / self governance.
  • Provided national political parties with funds .
  • Trade union leaders became prominent leaders of political associations that fought for independence                                                              2×1=2mks

 

  1. One reason why the reached agreement between parties must be written down during

            mediation.

  • Each party Must be committed to it / shows commitment to each party to it.   1×1=1mk

 

  1. Chief accounting officer in every government ministry.

–           The permanent secretary                                                                                1×1=1mk

 

  1. Main challenge facing cultural heritage in Kenya.

–           The influence of foreign cultural heritage.                                                    1×1=1mk

 

  1. Why the government intiated C.D.F
  • To ensure equitable distribution of national resources.
  • To enhance economic development / alleviate poverty.             1×1=1mk

 

  1. Main function of Kenya Armed Forces

–           Protect the country from external attacks.                                                    1×1=1mk

 

 

 

 

 

 

 

 

SECTION B (45 MARKS)

 

  1. a)         Economic effect of Bantu migration and settlement in Kenya in the pre- colonial

                                    period.

  • Population increased as they arrived in large numbers there was increased demand for goods / consumption/
  • Led to the spread of agricultural activities to non agricultural communities eg Cushites, Luo.
  • Trading activities were intensified with neighbours.
  • Led to spread of iron working/ iron Technology/
  • High population led to increased labour and hence increased production.           5×1=5mks

 

  1. Political organization of Ameru
  • First level of authority was the family each with head who solved disputes and mediated between members.
  • Families formed the clan which was under council of elders (Gaarue-Kiama)
  • Kiama executed decision made by meru parliament settled disputes.
  • The military force – Ramare enforced decisions house of elders, parliament, maintained law and order, defended society from outside attacks.
  • The house of elders sent representatives to the Njuri Ncheke – the most powerful institution which passed law for the community, administered justice,
  • Njuri Ncheke was final court of Appeal – solved land inheritance disputes
  • The people called Agambi represented the accuser or accused before the Njuri Ncheke.
  • The meru monarchy lead by Raibon was ceremonial, he was consulted on legal matters, was chief political arbitrator, had prophetic powers 5×2=10mks

 

  1. a)         Why Sayyid Said took direct control of settlements a long the coast of Kenya.

–           To ensure revenue from taxes was remitted oman.

–           To prevent coastal governors of the coastal settlement from declaring themselves

independent.

  • Control the Indian ocean
  • For maximum economic control.             3×1=mks

 

  1. Economic benefits of Oman rule a long the coast of Kenya .
  • Led to expansion of trade between Kenya and Arabia.
  • Led to establishment of clove plantation a long the coast / new crops were introduced- cloves
  • Led to expansion of trade in the interior / long distance trade.
  • Intensified participation in slave trade .
  • Development of towns at the coast and intrior.
  • Indian Banyans were invited who facilitated trade with introduction of their money / introduction of currency/.
  • Led to the rise of wealth African machants.             6×2=12mks

 

  1. a)         Political characteristic of political parties formed after 1945.

–           They had a national outlook as members were drawm from different ethnic groups.

–           Their main objective was to fight for independence.

–           They were led by educated elites.

–           Had a large membership.                                                                               3×1=3mks

 

  1. Why the British government softened her altitude towards the colonization of Kenya.
  • The election of British labour party 1945 which aimed at ending colonial rule.
  • The development of nationalistic unrest after the second world war facilitated by service men.
  • Mau mau movement forced British government to agree with principle of self rule under majority.
  • Rise of USA and Former USSR which were against colonial rule.
  • Formation of UNO which advocated for human rights and freedom.
  • The gaining of independence by India 1947 and Ghana
  • Colonialism was expensive eg with resistances
  • The formation of trade union used international forum to fight colonialism.
  • The pan Africa movement demanded Africa for Africans
  • The formation of national political parties             6×2=12mks

 

  1. a) How colonial government controlled African Migration to Urban centres.

–           Taking head count of those who were supposed to live in urban centres.

–           Enacting strict rules about migration into urban centres.

–           Ensuring that only those who had specific activities to undertake in urban centres lived

there.

  • The introduction of urban pass- Kipande
  • The creation of A frican reserves from where movement was controlled. 3×1=3mks

 

  1. Roles played by Oginga Odinga in the struggle for independence.

–           1947-1949       -elected as a member for the central Nyanza District council

–           Mobilized the Luos to join Kenya Africa Union (KAU) at the time Kenyatta visited Kisumu

to make it mass party

  • 1957 Oginga was elected to legco to represent central Nyanza.
  • Oginga with others formed A.E.M.O.- he was AEMO chairman.
  • They rejected Helton and Lennox Boyd constitutional reforms – demanded more African representation.
  • Demanded the release of Jomo Kenyatta from jail.
  • Oginga formed (K.I.M)Kenya independent movement with others, rejected mult racial concession of Kenya National party and special seats.
  • 1960 He attended first Lancaster House conference along with others
  • 1960, with others formed KANU- elected vice president – demanded for independence.
  • 1962 attended second Lancaster House conference which drew the independence constitution.
  • Become minister for Home Affairs in the coalition government of KANU and KADU.
  • Refused to form the government without Kenyatta.
  • 1964- become first vice president and minister of Home Affairs.             6×2=12mks

 

  1. a) The political significance of being good citizen to a country

–           Good citizen promoted peace and stability hence development.

–           Promotes law and order hence enjoyment of rights and freedom.

–           Promotes the good name of the country hence encourages foreign investm, etcent

–           Promotes political unity / integration / cohesiveness/.                                 3×1=3mks

 

  1. What may lead to deprivation of citizenship.
  • The citizen by registration, naturalization, parliamentary approval becomes disroyal by action of speech.
  • Registered, or naturalized citizen is jailed in term of one year within five years of registration.
  • When one obtain citizenship through fraud or false representation of facts during registration.
  • The registered citizen lives outside the country continuously for 7 years not in service of Kenya or in any organization which Kenya is a member and fails to register with Kenya
  • Parliament can renouce the citizenship of a person.
  • When registered or naturalized work with an enemy or support enemy during war with Kenya                                                             6×2=12mks

 

  1. a) Functions of high court of Kenya.

–           Interprets the constitution to determine whether the disputes is constitutional or not.

–           Tries criminal and civil cases involving a large amount of money.

–           Corrects mistakes made in decision by lower courts

–           Hears appeals from decision of professional displinary triburials, eg law society of

Kenya, Kenya  Medical and Dentists Association.

  • Hears appeals from lower courts, – from Resident and chief magistrates courts.
  • Deals with petitions arising from presidential and parliamentary and determine petition finally.
  • Hear disputes arising from territorial wars or seas.
  • Can order for retrial in a case where trial was illegal or null.                         5×1=5mks

 

  1. Legal factors undermining the administration of justice.
  • Lack of awareness by the general public on their rights and legal procedures.
  • Inadequate personnel and equipment for detecting and investigating crime leading to inadequate evidence.
  • Some laws applied in Kenya are too colonial / foreign.
  • The unwillingness of some members of public to give information and also act as witnesses.
  • Abuse of constitutional privillages by the president.
  • The use of outdated customary laws that have not been harmonized with current situation makes their interpretation difficult.
  • The judicial officers are few in service             5×2=10mks

 

  1. a) External organizations that bring revenue to Kenya.

–           The world Bank.(W.B)

–           The international monetary fund(IMF)

            –           The African Development Bank.                                                                   1 x3 = 3mks

 

  1. Challenges facing the budget in Kenya.
  • Rapid population growth leads to greater demand for government services hence straining available resources.
  • Corruption of government personnel- misuse money set aside for various protects and services.
  • Tax evasion by individuals, businessmen, farmers etc will deny government revenue.
  • Poor global economic performance which affect budgeting.
  • The over borrowing by government affect the budget
  • The price fluctuation on agricultural goods make government revenue not stable.
  • Natural calamities eg floods, drought, AID epidemic affect budget
  • The devaluation of the Kenya shilling means the cost of living will be higher and thus affect budget.
  • The high expenditure in the defence and education
  • The high cost of petroleum products.             6×2=12 mks

Latest Free PP1 Examinations plus Answers

Latest PP1 Examinations plus Answers

MATHEMATICS ACTIVITIES PP1 (1).pdf
A game of opposites.pdf
CRE ACTIVITIES PP1 (1).pdf
CRE ACTIVITIES PP1.pdf
CRE PP1.pdf
cre-activities-PP1-end-term-3-exam-2018.pdf
CREATIVE ACTIVITIES PP1 (1).pdf
CREATIVE ACTIVITIES PP1 (2).pdf
CREATIVE ACTIVITIES PP1.pdf
CREATIVE PP1 (1).pdf
CREATIVE PP1.pdf
ENGLISH PP1 (1).pdf
ENGLISH PP1 (2).pdf
ENGLISH PP1 (3).pdf
ENGLISH PP1.pdf
ENGLISH.pdf
ENVIRONMENTAL ACTIVITIES PP1 (1).pdf
ENVIRONMENTAL ACTIVITIES PP1 (2).pdf
ENVIRONMENTAL ACTIVITIES PP1.pdf
ENVIRONMENTAL PP 1.pdf
ENVIRONMENTAL PP1 (1).pdf
ENVIRONMENTAL PP1 (2).pdf
ENVIRONMENTAL PP1 (3).pdf
ENVIRONMENTAL PP1.pdf
environmental-activities-PP1-end-term-3-exam-2018.pdf
INTERGRATED ACTIVITIES PP1.pdf
INTERGRATED LEARNING ACTIVITIES.pdf
KISWAHILI ACTIVITIES PP1.pdf
kiswahili-activities-PP1-end-term-3-exam-2018.pdf
LANGUAGE ACTIVITIES PP1.pdf
LANGUAGE PP1.pdf
language-activities-PP1-end-term-3-exam-2018.pdf
LITERACY ACTIVITIES PP1.pdf
LITERACY PP1 (1).pdf
LITERACY PP1.pdf
LITRACY PP1.pdf
math-addition-worksheet.pdf
MATHEMATICAL ACTIVITIES PP1.pdf
MATHEMATICAL ACTIVITIES.pdf
MATHEMATICS ACTIVITIES PP1.pdf
MATHEMATICS PP1 (1).pdf
MATHEMATICS PP1.pdf
mathematics-activities-PP1-end-term-3-exam-2018.pdf
MATHS PP1 (1).pdf
MATHS PP1.pdf
PP1 CREATIVE ACTIVITIES (1).pdf
PP1 CREATIVE ACTIVITIES.pdf

AGRICULTURE KCSE PREDICTIONS

KCSE PREDICTOR 1
443/1
AGRICULTURE
PAPER 1
TIME: 2 HOURS
SECTION A (30 MRKS)
1.Differentiate between olericulture and pomoculture as used in crop production .(1mrk) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2.Give four method of farming (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3.Give two examples for each of the following types of cost incurred in broiler production .
a) Variable cost ( 2 marks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) fixed cost (2 marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4.Give four advantages of crop rotation .(2mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
5.State four factors that that should be considered when classifying crop pest (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6. a) Name four pieces of information contained in a land title deed (2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………..
b) Name two forms of collective land tenure system. (1mk
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. List four post – harvest practices that are carried out in maize production (2mks
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
8. What is opportunity cost? (1/2 mk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
9.Outline four ways of improving lab our productivity (2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
10. State four factors that can affect the efficiency of pesticides (2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 4
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
11 List four sites on which agro forestry trees can be established on a farm. (2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
12.Give four advantages of using seeds over vegetative materials. (2 mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………
13.State four features that should be considered when choosing water pipes for use on the farm. (2 mks)
…………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………..
14.Give three reasons why primary cultivation should be done early before the onset of the rains(1 ½ )
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
15. Give four suitable characteristics of plants used as green manure. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 5
SECTION B: (20 marks)
Answer all the questions in the section in the spaces provided.
16. The diagram below shows a pest and the damaged crop study it and answer the questions that follow.
a) Identify the pest illustrated above (1mk
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) Explain two ways of controlling the pest (2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
c) State two ways in which the pest economically important. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
17. a) Distinguish between straight and compound fertilizers. (1mk
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 6
b) A farmer applied 200kg of C A N (20%N) per hectare maize crop. Calculate the amount of
Nitrogen applied on his 5 hectare crop. Show your working (4mks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
18The diagram below shows a maize cob attacked by a certain disease. Study it and then answer the following questions.
a) Identify the disease (1 Mk)
………………………………………………………………………………………………
………………………………………………………………………………………………
b) Name two causal organism of the disease. (1 Mk)
………………………………………………………………………………………………
………………………………………………………………………………………………
c) State three cultural methods of controlling the disease. (3 Mks)
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
19. Below is a graphical representation of a law in agricultural economics. Study the graph carefully
and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 7
1400
1200
1000 Phase I Phase II Phase III
800
600
400
200
0 20 40 60 90 100
Fertilizer input (50kg bags)
a) State the law illustrated by the graph (2mk
………………………………………………………………………………………………………………………………………..
b) Explain how each additional unit of fertilizer input relates to the total output of maize in
phases II and III .( 2 mks)
Phase II
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Phase III (1mk
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 8
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c) State the importance of the law identified in ( I ) above to the maize farmer (1mk
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
SECTION C ( 40MARKS)
Answer any two questions in this section in the spaces provided
20a) Explain five factors that should be considered in farm planning. (10 Mks)
b) Describe transplanting of tomatoes seedling. (10 Mks)
21Describe paddy rice production under the following sub-headings.
i) Land preparation (2 Mks)
ii) Water control (2 Mks)
………………………………………………………………………………………………………………………………………..
iii) Fertilizer application (2 Mks)
iv) Weed control (2 Mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 9
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) Explain how each of the properties of rainfall and light influence crop production.
i) Rainfall (8 Mks)
ii) Light
c) Explain four factors that should be considered when sitting a vegetable nursery. (4mks)
22a) Describe six advantages of rotational grazing (6mrks)
b)Explain eight ways in which soil fertility can be maintained (8mrks)
c) Explain six reasons for pruning coffee.(6mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 10
KCSE PREDICTOR 1
443/2
AGRICULTURE
PAPER 2
TIME: 2 HOURS
SECTION A
ANSWER ALL THE QUESTIONS IN THIS SECTION IN THE SPACES PROVIDED
d) Name two dairy goat breeds found in Kenya. (1 Mk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
e) Outline four reasons for maintaining farm tools and equipment in good condition. (2 Mks)
………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
f) Outline two predisposing factors of foot rot. (1 Mk)
………………………………………………………………………………………………………………………………………………………………………………………………………………
g) Name two rules that should be observed when milking. (1 Mks)
………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
h) Outline two duties of a worker bee in a colony of bees. (1 Mks)
………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 11
i) Study the table below fill in the blanks to show the term used to refer to parturition and young ones of the following animals. (2 Mks)
Type of animal
Act of parturition
Term to refer to the young one
Cattle
Calving
Calf
Goats
…………………………………
…………………………………..
pig
………………………………….
…………………………………..
j) State four harmful effects of ticks. (2 Mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
k) State four desirable factors to consider when siting a fish pond. (2 Mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
9. Name the most appropriate tools used in the following operations
a) Removing metal chippings in file (1mrk )
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) Cutting wood along grains (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
c) Branding (1mrks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
10. State four characteristic of Boran cattle (2mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 12
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
11. Name three methods of out breeding in livestock production ((1 ½ marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
12 .What do you understand by the following terms as used I animal production .
a) Caponisation (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
b) Bullock (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
c. Epistasis(1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
13State four control measures of a liver fluke in livestock. (2 marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 13
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
14What is “dry cow therapy” in dairy cattle management?
(1/2 mark)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
15State four causes of stress in poultry. (2 marks)
16.Distinguish between mothering ability and prolificacy as used in livestock breeding.( 1mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
17 Name two sources of protein for livestock nutrition. (2 marks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
18State four signs of parturition shown by a in calf cow. (2 marks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
SECTION B ( 20 mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 14
ANSWER ALL THE QUESTIONS IN THIS SECTION
19The diagram below shows a certain practice carried out on pig
1. Identify the practice illustrated above (1mrk)
……………………………………………………………………………………………………………………………..
2. Draw another illustration depicting pig number 37(1mrk)
3. Name the tool used to carry out the practice illustrated above (1mrk)
……………………………………………………………………………………………………………………………..
4. State two other method of identifying piglet (2mrks)
i)……………………………………………………………………………………………………………………………………………..
ii)…………………………………………………………………………………………………………………………………………….
20. The diagrams below show some farm tools. study them and answer the question that follow.
K
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 15
a) Name the tools.
(2 marks)
A
…………………………………………………………………………………………………..
B
……………………………………………………………………………………………………..
C
……………………………………………………………………………………………………..
W
……………………………………………………………………………………………………..
v) State the functional differences between tools K and W. (1 mark)
………………………………………………………………………………………………………
c) What advantage does C have over A and B? (1 mark)
………………………………………………………………………………………………………………………………………………………………………………………………………………
a) State one common maintenance practice carried out in tool C and W. (1 mark)
………………………………………………………………………………………………………………………………………..
21a) The diagram below shows a structure of the udder of a cow. Name the part labeled W, X, Y and Z.(2 marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 16
W
…………………………………………………………………………………………………
X
………………………………………………………………………………………………….
Y
……………………………………………………………………………………………………
Z
……………………………………………………………………………………………….
b) What is milk let down (1 mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
c) Name two hormones that control milk let down in dairy cow. (2 mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
22. Below is an illustration of a method of extracting honey from combs .Study the diagram and answer the question that follow .
9. Identify the above method of extracting honey (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
10. Give a reason why container x should not be heated directly (1mrk
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 17
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
11. Name the parts labeled w and y(2mrks)
W……………………………………………………………………………………………………
Y……………………………………………………………………………………………………
12. Besides the above method ,State one other method of extracting honey (1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
SECTION C (40 MKS)
ANSWER ANY TWO QUESTIONS IN THIS SECTION
23(a) State five reasons why bees swarm. (5 marks)
b) Describe five maintenance practices carried out on a tractor battery. (5 marks)
c) Explain five factors considered when culling livestock. (5 Mks)
d. Explain five mechanical methods of controlling ticks.(5 mks)
24a) Describe the process of egg formation in chicken up to the point of laying. (10 Mks)
b) State the differences between four stroke cycle and two stroke cycle engine. (5 Mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 18
c) Describe the process of digestion in rumen. (5 Mks)
25. a) Describe trypanosomiasis disease under the following sub-headings.
i) Causal organism (1 Mk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
ii) Animal attacked (1 Mk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
iii) Five symptoms of attacked animals (5 Mks)
iv) Three control measures (3 Mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) Control five control measures for cannibalism (5 Mks)
(c) Explain five parts of a piggery unit (10mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 19
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 20
KCSE PREDICTOR 2
443/1
AGRICULTURE PAPER 1
Time: 2 hours
SECTION A (30 MARKS)
Answer all the questions in this section in the spaces provided
1. Give two ways that can be used to assess soil fertility (1 mark)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
2. List four methods that can be used to reclaim a water-logged land (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
3. State four reasons why subsoiling is important as an operation of land preparation. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
4. Give two factors that influence the quality of farmyard manure. (1 mark)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
5. State four advantages of applying lime as a measure of improving soil condition (2 marks)
(i) …………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 21
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
6. State three functions of Nitrogen in crops. (1 ½ marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
7. Give four factors that can increase seed rate in crop production. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)…………………………………………………………………………………………………. 8. State four uses of organic mulch in crop production. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
9. List four characteristics of crops grown for green manure. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
10. List four advantages of timely harvesting of crops. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 22
11. State two advantages of intercropping (1 mark)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
12. State two conditions under which the opportunity cost is zero in a farming enterprise.
(1 mark)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)…………………………………………………………………………………………………. 13. Give four advantages of sprinkler irrigation. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
14. State four disadvantages of weeds in crop production (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
15. Give three reasons for the success of settlement schemes in Kenya after independence
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(1½ marks)
16. State four factors affecting the efficiency of pesticides. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 23
(iv)………………………………………………………………………………………………….
17. State four factors that influence solifluction. (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
18. Give a reason for carrying out the following practice
(a). topdressing established crops. (1 mark)
………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………..
SECTION B (20 MARKS)
Answer all the questions in the spaces provided
19. Below is a diagram of a type of oil structure. Study it and answer the questions that follow.
(a) Identify the soil structure illustrated above. (1 mark)
…………………………………………………………………………………………………………………………….
(b) Give one way in which the structure illustrated above limit crop production.
(1 mark)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 24
20. Study the illustration given below and use it to answer the questions that follow.
b) Identify the operation illustrated above. (1 mark)
……………………………………………………………………………………………………………………………………..
c) State four reasons for carrying out the operation named in (a) above (2 marks)
(i) …………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………….
(iii) …………………………………………………………………………………………………
(iv)………………………………………………………………………………………………….
21. A farmer has four plots L1, L2, L3 and L4 as shown in the table below. Each plot has an agronomic problem as indicated.
L1 L2 L3 L4
Infected with witch Infected with Deficient in Prone to soil
Weed bacterial Nitrogen erosion
(striga spp) wilt
Plan a crop rotation programme for the first year in the four plots using the following crops maize, Irish potatoes, Rhodes grass and Beans (2 marks)
L1………………………………………….
L2………………………………………….
L3…………………………………………..
L4………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 25
(b). Give reasons to justify the plan you have made in plots L2, L3 and L4. (3marks)
L2……………………………………………………………………..……………………………………………………………………………………………………………………
L3…………………………………………………………………………..………………………………………………………………………………………………………………
L4…………………………………………………………………………………………………………………………………………………………………………………………
22. Mr. Mulamba was advised to apply 150kgCAN/ha, while topdressing his maize crop. CAN contains 21%N. Calculate the amount of nitrogen applied/ha (4 marks)
………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………..
23. Observe the diagram below and answer the questions that follow.
(a). Identify the mode of feeding exhibited by a pest having such features. (1 mark)
………………………………………………………………………………………………………………………………………..
(b). Name any two pests with the above feeding habits. (2 marks)
………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 26
24. (a) The diagram below shows a nursery management practice carried out on a tree seedling. Study it and answer the questions that follow.
(a) Identify the management practice. (1 mark)
………………………………………………………………………………………………………………………………………..
(b). Give two reasons for carrying out the practice above. (2 marks)
(i)……………………………………………………………………………………………………
(ii). ………………………………………………………………………………………………..
SECTION C (40 MARKS)
Answer any two questions from this section in the spaces provided after questions.
25. (a) Describe harvesting of cotton under the following sub-headings
i. Procedure (3 marks)
ii. Precautions (4 marks)
(b). Outline five measures taken to prevent water pollution. (5 marks)
(c). Explain four ways in which biotic factors influence crop production in Agriculture
(8 marks)
26. (a). Explain five farming activities which may encourage soil erosion. (10 marks)
(b). Explain the importance of a nursery in crop propagation. (5 marks)
(c). Give the contributions of settlement schemes to agricultural development. (5 marks)
27. Describe the production of beans under the following subheadings:
(i). Field preparation (4 marks)
(ii). Planting (3 marks)
(iii). Field management practices. (5 marks)
(b). Outline the advantages of a mixed grass legume pasture over pure grass. (8 marks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 27
KCSE PREDICTOR 2
443/2
AGRICULTURE
Paper 2(Theory)
Time: 2 Hours
1. Name four exotic beef cattle breeds most reared in Kenya. [2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
2. If a sow was successfully served on 27th September 2019, state the date she is likely to have furrowed. [1mark]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
3. Give two importance of docking in rams. [1 mark]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
4. Mention four causes of stress in a flock of Birds (2 marks)
(i) ………………………………………………………………………………………………
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
5. Name two nutritional disease of cattle. [1 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
6. State four methods of preserving fish. [2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 28
(iv). …………………………………………………………………………………………….
7. State four disadvantages of free range system of poultry rearing. (2 marks)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
8. State four advantages of a Kenya top bar hive. [2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
9. Name two diseases that affect female animals only. [1 mark]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
10. Name four tick borne diseases [2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
11. State four ways of vaccinating livestock. [2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
12. Name three notifiable livestock diseases in Kenya. [1 ½ marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
13. State four ways of identifying livestock. [2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 29
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
14. List four safety precautions taken into consideration when using with farm tools.[2 marks]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
15. State three causes of piglet mortality. [1 ½ mark]
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
 Give four characteristics of roughages feeds. (2 marks)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
 Give four reasons why camels are suited to living in arid areas. (2 marks)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(iv). …………………………………………………………………………………………….
 Name the parental breeds of the dorper. (1 mark)
(i) ……………………………………………………………………………………………….
SECTION B [20 MARKS]
Answer all questions in this section in the spaces provided.
 A poultry farmer has maize containing 8% DCP and Soya beans containing 43% DCP. If the farmer wants to make 100kg of a feed, using the person’s method calculate the proportions in which the two ingredients would have to be mixed to make a feedstuff containing 15% DCP. (Show your working). (5 marks)
20. Below is an illustration of a fish pond. Study it carefully and then answer the following questions.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 30
21. a). Give the reason why part D is usually deeper than the rest of the pond. (1 mark)
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (b). Name the part labelled A, B and C. (1 ½ mark)
A
B
C
(c). State three maintenance practices that should be carried out on the fish pond. (1 ½ mark)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(iii) ……………………………………………………………………………………………..
(d). Give two reason why a fence should be constructed around the fish pond. (1 marks)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 31
22. The following illustration represent a certain practice carried out in sheep management. Study the illustration and answer the questions that follow.
(a). Identify the practice. (1 mark)
____________________________________________________________________________________________________________________________________________________________(b). Name the tool being used in carrying out the practice. (1 mark)
______________________________________________________________________________(c). State two precautions that should be take when carrying out this practice. (2 marks)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(d). Name a breed of sheep reared for wool production. (1 mark)
(i) ……………………………………………………………………………………………….
22. The following is diagram of an egg. Study it carefully and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 32
(a). Name the part labelled B,C,D and F. (2 marks)
B
C
D
F
(b). State two qualities of the part labelled A that should be considered when selecting egg for incubation. (2 marks)
(i) ……………………………………………………………………………………………….
(ii) ………………………………………………………………………………………………
(c). What is the function of the part labelled E in a fertilized egg? (1 mark)
________________________________________________________________________ ___________________________________________________________________________
SECTION C. (40 MARKS)
Answer any two questions in this section in space provided at the back..
24. (a). Describe the feeding of bees under bee keeping. (5 marks)
(b). Describe the management practices that a farmer should carry out to improve milk production in a low yielding herd of dairy cattle. (15 marks)
25. (a). Outline the procedure followed when hand spraying cattle to ensure effective use of accaricide to control ticks. (10 marks) (b). Outline five differences between exotic cattle breeds and indigenous cattle breed. (5 marks)
(c). Outline five qualities of a good grain store. (5 mark)
26. (a). Describe the role of the various components of a balanced diet in livestock nutrition.
(10 marks)
(b). Give five reasons of keeping livestock healthy. (5 marks)
(c). Outline five predisposing factors of mastitis in lactating cows. (5 marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 33
KCSE PREDICTOR 3
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A (30MKS)
Answer all the questions from this section in the spaces provided.
1. Give two characteristics of plantation farming. (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
2. Name two chemical processes of weathering. (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
3. State two advantages of organic farming. (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
4. Outline two effects of soil organisms which benefit plant growth. (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 34
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
5. Give two ways in which organic mulch help to conserve water in the soil. (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
6. Give two types of labour records. (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
7. Outline four ways in which land consolidation helps to improve farm management. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
8. State four importance of raising seedlings in a nursery bed. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 35
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
9. Give four ways of controlling weeds in a field of maize. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
10. State three reasons for top dressing pasture. ( 11/2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
11. Give four reasons for training crops as a field practice . ( 2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 36
…………………………………………………………………………………………………………………………….
12. State three activities the farmer carries out on a store before storing grains. (11/2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
13. Give four desirable characteristics of certified seeds. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
14. (a) Outline two characteristics of nitrogenous fertilizers. (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
(b) Give the forms in which the following elements are available to plants: (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 37
(i) Phosphorous: ……………………………………….
(ii) Potassium: ………………………………………
15. Give four factors that influence the choice of tools and equipment used in Primary cultivation. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
16. State four factors that contribute to competitive ability of weeds. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
17. Define the following terms as used in crop production.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 38
(a) Trelishing (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
(b) Stooking (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
18. Give two advantages of strip grazing (1mk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
19. State four advantages of mixed pasture. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
SECTION B. (20 MARKS)
Answer ALL questions in this section in the spaces provided
20. Study the diagram below and answer the questions that follow. The illustrations represent a method of crop propagation.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 39
(a) Name the crops (s) propagated by illustrations: (1mrk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
(b) Give three factors that promote the rooting of illustration A. (3mrks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 40
21. The diagram below illustrates an experiment using garden soil. Study it carefully and answer the question that follow.
(a) What was the aim of the experiment? (1mrk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
(b) Name the parts labeled C and D. (2mrks)
C…………………………………………………………………………………………………………………………….
D…………………………………………………………………………………………………………………………….
(c) Name the property of soil being investigated. (1mrk)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 41
22. The illustration below shows a type of soil erosion. Study it carefully and answer the questions that follow.
(a) Identify the type of erosion illustrated. (1mrk)
…………………………………………………………………………………………………………………………….
(b) Give two soil factors that influence the rate of soil erosion. (2mrks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
(c) Name one agent of soil erosion. (1mrk)
…………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 42
23. The diagram below illustrate a method of irrigation carried out on the farm
(i) Identify the type of irrigation shown above. (1mk)
…………………………………………………………………………………………………………………………….
(ii) Name two advantages of the above method. (2mks)
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
24. The diagram below represent a method of manure preparation. Study it carefully and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 43
(a) Identify the type of manure being prepared. (1mrk)
…………………………………………………………………………………………………………………………….
(b) Name the parts labeled E and F. (1mrk) .
E…………………………………………………………………………………………………………………………….
F…………………………………………………………………………………………………………………………….
(c) Give three disadvantages of manures. (3mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 44
SECTION C (40MARKS)
Answer any TWO question from the section in the spaces provided
25. (a) Give six precautions observed in pruning mature tea (6 mks)
(b) Describe the procedure followed when collecting a soil sample form the field for testing in the
laboratory (6 mks)
(c) Outline four advantages of intercropping crops (4 mks)
(d) State four factors considered before selecting a farm enterprise. (4 mks)
26. Describe the production of tomatoes under the following sub-headings:
i) Ecological requirements of tomato plants (5mks)
ii) Land preparations (4mks)
iii) Transplanting (7mks)
iv) Disease control (4mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 45
27. a) State five factors that influence soil productivity. (5mks)
b) State five qualities of mother plant used during grafting. (5mks)
c) Give two types of mulching materials. (2mks)
d) State four agricultural practices which pollute water. (4mks)
e) Describe precautions followed when harvesting coffee. (4mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 46
KCSE PREDICTOR 3
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
SECTION A (30 Marks)
Answer all the questions in this section in the space provided.
SECTION A (30 MARKS)
Answer all questions in this section in the spaces provided.
1. Name the camel breed with two humps. (1 mark)
……………………………………………………………………………………
2. List four disadvantages of animal drawn implements. (2 marks)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
3. Name the vectors for each of the following livestock diseases. (2 marks)
a) East coast fever……………………………………………………………………
b) Rift valley fever……………………………………………………………………
c) Trypanosomiasis………………………………………………………………….
d) Nairobi sheep disease………………………………………………………………
4. Give four factors considered when selecting a site for fish pond. (2 marks)
………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 47
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
5.List four implements that can be connected to the power take off shaft (PTO) of a Tractor. (2 marks)
…………………………………………………………………………………………………………………………………………………………………………………………………………….
6.State two methods of increasing the depth of penetration of a disc harrow. (2 marks)
……………………………………………………………………………………………………………………………………………………………………………………………………….
7. (a) Name the tools used in ( 2 marks)
(i) Cutting curves on thin wood………………………………………
(ii)Measuring the inner diameter of a circular object/surface…………………………..
(iii)Cutting thin sheets of metal………………………………………………………
(iv)Tightening wires during fencing………………………………………………….
b) State two care and maintenance practices of masonry tools and equipment. (1 mark)
……………………………………………………………………………
……………………………………………………………………………
8. State four pre-disposing factors of mastitis disease in cattle. (2 marks)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
9. Outline four factors which would be considered when culling layers. (2 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 48
……………………………………………………………………………………………………………………………………………………………………………………….
10. Give three reasons for choosing corrugated iron sheets in roofing of farm stores instead of tiles. (3 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
11. What is the purpose of fixing a ring around nostrils of a bull. (1 mark)
………………………………………………………………………………………….…………………………………………………………………………………………………………
12. State one use of each of the following parts found in a tractor.
(a) Carburetor……………………………………………………………… (1 mark)
(b) Spark plug ……………………………………………………………… (1 mark)
13. Name the mineral whose deficiency symptom is Grass tetany in livestock. (½ mark)
…………………………………………………………………………………………
14. Give three post-milking activities in dairy cattle. (1½ marks) ……………………………………………………………………………………………
…………………………………………………………………………………………..
………………………………………………………………………………………….
15. Name two livestock diseases controlled by the same vaccine and name the (1½ marks) Vaccine ……………………………………………………………………..
(i) …………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 49
(ii) …………………………………………………………………………….
16. State the role of the following hormones in livestock production. (2 marks)
Prolactin………………………………………………………………………….
Oxytocin ……………………………………………………………………………
17. Name one parasite of bees. (½ mark)
…………………………………………………………………………………………….
SECTION B (20 Marks)
Answer all the questions from this section.
18.Diagram below show a plunge dip.
a) Using a arrow on the diagram show the movement of cattle (½mark)
b) State one use of parts A, B and C (3marks)
A……………………………………………………………………………………………
B……………………………………………………………………………………………
C……………………………………………………………………………………………
c) State two precautions a farmer should take on dip to ensure effective dipping (2marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 50
(i)………………………………………………………………………………………………………………………………………………………………………………………………..
ii)…………………………………………………………………………………………………………………………………………………………………………………………………
(d). State two uses of the roof of the dip (2marks)
(i)…………………………………………………………………………………………………………………………………………………………………………………………………
(ii)…………………………………………………………………………………………………………………………………………………………………………………….……………
b) State three disadvantages of a plunge dip (3marks) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………
19a) i) Identify the tools below (1mark)
X ………………………………………………………………………..
Y ……………………………………………………………………….
ii) State the use of tools x and y (2marks)
X ………………………………………………………………………………………………………………………………………………………………………………………………
Y ………………………………………………………………………………………………………………………………………………………………………………………………
iii) Explain two maintenance practices carried on tool X (2marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 51
i)……………………………………………………………………………………………………………………………………………………………………………………………
ii)……………………………………………………………………………………………………………………………………………………………………………………………
b) Name the tools used in conjunction of following tools (2marks)
i. Trocar
………………………………………………………………………………………
ii. Hypodermic needle
………………………………………………………………………………………
iii. Wood chisel
………………………………………………………………………………………
iv. Star headed screw
………………………………………………………………………………………
20a) Diagram below show reproductive system of a female cow
i. Name the part marked (1mark)
D ………………………………………………………………………………………………
F ………………………………………………………………………………………………
ii. State the function of parts marked (1mark)
C ………………………………………………………………………………………………
E ………………………………………………………………………………………………
b) At what stage should a gilt be mated? (½mark)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 52
………………………………………………………………………………………………
SECTION C (40 Marks)
Answer any two questions in this section in the spaces provided after each question.
21.(a)Describe five pre-disposing factor of livestock diseases. (5marks)
…………………
(c) Describe six mechanical methods of controlling ticks (6 marks)
…………………
(c)Describe the factors that affect milk composition of a cow (9 marks)
22.(a)(i) Explain five advantages of animal power. (5marks)
……………………………………………………………………………………………….…………………………
(ii)Describe three operational differences between disc plough and mouldboard plough. (6 marks)
(b)Describe the use of various materials in construction of a Kenya to hive (4 marks)
(c) Outline the care and maintenance of a tractor water cooling system. (5marks)

23.(a)(i) State four physiological body processes considered when assessing on animal health. 4
(ii)Explain nine factors considered when selecting a breeding stock. (9marks)
(b)Describe Brucellosis disease in Cattle under the following sub-headings.
(i)the cause of the disease (1mark)
…………………………………………………………………………………………………
(ii)Symptoms of the disease (4marks)
(iii)Control measures (2marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 53
KCSE PREDICTOR 4
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A (30 MRKS)
Answer all question in this section in the space provided
1. Differentiate between olericulture and pomoculture as used in crop production .(1mrk) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. List the physical weathering agents in soil formation process (1 ½ mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. Give four method of farming (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
4. Give two examples for each of the following types of cost incurred in broiler production .
l) Variable cost ( 2 marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
m) fixed cost (2 marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 54
5. Give four advantages of crop rotation .(2mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
6. State four factors that that should be considered when classifying crop pest (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
7. Give three reasons why a water logged soil is unsuitable for most crops(1 ½ )
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
8. Give four advantages of tissue culture (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
1. Outline four observable indictors of economic development of a nation (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
2. Outline four indicators of well decomposed manure (1 ½)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 55
…………………………………………………………………………………………………………………………………………………………………………………………………
3. Give two conditions where opportunity cost does not exist (2mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Give four management practice that promote high herbage yields in pasture production (2mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
5. Give three reasons why primary cultivation should be done early before the onset of the rains(1 ½ )
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
6. Give two examples of farm records that are general in nature .(1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. Give four role of nitrogen in plants (2mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 56
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
8. Give four benefits of possessing a land title deed (2mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
SECTION B (20 MRKS)
Answer all the questions in this section in the spaces provided
9. The diagram below illustrates a feature observed after digging the soil several metres deep Study the diagram carefully and answer the question that follow
b) Identify the feature that the diagram above represents in the study of soil (1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c) What is the name given to the part labeled p(1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 57
………………………………………………………………………………………………………………………………………………………………………..
d) Give a reason why part b is also reffered to as layer of accumulation (1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
e) State two ways in which the knowledge of the above feature would be of benefit to farmer (2mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
18The diagram below shows a method of crop propagation .Study it and answer the questions that follow
15. Identify the method (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
b Name two crops that can be propagated using this method.(1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c. Give three ingredients used when preparing the tissue culture.(1 ½ )
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 58
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
19.The following information was obtained from the records of Mr Juma’s farm for the year ended on 31st march 2011
Particulars kshs
Opening Valuation 100,000
Calves 72,000
Hired Labour 21,000
Sales of milk 13,000
Sales of cereals 33,000
Rent 9,000
Feed 5,300
Seed 1,700
Fertilizers 4,700
Sales of Vegetables 9,300
Sales of poultry 1,800
Sales of fruits 700
Pesticides 1,250
Depreciation 650
Repair and Maintenance 950
Interest on loans 200
Closing Valuation 9,0000
d) using the information given above , prepare a profit and loss account for Mr Juma’s farm for the year ended 31st March (7mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 59
e) Giving a reason, State whether Mr. Juma’s farm made a profit or loss ( ½ mark )
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
20) The diagram below shows a maize stalk infected by a certain pest .Study it and answer the questions that follow .
d) Indentify the pest (1/2)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
e) Apart from maize, name another crop attacked by the pest named above ( ½ mark)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
f) Give three cultural measures that can be applied to control the pest (3mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
SECTION C ( 40MARKS)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 60
Answer any two questions in this section in the spaces provided
21a) Describe six advantages of rotational grazing (6mrks)
f) Explain eight ways in which soil fertility can be maintained (8mrks)
g) Explain six factors considered when drawing a farm plan (6mrks)
22a) Explain the factors that influence the type of irrigation to be used in a farm (8mrks)
g) Explain six reasons for pruning coffee.(6mrks)
h) Describe 6 ways in which lab our productivity can be improved on a farm (6mrks)
23a) Describe five importance of agro -forestry in soil and water conservation (6mrks)
16. Describe the procedure of silage making (10mrks)
17. Describe five effect of over application of nitrogenous fertilizer(5mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 61
KCSE PREDICTOR 4
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
SECTION A 30MRKS
Answer all the questions in this sections in the spaces provided
1. Name the most appropriate tools used in the following operations
a) Removing metal chippings in file (1mrk )
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) Cutting wood along grains (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
c) Branding (1mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
2. State four characteristic of Boran cattle (2mrks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3. State two functions of a useful bacteria in livestock production (1mrk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 62
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Name four function of lipid in an animal body (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………..
5. State two ways of reducing friction in moving part of farm tool (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
6. Outline four types of fence that can be used in mixed farm (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
7. Name three methods of out breeding in livestock production ((1 ½ marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
8. Give two reasons for tailing in sheep production (1mrk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 63
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
9. Name any five internal parts of cow‘s udder (2 ½ marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
10. Give five ways of transmitting livestock diseases (2 ½ marks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………….. 11. Give four features of improved grain bin (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
12. Give three types of calving complications (1 ½ mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 64
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
13. State four advantages of zero grazing as a grazing system (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
14. State two functions of a queen bee in a colony (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
15. Name four symptoms of anaplasmasis in livestock(2mrks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
16 .What do you understand by the following terms as used I animal production .
10. Coponisation(1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b) Bullock (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
c. Epistasis(1mrk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 65
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
SECTION B (20Mrks)
Answer all the questions in the spaces provided
17. Below is a diagram of a cooling system .Study it and answer the questions that follow
n) Identify the type of cooling system illustrated (1mrk
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
b . Name parts labelled J, K , L and M (2mrks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
c. Name two problems associated with the type of cooling system illustrated above(2mrks)
(i)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 66
(ii)
18. Below is an illustration of a method of extracting honey from combs .Study the diagram and answer the question that follow .
6. Indentify the above method of extracting honey (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
7. Give a reason why container x should not be heated directly (1mrk
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
8. Name the parts labeled w and y(2mrks)
w
y
9. Besides the above method ,State one other method of extracting honey (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
19The diagram below shows a certain practice carried out on pig
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 67
8. Identify the practice illustrated above (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
9. Draw another illustration depicting pig number 37(1mrk)
10. Name the tool used to carry out the practice illustrated above (1mrk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
11. State two other method of indentifying piglet (2mrks)
i)
ii)
20 .Below an illustration of a farm operation .Study it carefully and answer the question that follow.
f) Identify the activity being carried out (1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 68
g) Give one other activity carried on the animal before the above operation is carried out (1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
h) Outline the procedure of carrying out the above operation (3mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
SECTION C
Answer any two questions in the space provided
21. Outline management practice carried out in a fish pond to ensure maximum harvest of fish (7mrlk)
b) Discuss the importance of farm mechanization (6mrks
c) Discuss the short term maintenance practices carried out on a tractor (7 marks)
22. (a) Explain the feature of a piggery unit (10mrks)
o) Explain the factor that influence the work output of a draught animal(10mrks)
23. a)Outline various method of controlling ticks(10 mrks) Describe the management of growers up to the point of lay (10mrks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 69
KCSE PREDICTOR 5
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A(30mks)Attempt all the questions in this section.
p) Give two conditions under which shifting cultivation can be practiced. 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
q) Differentiate between apiculture and aquaculture. 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
r) Give four government policies which influence Agricultural production… 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
s) State four methods of clearing land. 2mk
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
t) State four importance for treating water for domestic use. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 70
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
u) Give four qualities of a fertile soil. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
v) State four types of farm records… 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
w) Give four role of nitrogen in a plant. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
x) State four factors which influence the rooting of a cutting . 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
y) Give four reasons for growing seedling in a nursery . 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 71
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
z) Name two methods of pruning . 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
aa) Give two causes of blossom end rot in tomatoes. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
bb) Define the following terms as used in Agriculture.
10. Land sub-division 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
11. Land consolidation. 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
cc) State four harmful effects of weed. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
dd) State two categories under which pest can be classified or mode of feeding. 2mks
……………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 72
ee) Name four causes of crop diseases. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
SECTION B:20mks:Attempt all questions in this section.
ff) Below is a diagram of one of the tertially practices that are carried out in land preparation. Study it and answer the questions below
12. Identify the tertially practice shown above. 1mk
……………………………………………………………………………………………
13. Give four reasons for carrying out the above practice. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
14. Apart from the above practice name any other two tertiary practices that are carried out in a farm (1mk)
………………………………………………………………………………………………
gg) The table below is one of the record that is kept by livestock farmer in the farm
Dam No
Breed colour
Parents: sire
Dam
1st Service
2nd service
3rd serivice
4th service
Remarks
No of service
Date of service
Date of service
Date of service
Date of service
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 73
Time of service
Time of service
Time of service
Time of service
A
…….
Bull No Breed
Bull No Breed
Bull no Breed
B……
Result……………….
Expected date of calving
C…………………………………..
Weight of calf at birth
Sex of the calf
No of calf
i) Identify the type of record. 1mk
………………………………………………………………………………………
j) Fill in the blank spaces 3mks
A……………………………………………………
B……………………………………………………………
C…………………………………………………………………
hh) A farmer was advised to apply 150 kg of CAN/ha,while top dressing the maize crop.CAN contains 21% N.Calculate the amount of Nitrogen applied per ha. 4mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
ii) Below are various pegging methods of tea. Study them and answer the questions that follows.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 74
i) Identify the pegging methods shown above. 112𝑚𝑘𝑠
A-
B–
C
j) Apart from the above method .Name any other method which is used to bring tea to bearing. 1mk
……………………………………………………………………………………………
k) Give one advantage of using the method given in b above. 1mk
………………………………………………………………………………..
l) State one reason why the method in (b) above is not commonly used.½mk
……………………………………………………………………………………………..
jj) Below are some of the common weeds in Kenya. Study them and answer the questions which follow.
5. Identify the weeds A,B,C D. 2MKS
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 75
……………………………………………………………………………………………
6. What contributes to the competitive ability of weed C 1mk
…………………………………………………………………………………………
7. Why is it difficult to control weed E and weed F. 1mk
………………………………………………………………………………………………
SECTION C(Attempt two questions in this section.(40mks)
kk) (a)Describe the advantages of organic farming in Kenya. 5mks
(b)Explain the overall effects of HIV/AIDS and ill health on Agricultural production.5mks
(c)Describe five reasons of carrying out minimum tillage in agriculture production.5mks
(d)Describe the uses of water in a farm . 5mks
ll) (a)Explain five ways of maintaining soil fertility. 5mks
(b)Explain the factors which affects the spacing of any crop. 5mks
(c)Describe five management practices carried out in a nursery bed. 5mks
(d)Describe the field management practices in tomato production.. 5mks
mm) (a)Describe the effects of land consolidation. 6mks
(b) Explain cultural methods of controlling pests.14mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 76
KCSE PREDICTOR 5
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
Section A (30MKS)
1. Name four methods of dehorning in cattle (2mks)
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
2. State the function of the following parts of a poultry digestive system(1mk)
Crop-………………………………………………………………………………………………………….
Gizzard-……………………………………………………………………………………………………..
3. State two functions of protein in animal nutrition (1mk)
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
4. Name four bacterial diseases 2mks
…………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 77
……………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
5. Name two meat breeds of goat …1mks ……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
6. Give four characteristics of a large white breed of pig (2mk)
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
7. State four ways of restraining cattle during routine management (2mks)
…………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
8. What is meant by the following terms as used in livestock health?
(a) Incubation period (1mk)
……………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
(b) Mortality rate (1mk)
…………………………………………………………………………………………………………………………………..
9. Define the following terms as used in livestock rearing………..2mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 78
(a)pullet……………………………………………………………………………………………………………………………
b.cockrel…………………………………………………………………………………………………………………………..
c.piglet……………………………………………………………………………………………………………………………
c.sow…………………………………………………………………………………………………………
10. What is creep feeding? (1mk)
………………………………………………………………………………………………………………………………………………………………………………………………………………
11.State two meat breeds of sheep 2mks
12. Give microbial activities that takes place in the rumen..2mks
13. (a) State 2 functions of cobalt in animal’s body 1MKS
(b)Name two classes of feedstuff 1mk
14. Give 4 mechanical method of tick control 2mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 79
15. State structural requirements of a pig house 2mks
16. State 4 disadvantages of using spray race over cattle dip 2mks
17. Give the uses of the following farm tools and equipments 2mks
i) strip cup
ii) milk strainer
Iii) Hacksaw
iv) Centre punch
Section B 20mks
18. Diagram G,H and J illustrates some livestock parasites
J
H
G
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 80
(a) Identify parasites G,H and J (3 mk
G……………………………………….
H……………………………………….
J………………………………………..
(b) Name the parts of the host body where parasites G and J are found (1mk)
……………………………………………………………………………………………………..
(c) Name the intermediate host of parasites G and J (2mk)
G……………………………………………………………………………………………………..
J……………………………………………………………………………………………………..
(d) Outline four symptoms of attack in livestock by parasite J (2mks)
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
19. The diagram below illustrates a hoof of a sheep. Study it carefully and answer the questions that follow
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 81
(a) Name the routine management practice that should be carried out on the hoof illustrated above(1mk)
……………………………………………………………………………………………………………………………………….
(b) State two reasons for carrying out the management practice in (a) above (2mks)
……………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………….
20. Study the diagrams of workshop tools shown below
(a) Identify the tools labeled E and F (2mk)
E………………………………………………..
F…………………………………………………
(b) What functional advantage does tool E have over tool F? (1mk)
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
(c) Below is a diagram of a farm structure for storing grains. Study it carefully and answer the question that follows
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 82
(i) Identify the farm structure illustrated above ( 1mk)
……………………………………………………………………………………………………………………………………..
(ii) State the function of the part labeled M ( 1mk)
……………………………………………………………………………………………………………………………………
(iii) State two maintenance practices that should be carried out on the farm structure illustrated above in readiness for grain storage 2mks
21.Give four functions of a worker bee 2mks
Section c (40mks)
Attempt any two questions
22(a) i) Describe seven signs of ill-health in livestock 7mks
(ii) Outline five uses of a crush in livestock rearing5mks
(b) (i) Name the causal organism of coccidiosis in poultry. (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 83
…………………………………………………………………………………………………………………………………………………………………
(ii) Apart from poultry name two other animals affected by the disease above. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(iii) Give five symptoms of the disease in poultry. (5mks)
23. (a) Describe the procedure of processing honey wax (8mks
(b) Outline FOUR harmful effects of lice in livestock ( 4MKS )
(c) State five advantages of the top bar beehive (5mks)
d). Give three signs of heat in pigs (3mks)
24. A) Explain six advantages of artificial insemination (A.I) in livestock breeding. (6mks)
(b) Give 5 categories of farm tools and equipment (5mks)
c)outline five characteristics corriedale breed of sheep (5mks)
d)discuss 4 practices carried out on fish before preservations. 4mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 84
KCSE PREDICTOR 6
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A: (30 MARKS)
Answer ALL questions in the spaces provided.
1. Give four activities that may be undertaken in organic farming. (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
2. State four harmful effects of wind on crop production (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 85
………………………………………………………………………………………………….
………………………………………………………………………………………………….
3. Give the general name of chemicals used to control;
a) Weeds (½ mark)
………………………………………………………………………………………………….
b) Leaf rust in coffee (½ mark)
………………………………………………………………………………………………….
4. State four practices that can be used to improve water logged clay soils (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
5. State four factors considered when selecting planting materials (2 marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 86
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
6. Give two causes of blossom-end rot in tomatoes (1 mark)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
7. Give four pieces of information contained in a land title deed. (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 87
………………………………………………………………………………………………….
8. Name three macro-nutrient elements whose deficiency symptom is chlorosis (1½ marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
9. State two water treatment processes that take place in the coagulation and sedimentation tank.
(1 mark)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
10. State four reasons for pruning fruit crops (2 marks)
………………………………………………………………………………………………….
11. State four disadvantages of intercropping (2 marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 88
………………………………………………………………………………………………….
………………………………………………………………………………………………….
12. Name three practices carried out to improve and maintain permanent pastures (1½ marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
13. State four cultural practices of weed control in beans (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………
14. State four advantages of timely harvesting of crops (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 89
………………………………………………………………………………………
15. List three tertiary operations that may be carried out in a seedbed (1½ marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………
16. Give two reasons for locating a nursery bed at a well sheltered place (1 mark)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
17. List four disadvantages of using compost manure in crop production (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………
18. Give three reasons why timely ploughing of the seedbed is important in crop production.
(1½ marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 90
………………………………………………………………………………………………….
………………………………………………………………………………………………….
SECTION B: (20 MARKS)
Answer ALL the questions in this section in the spaces provided.
19. A farmer has four plots P1, P2, P3 and P4 as shown in the diagram below. Each of the plots has an agronomic problem as indicated.
P1 P2 P3 P4
a) The farmer intends to grow maize, tomatoes, groundnuts and Rhodes grass. Indicate the crop the farmer should grow in each of the plots (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
Outline the procedure of transplanting tree seedlings from polythene sleeves. (3 marks)
Infested with bacterial wilt
Deficient in nitrogen
Infested with witchweed (Striga species)
Prone to soil erosion
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 91
………………………………………………………………………………………………….
………………………………………………………………………………………………….
20. Study the illustration below and answer questions that follow.
a) Identify the management practice indicated above. (1 mark)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
b) Give three problems that could arise if the above practice is not carried out. (3 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
21. The diagram below illustrates an experiment carried out by a Form one student on soil. Study it carefully and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 92
a) State the aim of experiment above. (1 mark)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
b) Identify the soil samples in each of the funnels labeled Q and R (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
Give two ways in which the soil structure of the sample labeled S above can be improved.
(2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
22. The diagram below illustrates a method of preparing compost manure. study it and answer the questions that follow.
a) Identify the method illustrated above. (1 mark)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 93
………………………………………………………………………………………………….
………………………………………………………………………………………………….
b) By using arrows, indicate the direction of the materials form X to the field (2 marks)
c) State two desirable factors considered when siting compost manure pit. (2 marks)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
SECTION C: (40 MARKS)
Answer any TWO questions from this section in the answer sheets attached.
23. a) Describe the production of beans under the following sub-topics;
(i) Planting (4 marks)
(ii) Field practices (4 marks)
(iii) Harvesting (4 marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 94
b) Outline six safety measures undertaken in the use of herbicides to minimize environmental pollution. (6 marks)
c) Describe the precautions taken into account during harvesting of cotton (4 marks)
24. a) Explain ten farming practices carried out to control crop diseases (10 marks)
b) Outline six steps followed in the adjudication of land (6 marks)
c) Explain the four different methods of farming (4 marks)
25. a) Explain ten factors that can encourage soil erosion (10 marks)
b) Explain five effects of liberalization of agricultural markets to farming in Kenya
(10 marks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 95
KCSE PREDICTOR 6
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
SECTION A (30 Marks)
Answer all the questions in this section in the spaces provided.
1 State four ways of controlling tsetse flies. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2 Name four breeds of dairy goats. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3 Give four characteristics of a good vaccine. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 96
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4 State four advantages of outbreeding in livestock production. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
5 Give four factors that affect the quality of honey. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6 Outline three functions of calcium in the body of a dairy cow. (1 ½ mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7 List four cattle diseases caused by virus. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 97
8 State the function of each of the following.
(a) Plumb bob ( ½ mk)
…………………………………………………………………………………………………………………………………………………………….
(b) Drenching gun ( ½ mk)
…………………………………………………………………………………………………………………………………………………………….
(c) Garden trowel ( ½ mk)
……………………………………………………………………………………………………………………………………………………………
(d) Pipe wrench ( ½ mk)
…………………………………………………………………………………………………………………………………………………………..
9 State two reasons for seasoning timber before use. (1mk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
10 State four reasons for culling a breeding boar. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
11 State four uses of lubrication system in a tractor. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 98
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
12 Give four observations on the behavior of chicks which would indicate that the temperature in the brooder is too high. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
13 State four ways of stimulating milk let – down in a dairy cow. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
14 State four measures that should be taken to control brucellosis in cattle. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
15 Give four conditions that would encourage hens to eat eggs in poultry production. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 99
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
16 State four advantages of a hedge fence in a farm. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
SECTION B ( 20 Marks)
Answer all questions in the spaces provided
17 Study the diagram below and answer questions the questions that follow.
(a) Identify the implement illustrated in the diagram. (1mk)
…………………………………………………………………………………………………………………………………………………………….
(b) What is the method of power transmission for operating implements? (1mk)
…………………………………………………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 100
(c) State the use of the implement. (1mk)
…………………………………………………………………………………………………………………………………………………………….
(d) Give two maintenance practices for implement A. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
18 Below is a diagram of a rabbit hutch. Use the diagram to answer the questions that follow.
(a) How should the materials used for constructing parts Q and S be treated to last long?
(2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(b) Name the appropriate tools that should be used to cut the materials for constructing parts Q. (1mk)
…………………………………………………………………………………………………………………………………………………………….
(c) Give two reasons for raising the rabbit hutch above the ground level. (1mk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
19 Below is an illustration of an internal parasite in livestock
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 101
(a) Identify the parasite. (1mk)
………………………………………………………………………………………………………………
(b) Name one final host for the parasite. (1mk)
…………………………………………………………………………………………………………………………………………………………….
(c) Name the intermediate host for the parasite. (1mk)
…………………………………………………………………………………………………………………………………………………………….
(d) State two control measures of the parasite. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
20 The illustration below represents the digestive system of poultry. Study the illustration carefully and answer questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 102
(a) Name the parts labeled E , F and G.
E…………………………………………………………………………………………………………………………………(1mk)
F………………………………………………………………………………………………………………………………….(1mk)
G…………………………………………………………………………………………………………………………………(1mk)
( b) State two ways in which the part labeled G is adapted to its function. (2mks)
SECTION C (40 Marks)
Answer any two questions from this section in the spaces provided.
21 (a) Name the strokes in a four stroke cycle engine and describe how each operates. (12mks)
(b) Describe four physical characteristics that a poultry farmer would use to identify poor layers from a flock of hens. (8mks)
22 (a) Describe the disease milk fever under the following sub headings:
(i) Animals affected (2mks)
(ii) Symptoms (5mks)
(iii) Control measures (3mks)
b) Describe five calf management practices carried out immediately after parturition. (5mks)
c) Outline five qualities of eggs for marketing. (5mks)
23 (a) State and explain five harmful effects of parasites in livestock. (10mks)
b) Describe any five parts and functions of a Zero grazing unit. (10mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 103
KCSE PREDICTOR 7
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A (30marks).
Answer all Questions in this section.
1. a) State four characteristics of extensive farming system. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
b) List two disadvantages of small scale farming. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
2. Name two ways in which predators affect agricultural production. (1mk)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 104
3. List down four factors that influence formation of soil. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
4. State two farming practices that bring about minimum tillage. (1mk)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
5. Name the function of each of the following chemicals in water treatment.
a) Alum (1mk)
………………………………………………………………………………………………………………….
b) Soda ash (1mk)
………………………………………………………………………………………………………………….
6. State two importance of organic matter in the soil. (1mk)
………………………………………………………………………………………………………………….
7. State three reasons why green manure is not commonly used in the farms. (1 ½ mks)
………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 105
………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………
8. State four uses of farm records. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
9. List three importance of phosphorous in crop growth. (1 ½ mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
10. Name four significance of using seeds as planting materials. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
11. List two importance of tissue culture in propagating crops. (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 106
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
12. State the difference between the following terms. (2mks)
a) Rogueing
………………………………………………………………………………………………………………
b) Gapping
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
13. State four effects of applying too much nitrogenous fertilizer to crops. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
14. Name four disadvantages of communal land tenure system. (2mkS)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 107
15. State four precautions farmers should observe when using agro-chemical for their safety and for environmental safety. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
16. State three harmful effects of pests on crops. (1 ½ mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
17. State three qualities of a good manager in a farm setting. (1 ½ mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
18. State two factors that influence the demand of a commodity. (1mk)
………………………………………………………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 108
SECTION B (20 MARKS)
Answer all questions in this section.
19. Study the diagram below and answer the questions that follow
a) Identify the three harvesting methods shown in the diagrams above. (2mks)
………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
b) Name four sites for agroforestry trees in the farm. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
20. The document below was obtained from one of the books of accounts in kimko’s farm. Study the document and answer the questions that follow.
DAIRY CATTLE
DR
CR
Date
Particulars
Folio
Amount
Sh cts.
Date
2003
Particulars
Folio
Amount
Sh cts.
A
B
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 109
Feb 20th
Feb 30th
Bought 2 bags of dairy meal
1
18,000.00
Feb 10th
Sold 2 heifers
1
12,000.00
a) Identify the book from which the above document was obtained. (1mk)
………………………………………………………………………………………………………………
b) State four importance of keeping proper farm account records. (2mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………
21. The diagram below shows pests that affect crops when in the field. Study the diagrams and .
a) Identify the pest J, K and L. (3mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
L
J
K
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 110
b) State two ways of controlling the pest labeled L above. (2mks)
………………………………………………………………………………………………………………….
c) State one crop attacked by the pest labeled J and K above. (2mks)
………………………………………………………………………………………………………………….
22. The Following weeds were found growing on a maize farm by a form four student. Study the weeds and answer the questions that follow.
a) Name the weeds labeled X, Y and Z above. (3mks)
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
b) State one reason that makes each of the following weeds difficult to control. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 111
(i) X
………………………………………………………………………………………………………………….
(ii) Z
………………………………………………………………………………………………………………….
c) State one reason why the weed labeled M should not be allowed to grow in the farm. (1mk)
………………………………………………………………………………………………………………….
SECTION C (40 marks)
Answer only two questions in this section
23. a) Explain five cultural methods a farmer can use to control weeds. (10mks)
b) State and explain five factors considered when establishing nursery bed site. (10mks)
24. a) Describe five ways in which a farmer may adjust to uncertainty and risks in the farm. (10mks)
b) Explain five physical methods used to control crop pests in a crop land. (10mks)
25. a) State five types of information contained in a tittle deed. (5mks)
b) State five methods used to control soil and water pollution. (5mks)
c) State and explain five ways an entrepreneur can use to improve labour productivity in a farm.
(10mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 112
KCSE PREDICTOR 7
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
SECTION A (30MARKS)
Answer all the questions in this section.
1. State two reasons of using farm tools and equipment in the farm. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
2. State three reasons that would make a farmer opt to rear indigenous cattle breeds instead of exotic cattle breeds. (1 ½ mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
3. State three characteristics of Bacterian type of camel. (1 ½ mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 113
4. Name four factors that influence the pulse rate of an animal. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..……………………………………………………………………………………………………
5. State three signs of attack by endoparasites a farmer can observe. (1 ½ mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
6. State four factors that determine the amount of food given to an animal. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
7. Name three reasons that would make a farmer use a machakos dip instead of a plunge dip to control ticks. (1 ½ mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
8. State four factors considered when selecting construction materials. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 114
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..……………………………………………………………………………………………………….
9. Name three methods a farmer can use when selecting livestock for breeding. (1 ½ mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
10. Mention three signs of heat in a doe. (1 ½ mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
11. Mention four reasons that would make a farmer carry out identification to his herd. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
12. State two diseases that commonly affect bees in bee farming. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 115
13. State four methods a farmer can use when preserving fish after harvesting. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..……………………………………………………………………………………………………
14. State four factors that determine the choice of poultry rearing system that a farmer chooses to use.
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
15. State one significance of mobile calf pen in calf rearing. (1mk)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
16. State two disadvantages of a two stroke engine. (1mk)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
17. State two factors that could cause sudden stopping of a tractor engine. (1mk)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
18. State four disadvantages of animal drawn implements over tractor drawn implements. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 116
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
SECTION B (20MARKS)
Answer all questions in this section.
19. The diagram below shows a tractor drawn implement. Study it and answer the questions that follow.
a) Name the parts A, B, C and D. (4mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………
b) State two advantages of using the above implement over mould- board plough. (2mks)
…………………………………………………………………………………………………………………..……………………………………………………………………………………………………………
c) State the function of the parts labeled. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 117
i) A
…………………………………………………………………………………………………………………..
ii) D
…………………………………………………………………………………………………………………..
20. The diagram below shows livestock parasites. Study the diagrams and answer the questions that follow.
a) Identify the parasites X and Y above. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
b) State two effects that are caused by the parasite labeled X on the animal’s body. (2mks)
…………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………..
c) Name one disease transmitted by parasite labeled X above. (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 118
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
d) State three measures taken to control the parasite labeled Y above. (3mks)
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
21. Study the diagram below and answer the questions that follow.
a) Identify the livestock equipment marked E above. (1mk)
…………………………………………………………………………………………………………………..
b) State two reasons that make branding be discouraged as a method of livestock identification.
(1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 119
…………………………………………………………………………………………………………………..
SECTION C (40 MARKS)
Answer any two questions.
22. a) State five factors that predispose livestock to diseases. (10mks)
b) State and explain five factors a farmer will consider when siting beehives in the farm. (10mks)
23. a) Briefly state and explain five equipment a farmer will need when milking and state their uses.
(10mks)
b) Explain five factors to consider when selecting a breeding stock. (10mks)
24. a) State and explain four materials collected by bees. (8mks)
b) State and explain the use of four equipments a honey harvester would require to have when
harvesting honey. (8mks)
c) List four main reasons that make fish farming popular. (4mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 120
KCSE PREDICTOR 8
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A 30MKS
1. Define the term shifting cultivation 1mks
2. Differentiate between organic farming and agro forestry.2mk
3. Differentiate between fodder crops and pasture crops (2mks)
4. State four factors determining the quality of tomatoes.2mks
5. List three main ways in which pasture crops can be classified (11/2mks)
6. Define the term soil erosion (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 121
7. Distinguish between a dam and a weir (1mk)
8. State 4 benefit of agriculture to our economy. 2mks
9.Give 4 advantages of tissue culture 2 mks
10. State properties of soil that are influenced by its texture.2mks
11. State four post harvest practices carried out on maize grain 2mks
12. Outline government policy that regulate amount of imported good.2mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 122
13. Give importance of sub soiling.2mks
14 .Name three types of surface irrigation (11/2mks)
15 .Give Four advantages of sub-surface irrigation (2mks)
16.Outline 4 factors determining number of secondary cultivation when preparing a seedbed.2mks
17. Give 4 factors affecting herbicides selectivity2mks
Section B (20 mks)
18a. The diagram below shows a structure used to collect water in the farm.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 123
(a) Identify the method of water harvesting above . (1mk) …………………………………………………………………………………………………………
(b) Give two factors that will determine the amount of water collected from the above mentioned structures. (2mks)
…………………………………………………………………………………………………………..…………………………………………………………………………………………………………..
(c) Outline one maintenance practice that should be carried out on part labeled c above. (1mk)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(d)Name one other method used to collect water in the farm. (1mk)
C
Output pipe with tapOutput pipe with tapOutput pipe with tap Output pipe with tapOutput pipe with tap Output pipe with tapOutput pipe with tapOutput pipe with tapOutput pipe with tapOutput pipe with tap Output pipe with tapOutput pipe with tap Output pipe with tap
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 124
………………………………………………………………………………………………………….
(e)Describe the procedure of sampling soil for testing. (5mks)
19The diagram below illustrates a feature observed after digging the soil several metres deep Study the diagram carefully and answer the question that follow
a) Identify the feature that the diagram above represents in the study of soil (1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
b) What is the name given to the part labeled p(1mrk)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c) Give a reason why part b is also reffered to as layer of accumulation (1mrk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 125
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
d) State two ways in which the knowledge of the above feature would be of benefit to farmer(2mrks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
20.The diagram below shows a method of crop propagation .Study it and answer the questions that follow
a) Identify the method (1mrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
b.Name two crops that can be propagated using this method.(2mksmrk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 126
c. Give two ingredients used when preparing the above activities.(2mks )
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..……………………………………………………………………………………..
section c 40 mks(Answer any two question in this section)
21(a) Outiline four Importance of treating water (4mks)
(b) Explain four factors influencing crop rotation. (8mks)
-(C)Explain Factors influencing soil erosion (8×1=8mks
22. (a)Explain Importance of drainage as a land reclamation method 5×2=10mks
b)state reasons for carrying out minimum tillage (5mks)
(c)Outline Factors determining the quality of farm yard manure (5mks)
23(a)Describe planting of carrot under the following subheadings
(i) Planting (5 x 1 = 5mks)
(ii) Field management (5 x 1 = 5 mks)
b).Outline Importance of organic matter.(5 x 1 = 5mks)
c)State Four benefits of soil structure in crop production.5mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 127
KCSE PREDICTOR 8
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
SECTION A- 30 MARKS (ATTEMPT ALL QUESTIIONS
1. Give four reasons maintaining farm tools. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. Name four complementary tools. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. Name the following breeds of livestock. 3mks
i. A black pig with white shoulders and white forelegs.………………………………
ii. White rabbit with red eyes ………………………………
iii. A camel with two humps………………………
4. (a) State four importance of keeping livestock healthy 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(b) Give three physical appearance of an animal to be observed when checking on the health of an animal. 1½mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 128
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
5. Name four nutritional diseases of livestock. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6. State four effects of external parasite on livestock production. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. Give four mechanical methods of controlling ticks. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
8. State 3 characteristics of succulent roughages. 1 1/2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
9. List down the four compartments of a ruminant stomach. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
10. (a)What is selection in livestock production? 1mk
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 129
………………………………………………………………………………………………………………………………………………………………………………………………………………
(b) Name two methods of selection. 1½mks
………………………………………………………………………………………………………………………………………………………………………………………………………………
11. What is the role of the following parts of the reproduction systems in livestock. 2mks
i. Ovary
………………………………………………..
ii. Uterus
…………………………………………………
iii. Fallopian tube
…………………………………………………………………..
iv. Testis
……………………………………………………………………
12. Give three signs of heat in a rabbit. 1½mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
13. Give four reason why castration is done in livestock production. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
14. State four reasons as to why bees would swarm away. 2mks
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
SECTION B(20marks)
15. Below are different method of identifying farm animals .Study the diagram and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 130
a. Name the methods of identification . 2mks
i. …………………………………….
ii. ……………………………………
iii. …………………………………….
iv. ……………………………………….
b. Name the tool that is used to identify in B above. 1mk
…………………………………………………………………………………………..
c. Give two reasons for identifying farm animals. 2mks
……………………………………………………………………………………………………………………………………………………………………………………………..
16. Below are parts of a building .Study it carefully and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 131
a. Name the part labeled . 2mks
A……………………………………………………………………
B…………………………………………………………………….
C…………………………………………………………………….
D……………………………………………………………………..
b. What is the use of a crush. Give four . 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c. Give four qualities of a good calf pen. 2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
17. Below is a diagram of rearing birds. Study the diagram and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 132
a. Identify the system shown above. 1mk
……………………………………………………………………………………….
b. Name the parts labeled A,B,C and D. 2mks
A……………………………………………………………………………..
B………………………………………………………………………….
C…………………………………………………………………………..
D………………………………………………………………………….
c. What are the advantages of using this system when rearing birds. Give two. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………
18. A farmer wishes to prepare a ration containing 18 and the feedstuff available are maize 7%DCP and sunflower seed cake 34%.
a. Using a Pearson square method, compute a 100kg of the ration . 3mks
b. Calculate the amount of each feed stuff required. 1mk
SECTION C 40MKS(ANSWER ANY TWO QUESTIONS FROM THIS SECTION)
19. (a)Describe the advantages of Artificial insemination.(AI) 10mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 133
(b)Describe Anthrax under the following subheading.
i. Animal affected. 2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………
ii. Causal organism 1mk
………………………………………………………………………………………………………………………………………………………………………………………………………….
iii. Symptoms 5mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
iv. Control measures 2mks
……………………………………………………………………………………………………………………………………………………………………………………………………………
20. (a) Compare and contrast the digestive system of a ruminant and a non-ruminant. 7mks
(b) Describe the uses of fences in a farm. 10mks
(c)Outline the work of worker bees in a bee colony 3mks
21. (a) Give five causes of cannibalism in poultry 5mks
(b)Describe the symptoms of roundworm infestation in livestock. 7mks
(c)Describe the control measures for cannibalism in layers. 8mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 134
KCSE PREDICTOR 9
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A (30MARKS)
Answer all the questions in this section in the space provided.
1. Give four advantages of intensive farming. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
2. State four benefits of agroforestry to a maize crop. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. Name the plant part used for vegetative propagation of each of the following plants.
(i) Sisal (½ mk)
………………………………………………………………………………………
(ii) Pyrethrum (½ mk)
………………………………………………………………………………………
(iii) Sweet potatoes (½ mk)
………………………………………………………………………………………
(iv) Sugar cane (½ mk)
………………………………………………………………………………………
4. State four cultural ways of controlling couch grass (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 135
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
5. Name three sources of underground water (1½mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6. State three causes of blossom end of rot in tomatoes (1½mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. Give three qualities of a good green manuring plant (1½mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
8. State four reasons for practicing minimum tillage. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
9. Name four farm records that should be kept by a poultry farmer. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
10. Give three ways in which pastures are classified (1½mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
11. State four ways in which land reforms can be implemented in Kenya. (2mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 136
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
12. State four factors that determine the stage at which a crop is harvested. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………
13. Give four beneficial effects of weeds to a farmer. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………
14. Give four advantages of practicing crop rotation. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
15. Name four methods of controlling pests. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
16. Distinguish between intensive hedgerow and border planting forms of agroforestry (2mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 137
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
SECTION B (20 MARKS)
Answer all the questions in this section in the spaces provided.
17. The following illustrations show different production function curves in agricultural economics. Study them and answer the questions which follows;
(a) Identify the production function curves labeled A, B and C
A ……………………………………………………………………………….. (1mk)
B ……………………….……………………………………………………… (1mk)
C. ………………………………………………………………………………. (1mk)
(b) What does the law derived from the production function labeled C state? (1mk)
………………………………………………………………………………………………
(c)
(i) Which one of the three production functions curves is rare in Agriculture (1mk)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 138
…………………………………………………………………………………………………..
(ii) Give a reason for your answer in (i) above (1mk)
…………………………………………………………………………………………………..
18. The table below shows the population and gross domestic products of countries A and B
Country
Gross Domestic product (million Ksh)
Population (million)
A
1800
36
B
1200
15
(a) Calculate the per capita income for each country show your working (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
(b) Which of the two countries is more developed economically (1mk)
…………………………………..…………………………………………………………..
(c) Give a reason for your answer in (b) above (1mk)
………………………………………………………………………………………………………………………………………………………………………………………………
(d) How can agriculture increase the gross domestic product of a country (1mk)
…………………………………………………………………………………………………………………………..………………………………………………………………….
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 139
19. The diagram below illustrate investigation on a property of soil using soil samples labeled J, K and L.
(a) Name the property of soil being investigated (1mk)
…………………………………………………………………………………………………………………………………………………………………………………….
(b) What is the relationship between the soil property above and the size of soil particles? (1mk)
……………………………………………………………………………………………………………………………………………………………………………………………..
(c) Which soil sample would be suitable for growing paddy rice? (1mk)
…………………………………..………………………………………………………
(d) Give a reason for your answer in (c) above (1mk)
…………………………………………………………………………………………..
20. The following is a list of nutrients: copper, calcium, nitrogen, molybodenum, zinc, phosphorus, carbon, sulphur, iron and magnesium. Which of the above nutrients are;
(a) Macro – nutrients (1mk)
…………………………………………………………………………………………..
(b) Micro – nutrient (1mk)
…………………………………………………………………………………………..
(c) Fertilizer elements (1mk)
…………………………………………………………………………………………..
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 140
(d) Liming elements (1mk)
………………………………………………………………………………………….
(e) Primary macro nutrients (1mk)
…………………………………………………………………………………………
SECTION C
Answer any two questions in this section in the spaces provided after question.
21.
(a) Explain five functions of a live fence in a farm. (5mks)
(b) Describe various risks and uncertainties in crop farming (10mks)
(c) State five functions of young farmers clubs in Kenya (5mks)
22.
(a) Explain five factors that should be considered in farm planning (10mks)
(b) Explain the different ways in which each of the following environmental factors influence crop production.
(i) Wind (5mks)
(ii) Temperature (5mks)
23.
(a) Outline the information contained in a purchase order. (5mks)
(b) Describe the harvesting of tea (7mks)
(c) Explain the cultural methods of controlling soil erosion (8mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 141
KCSE PREDICTOR 9
443/2
AGRICULTURE
PAPER 2
Time: 2 HOURS
SECTION A (30MARKS)
Answer all the questions in this section in the space provided.
1. Give four signs of ill health in livestock. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
2. List four materials that can be used in the construction of Kenya top bar hive. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. State four management practices carries out on a cows during parturition. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..……………………………………………………………………………………………………………………..
4. Name four methods of controlling Newcastle disease in chicken (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 142
……………………………………………………………………………………………………………………
5. State the role of the following practices when rearing piglets
(i) Iron injection. (½mks)
………………………………………………………………………………………
(ii) Tooth clipping (½mks)
………………………………………………………………………………………
6. State two functions of fats and oils in animals body. (1mk)
…………………………………………………………………………………………………………………………………………………………………………………..……………………
7. State two functions of a queen bee in a colony (1mk)
………………………………………………………………………………………………
………………………………………………………………………………………………
8. Name four species of fresh water fish reared in Kenya. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………
9. State two forms in which tapeworms are found in livestock (1mk)
………………………………………………………………………………………………………………………………….………………………………………………………………………
10. Give the distinguishing colour for each of the following breeds of livestock
(i) Chinchilla rabbit (½mks)
……………………………………..………………………………………………………
(ii) Toggen burg goat (½mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 143
……………………………….……………………………………………………………
11. State two functions of ventilation in an animal house (2mk)
…………………………………………………………………………………………………………………………………………………………………………………………………………
12. Give two reasons for using litter in a poultry house. (2mk)
……………………………………………………………………………………………………………………………………………………………………………………….…………………
13. State one role of each of the following ingredients as used in preparation of artificial colostrums. (2mks)
(a) Castor oil
…………………………………………………………………………………………..
(b) Cod liver oil
…………………………………………………………………………………………..
14. State four reasons for breeding animals. (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………
15. State the functions of each of the following
(a) Shovel (½mks)
……………………………………………………………………………………………
(b) Strip cup (½mks)
…………………………………………………………………………………………..
16. Why is it necessary to have guard rails in a farrowing pen? (1mk)
………………………………………………………………………………………………………………………………………………………………………………………………
17. Distinguish between the following practices as used in livestock production.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 144
(a) Cropping and harvesting in fish farming (1mk)
………………………………………………………………………………………..………………………………………….……………………………………………………………..
(b) Crutching and ringing in sheep management (1mk)
……………………………………………………………………………………………………………………………….……………………………………………………………….
18. State three instances when a bee keeper may handle bees. (1½mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………
19. State three functions of rumen in ruminant animals (1½mks)
…………………………………………………………………………………………………………………………………………….……………………………………………………………
20. Give two signs that indicate that a cow has died of anthrax. (1mk)
…………………………………………………………………………………………………………………………………………………………………………………………………………
21. Why is it raddling essential in sheep management. (1mk)
…………………………………………………………………………………………………………………………………………….……………………………………………………………
SECTION B (20 MARKS)
Answer all the questions in this section in the spaces provided.
22.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 145
(a) If the maize meal contains 60% digestable crude protein (DCP) and Fish contains (64% DCP, calculate the amount of each feed stuff in Kilogrammes required to prepare 200kg of chickmash containing 18% DCP. (4mks)
(b) Name two other feed ingredients which should be added to the chickmash to make it a balanced diet. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………
23. The figure below is a pig with some body paints. Study it and answer the questions that follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 146
(i) A farmer wants to select a breeding stock. State the three physical qualities the farmer should asses in order to select a pig. (3mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………….
b) Study the illustration below of a hard flow foundation in a farm structure.
i) Name the parts labeled Rand T (2mks)
ii) State three advantages of concrete floor. (3mks)
T
X
R
W
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 147
24. The diagram below represents some farm tools
(a) State the use of each tool on the farm. (4mks)
S
…………………………………………………………………………………………..
U
…………………………………………………………………………………………..
V
………………………………………………………………………………………….
Y
…………………………………………………………………………………………..
(b) Explain two maintenance practices that should be carried out on the teeth of tools in the diagram. (2mks)
S
V
TeethTeethTeethTeethTeeth
Y
U
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 148
SECTION C
Answer any two questions in this section in the spaces provided after question 26.
25.
(a) Explain the factors considered when culling livestock. (5mks)
(b) Explain five factors considered when siting a cattle dip. (5mks)
(c) Give four conditions necessary for artificial incubation. (4mks)
(d) Outline the factors a farmer should consider to ensure fast and efficient cultivation by oxen. (6mks)
26.
(a) Describe East Coast Feaver (ECF) under the following sub headings.
(i) Animal attacked (1mk)
(ii) Causal organism (1mk)
(iii) Signs of infection (5mks)
(iv) Control measures (3mks)
(b) Explain seven factors that affect milk composition in a dairy farming. (7mks)
(c) State the advantages of a four stroke engine over a two stroke engine oil. (3mks)
27.
(a) Describe the feeding practices in artificial rearing of a dairy calf. (10mks)
(b) Describe the life cycle of a three host tick. (10mks)
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 149
KCSE PREDICTOR 10
443/1
AGRICULTURE
PAPER 1
Time: 2 HOURS
SECTION A(30mks)Attempt all the questions in this section.
1. Give two conditions under which shifting cultivation can be practiced. 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
2. Differentiate between apiculture and aquaculture. 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
3. Give four government policies which influence Agricultural production… 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
4. State four methods of clearing land. 2mk
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
5. State four importance for treating water for domestic use. 2mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 150
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
6. Give four qualities of a fertile soil. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
7. State four types of farm records… 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
8. Give four role of nitrogen in a plant. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
9. State four factors which influence the rooting of a cutting . 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
10. Give four reasons for growing seedling in a nursery . 2mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 151
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
11. Name two methods of pruning . 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
12. Give two causes of blossom end rot in tomatoes. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
13. Define the following terms as used in Agriculture.
12. Land sub-division 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
13. Land consolidation. 1mk
………………………………………………………………………………………………………………………………………………………………………………………………
14. State four harmful effects of weed. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
15. State two categories under which pest can be classified or mode of feeding. 2mks
……………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 152
………………………………………………………………………………………………………………………………………………………………………………………………
16. Name four causes of crop diseases. 2mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
SECTION B:20mks:Attempt all questions in this section.
17. Below is a diagram of one of the tertially practices that are carried out in land preparation. Study it and answer the questions below
15. Identify the tertially practice shown above. 1mk
……………………………………………………………………………………………
16. Give four reasons for carrying out the above practice. (2mks)
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
17. Apart from the above practice name any other two tertiary practices that are carried out in a farm (1mk)
………………………………………………………………………………………………
18. The table below is one of the record that is kept by livestock farmer in the farm
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 153
Dam No
Breed colour
Parents: sire
Dam
1st Service
2nd service
3rd serivice
4th service
Remarks
No of service
Date of service
Date of service
Date of service
Date of service
Time of service
Time of service
Time of service
Time of service
A
…….
Bull No Breed
Bull No Breed
Bull no Breed
B……
Result……………….
Expected date of calving
C…………………………………..
Weight of calf at birth
Sex of the calf
No of calf
k) Identify the type of record. 1mk
………………………………………………………………………………………
l) Fill in the blank spaces 3mks
A……………………………………………………
B……………………………………………………………
C…………………………………………………………………
19. A farmer was advised to apply 150 kg of CAN/ha,while top dressing the maize crop.CAN contains 21% N.Calculate the amount of Nitrogen applied per ha. 4mks
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………
20. Below are various pegging methods of tea. Study them and answer the questions that follows.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 154
m) Identify the pegging methods shown above. 112𝑚𝑘𝑠
A-
B–
C
n) Apart from the above method .Name any other method which is used to bring tea to bearing. 1mk
……………………………………………………………………………………………
o) Give one advantage of using the method given in b above. 1mk
………………………………………………………………………………..
p) State one reason why the method in (b) above is not commonly used.½mk
……………………………………………………………………………………………..
21. Below are some of the common weeds in Kenya. Study them and answer the questions which follow.
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 155
8. Identify the weeds A,B,C D. 2MKS
……………………………………………………………………………………………
9. What contributes to the competitive ability of weed C 1mk
…………………………………………………………………………………………
10. Why is it difficult to control weed E and weed F. 1mk
………………………………………………………………………………………………
SECTION C(Attempt two questions in this section.(40mks)
22. (a)Describe the advantages of organic farming in Kenya. 5mks
(b)Explain the overall effects of HIV/AIDS and ill health on Agricultural production.5mks
(c)Describe five reasons of carrying out minimum tillage in agriculture production.5mks
(d)Describe the uses of water in a farm . 5mks
23. (a)Explain five ways of maintaining soil fertility. 5mks
(b)Explain the factors which affects the spacing of any crop. 5mks
(c)Describe five management practices carried out in a nursery bed. 5mks
(d)Describe the field management practices in tomato production.. 5mks
24. (a)Describe the effects of land consolidation. 6mks
(b) Explain cultural methods of controlling pests.14mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 156
KCSE PREDICTOR 10
443/2
AGRICULTURE
PAPER 2
Section A (30MKS)
1. Name four methods of dehorning in cattle (2mks)
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
2. State the function of the following parts of a poultry digestive system(1mk)
Crop-………………………………………………………………………………………………………….
Gizzard-……………………………………………………………………………………………………..
3. State two functions of protein in animal nutrition (1mk)
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
4. Name four bacterial diseases 2mks
…………………………………………………………………………………………………….
……………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 157
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
5. Name two meat breeds of goat …1mks ……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
6. Give four characteristics of a large white breed of pig (2mk)
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
7. State four ways of restraining cattle during routine management (2mks)
…………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
8. What is meant by the following terms as used in livestock health?
(a) Incubation period (1mk)
……………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
(b) Mortality rate (1mk)
…………………………………………………………………………………………………………………………………..
9. Define the following terms as used in livestock rearing………..2mks
(a)pullet……………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 158
b.cockrel…………………………………………………………………………………………………………………………..
c.piglet……………………………………………………………………………………………………………………………
c.sow………………………………………………………………………………………………………………………………..
10. What is creep feeding? (1mk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..………………………………………………………………
11.State two meat breeds of sheep 2mks
12. Give microbial activities that takes place in the rumen..2mks
13. (a) State 2 functions of cobalt in animal’s body 1MKS
(b)Name two classes of feedstuff 1mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 159
14. Give 4 mechanical method of tick control 2mks
15. State structural requirements of a pig house 2mks
16. State 4 disadvantages of using spray race over cattle dip 2mks
17. Give the uses of the following farm tools and equipments 2mks
i) strip cup
ii) milk strainer
Iii) Hacksaw
iv) Centre punch
Section B 20mks
18. Diagram G,H and J illustrates some livestock parasites
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 160
(a) Identify parasites G,H and J (3 mk
G……………………………………….
H……………………………………….
J………………………………………..
(b) Name the parts of the host body where parasites G and J are found (1mk)
……………………………………………………………………………………………………..
(c) Name the intermediate host of parasites G and J (2mk)
G……………………………………………………………………………………………………..
J……………………………………………………………………………………………………..
(d) Outline four symptoms of attack in livestock by parasite J (2mks)
J
H
G
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 161
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
19. The diagram below illustrates a hoof of a sheep. Study it carefully and answer the questions that follow
(a) Name the routine management practice that should be carried out on the hoof illustrated above(1mk)
……………………………………………………………………………………………………………………………………….
(b) State two reasons for carrying out the management practice in (a) above (2mks)
……………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………….
20. Study the diagrams of workshop tools shown below
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 162
(a) Identify the tools labeled E and F (2mk)
E………………………………………………..
F…………………………………………………
(b) What functional advantage does tool E have over tool F? (1mk)
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
(c) Below is a diagram of a farm structure for storing grains. Study it carefully and answer the question that follows
(i) Identify the farm structure illustrated above ( 1mk)
……………………………………………………………………………………………………………………………………..
(ii) State the function of the part labeled M ( 1mk)
……………………………………………………………………………………………………………………………………
(iii) State two maintenance practices that should be carried out on the farm structure illustrated above in readiness for grain storage 2mks
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 163
21.Give four functions of a worker bee 2mks
Section c (40mks)
Attempt any two questions
22(a) i) Describe seven signs of ill-health in livestock 7mks
(ii) Outline five uses of a crush in livestock rearing5mks
(b) (i) Name the causal organism of coccidiosis in poultry. (1mk)
…………………………………………………………………………………………………………………………………………………………………
(ii) Apart from poultry name two other animals affected by the disease above. (2mks)
(iii) Give five symptoms of the disease in poultry. (5mks)
23. (a) Describe the procedure of processing honey wax (8mks
(b) Outline FOUR harmful effects of lice in livestock ( 4MKS )
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 164
………………………………………………………………………………………………………………………………………………………………………………………………………
(c) State five advantages of the top bar beehive (5mks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
d). Give three signs of heat in pigs (3mks)
24. A) Explain six advantages of artificial insemination (A.I) in livestock breeding. (6mks)
(b) Give 5 categories of farm tools and equipment (5mks)
………………………………………………………………………………………………
c)outline five characteristics corriedale breed of sheep (5mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
d)discuss 4 practices carried out on fish before preservations. 4mks
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
mwalimuepublishers@gmail.com
FOR MARKING SCHEMES CALL/TEXT/WHATSAPP 0705525657
P a g e 165
END
MR ISABOKE 0705525657

Bunyore Girls & FS Kamusinga Latest KCSE Exam Papers with Answers

Bunyore Girls & FS Kamusinga AGRICULTURE F1T2  MS 

Bunyore Girls & FS Kamusinga AGRICULTURE F1T2  QS

Bunyore Girls & FS Kamusinga Agriculture PP1 MS

Bunyore Girls & FS Kamusinga Agriculture PP1

Bunyore Girls & FS Kamusinga Agriculture PP2 MS

Bunyore Girls & FS Kamusinga Agriculture PP2

Bunyore Girls & FS Kamusinga Biology confidential

Bunyore Girls & FS Kamusinga BIOLOGY F1T2  MS

Bunyore Girls & FS Kamusinga Biology PP1 MS

Bunyore Girls & FS Kamusinga Biology PP1

Bunyore Girls & FS Kamusinga Biology PP2 MS

Bunyore Girls & FS Kamusinga Biology PP3 MS

Bunyore Girls & FS Kamusinga Biology PP3

Bunyore Girls & FS Kamusinga Business Studies PP1 MS

Bunyore Girls & FS Kamusinga Business Studies PP1

Bunyore Girls & FS Kamusinga Business Studies PP2 MS

Bunyore Girls & FS Kamusinga Business Studies PP2

Bunyore Girls & FS Kamusinga C.R.E. PP1 MS

Bunyore Girls & FS Kamusinga C.R.E. PP1

Bunyore Girls & FS Kamusinga C.R.E. PP2 MS

Bunyore Girls & FS Kamusinga Chemistry Confidential

Bunyore Girls & FS Kamusinga Chemistry PP1 MS

Bunyore Girls & FS Kamusinga Chemistry PP1

Bunyore Girls & FS Kamusinga Chemistry PP2 MS

Bunyore Girls & FS Kamusinga Chemistry PP2

Bunyore Girls & FS Kamusinga Chemistry PP3 MS

Bunyore Girls & FS Kamusinga Chemistry PP3

Bunyore Girls & FS Kamusinga English PP1 MS

Bunyore Girls & FS Kamusinga English PP1

Bunyore Girls & FS Kamusinga English PP2 MS

Bunyore Girls & FS Kamusinga English PP2

Bunyore Girls & FS Kamusinga English PP3 MS

Bunyore Girls & FS Kamusinga English PP3

Bunyore Girls & FS Kamusinga Geography PP1 MS

Bunyore Girls & FS Kamusinga Geography PP1

Bunyore Girls & FS Kamusinga Geography PP2 MS

Bunyore Girls & FS Kamusinga Geography PP2

Bunyore Girls & FS Kamusinga History PP1 MS

Bunyore Girls & FS Kamusinga History PP1

Bunyore Girls & FS Kamusinga History PP2

Bunyore Girls & FS Kamusinga Kiswahili PP1 MS

Bunyore Girls & FS Kamusinga Kiswahili PP1

Bunyore Girls & FS Kamusinga Kiswahili PP2 MS

Bunyore Girls & FS Kamusinga Kiswahili PP3 MS

Bunyore Girls & FS Kamusinga Kiswahili PP3

Bunyore Girls & FS Kamusinga Mathematics PP 2 MSS

Bunyore Girls & FS Kamusinga Mathematics PP1 MS

Bunyore Girls & FS Kamusinga Mathematics PP1

Bunyore Girls & FS Kamusinga Physics Confidential

Bunyore Girls & FS Kamusinga Physics PP1 MS

Bunyore Girls & FS Kamusinga Physics PP1

Bunyore Girls & FS Kamusinga Physics PP2

Bunyore Girls & FS Kamusinga Physics pp3 MS

Bunyore Girls & FS Kamusinga Physics PP3

  Bunyore Girls & FS Kamusinga Mock Exams

Form One Termly Exams in All Subjects Plus Marking Schemes

Form One Termly Exams in All Subjects Plus Marking Schemes

KISWA QNS.docx
AGRI MS.docx
AGRI QNS.docx
BIO MS.docx
BIO QNS.docx
BUST MS.docx
BUST QNS.docx
CHEM MS.docx
CHEM QNS.docx
COMP MS.docx
COMP QNS.docx
CRE MS.docx
CRE QNS.docx
ENG MS.docx
ENG QNS.docx
FRENCH MS.docx
FRENCH QNS.docx
GEO MS.docx
GEO QNS.docx
HIST MS.docx
HIST QNS.docx
HOMESCIENCE MS.docx
HOMESCIENCE QNS.docx
IRE F1 MS.docx
IRE F1 QNS.docx
IRE MS.docx
IRE QNS.docx
KISWA MS.docx
MATHS MS.docx
MATHS QNS.docx
PHY MS.docx
PHY QNS.docx

Achievers Form Two Exams Plus Marking Schemes in all subjects

Achievers Form Two Exams Plus Marking Schemes in all subjects

AGR F2 MS.docx
AGR F2 QN.docx
BIO Q.docx
BIO MS.docx
BST F2 MS.docx
BST F2 Q.docx
CHEM F2 MS.doc
CHEM F2 Q.docx
COMP F2 MS.doc
COMP QN.docx
CRE F2 MS.docx
CRE F2.docx
ENG F2 MS.docx
ENGLISH F2 QN.docx
GEO F2 MS.doc
GEO F2 Q.docx
HIS F2 MS.docx
HIS F2 Q.docx
KISWA F2 MS.docx
KISWA F2 Q.docx
MATHS F2 MS.docx
MATHS F2 QNS.docx
PHY F2 MS.docx
PHY F2.docx

FORM 1-4 HOME SCIENCE NOTES

HOME SCIENCE NOTES FORM 1-4

RELATED RESOURCES

HOME SCIENCE FORM 1 NOTES FREE

A STUDY GUIDE TO A DOLL’S HOUSE BY HENRIK IBSEN FREE

ABOUT THE AUTHOR

Henrik Ibsen was born on March 20, 1828, in Skien, Norway. He was the second son in a wealthy family that included five other siblings. When he was about 8 years old, his family was thrown into poverty due to complications with his father’s business. It was after this when Ibsen started to invest his time reading, writing, painting, and doing magic tricks.

Ibsen wrote his first play, Catiline, in 1850 which generated little interest. His second play, The Burial Mound, however, was performed at the Christiania Theatre on September 26, 1850.

Later, he wrote a series of plays which included Lady Inger (1855), The Feast at Solhoug (1856), Olaf Liljekrans (1857), The Vikings at Helgeland (1858), The Pretenders (1863), Peter Gynt (1867), The League of Youth (1869), Emperor and Galilean (1873), Pillars of Society (1877), A Doll’s House (1879), Ghosts (1881), An Enemy of the People (1882), The Wild Duck (1884), Hedda Gabler (1890), The Master Builder (1892), Little Eyolf (1894), John Gabriel Borkman (1896) and When We Dead Awaken (1899). He also wrote a dramatic epic poem, “Brand” (1866).

He married Suzannah Thoresen in 1858 and their only child, Sigurd, was born the following year. In 1900, Ibsen suffered his first of several strokes and poor health ended his writing career. He died on May 23, 1906.

GENRE

A Doll’s House is a family drama for the obvious reason that it concerns a family. It is a “drama” because it is a play—a piece of literature that is never fully realized until it is put on stage in front of an audience.

It is also a modern tragedy because it focuses on the trials and tribulations that face women in a patriarchal society.  The play explores not only the status of women, but how they are victims of social forces to the extent that they are left with the role of a “doll-wife.” In this tragedy, we don’t get blood and death at the end; we get the death of a marriage and of the characters’ old selves. Ibsen shows Nora, and maybe all the other characters, trapped in a society defined by restrictive gender roles. In order to become more than a doll, Nora must shatter the cornerstone that her entire society is based on: marriage.

The play can also be categorized as a realist drama. In a realist drama, the characters talk in a close approximation of everyday speech. The speeches are straightforward, conversational and concerned with normal, everyday things; which makes the play really easy for a modern audience to associate with.

Example

MRS. LINDE: “You must not forget that I had a helpless mother and two little brothers. We couldn’t wait for you, Nils; your prospects seemed hopeless then.” (Pg 86)

The vast majority of modern plays, TV shows, and movies are written in a similar style.

ABOUT THE TITLE

Just before Nora leaves her husband and children at the end of the play, she has the following to say to her husband, Torvald: “Our home has been nothing but a playroom. I have been your doll-wife.”(Pg 111-112)

It is therefore not too hard to guess where the play’s title might have come from. Torvald has never treated Nora as anything more than a plaything. He admires her beauty. He gets her to dance for him. He even dresses her up in costumes. In effect, she is his doll. The home they live in seems perfect and picturesque, but in reality it is just like the Helmers’ marriage: all for show.

Nora adds, “at home I was papa’s doll-child.”(Pg 112) She has never been anything but a man’s plaything. Every house she’s ever lived in has been just as artificial; first her father’s house, and now her husband’s house.

No wonder the play is titled A Doll’s House!

TONE

In the beginning, the play seems to be biased toward Nora. We are definitely inclined to sympathize with her. It is very hard to be on Torvald’s side. From his reaction toward Nora for eating macaroons, we know that he is overbearing. His demeaning little pet names for Nora further confirm this.

Torvald, however, redeems himself in the end with the last line, “The most wonderful thing of all?”(Pg 120) The line seems to indicate that he is heading toward the same spiritual awakening as Nora.

This makes us move from seeing Nora as Torvald’s prisoner to seeing that all the characters, Torvald included, have been prisoners in some way.

In the end, the tone of the play becomes more objective. Sympathy can be found for all its characters. Hence the play can be said to end with a serious, intense and somber tone.

SETTING

Setting can be discussed from three dimensions: Geographical, historical and social setting.

Geographical setting

This refers to the place or location where the events in the play are taking place. In the play A Doll’s House, the events take place in The Helmers’ Living Room. The dwelling contains comfortable and stylish furniture and such items as a china cabinet, a bookcase with well-bound books, and a piano on carpeted floor—all of which demonstrate a stable financial situation. On a broader level, it is assumed that the events take place in Norway in Europe; however there are no references to anything specially Norwegian. This assumption is made because that is where Ibsen was born and raised.

Historical setting

This refers to the time in history when the events in the play took place. The events in A Doll’s House took place in The Victorian Era, presumably around the late 1870s. During this time, gender roles were very stiff and clearly outlined. Women were expected to be submissive to their husbands; husbands were expected to dominate. Women raised the children; men went out to work. Anyone who challenged these deeply entrenched values faced some serious consequences. This charged atmosphere of gender division was the reason that the play became such a phenomenon.

Social setting

Social setting refers to the kind of a society in which the events in the play are taking place. The play involves a middle-class society of family and friends who are reeling under the pressure of strict Victorian values which eventually result to conflicts.

STRUCTURE

Henrik Ibsen’s A Doll’s House is divided into three Acts. Ibsen followed the form of a well-made play. Features of a well-made play include increasing suspense by methodical plotting, introducing past events early on and unraveling a secret, which leads to the climax of the play.

The play circumvents through four major stages:

  1. Major conflict – This comes in the form of Nora’s struggle with Krogstad, who threatens to tell her husband about her past crime, incites Nora’s journey of self-discovery and provides much of the play’s dramatic suspense. Nora’s primary struggle, however, is against the selfish, stifling, and oppressive attitudes of her husband, Torvald, and of the society that he represents.
  2. Rising action – This comes in Nora’s first conversation with Mrs. Linde; Krogstad’s visit and blackmailing of Nora and Krogstad’s delivery of the letter that later exposes Nora.
  3. Climax – This is reached when Torvald reads Krogstad’s letter and erupts angrily.
  4. Falling action – This finally comes in Nora’s realization that Torvald is devoted not to her but to the idea of her as someone who depends on him and her decision to abandon him to find independence.

 

 

 

 

 

 

CHARACTER LIST

Nora Helmer

Nora is the play’s protagonist and the wife of Torvald Helmer. She is the central character, who is a “doll” for her husband to dress up, show off, and give direction to. She is childlike and romps easily with her three children. She has never lived alone, going immediately from the care of her father to that of her husband. Inexperienced in the ways of the world as a result of this sheltering, Nora is impulsive and materialistic. She takes a loan from Krogstad to make her husband’s holiday possible. Later, she emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

Torvald Helmer

Torvald Helmer is Nora’s husband of eight years. At the beginning of the play, he has been promoted to manager of the bank. He was once gravely ill and needed to go to a southern climate to improve his health. He has built his own legacy through his own work and not from family money. He lives his life according to society’s norms – both professionally and personally. He spends a great deal of his time at home in his study, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife. Torvald is particularly concerned with morality. He also can come across as stiff and unsympathetic. Still, the last Act of the play makes it very clear that he dearly loves his wife.

Dr. Rank

Dr Rank is a friend of the family of Torvald as well as his physician. He is sick from consumption of the spine (tuberculosis of the spine) as a result of a venereal disease contracted by his father. He confesses his desire for Nora in the second Act and dies in the third Act.

Mrs. Christine Linde

Mrs Linde is an old schoolmate of Nora’s. She is a widow. She comes back into Nora’s life after losing her husband and mother. She successfully asks Nora to help her secure a job at Torvald’s bank. Ultimately, she gets married to Krogstad.

Nils Krogstad

Nils Krogstad is a man from whom Nora borrows money to pay for her family’s trip to Italy. He is an acquaintance of Torvald’s and an employee at the bank which Torvald has just taken over. He is also a lawyer and moneylender. Krogstad was involved in a work scandal many years previously; as a result, his reputation is tainted because he once committed a forgery. When his job at the bank is threatened by Torvald, he blackmails Nora to ensure that he does not lose it. Dr. Rank calls Krogstad “morally diseased.”(Pg 25)

Ivar, Bob, and Emmy

These are Nora’s young children. They spend little time with their mother or father: they are mostly with their nurse, Anne. In the play, the children speak no individualized lines; they are “Three Children.” Ibsen facilitates their dialogue through Nora’s mouth.

Anne

Anne is the family nurse. She raised Nora too after she (Nora) lost her mother to death. She stayed on to raise Nora’s children. Nora is confident that she can leave her children in Anne’s care. She gave up her own daughter to “strangers.”

Helen

Helen is a housemaid employed by the Helmers.

 

 

Porter

The porter brings in the Christmas tree at the very beginning.

Nora’s father

Although he never makes a physical presence during the play, Nora’s father’s influence is felt throughout its course. Torvald repeatedly brings up his loose morals and past scandals to compare them to Nora.

 

 

 

 

 

 

 

 

 

 

 

 

 

SYNOPSIS

Nora Helmer once secretly borrowed a large sum of money so that her husband, Torvald Helmer, could recuperate from a serious illness in Italy. She never told him of this loan and has been secretly paying it back in small installments by saving from her household allowance. Her husband thinks her careless and childlike, and often calls her his doll.

When he is appointed bank director, his first act is to relieve a man who was once disgraced for having forged his signature on a document. This man, Nils Krogstad, is the person from whom Nora has borrowed her money! It is then revealed that she forged her father’s signature in order to get the money.

Krogstad threatens to reveal Nora’s crime and thus disgrace her and her husband unless Nora can convince her husband not to fire him. Nora tries to influence her husband, but he thinks of Nora as a simple child who cannot understand the value of money or business. Thus, when Torvald discovers that Nora has forged her father’s name, he is ready to disclaim his wife even though she had done it for him.

Later when all is solved, Nora sees that her husband is not worth her love and she leaves him.

PLOT SUMMARY AND ANALYSIS

ACT I

SUMMARY

The play opens on the day before Christmas. Nora returns home from shopping; although her husband is expecting a promotion and payrise, he still criticizes her excessive spending. In response, Nora plays around with her husband as a child might, and, indeed, Torvald addresses her as he might a child. He hands her more money but only after having criticized her spending. Their relationship compares with that of a daughter and father and, indeed, is exactly like the relationship Nora had with her father. Early in this act the audience is aware that the relationship between the Helmers is based on dishonesty when Nora denies that she has eaten macaroons, knowing that her husband has forbidden her to do so.

Nora is visited by an old friend, Christine Linde. Mrs. Linde tells Nora that she has had some difficult problems and is looking for employment. Nora confesses to Mrs. Linde that she, too, has been desperate and reveals that she had been forced to borrow money several years earlier when her husband was ill. The money was necessary to finance a trip that saved her husband’s life, but Nora forged her father’s signature to secure the loan and lied to Torvald that her father had given them the money. Thus, she has been deceiving her husband for years as she worked to repay the loan. She tells this story to Mrs. Linde to demonstrate that she is an adult who is capable of both caring for her family and conducting business. Unfortunately, Nora’s secret is known by Krogstad, an employee at Torvald’s bank. After a confrontation with Krogstad, Torvald decides to fire Krogstad and hire Mrs. Linde in his place.

Krogstad threatens Nora, telling her that if he loses his job he will expose her earlier dishonesty. For her part, Nora cannot believe that forging her father’s signature – an act that saved her husband’s life – could lead to a serious punishment. Still, she is concerned enough to plead with Torvald on behalf of Krogstad. Torvald refuses to reconsider firing Krogstad and forbids Nora to even mention his name.

ANALYSIS

The Helmers’ house is decorated tastefully, showing they are relatively well-off. Nora’s happiness as she returns with the Christmas shopping reveals that she enjoys both spending money and doing nice things for her husband and children. At the same time, it will soon become clear that eating the macaroons is an act of deceit and disobedience, as she has been forbidden by Torvald.

Torvald’s nicknames for Nora suggest that he thinks of her almost as a child or a pet. This impression is emphasized when Nora hides the macaroons, like a mischievous child afraid of getting caught. Torvald’s parent-like attitude is highlighted by the way he talks to Nora about money, implying that he thinks she’s not intelligent enough to be financially responsible.

Nora’s happiness shows she enjoys performing the role of a wife and mother. At the same time, her request for money to buy something for herself suggests she wants to be allowed to make decisions for herself. But Torvald clearly doesn’t trust Nora with the money.

Even though Torvald and Nora appear to be in love, Torvald does not trust her, and Nora on her part doesn’t hesitate to lie to him; she was eating macaroons earlier.

Money is central to Torvald and Nora’s happiness. Torvald’s emphasis on their new prosperity suggests how important money is to him as well.

Mrs. Linde has been visibly changed by her life experiences. Nora’s happiness in the last eight years has left her remaining girlishly innocent and naive, whereas Mrs. Linde seems much older. Mrs. Linde’s decision to travel alone was unusual for women at the time, and Nora’s admiration of her “courage” suggests a desire for independence. Mrs. Linde’s status as a widow adds to the impression that she is much older than Nora.

In this part of the play Nora is childishly impolite. Mrs. Linde is obviously in a bad situation following the death of her husband, yet instead of listening to her Nora begins to insensitively boast about her and Torvald’s good fortune. Her speech also shows that she believes money leads to freedom and happiness.

Mrs. Linde’s story shows how difficult it was for women to survive without the financial support of men. The need for money effectively forced her to marry her husband, and after his death her struggle to support her family highlights the obstacles women faced in earning a reasonable income.

Both Mrs. Linde and Nora have strange and suspicious reactions to Krogstad’s arrival. Thus when Krogstad claims he is here on “routine” business matters, we are tempted to believe there is more to the story.

Here, Krogstad reveals more about Nora’s deceitful nature; not only did she lie to Torvald (and everyone else) about where the money for the trip to Italy came from, but she also committed forgery, an illegal act. He threatens to reveal the secret unless she does him a particular favour. Nora is terrified to the point that she even seems to be going mad.

ACT II

SUMMARY

Mrs. Linde stops by to help Nora prepare for a costume ball. Nora explains to Mrs. Linde that Krogstad is blackmailing her about the earlier loan. After Nora again begs Torvald not to fire Krogstad, her husband sends Krogstad an immediate notice of his dismissal. Nora is desperate and decides to ask help from Dr. Rank, a family friend, for a loan, to clear Krogstad. Before she can ask him for his help, Dr. Rank makes it obvious that he is in love with her and Nora decides that because of this it would be unwise to ask his help. Krogstad visits Nora once again and this time leaves a letter for Torvald in which Nora’s dishonesty is revealed. To divert Torvald’s attention from the Krogstad’s letter in the mailbox, Nora engages him to help with her practice of the dance she is to perform, the tarantella. Finally, Nora asks Torvald to promise that he will not read the mail until after the party.

ANALYSIS

In the opening of the second act, the stripped Christmas tree not only shows that time has passed, but also symbolizes a negative shift from the  joy of Christmas to a sense of ruin and chaos. Nora’s obsession in checking to see if any person or letter has arrived and assurances that no one will come for two days gives a sense of time running out and impending disaster.

Nora cannot think of anything else but her secret and the possibility of someone finding out. She tries to occupy herself with the clothes but is unable to.

As the play progresses, it becomes more and more clear how possessive Torvald is. Nora’s pride at saying Dr. Rank is “her” friend suggests she doesn’t really have many friends now that she is married. Nora believes that the reason that Torvald is so controlling is because he is so in love with her.

Nora seems increasingly desperate and crazed. Her mutterings to herself when she is alone show the effect that concealing her secret in front of others is having on her. She lies easily to Dr. Rank, showing how natural lying has become to her.

Nora flirts with Dr. Rank in a very provocative manner. When she teases him with the stockings, this is a very explicit sexual gesture. Her promise to dance for him likewise betrays a disregard for the boundaries of her marriage and a delight in displaying her femininity and sexuality.

Nora is almost asking Dr. Rank to help with keeping the secret of the debt from Torvald, but she is stopped by his confession of love. The confession changes her view of Dr. Rank completely. Where before she perhaps thought flirtation was harmless, the fact that Dr. Rank seems to genuinely love her becomes too much to handle, and she retreats in a rather childlike way.

Krogstad is determined to keep his position at the bank, to the extent of lacking etiquette for Nora, which shows he is desperate. Meanwhile, Nora must cover her tracts in front of everyone—even the maid—hence increasing her isolation.

 

 

 

ACT III

SUMMARY

In this act, it is revealed that Krogstad had years earlier been in love with Mrs. Linde. At the beginning of this act they agree to marry, and Krogstad offers to retrieve his letter from Torvald. However, Mrs. Linde disagrees and thinks that it is time that Nora is forced to confront the dishonesty in her marriage. After the party, the Helmers return home and Torvald opens the letter from Krogstad. While Torvald reads it in his study, Nora pictures herself as dead, having committed suicide by drowning in the icy river. Torvald interrupts her fantasy by demanding that she explains her deception.

However, he refuses to listen and is only concerned with the damage to his own reputation. Torvald’s focus on his own life and his lack of appreciation for the suffering undergone by Nora serve to open her eyes to her husband’s selfishness. She had been expecting Torvald to rescue her and protect her, and instead he only condemns her and insists that she is not fit to be a mother to their children.

At that moment another letter arrives from Krogstad telling the Helmers that he will not take legal action against Nora. Torvald is immediately excited and is willing to forget the entire episode. But having seen her husband revealed as self-centered, egoistic and hypocritical, Nora tells him that she can no longer live as a doll and expresses her intention to leave the house immediately. Torvald begs her to stay, but the play ends with Nora leaving the house, her husband, and her children.

ANALYSIS

Here, Mrs. Linde radically disrupts the course of events in the play. While it would have been easier for her to ask Krogstad to get his letter back, thereby ensuring that life between the Helmers went on as normal, Mrs. Linde’s belief in honesty triumphs over her promise to Nora. This finally benefits Nora, as Torvald’s behaviour when he reads the letter allows her to see the reality of her situation and that she no longer wants to remain in her marriage.

In this act it is clear that Torvald is thinking of Nora far more as a possession that he can display in order to impress other people than a real person with her own thoughts and feelings. To him, Nora was at the party merely to perform for the enjoyment of him and others, not to have a good time herself.

Nora’s bitterness toward Mrs. Linde because she did not get Krogstad to retrieve the letter shows that she has cut herself off even from her close friends in her obsession with the secret of the debt. All the hope and innocence seems to have drained out of her, and she has become a much more serious, grave person.

In his speech we see that Torvald’s love and desire for Nora is revealed to be cosmetic, rather than an appreciation for whom she truly is as a person. He talks about his sexual desire for her with no consideration of whether she is feeling the same way at the moment; indeed, when she tells him that she doesn’t want to be with him that night, he dismisses her feelings by saying she must be playing a game. In reminding her that he is her husband, Torvald is suggesting that their marriage means Nora does not have the right to refuse sex with him, a commonly held belief at the time.

Nora is preparing to kill herself, perhaps the ultimate symbol of self-sacrifice. Her whispering murmurs on the stage suggest that she is becoming mad.

Throughout this whole section of the play Torvald only thinks of himself and doesn’t pause to consider the way Nora has been and will be affected by Krogstad’s threats, or that Nora did what she did purely out of love for him.

Nora has evidently undergone a transformation both visually and in the way she speaks to Torvald. For the first time, she is addressing him as an equal and demanding that he treats her with respect by listening and not interrupting.

Finally, Nora conducts what can be considered an unofficial divorce ceremony. Although Torvald doesn’t want her to go, the fact that he agrees to give her his ring and not to write or try to help her shows that he finally respects her wishes and ability to make decisions for herself.

 

 

 

 

 

 

 

 

 

 

CHARACTERS, CHARACTERIZATION AND

ROLE

NORA HELMER

Nora Helmer is the protagonist or the main character or the heroine in the play.  Still a young woman, she is married to Torvald Helmer and has three children. Nora is by far the most interesting character in the play. Her whole life is a construct of societal norms and the expectations of others.

CHARACTER TRAITS

  1. Impulsive and a spendthrift

-In her first moments onstage, we see her give the porter an overly generous tip.

-She comes in with tonnes of Christmas presents, and shrugs at the idea of incurring debt.

-Unbeknown to Torvald, Nora borrowed money so that they could afford a year-long trip to Italy.

  1. Loving

-Nora borrowed money so that they could afford a year-long trip to Italy. Doctors said that Torvald would die without it—but that he shouldn’t know how bad his condition was.

-Nora brings home lots of Christmas presents for everybody in her house.

-She plays hide-and-go-seek with her kids.

  1. Independent and farsighted

-In the past, Nora was always a passive child-like possession who followed Torvald’s orders, but towards the end of the play, she is an independent adult and is able to dominate Torvald.

  1. Wise and intelligent

-Nora uses wisdom and intelligence to confront an emergency. She forges her father’s signature in order to secure a loan from Krogstad so as to save her husband’s life.

-Nora realizes that her understanding of herself, her husband, her marriage, and even her society was all wrong. She decides that she can no longer be happy in her life and marriage, and resolves to leave Torvald and her home in order to find a sense of self and learn about the world, a newly empowered woman boldly escaping the oppressive clutches of her old life.

-Nora has been leading a double life. She has not been thoughtlessly spending their money. Rather, she has been saving to pay off a secret debt.

 

  1. Childlike, immature, ignorant and whimsical

-She happily accepts the pet names “little lark”, “little squirrel”, and “Little Miss Extravagant” that her husband calls her without any opposition. In fact she seems to enjoy and even play into it.

-The maturity level Nora exhibits demonstrates that the relationship between Torvald and Nora is more like father and daughter than husband and wife.

  1. Irresponsible and reckless

-Her first act on stage is paying the porter. Though his service only costs sixpence, she gives him a shilling. (Pg 1) The casual way in which she gives it to him is indicative of her irresponsibility. She hands him the shilling and before he can thank her, she decides in the middle of the transaction that she is not patient enough to wait for change.

-She forges loan documents to raise money for an expensive trip to Italy. Even if the documents were not forged, Nora did not have any means to repay the loan anyway.

-She has never spent serious time with her husband of nearly a decade, and is always dumping her children on the nurse rather than bonding with them herself.

 

  1. Dishonest and deceitful

-She falsely blames Mrs. Linde for smuggling forbidden macaroons into the house.

-She has been eating macaroons, something she has been forbidden by her husband, despite her promises of total obedience to him.

– At the beginning of her marriage, she secretly borrowed money from Nils Krogstad and forged her father’s signature in order to finance a trip to Italy that was necessary to save Torvald’s life.

  1. Unfeeling

– She blames Mrs. Linde for smuggling forbidden macaroons into the house. Though she is just trying to hide her indiscretions, she does not care whom she hurts in the process.

  1. Materialistic

-She is always trying to make herself happy by buying things: dresses, toys, candy etc., rather than doing anything meaningful with her life.

– She is infatuated with the acquisition of possessions.

  1. Decisive, resolute and independent-minded

– At the end of the play, it becomes clear to Nora that “[she] had been living all these years with a strange man, and [she] had born him three children.”(Pg 117-118) This realization forces her into the real world and she ceases to be a doll. At the end of the above statement, she adds “Oh, I cannot bear to think of it!”

-She tells her husband, “Our home has been nothing but a playroom. I have been your doll-wife, just as at home I was papa’s doll-child.”(Pg 118) In the end, Nora has a sort of spiritual awakening. She walks out into the night alone but, for perhaps the first time in her life, she’s on the path to becoming a fully realized, fully independent human being.

– She decides to desert her family to go on a quest of personal enlightenment.

-The act of concealing the ill-gotten loan signifies Nora’s independent streak. She is proud of the sacrifice she has made. Although she says nothing to Torvald, she brags about her actions with her old friend, Mrs. Linde.

– Nora is independent enough to negotiate the loan to make her family’s holiday possible, and over the course of the play, Nora emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

 

 

  1. Manipulative

-At the end of the play, Nora seats Torvald at the table and explains her situation to him. She does not let him speak until she has finished what she wants to say.

– Other examples of manipulation are having a nanny take care of her children, having Mrs. Linde repair her dress, behaving seductively around Dr. Rank, influencing Torvald to give her money, and most importantly convincing Krogstad to overlook the similarity between her penmanship and her “father’s.”

  1. Selfish

– She does not want to forgive Torvald. She would rather start another life than try to fix her existing one.

  1. A dreamer

– Until she comes to the realization that her life is a sham, she spends her whole life in a dream world in which she does not take anything seriously.

– In her dream world, Nora takes a back seat approach to life and becomes like an object, reacting to other’s expectations rather than advancing herself.

 

 

  1. Trusting and naïve

-She trusted that Krogstad would not blackmail her and it therefore comes as a rude shock when he does so.

-Until she comes to the realization that her life is a waste, she spends her whole life in a dream world of naivety. In this dream world, Nora does not take life seriously, an attitude that led to many of the plot’s complications.

-She believes that Torvald loves her enough to take all blame upon himself, but she is mistaken. When she realizes that he is more concerned with appearances and respectability than with her happiness, she decides to leave him and find her own way in life.

-She naively thought that Torvald would selflessly give up everything for her. When he fails to do this, she accepts the fact that their marriage has been an illusion. Their false devotion has been merely play acting. She has been his “child-wife” and his “doll.”

  1. Determined

-Whenever Nora would get money from Torvald, she would reserve half of it to repay the debt, determined to clear it all one fine day.

-She was so determined to save her husband that she committed fraud to do so.

  1. Hardworking

-She has been secretly working odd jobs to pay back the debt.

  1. Courageous, bold, daring and tenacious

-To save her husband from poor health, she committed fraud. She valued love over the law.

-She courageously confronts Torvald about the demeaning way he treats her at the end of the play.

-She slammed the door on her husband as she left.

-Although she has been forbidden from eating macaroons by her husband, she still does it anyway despite her promises of total obedience to him.

  1. Calculating

-She is blackmailed by Krogstad, so she begs Torvald to let Krogstad keep his job.

-She flirts with Dr. Rank in the hope of borrowing money from him.

– She gets Christine to go and talk to Krogstad on her behalf regarding the withdrawal of the letter.

-She dances the tarantella to distract Torvald from the mail.

  1. Principled and firm

-She decides against borrowing from Rank when he reveals that he is dying and is in love with her.

-She rejects Torvald’s drunken advances after the party.

  1. Secretive

-She has never told Torvald where the money for their trip to Italy came from, as his pride would suffer.

-She also hides her thoughts and actions from her husband even when there is no real benefit in doing so.

  1. Suicidal

-She contemplates committing suicide in order to eliminate the dishonour she has brought upon her family.

  1. Rebellious

-She eats macaroons even though she has been forbidden by her husband.

ROLE

  1. Advancement of the plot – Nora is the central character in the play around whom the play circulates. As a result of her borrowing money from Krogstad, the conflict in the play is born as Krogstad tries to blackmail her with that secret, in order to make Nora’s husband, Torvald, to allow him keep his former job at the bank. When Torvald refuses, Krogstad sends him a letter to inform him about Nora’s indebtedness. Torvald’s reaction to this letter not only betrays his true nature, but also leads to Nora leaving him and her children to seek independence and freedom.
  2. Development of themes – Nora helps in developing themes such as love and marriage, women and feminity, lies and deceit, money and materialism, the sacrificial role of women, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, growth and development and betrayal
  3. Revealing character traits of other characters – Nora helps in revealing the character traits of other characters. For example, she helps in revealing Torvald as selfish and egoistic, naïve, strict, loving, hypocritical and hardworking. Through her, we learn that Krogstad was on one hand, vicious and ruthless, but on the other hand, merciful and forgiving. Dr Rank’s friendly but immoral nature is revealed through Nora. Mrs Linde traitorous nature is also revealed through her.
  4. Enhancing style – Nora helps in enhancing the style of symbolism (through the symbols like the Christmas tree, tarantella, the dolls, macaroons), dramatic irony, foreshadow, etc.

TORVALD HELMER

Torvald Helmer is a lawyer who at the start of the play has recently been promoted to Bank Manager. He is married to Nora Helmer, with whom he has three children. He does not seem particularly fond of his children; even once saying that their presence makes the house “will only be bearable for a mother now!”(Pg 30) His best friend is Dr. Rank, who visits him every day.

  1. Loving and affectionate

-He loves and is very affectionate towards Nora. That is why he showers her with endearments like “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” and “Little Miss Extravagant.” With every term of endearment, the word “little” is always included to show affection.

– His despair as Nora exits at the very end of the play suggests that, despite his patronizing and unjust treatment of her, Torvald really does love Nora.

  1. Generous

-He treats Nora generously, giving her extra money when she asks for it.

  1. Proud

-Typical of many contemporary heads-of-the-family, he is a proud specimen of a middle-class husband.

  1. Morally upright

– He sees Krogstad as irredeemably morally tainted, and hence decides to give his job to Mrs Linde.

– He is keenly concerned with his place and status in society and wouldn’t allow anybody to threaten his reputation, including his own wife.

  1. Selfish

-He considers Nora merely as an ornamental sex object instead of an equal partner in their marriage and the mother of his children.

-He maintains amorous fantasies toward his wife: he dresses her as a Capri fisher girl and encourages her to dance in order to arouse his desires.

-At the end of the play, Nora imagines that Torvald will defend her honour and not allow Krogstad to blackmail the Helmers. Nora imagines that Torvald would sacrifice his own reputation and future to save her, but Torvald tells her that he would not make the sacrifice, shattering Nora’s dream world. At this point it becomes clear to her that she had been living all these years with a strange man, and she had born him three children.

-He planned to cope with the scandal resulting from blackmail by stripping Nora of her spousal and motherly duties, but would keep her in the house for appearance sake.

-He is overly concerned with his place and status in society, and he allows his emotions to be swayed heavily by the prospect of society’s respect and the fear of society’s scorn.

  1. Hardworking and diligent

-He spends a great deal of his time at home in his study working, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife.

  1. Dictatorial, authoritarian and patronizing

-He restrains Nora with rules, much as a father would have to inhibit a child, forbidding her from eating macaroons and other temporal pleasures.

  1. Manipulative

-He insists on Nora wearing the fish girl costume for the tarantella. The costume and dance are part of Torvald’s fantasy of gazing upon Nora from across the room at a party and pretending that she is something exotic. Torvald made Nora take on a foreign identity; he used her as a doll.

  1. Unforgiving

-When he finds out about the debt, he fails to forgive her until he is sure that his reputation is safe.

  1. Heartless and unfeeling

-At the end of the play, Torvald seems untroubled and even a little relieved at the thought of Dr. Rank’s death.

-When he finds out about Nora’s secret debt, he instantly turns on her until he confirms that his reputation is safe.

-His heartless and unfeeling nature makes Nora not to tell him the truth about her loan, and Dr Rank not to tell him about his imminent death.

  1. Conservative and traditional

-Torvald’s focus on status and being treated as superior by people like Nils Krogstad points at his obsession with reputation and appearances.

-He has straightforward and traditional beliefs about marriage and society.

-When Nora tells him she is leaving him, Torvald at first reacts by calling her mad and saying she is acting like a stupid child.

-He is unable to cope with the disagreeable truths of life.

However, he can be said to be flexible because when he realizes how resolute Nora is in her decision, he offers to change and desperately searches for a way to make her change her mind.

  1. Shallow and vain

-He is incapable of understanding his wife or of properly returning her love.

  1. Hypocritical and self-righteous

-Though he regards her as his wife, he never considers her an equal partner in the relationship.

-Many times throughout the play, Torvald criticizes the morality of other characters. He trashes the reputation of Krogstad, one of his lesser employees. He speculates that Krogstad’s corruption probably started in the home. Torvald believes that if the mother of a household is dishonest, then surely the children will become morally infected. He also complains about Nora’s late father. When Torvald learns that Nora has committed forgery, he blames her crime on her father’s weak morals.

-In the beginning of Act Three, after dancing and having a merry time at a holiday party, Torvald tells Nora how much he cares for her. He claims to be absolutely devoted to her. He even wishes that some calamity would befall them so that he could demonstrate his steadfast, heroic nature.

Of course, a moment later, such an opportunity arises. Torvald finds the letter revealing how Nora has brought scandal and blackmail into his household. Nora is in trouble, but Torvald fails to come to her rescue as he had promised.

  1. Naïve

-Throughout the play, Torvald is oblivious to his wife’s craftiness. When he discovers the truth at the end, he is outraged.

ROLE

  1. Advancement of the plot – Torvald is also a major character in the play who plays an instrumental role in the development of the plot. It is as a result of his illness and the subsequent one-year stay in Italy that caused Nora to get into a debt trap with Krogstad. When he refuses to reinstate Krogstad to his former job at the bank, he intensifies the conflict because this makes Krogstad to send him a letter exposing his wife’s secret. The fact that he at first refuses to forgive her leads to Nora’s sudden discovery that he was a selfish, egoistic man. She has no alternative but leave him and her children to seek independence and freedom.
  2. Development of themes – Torvald also helps in developing themes such as love and marriage, pride, honour, respect and reputation, money and materialism, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, and betrayal.
  3. Revealing character traits of other characters – Torvald helps in revealing the character traits of other characters. For example, he helps in revealing Nora as impulsive and a spendthrift, childlike and immature, irresponsible and reckless, dishonest and deceitful, manipulative, calculating and traitorous. Through him also, we learn that Krogstad was unscrupulous, vicious and ruthless but merciful and forgiving.
  4. Enhancing style – Torvald helps in enhancing the style of imagery through his pet names for Nora such as “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” He also enhances the style of symbolism like his insistence that Nora should wear the dancing costume, similes like when he says he will protect her “like a hunted dove,” dramatic irony, verbal irony, hyperbole, etc.

 

MRS CHRISTINE LINDE

Mrs. Linde is an old schoolfriend of Nora’s. She is a woman whose marriage was loveless, and based on a need for financial security, and who doesn’t have any children. She and Krogstad had been in love before, but he was too poor to support her family. She arrives in town in search of a job in order to earn money and survive independently.

CHARACTER TRAITS

  1. Honest and Truthful

-She tells Krogstad that Nora must eventually conclude, through her own sufferings, that the only way of life which can survive crises is one based on truthful relationships.

-She believes very deeply in honesty and stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret.

-She insists that, “Helmer must know everything. This unhappy secret must come out!”(Pg 90) Even though she has the power to change Krogstad’s mind, she uses her influence to make certain that Nora’s secret is discovered.

 

 

  1. Hardworking

-Towards the end of the play, she explains to Krogstad that she finds joy and meaning in work.

-She worked hard to support her helpless mother and two younger brothers since the death of her husband.

  1. Independent-minded

-She arrives in town in search of a job in order to earn money and survive independently. In this way, she is a fairly modern woman.

  1. Traitorous

-She stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret, which seems like betrayal to her friend Nora.

  1. Conservative and traditional

-She tells both Krogstad and Nora that she is miserable without other people to take care of, thereby fitting into the traditional role of women as caretakers and nurturers. It is this conviction that causes her to marry Krogstad towards the end of the play.

  1. Selfish and materialistic

-She ended up marrying another man in order to have enough money to support her dying mother and young brothers. Apparently, Krogstad was too poor at this time to marry her. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

  1. Resilient

-She has lived an independent life as a single working woman. She has struggled financially and now that she has no one to look after, she feels empty.

ROLE

  1. Plot development– she lets the audience know the inner thoughts of the protagonist. She has a major effect on events that happen in the play.
  2. Reveals character traits of Nora and Krogstad – Mrs. Linde functions as a convenient device for exposition. She enters Act One as an almost forgotten friend, a lonely widow seeking a job from Nora’s husband. However, Nora does not spend much time listening to Mrs. Linde’s troubles. Rather selfishly, Nora discusses how excited she is about Torvald Helmer’s recent success. Through Mrs Linde, Nora launches into a dramatic explanation of all her secret activities (obtaining a loan, saving Torvald’s life, paying off her debt). Mrs Linde therefore functions as the primary means by which the audience learns of Nora’s secret and her character traits. She is the first character to see that Nora is not a child.
  3. Develops themes– she introduces the theme of deception. Through Mrs. Linde, Nora reveals that she has lied to save Helmer’s life and therefore deceived him with her cleverness.
  4. Enhances style– she foreshadows how Nora will confront a bitter future after learning that her marriage is based on deception by recounting how she herself sacrificed her rights to love and self-determination by marrying for financial security.

DR RANK

Dr. Rank is a medical doctor who is best friends with Torvald and Nora, who he visits every day. He suffers from spinal tuberculosis; a condition he believes was caused by his father’s vices, which included having extramarital affairs and consuming too much luxurious food and drink. He is unmarried and lonely, and over the course of the play it is revealed that he is in love with Nora.

CHARACTER TRAITS

  1. Friendly and loyal

-Nora explains how she always feels at ease around Dr. Rank because he does not have any expectations or demands of her.

-He visits the Helmers every day.

  1. Immoral

– It is revealed that he is in love with Nora, his best friend’s wife.

  1. Courageous

-He is unconcerned with what others think of him.

-He has accepted his fate and his impending death.

  1. Cynical

-He rejoices when he finds out that his illness is terminal, and insists that neither Torvald nor Nora visits him in his dying days. As he predicted, he is not particularly missed by the other characters.

  1. Trusting

– He trusts Nora completely. He refrains from telling Torvald of his imminent death because it is too “ugly” an idea for him to tolerate, but he does tell Nora, an indication of the bond between them. He talks with her about his coming death in a code that excludes Torvald and protects him from the harsh reality.

  1. Hypocritical

-Dr Rank is not as straightforward as he appears. His real motive for visiting the Helmers is that he is in love with Nora.

 

  1. Realistic

– On the subject of the costume party, Dr. Rank suggested that Nora should go as herself and that Torvald should be invisible. Under the surface, Rank is suggesting that Nora should not be a doll. With an invisible chaperon, Nora would not be dominated by a figure placing an identity over her.

ROLE

-To provide amusement for Nora as a change from the tiresome rules of Torvald, just as she used to seek the conversation of the maids as a refreshing change from the strictness of her father.

– Dr. Rank adds to the somber mood of the play; he is not essentially useful to the conflict, climax, or resolution.

NILS KROGSTAD

Nils Krogstad Krogstad is an employee at the bank at which Torvald is made manager. He leant Nora the money to take Torvald to Italy to recuperate. He is, at least at the beginning, the main antagonist: Everything is going well for the Helmers until Krogstad enters the story. Known to the other characters as unscrupulous and dishonest, he blackmails Nora, who borrowed money from him with a forged signature, after learning that he is being fired from his job at the bank. In the past, he too committed the crime of forgery, an act that he did not go to prison for but that nonetheless ruined his reputation and made it extremely difficult to find a respectable job.

CHARACTER TRAITS

  1. Morally Corrupt

-In the past, he too committed the crime of forgery, an act that ruined his reputation, though he did not go to prison. But it made it extremely difficult for him to find a respectable job.

-He was once in love with Kristine Linde, who ended up marrying another man in order to have enough money to support her dying mother and young brothers. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

-Torvald, who sees Krogstad as irredeemably morally tainted, decides to give his job to Mrs Linde.

  1. Merciless, vicious and callous

-At first he treats Nora without mercy when demanding his money. He argues that no mercy has been shown to him in life.

 

 

 

  1. Unscrupulous and dishonest

-He blackmails Nora with the threat of exposing her indebtedness unless she talked her husband Torvald into giving him back his job at the bank.

-Unless Nora persuades Torvald to keep Krogstad in his job (he later extends this to a promotion), he will tell Torvald about her loan and her forgery of her father’s signature.

  1. Forgiving and remorseful

-At first he treats Nora without mercy on the basis that no mercy has been shown to him in life; however, after Mrs. Linde and he decide to marry, he becomes happier and rescinds his threats to Nora, saying he regrets his behaviour.

-He removes his threats to the Helmers and sends Nora’s bond back to her, relinquishing his power over her.

-After engaging in a conversation with his lost love, the widow Mrs. Linde, they reconcile, and once again their romance is reignited, Krogstad no longer wants to deal with blackmail and extortion. He is a changed man!

-Although Mrs. Linde suggests that he should leave the first letter in the mailbox so that Nora and Torvald can finally have an honest discussion about things, he later drops off a second letter explaining that their secret is safe and that the IOU is theirs to dispose of.

-He has been trying to remake his life after having made earlier mistakes.

– Although he has been labeled as corrupt and “morally sick,” Krogstad has been trying to lead a legitimate life. He complains, “For the last year and a half I have not had a hand in anything dishonourable, amid all that time I have been struggling in most restricted circumstances. I was content to work my way up, step by step.”(Pg 75) Then he angrily explains to Nora, “And be sure you remember that it is your husband himself who has forced me into such ways as this again. I will never forgive him for that.”(Pg 76)

– He is one of several examples in the play of a person being forced into morally questionable action as a result of the rigid and unmerciful forces of society.

  1. Loving and responsible

-As soon as Mrs Linde tells him that she has always loved him and asks him to resume their relationship, he reveals himself as a more loving, joyful and merciful character.

-In matters concerning his children, we find the true measure of the man. Nils Krogstad is a good father and is not afraid of doing whatever it takes to make sure his family is secure.

– Despite the financial strain that he found himself under as a single parent Nils Krogstad still brought up his two boys as best he could.

– Although at times Krogstad is vicious, his motivation is for his motherless children, thus casting a slightly sympathetic light on his otherwise cruel character.

  1. Hardworking and resilient

– Here is a man who is a single parent of two boys who is totally unsupported by the society he exists in. He has been dealt many blows by life, first by Mrs. Linde who rejected him on financial grounds many years ago, and then by the death of his wife. He has to work multiple jobs to support himself and his family; by day he is a lowly bank clerk and by night he is a moneylender and he even finds time to write for a paper.

  1. Frank and sincere

-When Mrs. Linde proposes they resume their old relationship, Krogstad remains truthful and makes sure she is aware of his past deeds as well as what people think of him. He even makes sure she knows about his current dealings with the Helmers.

ROLE

  1. He advances the plot – Krogstad initiates the conflict by attempting to blackmail Nora Helmer. He serves as a catalyst. Basically, he initiates the action of the play. He sparks the flames of conflict, and with each unpleasant visit to the Helmer residence, Nora’s troubles increase. In fact, she even contemplates suicide as a means of escaping his torments.
  2. Develops themes – Krogstad helps to develop the themes of love and marriage, pride, honour, respect and reputation, money and materialism, parental obligations and individual vs. society.
  3. Reveals character traits of other characters– Through him we are able to know that Nora is secretive and deceitful, and Mrs Linde is traitorous and materialistic for leaving him when he was poor.

NURSE

She is a nurse to both Nora and Nora’s children. Her name is Anne Marie. The nursemaid is an example of a woman in bad circumstances forced to do anything in order to survive.

 

CHARACTER TRAITS

  1. Kind

-She was forced to give up her own child, who it is suggested was born out of wedlock.

  1. Reliable and responsible

-When Nora first thinks of leaving, she considers the fact that her children will be raised by the nursemaid and, remembering what a good mother the nursemaid had been to her, decides that she would also raise Nora’s children well.

  1. Immoral

-She gave birth to a baby out of wedlock,

  1. Irresponsible

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers.

  1. Self-sacrificial

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers. Nora finally leaves her children in her care, believing that they will be better off than they would be with her.

 

 

ROLE

  1. Developing themes – She helps to develop the theme of the sacrificial role of women by giving away her child to strangers so that she could concentrate on her job.

IVAR, BOB, AND EMMY

These are Torvald and Nora’s young children. Raised primarily by Anne, the Nurse (and Nora’s old nurse), the children spend little time with their mother or father. The time they do spend with Nora consists of Nora playing with them as if she were just another playmate. The children speak no individualized lines in the play; they are “Three Children.” Their dialogue is facilitated through Nora’s mouth, and they are often cut entirely in performance.

CHARACTER TRAITS

  1. Playful

-They asked their mother to play child games with them and they played hide-and-seek.

  1. Insistent

When their mother showed reluctance to participate in the children’s game, they insisted until she gave in.

 

  1. Loving

-They loved their mother dearly and would have wanted to spend more time with her and to continue playing children’s games with them.

ROLE

  1. 1. To bring out the character of Nora as a loving mother. She showers them with Christmas gifts and even plays children games with them. When Nora later refuses to spend time with them because she fears she may morally corrupt them, she acts on her belief that the quality of parenting strongly influences a child’s development.

HELEN

She is a housemaid employed by the Helmers.

CHARACTER TRAITS

  1. Humble

-She answers Nora with a lot of humility.

  1. Hardworking

-She does her work diligently.

PORTER

This is the porter who brings the Christmas tree to the Helmers house at the very beginning of the play.

CHARACTER TRAITS

  1. Obedient

-He obediently delivers the Christmas tree to the Helmers house.

  1. Grateful

-He thanks Nora for the tip that she gives him. (Pg 1)

  1. Honest

-He honestly states his charges without exaggerating and was already giving her back the change when she told him to keep it. (Pg 1)

NORA’S FATHER

Though Nora’s father is dead before the action of the play begins, the characters refer to him throughout the play. Though she clearly loves and admires her father, Nora also comes to blame him for contributing to her subservient position in life.

CHARACTER TRAITS

  1. Manipulative

-He manipulated Nora to do according to his wishes and whims. She complains that her father and her husband both treated her like a doll.

 

 

  1. Immoral

-Torvald criticizes him as having been a morally crooked man who engaged in corrupt deals.

  1. Insensitive

-The way he treated Nora was too insensitive for a father to treat his daughter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THEMES

MARRIAGE AND LOVE

At the beginning of the play, Nora and Torvald appear to be very happily married, even to themselves. Nora talks joyfully about her love for Torvald, and Torvald refers to Nora using affectionate pet names. At first the Helmers seem happy, but over the course of the play, the imbalance between them becomes more and more apparent.

Their loving marriage stands in contrast with the lives of the other characters. For example, the marriage of Krogstad and Mrs. Linde was based on necessity rather than love, and were unhappy. Dr. Rank, on the other hand, was never married, and it is later revealed that he has silently loved Nora for years.

Yet although Nora and Torvald’s marriage is based on love (as opposed to necessity, as was the case with Krogstad and Mrs. Linde), it is still governed by the strict rules of society that dictated the roles of husband and wife. It is clear that Nora is expected to obey Torvald and allow him to make decisions for her.

At first it seems that Nora and Torvald both enjoy playing the roles of husband and wife in a way that is considered respectable by society. However, Nora soon reveals to Mrs. Linde that she secretly borrowed the money from Krogstad behind Torvald’s back, and therefore has already broken both the law and the rules of marriage at the time. This creates a dilemma: Nora broke the rules of marriage, yet did so in order to save her husband’s life – a true act of love.

By the end, the marriage breaks apart due to a complete lack of understanding. Nora Helmer, the “doll” wife, realizes after eight years of marriage that she has never been a partner in her marriage. At the play’s conclusion, she leaves her husband in order to establish an identity for herself that is separate from her identity as a wife and mother.

The main message of A Doll’s House seems to be that a true marriage is a joining of equals. The play centres on the dissolution of a marriage that doesn’t meet these standards.

There is a lot of talk about love in A Doll’s House. Throughout the play we hear of and see many different forms of love: familial, maternal, paternal, and fraternal. Romantic love even blossoms for two of the secondary characters, namely Krostad and Mrs Linde. However, for the main characters, the Helmers, true romantic love is elusive.  They finally discovered that true love never existed between them.

WOMEN AND FEMININITY

Nora has often been painted as one of modern feminist heroines. Over the course of the play, she breaks away from the domination of her dictatorial husband, Torvald. Also throughout this play, there is constant talk of women, their traditional roles, and the price they pay when they break with tradition.

When A Dollʼs House was written in 1879, a wife was not legally permitted to borrow money without her husbandʼs permission. On her wedding day, a woman transferred from living under the authority of her father to under that of her husband.

Poverty had already forced women into the workplace early in the nineteenth century, and the Norwegian government passed laws protecting and governing women’s employment. By the middle of the 19th century, Norwegian women were permitted inheritance rights and the right to an education. But many of the rights provided to women favoured the lower economic classes. Employment opportunities for women were limited to low paying domestic jobs, teaching, or clerical work. Middle class women, such as Nora, noticed few of these new advantages. It was the institution of marriage itself that restricted the freedom of middle class women. Universal women rights were eventually achieved in 1913, making Norway the first country in Europe to have equal voting rights for men and women.

PRIDE, HONOUR, RESPECT AND REPUTATION

The men characters in A Doll’s House are obsessed with their reputation. Some have good names in their communities and will do anything to protect it; others have lost their good names and will do anything to get them back.

Honour

Honour is extremely important to Torvald; it is what motivates his behaviour. Early in the play, his value for honour is the reason he gives for sacking Krogstad, claiming that because he once displayed a lack of honour, it means that Krogstad is forever dishonoured. When he learns of his wife’s mistake, Torvald’s first and foremost concern is for his honour. He cannot appreciate the sacrifice that Nora has made for him; he is only concerned with how society will react to his family’s shame. For Torvald, honour is more important than family and far more important than love; he simply cannot imagine anyone placing love before honour. This issue brings out the glaring difference between Nora and Torvald.

Pride

Like honour, pride is another quality that Torvald upholds. He is proud of Nora in the same way one is proud of an expensive or rare item or possession. When her scandal threatens to be exposed, Torvald is very fearful of losing his public pride. Instead of accepting Nora with her misperfections, Torvald instead rejects her when she is most in need of his support. His pride in himself and in his possessions blinds him to Nora’s worth and value. Nora is left with no choice but to leave him. Only when she has made the decision to leave Torvald does she begin to develop pride in herself.

LIES AND DECEIT

The tension that runs throughout A Doll’s House comes from Nora’s fear of her secret being discovered. Her great terror being exposed leads her to tell a lie after a lie. When her web of lies finally reaches a climax, her marriage proves too weak to bear the strain.

At the beginning of the play, Nora appears to be a dutifully obedient and honest wife, however it is quickly revealed that she is hiding a serious secret from her husband—the fact that she borrowed money from Krogstad to finance a trip to Italy that she claims saved Torvald’s life. This confirms that all her statements about never disobeying or hiding anything from him were nothing but deceitful. When she reveals her dishonesty to Mrs. Linde, Mrs. Linde insists that she ought to confess to Torvald immediately, insisting that a marriage cannot succeed when husband and wife are not completely honest with each other.

But Nora is not alone in telling lies and being deceitful. Krogstad is also revealed to have committed a forgery. The fruits of their acts of deception are devastating: Krogstad’s reputation is ruined, and Nora is forced to leave her husband and family at the end of the play.

It should however be noted that the motivation behind Nora’s dishonesty was love – she lied in order to save her husband’s life. Furthermore, she wouldn’t have been deceitful if it weren’t for societal law dictating that women were not allowed to handle financial matters independently. Therefore Nora’s deceit was not the result of a personal flaw, but rather an attempt to commit a noble act of saving her husband’s life that went awry.

Dr. Rank also comes out as deceitful and dishonest. He has been deceiving both Nora and Torvald for years about the depth of his feelings for Nora. Only when she attempts to seek his financial help does Nora finally see beneath the surface to the doctor’s real feelings. He has been lusting for his best friend’s wife all those years. Nora is so shocked to discover this that she automatically decides not to ask Dr. Rank for financial assistance.

Torvald, who has been deceived throughout most of the play, is finally revealed in the final act to be the one most guilty of deception. He has deceived Nora into believing that he loved and cherished her, while all the while he had regarded her as little more than his property.

MONEY AND MATERIALISM

Throughout the entire play everyone is talking about money, as if it was a god. As the entire issue starts over a debt, the play revolves around money and who has it as well as who does not have it. It is a prevailing theme due to that.

In the very first scene, Nora gives the porter one shilling, telling him to “keep the change”, thus indicating her relaxed attitude to money and spending. The next scene with Torvald almost entirely revolves around the subjects of money, spending and borrowing, with Nora portrayed as a spendthrift. Torvald has very strong views on borrowing and debt. He says to her, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3)

A need for money affects all the major characters in A Doll’s House. In the beginning of the play it is revealed that Torvald was recently promoted and will receive “a big salary.”(Pg2) However, he still criticizes Nora for overspending, arguing that they need to be cautious financially. Mrs. Linde is in desperate need of a job following the death of her husband. Krogstad’s replacement at the bank leaves him threatening to reveal Nora’s secret in order to get his job back because he fears he will lose his source of income. Indeed, the bank works as a symbol for the pervasive presence of money in the characters’ lives.

Throughout the play A Doll’s House, the characters spend a good deal of time talking about their finances. Some are said to be doing quite well financially, and some have the promise of their finances improving in the future. Others are struggling to make ends meet. Either way, each character’s financial status seems to be a defining feature.

In the play, money symbolizes the power that the characters have over one another. In the first Act, Torvald’s ability to dictate how much Nora spends on Christmas presents shows his power over her. On the other hand, the debt that Nora owes Krogstad allows him to have power over her and Torvald. Both Nora and Mrs. Linde cannot earn large incomes because they are women; their inability to access significant amounts of money shows the power that men have over the women in this society.

It is also clear that, while earning money leads to power, it can also be dangerous. For instance, even if money actualized Nora and her family’s trip to Italy, the debt she owed Krogstad soon became a source of terror, dread, and shame. The thrill of obtaining money soon became a nightmare for her.

Krogstad is a moneylender, and money (or lack of it) has had a major effect on his life. We learn that Mrs Linde ended her relationship with him many years ago because of his lack of financial security, choosing to marry a richer man instead. Throughout his life Krogstad has been poor, struggling to support his family, and it is this dependency on financial income that leads him to blackmail Nora in an attempt to keep his job at the bank. Mrs Lindeʼs life has also been directly affected by money, or lack of it. Her late husbandʼs business collapsed, leaving her with nothing to live on, and since then she has had to work hard to survive.

Dr Rank is the only main character who appears to be comfortable financially, having inherited money from his late father. However, although he is financially comfortable he is terminally ill, referring to his body as being “bankrupt.”

Torvald in particular focuses on money and material goods rather than people. His sense of manhood depends on his financial independence. He was an unsuccessful lawyer because he refused to take “unsavory cases.” As a result, he switched jobs to the bank, where he will primarily be dealing with money.

THE SACRIFICIAL ROLE OF WOMEN

In A Doll’s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classes in his society.

In order to support her mother and two brothers, Mrs. Linde found it necessary to abandon Krogstad, her true but poor lover, and marry a richer man.

The nanny had to abandon her own child to support herself by working as Nora’s and later as Nora’s children’s caretaker. As she tells Nora, the nanny considers herself lucky to have found the job, since she was “a poor girl who has got into trouble…” (Pg 50)

Though Nora is economically advantaged in comparison to the play’s other female characters, she nevertheless leads a difficult life because society dictates that Torvald be the marriage’s dominant partner. Torvald issues rules and looks down on Nora, and Nora must hide her debt from him because she knows Torvald would never accept the idea that his wife had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtain a loan without her husband’s permission.

Nora’s abandonment of her children can also be interpreted as an act of self-sacrifice. Despite Nora’s great love for her children, as seen in her interaction with them and her great fear of corrupting them, she chooses to leave them. Nora truly believes that the nanny will be a better mother and that leaving her children is in their best interest.

All the three women in the play have made some kind of personal sacrifice in their lives in order to fulfill the roles which society expects of them. Nora, besides risking her dignity by borrowing money on behalf of her family, she also has sacrificed all her own opinions, thoughts and ideas and adopted Torvaldʼs views as her own. Besides that, she has been saving every bit of money she had and working odd hours of the night to repay Krogstad. And at the end of the play she sacrifices her home, family and children for the sake of her own self-discovery.

Mrs Linde, after her husbandʼs death, continued to make personal sacrifices for the sake of her family, taking on any work she could to support them financially.

Anne-Marie, on the other hand, sacrificed motherhood for a respectable job, which was all too common for young unmarried mothers in the 19th century.

PARENTAL AND FILIAL OBLIGATIONS

There is a strong emphasis throughout the play on the importance of parental and filial responsibility, and of the effect that the actions of parents have upon their children.

Parental obligations

Nora, Torvald, and Dr. Rank believe that a parent is obligated to be honest and morally-upright, because a parent’s immorality is passed on to his or her children like a disease.

For instance, Dr. Rank has a disease that is the result of his father’s wickedness. Dr. Rank implies that his father’s immorality, which included affairs with many women, led him to contract a venereal disease that he passed on to his son, causing Dr. Rank to suffer for his father’s misdeeds. He talks about the unfairness of this, of the sins of the father being passed on to the son.

Torvald, on the other hand, talks about a parentʼs immorality being passed on to the children like a disease. He voices the idea that one’s parents determine one’s moral character when he tells Nora, “Almost everyone who has gone to the bad early has had a deceitful mother” (Pg 30) He speaks about Krogstad poisoning his own children with lies and immorality. He also refuses to allow Nora to interact with their children after he learns of her deceit; for fear that she will corrupt them.

Nora is referred to as being like her father, having inherited a lot of his qualities. It is also important to note that she never had a mother, with Anne-Marie fulfilling the maternal role in her life.

Anne-Marie was forced to give away her own child to take on the role of Noraʼs maid; in contrast Nora chooses to leave her own children at the end of the play.

Filial obligations

Filial means the duties, feelings or relationships which exist between a son or daughter and his or her parents.

The play suggests that children too have an obligation to protect their parents. Nora recognized this obligation, but she ignored it, choosing to be with, and sacrifice herself for, her sick husband instead of her sick father.

Mrs. Linde, on the other hand, abandoned her hopes of being with Krogstad and undertook years of labour in order to tend to her sick mother. Mrs Linde has fulfilled her filial responsibility by dedicating her life to care for her mother, at the expense of her own personal happiness. Her motherʼs illness has directly affected the life she has led and the personal decisions she has made.

Ibsen does not however pass judgment on either woman’s decision, but uses the idea of a child’s debt to her parent to demonstrate that familial obligation is not one way – it is reciprocal.

THE UNRELIABILITY OF APPEARANCES

Over the course of A Doll’s House, appearances prove to be quite misleading and hide the true reality of the play’s characters and situations. Our first impressions of Nora, Torvald, and Krogstad are all later proved quite wrong.

Nora, at first, seems a silly, childish woman, but as the play progresses, we see that she is intelligent, motivated, and, by the end of the play, a strong-willed, independent thinker.

Torvald, on the other hand, though he appears as the strong, benevolent husband, reveals himself to be cowardly, petty, and selfish when he fears that Krogstad may expose him to scandal.

Krogstad, who initially appears to be a vicious, ruthless blackmailer, later reveals himself to be a much more sympathetic and merciful character. He also turns out as an earnest lover. Indeed, the play’s climax is largely a matter of resolving identity confusion – we see Krogstad as a loving merciful man, Nora as an intelligent, brave woman, and Torvald as a helpless, sad man.

Situations too are misinterpreted both by the audience and by the characters. The seeming hatred between Mrs. Linde and Krogstad turns out to be love. Nora’s creditor turns out to be Krogstad and not Dr. Rank, as the audience and Mrs. Linde had thought. Dr. Rank confesses that he is not just a friend to Nora but instead he is in love with her, to Nora’s and the audience’s surprise. The seemingly ruthless Krogstad repents and returns Nora’s contract to her, while the seemingly kindhearted Mrs. Linde fails to help Nora, leading to Torvald’s discovery of Nora’s secret.

GENDER ROLES

A Doll’s House exposes the restricted roles of women during the time of its writing and the problems that arise from a drastic imbalance of power between men and women.

Throughout the play, Nora is treated like a child by the other characters. Torvald calls her his “pet” and his “property,” and suggests that she is not smart or responsible enough to be trusted with money. Neither Krogstad nor Dr. Rank take her seriously, and even Mrs. Linde calls her a “child.” Nora seems unperturbed by the views of others about her; even calling herself “little Nora” and promising that she would never dream of disobeying her husband.

However, there are clues that she is not entirely happy with the limited position she has as a woman. For example, when revealing the secret of how she borrowed money to finance the trip to Italy, she refers to it as her “pride” and says it was fun to be in control of money, explaining that it was “like being a man.” (Pg 21) Nora seems to wish to enjoy the privileges and power enjoyed by males in her society. She seems to understand the confinement she faces simply by virtue of her sex.

Nora’s dissatisfaction with her status as a woman intensifies over the course of the play. In the final scene she tells Torvald that she is not being treated as an independent person with a mind of her own. According to her, the bitter solution to this issue is to leave married life behind, despite Torvald’s begging that he will change. Nora’s problems arise because as a woman she cannot conduct business without the authority of either her father or her husband. When her father is dying, she must forge his signature to secure a loan to save her husband’s life. That she is a responsible person is demonstrated when she repays the loan at great personal sacrifice.

The men in this play have a very conservative view of the roles of women, especially in marriage and motherhood. Torvald, in particular, believes that it is the sacred duty of a woman to be a good wife and mother. Moreover, he tells Nora that women are responsible for the morality of their children. In essence, he sees women as childlike, helpless creatures detached from reality on the one hand, but on the other hand as influential moral forces responsible for the purity of the world through their influence in the home.

The men of A Doll’s House are in many ways just as trapped by traditional gender roles as the women. The men must be providers. They must bear the burden of supporting the entire household. They must be the undoubted kings of their respective castles. Besides providing for their families, the men are obsessed by a desire to achieve higher status. Respectability is of great concern to both Torvald and Krogstad. When Nora’s borrowing is revealed, Torvald’s first thoughts are for his reputation. On the other hand, Krogstad is obsessed with achieving success now that he has changed his character. He intends to one day take over Torvald’s job and run the bank.

By the end of the play, these traditional ideas are truly put to the test.

INDIVIDUAL VS. SOCIETY

Nora, a dutiful mother and wife, spends most of the play putting others before herself. She thinks little about herself to the extent of engaging in an act of forgery and taking a debt for the sake of her husband’s health. She doesn’t stop to worry about how these actions might impact the lives of her husband and children. Even when she plans to kill herself near the end of the play, it is not to hide her shame but rather because she thinks that if she is alive then Torvald will ruin himself in trying to protect her.

Similarly, Mrs. Linde admits that, without a husband or any family members to care for, she feels that her life is pointless. Therefore both women find a sense of meaning in their lives through serving others and performing the caring, obedient role that society requires of them.

However, Nora later learns that prioritizing her duty as a wife and mother cannot lead to real happiness. She realizes that while she thought she was sacrificing herself to protect her love, in fact no such love existed. It becomes clear that Torvald would never have sacrificed his reputation to protect her. She therefore decides to leave him in order to develop a sense of her own identity. The play ends with Nora choosing to put herself as an individual before society’s expectations of her.

Some characters, however, are more concerned about themselves as individuals rather than the society. A good example is Krogstad. Throughout most of the play, it seems that he cares more about his reputation than anything else. Punished by society for his act of forgery, he is desperate to reclaim respectability in the eyes of others. However, he realizes that he will only achieve happiness through truly reforming himself and regaining the personal integrity that he lost, rather than the outward respectability.

In a similar way to Nora, Krogstad learns that society’s view of him is meaningless if he doesn’t respect himself as an individual.

BETRAYAL

Betrayal is a theme of this play in several ways. Nora has betrayed her husband’s trust in several instances. She has lied about borrowing money, and to repay the money she must lie about how she spends her household accounts and she must lie about taking odd jobs to earn extra money. She also chooses to lie about eating macaroons which her husband has forbidden her.

Torvald betrays Nora when he rejects her pleas for understanding. Torvald’s betrayal of her love is clearly shown when he doesn’t want to understand that Nora took the loan because of his own welfare. To him, she threatened his otherwise good reputation in the eyes of the society, which was an unforgivable sin to him. This was the reality that Nora requires to finally awaken from; her previous view about her husband and their marriage was just but a sham.

Mrs Linde also betrays Krogstad when she opts to marry a richer man because Krogstad was too poor to help her sustain her sick mother and needy siblings.

GROWTH AND DEVELOPMENT

In Act I, Nora is portrayed as nothing more than a “doll,” a child who has exchanged a father for a husband without changing or maturing in any way. But as the play progressed, she realized that she had no identity separate from that of her husband. Torvald owned her just as he owned their home or any other possession. She was finally forced to face the reality of the life she was living. She realized in the final act that if she had to develop an identity as an adult, she must leave her husband’s home. When Nora finally gave up her dream for a miracle and, instead, accepted the reality of her husband’s self-centredness, she finally took her first steps toward maturity. She realized the inequity of her situation; she also recognized her own self worth. Her decision to leave is a daring one that indicates the seriousness of Nora’s desire to find and create her own identity.

THE HOME

The fact that the play is called A Doll’s House means that home might be a prevalent theme. Early on in the text, the home is seen as a thing of joy, a place of comfort and shelter. The idea of home is enmeshed with the idea of the happy family, which the Helmers seem to be.

Toward the play’s conclusion, however, the imbalance of power in the family becomes an issue. Now the seemingly happy home is revealed as having been an illusion – a doll’s house – that hid the gulf between the Helmers. The Helmers’ home is really more of a prison than a shelter.

The title, A Doll’s House, implies that everything is a façade, an illusion. Just like a doll that has a plastered smile on its face, the doll’s house hides the problems in the marriage.

STYLISTIC/LITERARY DEVICES

Stylistic or literary devices are techniques (ways to do things, styles, or forms) that authors use to get the attention of the reader which include playing with words, creating imagery, comparing and contrasting, or using metaphors, just to name a few. In A Doll’s House, the author has used a variety of stylistic devices, as discussed below.

SYMBOLISM

Symbols are objects, characters, figures, or colours used to represent abstract ideas or concepts. The following are the symbols used in the play:

  1. Christmas and New Year Days

The action of the play is set at Christmas and New Year season. Christmas and New Year holidays are both associated with rebirth and renewal and several of the characters go through a kind of rebirth over the course of the play.

Both Nora and Torvald have a spiritual awakening, which could be seen as a “rebirth.” Nora’s trials and tribulations wake her up to the sorry state of her marriage. When the “wonderful thing” fails to happen, she realizes she will never be a fully realized person until she breaks away from her husband. And when she slams the door behind her, she is in a way reborn.

Nora is not alone in her spiritual awakening, however. Torvald’s last line, “The most wonderful thing of all?”(Pg 120) seems to indicate that he has also realized the complete inadequacy of his existence. By the end of the play, both Helmers have been reborn.

Krogstad and Christine are reborn as well. When these “two shipwrecked people…join forces,” (Pg 88) they each get a fresh start in life. Both of them view their renewed love affair as a chance for salvation. Krogstad hopes that it will help increase his standing with the community, and that Christine’s influence will make him a better person. Christine, on the other hand, is overjoyed that she will have someone to care for. She once again has purpose in her life.

Nora and Torvald both look forward to New Year’s as the start of a new, happier phase in their lives, a new beginning with no debts. In the New Year, Torvald will start his new job, and he anticipates with excitement the extra money and admiration the job will bring him. Nora also looks forward to Torvald’s new job, because she will finally be able to repay her secret debt to Krogstad. By the end of the play, however, the nature of the new start that New Year’s represents for Torvald and Nora has changed dramatically. They both must become new people and face radically changed ways of living. Hence, the New Year comes to mark the beginning of a truly new and different period in both their lives and their personalities.

In the end of the play, it resembles new beginnings as almost all the characters are starting new lives, Nora and Torvald separately, while Christine and Krogstad together.

  1. Christmas Tree

The Christmas tree symbolizes Nora’s role in her household. She is only a decoration to be looked at. Her function in the household is pretty much the same as the tree. She is merely decorative and ornamental. She dresses up the tree just as Torvald dresses up her for the party. It’s interesting that she tells the maid not to let the children see the tree until it’s decorated.

The Christmas tree, therefore, a festive object meant to serve a decorative purpose, symbolizes Nora’s position in her household as a plaything who is pleasing to look at and adds charm to the home.

It also symbolizes family happiness and unity, as well as the joy Nora takes in making her home pleasant and attractive.

At the beginning of Act Two, the Christmas tree has been stripped of its ornaments and is only left with burnt-down candle-ends on its disheveled branches. Nora is alone in the room, walking about uneasily. Basically, Nora is a mess and so is the tree. She’s gotten the bad news from Krogstad, and as a result her mind is just as disheveled as the poor tree.

The tree seems to mimic Nora’s psychological state. It can be interpreted as symbolic of Nora’s disintegrating web of lies. The pretty decorations that Nora used to cover up her deceit are falling away. Soon the bare, ugly truth will emerge. This represents the end of Nora’s innocence and foreshadows the Helmer family’s eventual disintegration.

  1. Macaroons

Torvald has banned Nora from eating macaroons. Although Nora claims that she never disobeys Torvald, this is proved false in the very opening of the play when Nora eats macaroons while she was alone in the living room. The macaroons are symbolic of Nora’s disobedience and deceit. She lies to Dr. Rank about having been given some by Mrs. Linde, and after giving her performance of the tarantella asks that macaroons be served at dinner, which indicates a close relationship between the macaroons and her inner passions, both of which she must hide within her marriage.

  1. The tarantella

Tarantella takes its name from a spider, a Tarantula,   which, according to the Italian legends, bites its victim to quick death. The only way to get rid of its poison is to dance so as to let the poison come out of the body with the sweat. Similarly, the wild dance of Nora is a symbolic expression of her tragic inner condition and, at the same time, a therapeutic instrument that gives her courage to face up the suicide that she plans to carry out. Nora dances the Tarantella at a time when she had accelerated anxiety, on the border of madness. So through the dance, her body was trying to express what couldn’t be said in words.

Like the macaroons, the tarantella symbolizes a side of Nora that she cannot normally show. It is a fiery, passionate dance that allows her to drop the mask of the perfect Victorian wife and express her desperate and tragic interior condition and her inner feelings.  It is a dance of recovering from the madness of her fate; Tarantella has the power to heal Nora.

After the dance, in fact, she reemerges matured and able to look death in the eyes.

It is important to note that the rehearsal of Tarantella is the first moment in which Nora doesn’t obey what Torvald commands. Her repressed feelings are not allowed to come out in her marriage, the only way she can express them is through a performance. And her performance is wild and hysteric. Through the dance Nora liberates herself from her sexual doll’s role, which is a transformation from an old existence to a new one.

  1. The Doll’s House

The title of the play A Doll’s House is also symbolic. It represents something impermanent or short-lived.

There are a few mentions of dolls early on in the play; for example, when Nora shows Torvald the dolls she bought for her daughter, and says that the fact that they are cheap doesn’t matter because she will probably break them soon anyway. This probably suggests that Nora is raising her daughter for a life similar to her own. It also foreshadows Nora breaking up her family life by leaving Torvald.

When Nora plays with her children she also refers to them as her “little darlings.” (Pg 42) However, it is not until the end of the play that the metaphor becomes explicitly clear. Nora tells Torvald that both he and her father treated her like a doll, and cites this as one of the reasons why she has become dissatisfied and disillusioned with her life with him.

  1. The dance costume

At the end of the play, Nora decides to leave Torvald. The next thing Nora does is to change out of her fancy dance dress. Torvald bought this dress for Nora to wear at a costume party because he wanted her to appear as a “Neapolitan fish girl”. As one would put clothes on a doll, Torvald dresses Nora. When she sheds this dress, she is symbolically shedding her past life with Torvald and her doll-like existence.

  1. Dr. Rank

Dr. Rank is a symbol of moral corruption within society. He has been lusting for Nora secretly. His illness is symbolic of the moral illness of the society as represented by himself, Krogstad and, by extension, Torvald.

 

 

  1. Mrs Linde

Mrs Linde is a symbol of a modern, independent woman. She arrives in town in search of a job in order to earn money and survive independently. She perhaps also symbolizes hollowness in the matriarchal role.

  1. Torvald Helmer

Torvald Helmer is a symbol of a male dominated, authoritative, and autocratic society.

  1. The slamming of the door

The slamming of the door symbolizes the finality of the relationship between Torvald and Nora Helmer.

USE OF FIGURATIVE LANGUAGE

IMAGERY

Metaphors

A metaphor is a comparison without using the terms ‘like’ or ‘as.’ Henrik Ibsen uses quite a number of metaphors in A Doll’s House. These include the following:

  1. Torvald’s pet names for Nora

-He calls her “featherhead,” “songbird,”  “squirrel,” “hunted

dove…saved from hawk’s claws,” and “skylark.” When she leaves him, he calls her a “heedless child.” All these metaphors are, on one hand, aimed at reflecting Nora’s apparently innocent, carefree nature, and on the other hand, they suggest that her husband does not think of her as a proper adult because she is a woman.

-Another metaphor is where Torvald says, “…how much it costs a man to keep such a little bird as you.” Here, Torvald is comparing Nora to a bird by saying that people would not expect her to spend as much money as she does.  The “bird” reference means that birds are typically low maintenance, but Nora is not.

  1. The doll

-In Act 3, Nora tells Torvald that both her father and Torvald have treated her like a doll-child, with no opinions of her own, and have only played with her. Both men, she says, have committed “a great sin” against her in discouraging her from growing up. Torvald’s pet names for her are prefaced by “little,” showing that he sees her as a child.

  1. Big black hat

-In Act 3. Dr. Rank has a coded conversation with Nora (designed to protect Torvald from unpleasant truths) in which he says he will attend the next fancy dress ball wearing “a big black hat” that will make him invisible. This is a way of saying that he will be dead.

Other metaphors

-Krogstad is labeled “morally diseased” because of the incriminating forged bond and the forged documents that tarnished his reputation.

-Nora and Torvald crumbling marriage and home are referred to as a “doll’s house” to mean their impermanency.

– Krogstad uses this metaphor, “I am a shipwrecked man clinging to a bit of wreckage” (Pg 87) to describe how he felt when Mrs. Linde chose to marry her late husband instead of him. Mrs. Linde replies that she had her mother and younger brothers to take care of and she needed financial stability, which Krogstad could not offer her. In this metaphor, Krogstad might be suggesting that he is still in love with Mrs. Linde.

-Torvald refers to his wife as his “frightened little songbird” and promises her that his “big broad wings” would protect her.

-The title of the play A Doll’s House is an extended metaphor. It is comparison of a small toy with that of a perfect house. It compares Nora’s relationship with every man in her life to that of a young child playing with her, merely a pretty plaything.

Similes

A simile is a comparison by use of the terms ‘like’ or ‘as.’ Similes are used in different places in the story to compare certain necessary ideas.

Examples

-“It was like being a man.”(Pg 21) This simile was used by Nora to compare the role she played in sustaining the family during their one-year stay in Italy. It made her feel like a man supporting them for all that time.

-Torvald brags that he will protect Nora “like a hunted dove that [he has] saved from the talons of a hawk.” Here, he wants to emphasize his commitment in ensuring Nora of her safety.

IRONY

Irony is a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. There are three types of irony evident in A Doll’s House, namely: verbal, situational and dramatic irony.

 

 

Dramatic irony

Dramatic irony occurs when the audience is more aware of what is happening than one, some or all the characters on stage.

The full significance of a character’s words or actions is clear to the audience or reader although unknown to the character. In other words, the audience’s or reader’s knowledge of events or individuals surpasses that of the characters.

Examples

-This happens in A Doll’s House near the opening of the play when Nora eats macaroons. When Torvald then asks Nora if she has been eating sweets, she lies and says she has not. Nora and the audience know this is a lie and so know more than Torvald, making this a situation of dramatic irony.

-Torvald tells Nora, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3) But nevertheless, she has borrowed money from Krogstad which she has been paying for a long time without his knowledge.

-The reader is aware that Nora borrowed money from Krogstad without her husband’s permission. Nora also forged her father’s name to gain the money. She says, “You don’t know all. I forged a name.” In the following conversation between Nora and Christine it is clearly stated that Torvald does not know of Nora’s actions

Mrs. Linde: And since then have you never told your secret to your husband?

Nora. Good heavens, no! (Pg 20)

-Another example of dramatic irony in A Doll’s House is when Nora wants to practise a dance called the Tarantella. When Torvald goes to look in the letter box Nora says, “Torvald please don’t. There is nothing in there.” (Pg 80) The reader knows there is a letter in the mailbox that has been dropped by Krogstad. The reader also knows that Nora has not forgotten the dance as she claimed, she was just pretending. The reader knows this when Torvald goes to check the mail and Nora begins to play the Tarantella. Nora then says, “I can’t dance tomorrow if I don’t practise with you.” (Pg 81) The reader knows that all Nora is trying to do is keep Torvald from reading the mail which contains a letter from Krogstad.

-Dramatic irony is evident throughout the text to indicate Nora’s exit from her marriage with Torvald. Some escalating events have happened in the three acts to give clues to the audience that she has already decided to leave.

Examples

  1. i) Nora to Nurse regarding the children:

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

  1. ii) Nora to Torvald:

Nora: “Torvald, you will be sorry for not letting me stay, even

for just half an hour.”

She knows that the letter is still in the mailbox and doesn’t want Torvald to find out about the contract.

iii) Nora to Mrs Linde:

Nora: “You all think I’m incapable of doing anything serious…or of ever having to face the brutality of life.”

 

 

 

Situational irony

Situational irony occurs when something entirely different happens from what the audience may be expecting, or the final outcome is opposite to what the audience is expecting.

Examples

-Situational Irony is present when Nora is discussing Krogstad’s forgery with her husband in Act 1. Minutes before this conversation, Krogstad approached Nora about her own forgery of her father’s signature.

-There is very little hint that Nora is going to leave Torvald until the end of the play. At the beginning of the play she acts as if she loves him very much. Not until she says “Or if anything else should happen to me – anything, for instance, that might prevent me from being here” does anyone think about Nora leaving Torvald. At the end of the play she calls Torvald a “stranger” and walks out.

-It is ironic that Torvald states that he awaits the moment when Nora will be in trouble so that he can rescue her. When in fact the truth comes out and Torvald has been given his opportunity to rescue Nora, all he is concerned with is his reputation. He yells at her. He insults her by calling her feather brain. He screams at her, telling her to go to her room. He is not interested in how he can rescue her. He is interested in how he can get out of this mess without ruining his good name.

-When Krogstad returns the IOU document, Torvald exclaims that he is saved and that he has forgiven Nora. When Nora asks if she is saved, Torvald exclaims that she is, of course. Only moments earlier, he was furious with her. Ironically, he did not even consider that she had borrowed the money to in fact save him.

-Situational irony is also evident earlier on in the play during Nora’s chat with Mrs. Linde, where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) Here, Nora visualizes a happy and blissful life with Helmer. However, there is irony in what she says because later on in the play, her marital relationship will be shattered and she will leave her husband and all the “money” that she had visualized, for an uncertain future away from Torvald after realizing that the world she was living in was equivalent to the world of a puppet, or rather, a doll.

 

Verbal irony

Verbal irony occurs when a speaker’s intention is the opposite of what he or she is saying.

Examples

-Verbal irony is present when Helmer says, “Is that my little skylark twittering out there?” (Pg 2) He is not really asking if Nora is a bird. He is not even saying that she is twittering like a bird. He is just asking if it is his wife, Nora, and if she is saying something. When Torvald Helmer says, “Is it my little squirrel bustling about?” (Pg 2) he does not think that Nora is a squirrel either.

-Nora has her share of verbal irony too. When she is sitting down talking to Mrs. Linde she says, “There now, it is burning up.” The place is not literally burning up. The house is not on fire. Nora is just stating that the temperature inside the house is hot.

– When Nora is chatting with Mrs. Linde, where she says “just fancy, my husband has been made manager of the Bank!”(Pg 11) where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) The reader is tempted to think that her life and that of her family is one smooth ride. But it emerges that she is deep in debt and even has to work extra hours at night in order to keep up with the payments.

FORESHADOW

Foreshadowing refers to clues that point to events that will happen later.

Examples

-Nora’s early rebellion of eating the macaroons against Torvald foreshadows her later rebellion

-The way Torvald always called Nora “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” was a foreshadow. She ends up saying something like “I’m just your little dove” in the later Acts when she decides to leave him. She acknowledges the fact there was never actually love between them; she was just his play toy, hence the name of the play, A Doll’s House.

-In the following conversation between Nora and Anne-Marie, there is use of foreshadow.

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

Nora eventually leaves her family, which was why she asked Anne-Marie how she possibly could have done it.

-Torvald’s stubbornness about denying Krogstad the banking job has complicated Nora’s attempt to continue hiding her little secret. We know there is going to be trouble later on. Nora’s secret is bound to come out. Ibsen has foreshadowed an ironic inevitability.

-Mrs. Linde plays the role of foreshadowing the future of Nora and a mirror to Nora’s character. She delves into the mistakes Nora will make and views her for what she truly is. She is the wise woman who has hindsight of what becomes of women who spend their money and borrow. She provides exposition to the play because she is the only one Nora can discuss her history with without consequences. Talking to Mrs. Linde provides an opportunity for the audience to understand Nora’s character.

-Mrs. Linde shares with Nora that her husband had died and that, due to her habits and his unstable business, she was now poor and struggling to make ends meet. She seems to be foreshadowing Nora’s impending fate.

CONTRAST/JUXTAPOSITION

Contrast or juxtaposition involves two characters or things being placed together with a contrasting effect.

Examples

-The father-daughter relationship between Nora and her father and that of Nora and Torvald is contrasted in the final Act. Nora makes this connection that life with her father was like life with Torvald. Nora’s father would force his beliefs on her and she would comply with them lest she upset him; she would bury her personal belief under Papa’s. According to Nora, Torvald was guilty of the same things. A good example was his insistence on her wearing the fish girl costume and his frustration over her inability to grasp the tarantella.

-Krogstad and Nora are also contrasted. The more we learn of Krogstad, the more we understand that he shares a great deal with Nora Helmer. First of all, both have committed the crime of forgery. Moreover, their motives were out of a desperate desire to save their loved ones. Also like Nora, Krogstad has contemplated ending his life to eliminate his troubles but was ultimately too scared to follow through.

– Dr. Rank’s treatment of Nora is contrasted sharply with that of Torvald. Rank always treats Nora like an adult. He listens to her and affords her a dignity, which is definitely missing in Torvald’s treatment.

– Mrs Linde’s relationship with Krogstad also provides a point of comparison with that of Nora and Torvald.

-Nora and Mrs Linde are also contrasted. Whereas Mrs. Linde took responsibility for her sick parent, Nora abandoned her father when he was ill. Mrs. Linde’s account of her life of poverty underscores the privileged nature of the life that Nora leads. Her sensible worldview contrasts sharply with Nora’s somewhat childlike outlook on life.

FOIL

A foil is a literary character who contrasts another character in order to highlight certain aspects of the other character.

Examples

-Mrs Linde’s life’s journey from independence to marriage is a foil to Nora’s journey in the opposite direction.

-Dr Rank is a foil to Torvald in that he treats Nora as an intelligent human being and she in return speaks more openly to him than she does to her husband.

-Mrs. Linde is the character that really makes Nora look bad in comparison and acts as a foil for Nora. In fact, you could argue that all the characters act as foils for Nora.

MOTIFS

Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.

Examples

Nora’s definition of freedom

-Nora’s understanding of the meaning of freedom recurs in the course of the play. In the first act, she believes that she will be totally “free” as soon as she has repaid her debt, because she will have the opportunity to devote herself fully to her domestic responsibilities. After Krogstad blackmails her, however, she reconsiders her outlook regarding freedom and questions whether she is happy in Torvald’s house, subjected to his orders and commands. By the end of the play, Nora seeks a new kind of freedom. She wishes to be relieved of her familial obligations in order to pursue her own ambitions, beliefs, and identity.

Use of letters

-Many of the plot’s twists and turns depend upon the writing and reading of letters. Krogstad writes two letters: the first reveals Nora’s crime of forgery to Torvald; the second retracts his blackmail threat and returns Nora’s promissory note.

-The first letter, which Krogstad places in Torvald’s letterbox near the end of Act Two, represents the truth about Nora’s past and initiates the inevitable dissolution of her marriage. The second letter releases Nora from her obligation to Krogstad and represents her release from her obligation to Torvald.

-The two letters have exposed the truth about Torvald’s selfishness, and Nora can no longer participate in the illusion of a happy marriage.

-Dr. Rank communicates his imminent death through another form of a letter: a calling card marked with a black cross in Torvald’s letterbox. By leaving his calling card as a death notice, Dr. Rank politely attempts to keep Torvald from the “ugly” truth, as he had said earlier about his best friend, Torvald.

Other letters include Mrs. Linde’s note to Krogstad, which initiates her life-changing meeting with him, and Torvald’s letter of dismissal to Krogstad.

HYPERBOLE

Hyperbole refers to extreme exaggeration of statements or claims which makes someone or something sound bigger, better or more than they are.

Examples

  1. i) Nora: Yes, that’s just it.

Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is horrible to think of! I am in the power of an unscrupulous man; he can do what he likes with me, ask anything he likes of me, give me any order he pleases – I dare not refuse. And I must sink to such miserable depths because of a thoughtless woman! (Pg 104)

It is a hyperbole because although Nora may have caused a major accident of forging a signature and hiding it from Helmer, it is not obvious it will affect his future. Helmer is exaggerating that his happiness is destroyed because he feels betrayal and anger, just to show the seriousness of the shame that Nora has caused.

  1. ii) Linde: But now I am quite alone in the world – my life is so dreadfully empty and I feel so forsaken.

This is a hyperbole because Mrs. Linde is exaggerating about her situation.

iii) NORA: I should like to tear it into a hundred thousand pieces.

It is a hyperbole because Nora cannot possibly be able to tear the letter into a thousand pieces.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REVISION QUESTIONS

CONTEXT QUESTIONS

  1. Where is A Doll’s House set?

-In a middle-class living-room; nice but not extravagant furniture; piano, fire, winter’s day; Norway

  1. Why does Nora tell the porter to hide the tree?

-So the kids don’t see it before it’s decorated

  1. What does Nora sneak at the beginning of the play?

-Macaroons

  1. What does Torvald call Nora?

-Squirrel, skylark

  1. Why does Torvald scold Nora at the beginning of the play?

-for buying things and being careless with money

  1. When is Torvald getting a new job? Why does he want Nora to wait to spend money?

-New Year; what if he gets hit in the head with a brick and therefore never gets the job?

  1. How does Nora suggest they buy things before the promotion?

-borrowing from people (Helmer thinks she’s just a typical woman who doesn’t understand debt)

  1. What does Nora want Torvald to get her for a present? Why doesn’t he want to give it to her?

-money; he calls her a spendthrift and says she’ll just waste all the money on unimportant things

  1. What does Torvald think runs in Nora’s family?

-spending too much money (like her father)

  1. Does Nora want to be like her dad? Does Torvald want this?

Yes, no

  1. What is the first thing Nora lies about?

-she denies that she would ever eat macaroons because she promised not to…but she did

  1. What did Nora do the Christmas before this one?

-locked herself away to make paper flowers to decorate the tree (the cat ripped up the flowers, though)

  1. Who is Mrs. Linde?

-Christine; Nora’s childhood friend; they haven’t seen each other in 9 or 10 years

  1. What does Nora think of Mrs. Linde’s appearance?

-she looks pale

  1. What work has Nora had to do?

-sewing, embroidery, etc.

  1. What secret does Nora tell Mrs. Linde first?

-when Torvald worked too hard in the first year of their marriage and got sick and had to go to Italy to recover, she borrowed money from her father in order to pay for it (at the time: her father was dying, she was pregnant, and she couldn’t go see him)

  1. What is Christine’s backstory?

-she never loved her husband, she just married Mr. Linde because she had a sick mother and two little brothers to support; when he died, his business fell apart and she was left with nothing; she had been working ever since; recently, her mom died and her brothers are now old enough to take care of themselves.

 

  1. What does Christine ask of Nora?

-if Torvald can give her a job at the bank he’ll be managing

  1. Why does Christine think it’s nice of Nora to care so much about her troubles?

-because she says Nora has never had any of her own

  1. What does Nora reveal to Mrs. Linde after being insulted because Christine said she didn’t really know trouble?

-she didn’t actually borrow money from her father; she borrowed it from someone else, but Torvald doesn’t know this; he didn’t even know how sick he was and that the Italy trip was to make him survive; she pretended that she just wanted to travel abroad and secretly borrowed the money to spare his pride

  1. When does Nora plan on telling Torvald the truth?

-when she’s old and he’s not attracted to her any more

  1. How has Nora been paying back the loan?

-lots of odd jobs secretly, scrimping on buying new clothes for herself (cheap clothes look good on her so Torvald doesn’t notice); last winter she copied letters late every night (perhaps she didn’t really spend all that time making tree decorations?)

  1. What does Nora dream?

-a rich old man would come and give her all the money she needs

  1. How does Mrs. Linde first claim to have known Krogstad?

-he was a lawyer in her area

  1. What is Krogstad’s backstory?

-had an unhappy marriage, now has several children, got himself into bad business troubles

  1. What does Mrs. Linde say when Dr. Rank tells her and Nora what a bad guy Krogstad is?

-people should try to help the diseased (Dr Rank says Krogstad is morally diseased)

  1. What does Torvald say when Nora asks if Christine can have a job?

-yes; she’s come at a good time

  1. What does Krogstad first ask Nora? Then what does he ask of her?

-if Mr. Helmer is giving Christine a job; if she will use her influence to get him a job (she says she doesn’t have much influence)

  1. Why is Nora no longer afraid of Krogstad when he first comes to visit?

-come New Year she’ll be out from under his thumb

  1. Why does Krogstad want to regain the community’s respect?

-for the sake of his sons

  1. Why does Nora tell Krogstad not to tell Torvald about the money?

-that would only confirm what a bad person Torvald sees Krogstad as saying it would make everything unpleasant

  1. What does Krogstad tell Nora that makes the whole thing worse?

-she forged her father’s signature; he can prove it because the signature is in Nora’s handwriting and she dated the document after her father died; basically he can prove that not only does she owe money but she broke the law (Nora says she didn’t have time to think about it because her husband was dying)

  1. When does Nora start decorating the Christmas tree?

-after Krogstad leaves after blackmailing her

  1. Why does Torvald think Krogstad was at the house?

-to get Nora to put in a good word for him

  1. What does Nora ask Torvald to do for her?

-pick out her costume for the Stenborgs’ party because she’s helpless without his taste

  1. What crime did Krogstad commit? Why does Torvald not like him?

-forgery; he never admitted his guilt, he got off through loopholes, he is corrupt and has lived a life of lies even around his family

  1. How does the Christmas tree look at the start of Act 2?

-stripped and bedraggled

  1. Who is Anne?

-nurse; she got pregnant by a bad guy and had to give up her child

  1. What costume is Nora going to wear to the Stenborgs’ party?

-Neapolitan fisher girl

  1. What dance does Torvald want Nora to do?

-tarantella

  1. What does Christine offer Nora?

-to fix up her costume (if she can come by and see Nora in it)

  1. What is Dr. Rank sick with? How did he get it?

-consumption of the spine; his promiscuous father

 

  1. What can Nora not talk about with Torvald? Why?

-her old school friends; he gets jealous

  1. Who does Christine guess lent Nora the money?

-Dr. Rank

  1. What does Christine think of Nora and Dr. Rank’s relationship?

-they should stop talking to each other so much because he’s probably interested in Nora

  1. Who does Nora think about borrowing money from to pay Krogstad?

-Dr. Rank

  1. What does Nora tell Torvald she’ll do anything he asks of her for? What does Torvald say?

-if he’ll not fire Krogstad; he’s given his job to Mrs. Linde

  1. What reasoning does Nora give as to why Torvald should not fire Krogstad?

-he writes small newspapers and he might write nasty articles about Torvald if he’s fired (like when her father got in legal trouble and was slandered by the papers); he should fire someone else and let Mrs. Linde and Krogstad both have jobs

  1. What does Torvald think of Nora’s dad’s business?

-his dealings were shady

  1. Why won’t Torvald give in to Nora’s request for a job for Krogstad?

-he already said no and told everyone at the bank he’s firing Krogstad, and he’s worried that if he changes his mind people will think his wife rules him; also, he knew Krogstad when they were kids and Krogstad insists on calling Torvald his first name which is really embarrassing given Krogstad’s corrupt past

  1. What finally makes Torvald send a letter firing Krogstad?

-Nora calls him petty for worrying about his affiliations with Krogstad

  1. Why does Torvald forgive Nora’s behavior in wanting a job for Krogstad?

-shows how much she loves him; but if trouble comes from the firing, he can handle it

  1. What does Dr. Rank ask of Nora?

-to keep Torvald away from Dr. Rank’s sick room, because he is sensitive to such unpleasantness and Rank doesn’t want to upset him

  1. How will Dr. Rank inform Nora of his death?

-business card with black cross in their mailbox when he starts to die (Nora says it’s morbid and depressing)

  1. Who does Dr. Rank think will replace him as Nora’s friend after he dies?

-Mrs. Linde

  1. How does Nora react when Dr. Rank tells her he loves her?

-she says it’s inappropriate; it makes her uncomfortable, he shouldn’t have said that

  1. How does Nora respond when Rank tells her that she seems like she loves him more than Torvald?

-she says the people you have fun with aren’t the same as the ones you love; when she was little she loved her father the most, but had fun gossiping with the maids

  1. What relationship does Nora liken her relationship with Torvald to?

-her relationship with her father

  1. Why is Krogstad surprised Torvald would fire him at first?

-knowing what power he has over them

  1. What does Krogstad offer?

-that the three of them can settle the matter, and no one else has to be involved

  1. How does Krogstad plan to use the blackmail?

-to blackmail Torvald into giving him a promotion; in a year it’ll be him running the bank instead of Torvald

  1. What does Nora threaten to do? What does Krogstad say?

-commit suicide; doesn’t believe she’ll do it, and it wouldn’t do any good because he would still be able to ruin her reputation which Torvald would never let happen

  1. What does Nora expect Torvald to do when he finds out?

-take all the blame on himself; a wonderful, yet terrible thing

  1. How does Mrs. Linde reassure Nora?

-says she will go and convince Krogstad to ask Torvald for the unopened letter back because they used to be close

  1. What does Nora ask Torvald to help her with?

-practising the tarantella (she does it, and he says she has a lot of practising to do, which she agrees with and says he will have to help her every moment between then and the party)

  1. What does Torvald guess when Nora says he will have no time to open letters since he’s helping her practise? What does he agree to do?

-that there’s a letter from Krogstad; wait till after the party to open it

  1. Why is Nora kind of glad that Torvald’s going to find out?

-the wonderful thing, the miracle will happen – he’ll jump to her rescue and take all the blame

  1. Where does Mrs. Linde wait for Krogstad? Why?

-at the Helmers’ house while they’re at the party; there’s no private entrance at the place where she’s staying

  1. What is Krogstad and Mrs. Linde’s past?

-she broke up with him abruptly for the man she married because she needed his money to support her family

  1. What does Krogstad say he has been like since Christine left him? What does she say?

-a man lost at sea on a wreck; she feels the same, and the shipwrecks should get together

  1. Why does Mrs. Linde tell Krogstad she came to town? What does he say?

-for him: she needs someone to work for, to help, or she feels like she has no purpose in life; Krogstad calls her hysterical and says she’s just looking for a chance at self-sacrifice

  1. What does Mrs. Linde say when Krogstad asks if she only got back together with him for Nora?

-she sold herself in the past and would never do it again

  1. Why does Christine tell Krogstad not to get his letter back?

-all the lies in the Helmers house need to come to light

  1. Did Nora want to leave the party so early?

-no

  1. Why does Mrs. Linde say she is at their house?

-to see Nora’s costume

  1. What did Torvald think of Nora’s performance at the party?

-a bit too realistic, she was a bit too much like a Neapolitan fisher girl for his taste (but the other guests loved it)

  1. What does Torvald think Mrs. Linde should do instead of knitting?

-embroidery (more tasteful since knitting needles looks Chinese)

  1. What does Torvald pretend when the Helmers go to parties?

-Nora’s not his wife, but his secret lover

  1. What does Dr. Rank say he will be at the party next year?

-invisible

  1. Why does Dr. Rank tell Torvald he had a right to drink a lot at the party?

-he did medical research all day and has found something for sure and was very productive (but really, he found out he’s definitely going to die)

  1. What does Torvald notice about the mailbox? What is Nora’s response?

-someone tried to pick the lock; one of Nora’s hairpins is jammed into it; she blames it on the kids

  1. What does Torvald find in the mailbox from Rank?

-two cards with black crosses on them

  1. What does Torvald tell Nora after he says he’s glad to have her?

-he sometimes wishes she were in trouble so he could save her

  1. What does Torvald do after reading Krogstad’s letter?

-screams at Nora, says she is just as disgusting as her father was; says his happiness is now destroyed because he will have to obey Krogstad

  1. What does Torvald say in response to Nora’s threatening to commit suicide?

-it won’t do any good because Krogstad will still have power and suspect him as an accomplice (he doesn’t really care that she’d be dead?!)

  1. What is Torvald’s solution?

-Nora can still live in the house to keep up appearances, but the relationship is over and she’s not allowed near the children because she’ll corrupt them

  1. How does Krogstad fix the problem?

-sends another letter with the forgery and says he’s ashamed he tried to blackmail them

  1. Why does Torvald say his love for Nora is even deeper now?

-after having forgiven her from the bottom of his heart; his possession of her has grown even greater; she shouldn’t worry because hewill continue to guide her through life as if she were a child

  1. What does Nora complain about after Torvald forgives her?

-she says they have never had a serious conversation before now

  1. Who does Nora accuse of treating her like a doll?

-Torvald and her father; they dressed her up and made her into what they wanted her to be

  1. Why does Nora say she’s leaving Torvald and the kids?

-she has a duty to herself that she’s never fulfilled; she realizes she’s never been happy with Torvald; she will spend the night at Mrs. Linde’s

  1. Why does Torvald admonish Nora for wanting to leave?

-he says she’s forsaking her sacred duties to her husband and children; then he says what Jesus would do

  1. What does Nora need to learn by leaving?

-whether she’s just too ignorant to understand society, as Torvald says, or if society’s wrong

  1. Why does Nora realize she never loved Torvald?

-she realizes he isn’t the man she thought he was when the “miracle” of him taking the blame from her didn’t happen

  1. When does Nora say she would come back?

-if they had a true marriage instead of just living together

  1. What does Helmer end with?

“The most wonderful thing of all”

ESSAY QUESTIONS

  1. What is important about the title? Who is the “doll” Ibsen refers to?
  2. Who is the more significant female character in terms of plot development, Nora or Christine? Explain your answer.
  3. Do you think Christine’s decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora? Does this act ultimately hurt or benefit Nora?
  4. How does Henrik Ibsen reveal character in A Doll’s House? Is Nora a sympathetic character? Did your opinion of Nora change from the beginning of the play to its conclusion?
  5. Does the play end the way you expected? Do you think this was a happy ending?
  6. A Doll’s House is generally considered a feminist work. Do you agree with this characterization? Why or why not?
  7. What does the Tarantella dance symbolize in A Doll’s house?

COMPUTER STUDIES FORM 1 COMPREHENSIVE NOTES

CHAPTER 1

INTRODUCTION TO COMPUTERS

This chapter introduces the student to what a computer is, classifies computers into different categories, compares the different classes of computers and also introduces the keyboard as a basic input device.

  • Definition of a computer
  • Classification of computers
    • Physical size
    • The way they process data
    • By purpose
    • By use
  • Acquisition of Keyboard skills
    • Layout of keyboard
    • Summary
    • Questions
  • DEFINITION OF A COMPUTER

Before we attempt to define a Computer, there are a number of associated terminologies that the learner needs to know beforehand. These are: Data, Information, and Programs.

Data is the name given to facts. For example, in a school, the number of students in a class, the number of teachers, names of students, the name of customers in a business.

Information is result from processed data. For example adding some numerical values like the numbers 14 and 17 into the computer will give you the result of 31. The later is information you required. Information can be defined as data computed into a more useful form than raw form.

Program is a series of instructions written in the language of the computer for them to obey and perform specific tasks as outlined by the instructions.

A Computer can therefore be defined as “an electronic machine that takes in data (facts) in the raw form, processes the data to give out in another form called information”.

When a computer is fed with data, it passes through four basic steps before the data can be displaced;

  • Input Process – the user will type the data from say the keyboard (to be introduced later in the chapter) and the computer will accept the dame and store within it.
  • Storage Process – the data that is fed into the computer at the same time is held, even during the time of processing and after processing; it can further be stored for further reference. These data are held in computer memory.
  • Processing – the computer will manipulate the data held within it to a more useful form – results (information).
  • Output Process – the user is given the information he desired.

The four basic processes can be summarized in the following way by looking at the same terms of information processing cycle.

Organizing data for processing – to get quality results (information) you must have quality data to start with. Unreliable original data generates unreliable results. If you give a computer garbage, you get garbage in return. Its called GIGO – Garbage In – Garbage Out.

Information Processing Cycle – Information Processing Cycle includes a series of steps for transforming data into meaningful information for people.

A cycle is defined as a sequence of activities performed in an order that it produces expected and meaningful results.

A Processing Cycle is repeated, it means, if the same resources are used in the same way, the same outcome will result. The standard cycle followed to process data and deliver information comprises of 4 major functions:

  • Input Function – the input function gathers and collects stored data items and enter them into the system for processing. Input can come from many sources, for example from files kept in the office, banking institutions and accounts.
  • Storage Function – this function allows the user to store data being processed in the memory of the computer as well as to store the information for future use.
  • Processing Function – the desired operation by the user is carried out on the data keyed in and stored in the memory so as to turn it into meaningful information.
  • Output Function – the data stored is processed and then output into files, printed as hard copies or displayed on the screen for the user.

Note:For any information processing system to run smoothly on a day-to-day basis, the processingactivities must be organized. A system has little work if it provides helpful information on one day and useless information the next day. Output should be useful the first time and every time for the system.

  • CLASSIFICATION OF COMPUTERS

There are four basic ways by which computers can be classified:

  • Physical size i.e how large the computer is.
  • By the way they process data
  • By purpose
  • By use

 

  • Physical Size

The following computer systems are categorized by how large they are:

  1. Monster Computer

Sometimes it is referred to as Super computers or Maxi computers. These are computer of enormous power and are very large in size. Its installation requires special floors to carry its weights and it also needs special plumbing to carry a fluid known as fluorocarbon needed to cool it.

One unique feature of maxi computers is that when you purchase it, the purchase price will include the services of 2 permanent engineers to maintain it forever. They are typically used for scientific research and military applications, petroleum engineering, nuclear physics and meteorology.

Examples of monster computers include CYBER and CRAY computers. For example, the whole globe needs only one monster computer to forecast weather at once.

  1. Mainframe Computers

Mainframe computers are second in size to monster computers. These computers perform more data processing work than any other type of computers. For this reason they form a large portion of installation in most organization.

As does the monster computers, mainframe computers also have some special requirements, for the reason, they are housed in special rooms brought about by the special power that they posses together with environmental control requirements.

Mainframe computers can be used by more than one person at a time since they can support a large network of other computers organizations that employ mainframe computers alongside other computers are banks, government agencies, commercial and industrial agencies.

  1. Minicomputer

Also called Medium sized computers. These computers compared to mainframe are smaller, slower and less expensive.

A minicomputer has an advantage over the previous two in the sense that it does not have any special power or environmental control requirements. For this reason, the medium sized computer can always be located anywhere within the organization.

Minicomputers can do the work that the mainframe does but on a small scale.

 

  1. Microcomputers

Of the types of computers, microcomputers are the slowest. However, they counteract this disadvantage because they are easy to use and the cost of purchase is also low.

A microcomputer gets its name from the fact that its main computing component, the microprocessor (to be introduced later) is located in one integrated circuit (IC) or what we call a Chip. Microcomputers fit nicely on desktops, for that reason they are sometimes known as Desktop Computers. They are also referred to as Personal Computers since many individuals purchase them for personal use.

 

  • Type of data processed

Classification of computers by the way they process data falls into 2 main types with the third being a combination of the two:

(i) Analog and        (ii) Digital Computers

(iii) Hybrid

  • Analog Computers

These computers process data that vary continuously, for example variations in temperature, amount of current flowing through an electrical conductor and so on. The flow of such data is in the form of wave like movement i.e. not predictable. Such computers are used for a wide variety of industrial and scientific applications that require the processing of data that are measured continuously.

In conclusion, we say that analog computers measure things.

  • Digital Computers

As opposed to analog computers, these type count things. Data passed to a digital computer is usually operated on in steps i.e. form of discrete numbers, 0, 1, 2, 3, (a discrete operation). It is like counting on one’s fingers (1, 2, 3, 4…). Most computers in use today are digital. This is because there are more counting applications than there are applications than there are applications that require continuous measurements.

  • Hybrid Computers

These computers possess features of both digital and analog computers meaning both counting and measurement operations in one computer.

 

  • By Purpose

Classification by purpose falls into 2 categories:

  1. Special Purpose Computers

These are computers that are single task oriented. In other words, they are designed to solve only a particular type of problem. Examples include embedded computers in our common digital watches.

  1. General Purpose Computers

These are computers that can perform a vast number of operations or solve problems of different varieties. Most of the computers in use today are general purpose. However, it is wise to note that general-purpose computers can always be adapted with special programs to do a job specified hence becoming special purpose computer.

  1. Embedded Computers

These are computers attached to other computers that help in operating them. E.g. computers embedded in lifts, petrol pumps, digital watches and so on.

 

  • By Use

It is worthy noting that we categorize these computers according to what it is used for and when it is used. Under this category, the list is endless. For this reason we will limit ourselves to only five main types.

 

 

  • Personal Computers or Desktop Computers

These are also known as Microcomputers. They get their name from the fact that they fit nicely on the desktop. They can also be used on the desk in the office environment or for personal use at home.

  • Home based Computers

These computers are those designed to be used at home. An individual may install only games program in it or a word processor to enable them write letters, still some would install accounting packages to enable them budget and control their finances at home.

  • Lap top Computers

These computers get their name from the fact that you can place them on your laps while using. They are very small computers that have the structure of a briefcase i.e. you open and close the same way. These have a keyboard attached to them and a flat screen together with a mouse ball and chargeable batteries. This means that you can use them in the rural areas where the is no electricity.

Laptop computers also have ports (small slots) through which you can attach an external keyboard, mouse or external drive like drive A:.

 

  • ACQUISITION OF KEYBOARD SKILLS

 

There are many ways to enter data into the computer. However, keyboard still remains the predominant input device for the many users.

A computers keyboard is used much like a typewriter keyboard. A keyboard has alphabetic, numeric, and special characters found on a typewriter. The only difference is that data keyed in, is recorded in the computer systems’ data coding scheme and is stored in the memory. The traditional format of a computer or terminal keyboard follows the organization prescribed by the typewriter keyboard. This is known as QWENTY keyboard because of the sequence of the six letters on the upper left corner of the alphabet position of the typewriter keyboard.

 

  • Layout of Keyboard and Functions of Keys

A typical keyboard takes the form of a normal typewriter keyboard. A keyboard usually has standard keys; that is letters of the alphabet plus special characters e.g. ?, ‘, @ e.t.c.

In addition to the standard keys, one finds a numeric keypad which is essential for applications that require entry of large amounts of numerical information.

Function Keys are identified as F1 through F12, they can be programmed to ease the work of frequently used operations. Cursor control keys of direction keys      (         ) the ones with arrows, move the cursor on the CRT (screen).

Other special keys include: Delete keys and backspace keys which deletes characters. Delete key deletes a character that is in front of the cursor whereas backspace key delete characters before the cursor. Insert key will insert characters from text. Others e.g home key will take you to the top of the document and end key to the end of the document.

Computer keyboard employ one or more control keys. Control works just like the shift key on a keyboard in that they cause other keys to perform functions different from their normal operations. Example, if you hold shift key down and press the letter “e”, you get a different character “E”. Holding down the control key while you press any of the other keys causes still another character to be sent to memory.

Like the control keys, the escape key is used to cause other keys to perform special functions. Unlike the control keys, however, it is not held down while pressing another key. Once sending a signal to the computer system, for that purpose. If you press another key following Escape, it will cause the computer to execute a function established by the program in use.

 

Fig. 1.3.1  Layout of  the Keyboard

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • SUMMARY

 

  • A computer is a device that takes data in one form and processes it to give out in another form called information.

 

  • Data is the name given to facts.

 

  • Information is processed data.

 

  • Program is a set of instructions written in the language of the computer indicating what the computer is to perform.

 

  • 4 basic functions of a computer: Input, Storage, Processing and Output.

 

  • Computers can be classified by: Size, The way they process data, By Purpose and by use.

 

  • Typical keyboard is the same as a typewriter keyboard, has: standard keys, Numeric Keypad, Function keys, Cursor Control keys or Direction keys, Control Keys, Alternate keys, Escape keys e.t.c.

 

 

 

 

 

 

 

 

 

 

 

  • QUESTIONS:

 

  1. Define a Computer.

 

  1. Differentiate between Data and Information.

 

  • What is a Computer Program.

 

  1. What are the 4 basic functions a Computer will perform on data.

 

  1. Discuss in detail how computers can be classified.

 

  1. Discuss the layout of a typical keyboard and functions of the different keys.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 2

 

COMPUTER COMPONENTS

 

This chapter introduces the student to the computer hardware system. At the end of the chapter, the student should be able to: differentiate between hardware and software, identify the elements of a computer systems’ hardware, explain the functional organization of the elements of a computer system, describe the central processing unit, describer the types of input and output devices, describe the types of secondary storage devices and media and finally be able to distinguish between system software and application software.

 

  • Diagrammatic Representation of Divisions

of a Computer System.

  • Distinction between Hardware and Software.
  • The Complete Computer System.
  • Elements of a Computer Hardware System.
  • Functional Organization of the Elements

of a Computer System.

  • Description of Central Processing Unit.
  • Description of types of Input Devices.
  • Description of types of Output Devices.
  • Description of types of Secondary

Storage Devices and Media.

  • Distinction between System Software

and Application Software.

Fig. 2.1
Fig. 2.1

 

 

  • DIAGRAMMATIC REPRESENTATION OF DIVISIONS OF A COMPUTER

The following diagram shows the basic physical computer breakdown that will serve as a reference throughout the chapter.

Fig. 2.1

 

 

 

KEY:

C.P.U –         Central Processing Unit

A.L.U –         Arithmetic Logic Unit

DOS   –         Disk Operating System

ROM  –         Read Only Memory

RAM  –         Random Access Memory

DBMS-        Data Base Management System

 

  • DISTINCTION BETWEEN HARDWARE AND SOFTWARE

 

A Computer hardware from the simplest point of view is the physical or tangible parts of a computer whereas software are the intangible parts that help the computer to do its task. From a technical stand point, the following are the valid definitions and hence the distinction between the two terms.

A hardware is a name that describes all the electronic, electrical and mechanical components of a computer together with its peripheral devices.

A software is the name that describes all the programs that are used to run the computer or do a specific task together with its documentation.

 

Explanation of the terms

Peripheral devices referred to above are: input devices e.g keyboard, mouse or output devices e.g monitor, printer. These are devices that are used at the periphery or at the side or alongside the computer.

Documentation refers to, in its simplest form, the manual that helps the user to know how the different parts of the software work, how to install it, uninstall, trouble shoot or as a reference book. The definition of software is not complete until documentation is included.

 

  • THE COMPLETE COMPUTER SYSTEM

 

Because of the recent advances in hardware technology, people have thought of computers as hardware devices only. This is far from the truth. The fact is, the hardware is only one part of the complete system. Without programs to tell the computer what to do, they remain immobile and unproductive, just like an automobile without fuel.

A computer system is therefore defined as a combination of hardware devices and programs assembled to accomplish specific tasks. The broad categories of programs are often employed by computer’s operation. One category of program is known as Operatingsystem. As the name suggests, the operating system controls the basic aspects of the computer’s operation. It is the driver of the computer.

The other category consists of the Application program which instructs the computer to perform those procedures necessary to get some jobs done;  for example Word-processing, Accounting programs; as a group are often called Software. Therefore, the three components of a complete computer system are: Hardware, the Operating System and Application Software. The following diagram (fig. 2.3) shows the relationship between these three components.

 

 

 

 

 

 

 

Fig. 2.3

 

  • ELEMENTS OF A COMPUTER HARDWARE SYSTEM

 

The hardware components of a computer system consist of a set of interconnected electronic and mechanical devices. All computing machines be it a calculator, a microcomputer or a mainframe has the same parts.

The parts of a hardware system are: Input devices e.g Keyboard, Output devices e.g Monitor, Printer and the Central Processing Unit which comprises of Control Unit (CU) and the Arithmetic Logic Unit (ALU) and Memory.

The figure 2.5 shows the parts of a computer hardware system.

 

 

 

 

 

 

 

Fig. 2.5: Components of a Computer Hardware System

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Functional Organization of the Elements of a Computer System

 

Fig. 2.6 below shows the major physical components of a computer system

 

Fig. 2.6

 

  • DESCRIPTION OF THE CENTRAL PROCESSING UNIT

 

The Central Processing Unit is the main component of a computer hardware system. It is usually referred to as the CPU. It consists of three parts. The main part of the CPU is the memory or primary storage, where data being processed and the programs controlling the computer are contained.

 

C.P.U.

Arithmetic Logic Unit forms the second part of the CPU. The ALU performs the calculations and makes comparisons between units of data. The last component is the Control Unit (CU), the work of which is to control the operations of the hardware for example by issuing commands to all elements of the computer as per the dictations of memory. (e.g from the input devices to memory, from memory to output devices, etc).

The Central Processing Unit determines the power of a computer hardware system which is described in terms of :

Disk Drive
  • Size of Memory, which is measured by the number of characters of data it can store
  • Speed of the Control and Arithmetic Logic Unit, which is measured in millions of instructions per second (MIPS).

The work of the various input devices such as terminal keyboard, disk storage units and tape storage units is to send data into the CPU, whereas the work of the output devices such as printers, visual display units, disk and tape units is to give out the results from the processing operations.

The Central Processing Unit also “houses” Registers. The latter is a small part in the CPU that holds data before processing or probably after. They store data to be processed and thereafter partial results. Registers are of different kinds performing different functions:

  • Ordinary Counter Register (OC) – This register addresses the next instruction to be expected or we could say it contains the addresses of the next instruction to be executed.
  • Instruction Register (IR) – This register contains the actual instruction under execution.
  • Accumulator Register – This register stores data to be processed or the results of a partial execution.

The processor communicates with the main memory through 2 registers:

  • Memory Address Register (MAR)
  • Data Address Register (DAR)

When reading a word from the memory, the CPU stores the address of that word in MAR and sends a read signal to a main memory. After one memory cycle, the value of the word is in DAR from where the CPU will search for it.

When reading a word, the CPU stores in MAR the address of where the write operation will take place. The value to be written will be stored in the DAR and then it sends the write signal to the memory.

 

Execution of an Instruction

The execution of an instruction of the central processing unit is performed through the following steps:

  • Storage of the next instruction to be executed from the main memory to the instruction register (IR);
  • Modification of the contents of the OC registers the address of the next instruction;
  • Recording of the instruction recently stored;
  • Localization of the data needed by the instructions in the memory;
  • Storage of data if necessary into the internal registers of the CPU generally the accumulator;
  • Execution of the instruction;
  • Storage of the results in the appropriate place;
  • Return to step (i) for the execution of the next instruction.

 

The Processor

The Control and Arithmetic/Logic Units are usually considered as a hardware device separate from the memory. This is because the size of the memory may vary independently from the Control and Arithmetic/Logic Units. As separate devices they are known as Processor.

Processors used in microcomputers are known as microprocessors (refer to chapter 1), but conceptually they are the same processors found in larger computer systems.

 

Memory

A computer’s memory stores data before, during and after processing as well as the application program in use at the time. These data are stored in cells of the memory. Each memory cell contains one byte of data (a byte = 8 characters: a character is say a letter of the alphabet, or a number). Therefore, one cell will contain eight characters called a byte.

The size of the computer memory is measured in terms of “Kilobytes” or “Megabytes” or “Gigabytes”. Since “Kilo” stands for 1,000 and “Mega” for 1,000,000, computer memory is measured by the thousands or millions of bytes that can be stored in memory at one time.

In computer usage, the prefix “Kilo” actually stands for 1024 bytes and “Mega” for 1,048,576 bytes (explanation later in form 2 – Number systems).

Computer memory is sometimes known as Primary memory Storage, Main Memory and RAM (Random Access Memory).

 

Primary Memory

Primary storage or RAM is the computer’s working bench. All data to be processed must first be recorded in it and all output of results draws data from it. Primary storage has 2 crucial characteristics. The first is that data can only be stored temporarily, and two, it cannot store a great deal of data.

 

Secondary Storage

These characteristics of primary storage give rise to the requirements to store large quantities of data in machine readable form that can be fed into RAM in small segments for processing. Units that do this are called secondary storage devices also referred to as AuxiliaryStorage or Backing Storage. (Description of these devices latter in the chapter).

The two most prevalent of these are disks and magnetic tapes. These media offer the ability to store data off line, meaning that data can be processed from time to time by the computer system and are not stored permanently as part of the hardware configuration. When needed, they are mounted on data reading and writing device, called drops, as required by their application programs.

  • The processor receives data from main storage, performs operations on them, then the result is given back to the same.
  • Data then goes to the main memory comes from input devices or secondary devices, and data from the main memory goes to backing storage or output devices.
  • The ALU and CU combine to form the processor as discussed.

 

  • DESCRIPTION OF TYPES OF INPUT DEVICES

 

Input devices in whatever form as the name suggests are devices that help the user to communicate with the computer by issuing commands in different ways which the computer obeys.

 

  • Keyboard

Please refer to 1.4 for full keyboard explanations. Using the keyboard is a matter of knowing which command you want to issue to the machine or what entries in the form of characters you want to make; then simply type in the right characters from the keys of the keyboard.

 

  • Mouse

This is another type of input device but as opposed to the keyboard, it doesn’t have keys. A mouse has usually two buttons (but not always). When installed in your machine, a pointer is always seen on the screen. Underneath the mouse is a rotating ball which with the slight movement of the device on a pad, the pointer will correspondingly move on the screen by the same distance and to the right direction. To issue an instruction to the system, the user simply needs to click (press the mouse button once – usually the left) a menu and choose a command he wishes to issue or click a command he would want to use. You can use a mouse also to draw different shapes of your style apart from simply clicking commands. A mouse (mice – plural) is usually employed in Windows Applications without which the Windows Operating System become incomplete.

Fig. 2.7.2     Mouse

  • Light Pens

Looks like an ordinary pen but its tip is a light sensitive detector. When you touch the tip of the pen to the display screen, the computer locates what are called the x-y -ray coordinates of that point. By touching the screen at various points, or by moving the pen across the surface of the screen, you can write and draw.

Normally used with palm tops. Since palm tops are very small light pens replace mouse.

 

 

 

 

Fig. 2.7.3     Light Pen

 

 

 

 

  • Joy Stick

This is a device that permits you to move a picture, line, word, or cursor from point to point in a display screen. Used normally in playing computer games.

Fig. 2.7.4     Joy Stick

You operate a joystick by moving it in various directions. It caries out the same functions as the locate keys (cursor control) on the keyboard. But it is faster and lets you move in 8 directions instead of four.

 

  • Graphic Tablet

It lets you draw a design just as you might do on paper. You use a special pen or your finger to do the drawing on a flat, table like surface. Your drawing appears immediately on the display screen.

Fig. 2.7.5     Graphic Tablet

  • Laser Scanner

This input device is used to scan a picture or other documents from print onto the screen and hence can be available for storage in the computer memory for processing or future reference. Some printers come with inbuilt scanners. However, we have small scanners (manual) that are held in the hand while scanning an object to the monitor into the memory. You can scan for example your photograph,

signature, and logo on other documents. Another scanner is known as flat bed which is used by placing the document to be scanned on it.

Fig. 2.7.6     Laser Scanner

 

 

  • Voice Input

Voice input systems require that the user pronounce the vocabulary of voice command several times while the system does the “listening” and analyses the voice patterns of the various words. After this, using an airplay of the voice patterns, the system will respond to the commands as dictated. Once the computer has been initialized with the voice pattern of the person, such system will always not respond to anyone else. Example is voice dialing in a mobile phone.

 

  • Voice Input

Voice input systems require that the user pronounce the vocabulary of voice command several times while the system does the “listening” and analyses the voice patterns of the various words. After this, using an airplay of the voice patterns, the system will respond to the commands as dictated. Once the computer has been initialized with the voice pattern of the person, such system will always not respond to anyone else. Example is voice dialing in a mobile phone.

 

  • Optical Character Reader (OCR)

This device along with others to be discussed shortly after, have been developed to make data input to computer systems independent of any human operations. Optical Character Readers (OCR) accept data input optically or with machines that respond to magnetic ink or magnetic Ink Character Reader (MICR).

 

  • Optical Mark Readers (OMR)

This device will place marks placed on forms for data gathering purposes. Such marks will then be translated into the computer by the device as input data.

 

  • Bar Code Readers (or Line Code Readers)

Bar Code Readers will read price and inventory codes printed on products that are frequently purchased such as in supermarkets. This code is usually referred to as Universal Product Code (UPC). Such Bar Code Readers employed in supermarkets are one type of remote date entry terminals. They are known as Point-Of-Sale (POS) terminals. Remote data entry terminals promote entry of data directly into the computer system for the purpose of updating, inventing files and preparing customer’s bills and other similar tasks. They are often used in manufacturing and distribution in warehouses, retail stores, bank teller counters and other business offices. Workers and executors in the field usually use portable data entry terminal to enter and retrieve data directly into and from the main computer control via telephone lines.

Fig. 2.7.10       Bar Code

 

  • Key to Tape / Key to Disk

This is a system of data entry normally employed when processing spiral documents usually in batches. In any key to disk system, there must be a microcomputer that is used as the processing computer or server. There will be a special computer terminals, each with a different operator in front of it. Provision for a fixed disk drive where data is stored when keyed in is made, and finally there is a tape drive where after completing a given batch of data, then you re-locate. One of the terminals is usually dedicated for a supervisor to the system that oversees the whole operation.

 

 

 

  • Key to Disk Operation

Each operator loads the program usually employed to enable data entry of batches., then keys in the data from the original documents usually source documents. The program in use will validate the data entry and incase of any error; this will be given on the screen and then will enable the operator to correct. Once this is corrected, the data is stored on disk and the second operator is given the same source document to verify using the same process to the terminal and program. Once a batch is verified as compact, the data is transferred from the disk to the tape drive and finally physically transferred to the server (minicomputer) for processing.

 

  • DESCRIPTION OF TYPES OF OUTPUT DEVICES

 

There are several output devices that are available within the current technological advancement. For our level, we will limit ourselves to the following: Printers, Monitors, Plotters, Sound Output and Microfiche /Microfilm devices.

 

  • Printers

Printers are necessary when hard copies of displayed work on the monitor have to be sent to customers, report prepared by the Management and the Board of Directors and so on must be printed. It’s not disputable the fact that other electronic means of transmitting information are now available. Printed-paper, however, still remains the most popular means of communicating the same information. Printers fall into three main categories classified by the amount of printed work the device is able to produce in one operation.

  1. Page Printers

These printers print a whole page at once. They are sometimes known as image printers. They produce the images by laser or electrostatic means. The quality of output from such printers is sufficiently high for business correspondence. They use toners just like a photocopy.

 

Fig. 2.8.1 (a)

 

 

  1. Line Printers

These type of printers produce a whole line of a text at ago. They are very fast but the quality of the output is always low.

It is important to note that the length of a line is not standard as it differs with the requirement of the application in use. However, most of the printers will print between 120 and 144characters per line. This will require approximately paper width of about 14 inches so as to accommodate the said character scale. 132 characters are often the most common width. These use cartridges.

  1. Character Printers

Form or print one character as a time on the paper. This rate of printing varies between 20 and 600 characters per second depending on the mechanism or use in the different makes employed. These printers make use of ribbons.

There are many different types of character printers. The first is called Daisy Wheel Printer, which creates fully formed letters much like a typewriter sometimes called Letter Quality Printer. The output is often good enough for business correspondence.

  1. a) The Whole b) Detail of the Daisy

Daisy Wheel                    wheel   Spokes

Fig. 2.8.1(c) (i) Daisy Wheel Printer

The second is Dot Matrix Printer, which creates characters as spools of dots in a rectangular matrix. The speed of the dot matrix printer is much higher than that of a daisy wheel but the quality of the former is not sufficient enough for business correspondence. A dot matrix printer has a print head consisting of a number of small pins between 9 and 24 depending on the make. A printer with a 9 pin print will give a poor quality print compared to that of a 24 pin print head since the dots in the former are widely spaced apart. If a dot matrix is to produce a better quality output, sometimes referred to as Near Letter Quality (NLQ), then a line is printed twice with the print head being moved along very slightly in the second printing so that those moved spaces between the dots are filled into ensure continuity. One advantage with the dot matrix printers is that they can print from either side, meaning the print head does not have to move say to the left side of the paper in order to begin printing but begin from the right as well. With the dot matrix printer you simply need to change the ribbon of different colour to get a colored output.

 

Fig. 2.8.1(c) (ii)       Dot Matrix Printer

How Character printer operates:

A paper is passed through a printer that has a moving belt or a chain containing a complete character set – as seen from the keyboard. A paper is then hit from behind by a set of hammers, which are aligned for each printing position on the line. This will then pass a paper against an inked ribbon behind which is the character to be printed.

 

Another way to categorize printers is by whether or not the print head strikes the paper. If it does, it is called Impact Printer and if it does not it is called a Non-Impact Printer. Dot matrix and Daisy wheel printers fall in the former category; all strike the paper while printing.

Non-impact printers are usually the fastest since they minimize the amount of physical movement required during the printing process. Examples of non-impact printers include Thermal Printers, Inkjet and Electrostatic Printers.

Impact Printers are usually noisy given the physical motion involved during the printing process when the printing device strikes the paper. To get multiple copies from impact printers, all you need to do is interlace a carbon paper between the papers.

 

How Non-Impact Printers work

  1. Thermal Printers

The slowest of all non-impact printers, form characters by burning them on specially treated paper. They operate at about 30 characters per second.

 

 

 

 

 

Thermal Printer

 

  1. Electrostatic Printers

They form characters by charging the paper electrically. The paper is then passed through a toner solution. Particles of the toner solution (ink) stick to the electrically charged areas of the paper. When the paper is heated, the particles melt thus producing the characters. They are quite fast; some print about 300 pages per minute.

  1. Ink Jet Printers

These printers “spit” streams of ink to the surface of the paper. The ink then drips almost immediately. They are fairly slow. They produce from about 50 to 100 characters per second. These printers offset their relative disadvantage of slowness by their low cost and multiple colour printing.

 

 

 

  • Voice Output

Computer voice output is common place. For example a computer could be programmed to offer telephone information service, like directory help. Others let you know if you dialed a wrong number or if the number you are calling is out of order or busy and the like.

 

  • Plotter

This is an output device used to produce graphical output like drawing graphs, charts, maps or electric circuits. The design of the graph, circuit is done on the computer then the output is sent to the plotter. Plotters are of two types: one that has a single sheet sometimes called Flat Set Plotter and the second uses a continuous sheet which rolls continuously on drum like cylinders: also known as Drum Plotters.

 

  • Microfiche/Microfilm

Microfiche and Microfilm are both better known collectively as microform. The later is a document photographed and hence stored in a film. Microfiche is a sheet of film that measures 105mm x 148mm whereas a microfilm is actually a 16mm roll film. A typical 16mm will hold the equivalent of 3,000 A4 Pages. One typical microfiche will hold the equivalent of about 98 A4 Pages.

Usually this technique of giving output to a microfilm/microfiche or microform is usually referred to as COM (Computer Output to a Microform). The technique is simple, a machine called a microfilm Recorder reads output that is relayed onto a magnetic tape for the computer, once read, the output is copied out on microfilm/microfiche. The application of COM is suitable where an organization has to store data over a long period of time or where backup copies need to be made. Records that need to be out a long time would include: receipts and invoices of an organization or say catalogues in a library or a bookstore.

 

  • DESCRIPTION OF SECONDARY STORAGE DEVICES AND MEDIA

 

As mentioned earlier, secondary storage or backing storage provide supplementary memory to main memory of the computer. The following auxiliary media and devices will be discussed: Magnetic tape Drive and Magnetic Tape, Magnetic Disk Drive and Magnetic Disc, Magnetic Diskette Unit and Magnetic Diskette, Optical Disk Unit and Optical Disk, Mass Storage Devices and Media.

 

  • Magnetic Tape Drive and Magnetic Tape

The concept of storage in magnetic tape device used by computers is identical to tapes you may have in your home video or audiotapes recorder. As a matter of fact, most microcomputers can use exactly these devices to store data. Magnetic tape consists of a large strip of plastic that has been coated with iron oxide compound that can be magnetized. This strip is typically wound on a 10½ inch for mainframe and microcomputer applications. Microcomputers employ audiotape cassettes. Data is recorded on and read from the tape using a tape drive. The latter has a “read head” for reading the information stored on the tape that’s for transforming data from the tape into main memory. It also has a “write head” for recording the information. Usually, to read from, write to an individual tape, you have to mount it on a tape drive.

In processing data is read from the tape into main memory (or RAM) where processing takes place. The results are given out only as a written report or as another tape file written on another drive. Because RAM capacity is limited, only a small amount of data is used for the input tape or written to the output device at one time.

Data that is stored on magnetic tape as well as other auxiliary storage devices are usually organized into records. A record for now should be understood as a unit of data consisting of characters about someone or something. How data processing uses records is a matter of loading one or more records into RAM for an output device. Processing those records and sending the result to an output device.

This technique of sorting records on tape in the form of groups that are read into or written from RAM all at once giving rise to a number of technical terms that are used in all types of secondary storage media. See fig. 2.9.1 below.

 

Fig. 2.9.1: Magnetic tape with a Blocking Factor of 100

 

A group of records is called Physical Records or Block. Each record in the group is known as a Logical Record. The number of logical records in a physical record is referred to as the Blocking Factor.  A blocking factor of ten will indicate that ten logical records make up one physical record or block. The term block refers to a group of logical records, all of which are read onto or written from RAM at once. The physical records, or block, are suspended from each other by blank spaces on the tape known as Inter-record Gap (IRG). Sometimes known as Interlock Gap.

Magnetic tape is a sequential medium, this means that records appear on it in sequential order for example personal records will appear by: employee number, account number and so on. Because data is stored on tape sequentially, they must also be processed sequentially. If a tape file has only 60,000 records, access to record number 50,747 can be had only by reading through all of the proceeding 50,746 records. This is usually a very slow way of accessing data.

 

  • Magnetic Disk Drive and Magnetic Disk

Magnetic disk storage is the preferred medium for most secondary data storage today. As opposed to magnetic tape files, disk files need not be processed sequentially, although they may be if the application calls for it. Any record stored on disk may be retrieved without having top process through all of the proceeding records on the file. For this reason, a disk is usually referred to a Direct Access Storage Device (DASD). This factor is what makes a magnetic disk faster and more flexible than the tape.

Physically a magnetic tape consists of circular platters of non-magnetic such as aluminium and plastic, which is combined with the same sort of non-oxide coating used on magnetic tape. As with, characters are recorded by magnetizing microscopic magnetic fluids on the disk surface using the usual data coding schemes. Magnetization in one direction represents a zero in the other direction a one.

To use a disk one has to mount it on a spindle that causes it to rotate. A read/write head, similar to that of magnetic tape, moves back and forth across the disk radius rotating and storing data as required. The read/write head can move to different sections of a record without necessarily having to write or read this section; only when the instruction was prompted!

Disk Drive is the device on which the disk is mounted when used to store and retrieve data. The device can position the read/write head in a number of portions along the disk radius. As the disk rotates past the read/write head, data is recorded in a circular track. This means therefore, that there are as many concentric tracks displayed on the surface of the disk, as there are positions for read/write head. This is illustrated in Fig. 2.9.2 (a)

Each track is divided into sections or blocks, similar to the blocks of data in magnetic tape. Each sector has an address. To store/retrieve data, the system finds the disk address used to contain data by moving the read/write head to the appropriate track where it waits until the desired sector passes by.

Fig. 2.9.2 (b) shows how a track is divided into sectors and how the sector contains an address used to locate where data is stored on the disk. A hard disk with a capacity of 300k for example contains forty tracks (40) of nine sectors each; having a total of 360 sectors available on each side; of a two-sided disk for a total of 720 sectors. Each sector contains 512 bytes or 4096 (512 x 8)characters, so the disk offers a total data storage capacity of 368,649-bytes. Such a disk is said to be a 360k disk following the conception that “k” equals 1,024 (360 x 1024= 368640).

 

 

 

Fig. 2.9.2(a)

         

Fig. 2.9.2(b)

Disk storage media take different forms. Hard disks are rigid in nature. They contain the most data. Hard disks may be fixed in their devices or may be removed. They are usually 14” in diameter, although it is unusual to the smaller had disks in microcomputers. One such system is known as Winchester, so named because its prototype makes use of two drops of thirty million bytes each has effectively the “30-30”. It uses a 14” plotter. Later versions called Mini-Winchester or Mini-winns” used 8” or 6” and one-quarter inch plotters, which are stored in the drives and can store up to 85,000,000 bytes.

 

  • Magnetic Diskette Unit and Magnetic Diskette

This is another form of disk storage media. Flexible disks or simply diskettes often called floppy disks or floppies because they use a thin sheet of plastic as their case. They are an important data storage medium for micro and mini computers.

Diskettes range in size from 3 ½” to 8”. They offer the advantages of ease of transport and low cost. They are encased permanently in a protective envelope, which is insulated in the disk drive. The entrance to the drive is a narrow slot in front of the drive. This slot has a small flap over it, which must be clipped shut once the disk is inserted.

 

  • Optical Disk Unit and Optical Disk

Optical disk is a kin to audio compact disk or CD that you might have in your home. The device is made of plastic cover, which has transparent material. The principle of work is the same as that of the CD; sound is recorded in them in digital form.

Data is recorded beneath the transparent layer that cover the surface of the CD by burning a permanent pattern into the surface of the disk by means of a laser beam. Reading the data is also by a laser beam in an optical disk recorder.

The capacity of a CD is usually about (600 – 750MB). 1 Gigabyte, which is made up of 40,000 tracts each divided into 25 sectors. 1 GB is equal to 1 million characters-(1 GB).

One advantage of CDs to magnetic disks is that loosing of data is not as rampant as with the latter. One disadvantage is that some (i.e CD-R) CDs are not reusable. They are usually referred to as WORM, which stands for Write Once Read Many times. Reading from the CDs tends to be slower than that of the magnetic disks. However, with the advert of CD-RW (Re-writable CDs) you can use a CD writer to delete obsolete work and write new data.

 

  • Mass Storage Media

A great need for machine-readable data storage in industries has prompted computer equipment manufacturers to develop storage devices with even higher capacities. The top of the time disk unit manufactured by IBM doe example, stores more than 2.5 billion bytes of data. Data Car-tridge System store data in series of 50 MB cartridges. These devices provide up to half a million bytes of on line storage.

The operation is similar to that of other secondary storage devices. A cartridge is loaded into the read/write mechanism, the data is processed and then the cartridge is replaced in its honeycomb-the storage bin. Then the read/write mechanism moves onto find the next catalogue to be processed. Cartridge systems are slower than disk systems because they involve more physical movements.

  • SYSTEM SOFTWARE AND APPLICATION SOFTWARE

 

  • System Software

System Software are programs with their associated documentations that control the entire operation of the computer. It is what tells the computer what to do when you issue a command or when you switch on the computer. Within the set of system software, we find a set of programs called Operating Systems. The latter is usually defined as a set of programs that standardize the way a computer’s resources are made available to the user and to applications software. The resources here refer to the hardware components of the computer.

The system software command imprinted on a type of memory called ROM (Read Only Memory). Such memories are usually reserved for such data of the operating system that the user must not modify or inadvertently delete. It is usually protected by the manner in which it is manufactured. ROM is used to store programs and data that are essential for the proper operation of the computer system and of the application program that are integral parts of the operation. ROM is non – volatile; this means whatever is stored in such memory remains whether or not the power is on. (RAM – discussed earlier is volatile). Programs such as operating systems and application programs stored in ROM are often called Firmware, meaning software that is engrained / fixed into the hardware.

System software also has what we refer to as Utility Programs for File management, editing files, management of disks and so on. These are commands resident in system software.

 

  • Application Software

This is a program that is usually applied on one area of operation only – not as all encompassing as system software. Application software is usually divided into 2 categories:

  • Standard Packages or Application Packages (General Application Software)

These are packages that are designed to be used to solve a particular type of problem for example Lotus 123, Ms Excel are all spreadsheet packages meant to be applied in accounting operation only. Word perfect, Ms-Word are all word processors. D-base 4, Ms Access are database packages and so on.

  • User Developed Software (or Specialist Application Packages)

These are suites of programs with their associated documentation that are tailor made to solve specific tasks only. Usually, a user will give a specification to a programmer of the suite he wants to be developed to meet his business or individual needs. This kind of software is only restricted to solving problems to which it is programmed to solve. Tailor made software is sometimes known as Bespoke Packages.

 

 

 

 

 

 

 

 

 

 

 

 

 

  • SUMMARY

 

  • Computer Hardware is defined as all the electrical, electronic and mechanical components of the computer together with their devices used at the peripheral.

 

  • Software are programs that are used to run the computer together with the associated documentation.

 

  • Computer hardware comprises of Input devices, Output devices and the Central Processing Unit.

 

  • A complete computer system comprises the operating system, system software, application program and hardware.

 

  • CPU is consisted of Arithmetic and Logic Unit which performs arithmetic and logic comparisons, the control unit which coordinates the activities of the hardware (I/O operations) as per the dictates of the memory, memory which stores data being processed, results and the application in use, registers which are slam areas in the CPU that holds data before processing and probably after.

 

  • Storage Devices are in two forms: Primary Storage devices, the Main Memory and Secondary Storage devices which supplements the main memory.

 

  • Input devices include: Keyboard, mouse, paper scanner and magnetic ink holder. Other data capture methods include: speech, magnetic, optical character readers and optical mark reader.

 

  • Output devices include: Printers – which could be line, page or character printers, they are also categorized by whether the print head strikes the paper while printing – impact and non-impact printers, visual display Unit, (or monitor) – displays the text/graphics for the user to see and plotters for plotting graphical output, electric circuits, charts etc.

 

  • Secondary storage media and devices include: Magnetic tapes and disks, optical disks and mass storage media.

 

  • System software are programs that control the entire operation of the computer together with the associated documentation. An application program is software that is usually applied on one area of operations only. They could be standard packages or user developed packages.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.11  QUESTIONS

 

  1. Differentiate between hardware and software in a computer.

 

  1. What does computer hardware consist of:

 

  1. Discuss the functions of components of a computer hardware system.

 

  1. A complete computer system comprises of which components?

 

  1. Discuss any 4 input devices.

 

  1. Discuss any 4 output devices

 

  1. What do you understand by secondary storage devices?

 

  1. Discuss any three backing storage media and devices.

 

  1. Distinguish between System Software and Application Software.

 

  • What is an Operating System?

 

  • What are Utilities?

 

  • What is Firmware?

 

  • What are the two types of Application Software? Discuss.

 

 

CHAPTER 3

 

SAFE USE AND CARE OF COMPUTERS

 

This chapter lets the student to be aware of the computer, its safety rules and how to apply them. The safety rules to be observed regard personnel, materials and equipment in the computer laboratory. The student is also expected to state correctly safety precautions required in the lab and be able to identify possible causes of loss of data and their precautions.

 

 

  • Behaviour in the Computer Lab.
  • Handling of Materials and Equipment.
  • Fire and Accidents.
  • Chemicals and Combustible Materials.
  • Ventilation in the Computer Lab.
  • Safety Precautions and Practices.
  • Possible Cause of Loss of Programs and Data.
  • Summary
    • Questions

 

 

 

  • BEHAVIOUR IN THE COMPUTER LAB

 

Computer lab forms a very important section of an organization or school and therefore strict rules in terms of behaviour of personnel/students working/studying in the lab needs to be put in place and adhered to.

One factor to be taken into consideration is the cost involved in setting up the lab including the cost of equipment. This should not be taken for granted and computers and other peripherals damaged in the short run could result in great losses to the organization.

Cleanliness is a factor that stands out in the lab. The personnel need to be clean while in the lab. Dust in the hands, oil on fingers is not allowed among personnel/students. Foodstuffs to the lab is not allowed as the broken pieces from such will ultimately find their way into the peripherals e.g keyboards, disk drive and so on.

Depending on what material cover is on the floor, certain shoes tend to cause a lot of distraction by making noise to the rest of the seated personnel. This slows down the work process as attention will definitely be shifted. External disks into the lab are not recommended as this may result in virus infection to the system in the lab from outside sources.

Internal disks should not be allowed to leave the room. Some stringent procedures should be laid down to check the personnel who ignore the rule. If this is not observed, it may lead to data from the organization being exposed to rivals or would be “hackers” – those who gain access to the system without authority.

Any mechanical or technical faults noted should always be reported to the technical personnel immediately for attention. Non-technical personnel should never attempt to deal with such a fault!

It is important also that every personnel make routine backup copies of every work done in the lab as this will save the organization from any data loss in the event of disaster.

Shutting down and booting of computers is very important. Strict procedures depending on the operating system specification should be adhered to, otherwise damages to the disk in the long run and fragmentation of files and storage in the storage location will happen. This will cause delays in reading and writing to the same. All equipment should not be moved around the lab rather they should always be used where they are installed!

Changing of peripherals from one machine to another is not an encouraged practice. Let a mouse meant for machine A remain the machine; if it does not work, please ask a technical personnel to attend to it, but do not interchange it with another!

 

  • HANDLING OF MATERIALS AND EQUIPMENT

 

Handling of some materials and equipments in the lab should be a privilege. In other words, some disks and special machines like a server (in the case of a network) should not be for everyone, only those authorized should be allowed for example to keep installation disks and so on.

Generally the computers and peripherals in the laboratory should always be handled with care since all of them have soldered electronic parts within them that when poorly handled and perhaps dropped then such parts will always either break or be dislocated. This will mean the equipment is damaged. It is recommended that every movement to machines in the lab be done using a trolley. No equipment should ever leave the lab unless with direct authority from the right person.

Computer cables should, if detached, be properly returned each to the right machine. Technical operations in the lab should be left for only technical personnel. If every Tom, Dick and Harry in the lab assume to repair every damaged equipment, then more will be worse off than they were.

Disks should be kept from natural hazards like excessive temperatures, water and dust places and a way from magnets if data integrity is to be maintained.

 

  • FIRE AND ACCIDENTS

 

Fire and other accidents in the lab are possibilities. Such accidents would include electrocution of an employee/student, slipping and falling on a slippery floor.

Fire is a big threat to data loss and equipment. Every lab should always offer training of how to handle fir in thee event of such calamity and of course fir-fighting equipment like fire extinguishers for example hand held CO2 and BCF extinguishers should always be available.

Data should also always be kept in fireproof safes to avoid loss of data loss in such event. Insuring of equipment and software in the organization with insurance firms will help since after such an accident, the firm is paid.

 

  • CHEMICALS AND COMBUSTIBLE MATERIAL

 

Chemicals and combustible materials should always be located on special places. False floors and ceilings should always be available for chemicals like fluorocarbon fluid used as a cooling agent for mainframe. Such pipes and ducts should pass either up on false ceilings or below false floors.

Combustible materials like fire extinguishers should be located in places visible to everyone but with strict instructions to be touched only in the event of a fire break out. Other materials that could be harmful to the environment should be transmitted through properly located ducts.

 

  • VENTILATION IN THE COMPUTER LAB/WORKING AREA

 

Windows provide adequate ventilation in labs. Such windows must not be very wide as such will always be vulnerable to entry by intruders. Any ventilation apart from the window should always be higher up and very small in size. Every ventilation again, mostly windows, should have a well-dropped curtain so as to keep private the operations in the lab.

 

  • SAFETY PRECAUTIONS AND PRACTICES

 

  • Cabling

Cables in the lab should be properly located either on false floor or ceiling or along the walls so as to avoid interference for example with communication coolers in the lab. Cables put haphazardly may result in possible power disconnection if stepped on or pushed around.

 

  • Stable Power Supply

Provision for stable, adequate and independent power supply is very important. Fluctuation in voltage frequency, sudden cut in power supply and spikes cause damages to the computer system. Interruption of power supply for example will damage disks, damage the processor and spikes will cause loss of data and fluctuations, voltage frequency will cut off other areas from the return.

As a precaution, large batteries, Uninterrupted Power Supply (UPS) and generators should always be on standby to such a crisis.

  • Burglar Proofing Counter

All doors to the computer lab should be burglar proof. This is a physical security measure since this will avert any attempts by intruders to break in and interfere with data and equipment in the lab.

 

  • Ventilation

It is a good practice to include ventilation in a computer room but the same should not provide an entrance to hackers to tamper with data.

 

  • Floor space

The space on the floor should be wide enough to provide a thorough route for equipment installation and other movements of the trolley to transfer equipment. It should also provide for an emergency exit.

NB: Slippery floors are not recommended in a computer lab. Such a floor if there is, should be covered with mats and the like.

 

VDU LEGISLATION

This is a legislation (British) that was passed in 1990 for frequent users of computer screens in the lab. It states as follows:

  1. One should not use a computer for more than one hour continuously.
  2. While using the VDU, the eyes should not look at the screen directly but at an angle of 30°-60°.
  3. The distance from the screen should be between 300mm-480mm.
  4. While using the keyboard, the arms and elbows should be at right angles and parallel to the ground.
  5. The seats and desks in the lab should be adjustable to the users height this is to aid (iv) and avoid Repetitive Strains Injuries (RSI) of the fingers and wrists. The seats should have backrests!
  6. All seats in the lab should be fitted with castors – to make them mobile and less noisy.

 

NB:    An Anti-glare screen is still recommended.

 

COMPUTER LAB DESIGN

Before we look at the safety regulations in the lab, it is vital to look at what factors must be put into consideration when designing a computer room.

Constraints of Computer Room

The following requirements must be observed in any computer room design:

  • The need for air conditioning
  • The dimensions of size of the lab
  • The need to observe cleanliness
  • Equipment sitting in the lab
  • Accessibility for machinery maintenance and media re-supply.
  • Consideration for health and safety
  • Consideration for noise

 

Air Conditioning

Air conditioning is very essential in the computer room where main frames are housed or some minicomputers together with their associated peripherals. Most devices however, usually contain their own environmental controls that are automatic for example fans, filters and sealed units.

Air conditioning is done to enable control the following:

  • Temperature – for equipment should be between 18°C and 24°
  • Humidity – this helps to avoid moisture precipitation and build up of electrostatic charges. Recommended humility should be 45% – 55%.
  • Dust control – disk media require high level of cleanliness. Processors with highly packed electronics require high levels of cleanliness. To help keep high level of cleanliness, the lab should have positive pressure, air lock and sticking nuts on the floors.

 

Dimensions of the Lab

The size of the computer room should take into account the following:

  • Requirements specified by the equipment supplier
  • Operating conditions and
  • The need for future expansion.

The height should be enough to provide for false floors and ceiling to help spread equipment loads provide safe cable paths and air ducts.

 

Accessibility

While installing equipment in the lab, there must be a provision for a through route, which is also important for emergency exit. Only for security purposes should such a route be closed.

Corridors of the lab must be high enough with double doors and floors, stairs or lifts must be strong enough t bear the load of equipment. It is often recommended that ground floor should be used but this again has many security risks.

Reception should always be spacious enough to allow for storage of trolleys (used for moving equipment around the lab).

 

 

Equipment Sitting

Design of the sitting equipment should always be such that it ensures the workflow of the operator and minimizes the walking distance from one equipment to another. This means for example that the location of a stand-alone computer and the printer should be close enough to ease the work!

 

Health and Safety

For the sake of health and safety of the staff and equipment, the following should be observed:

  1. Lighting

There should be a provision for large lighting so as to avoid minimized reflections and glare. A further provision should be for emergency lighting.

  1. Alarms

Fire alarms in the lab must be very clear (audible) and visible from any angle you are placed. This will allow for quick action and reaction in the event of a fire break out.

  1. Communications

To avoid noise in the lab, telephone lines should be strategically placed with visible indicators for quick response.

  1. Physical security

General:

  • Only authorized personnel should be allowed into the computer room.
  • The lab should not have any outside walls to keep off intruders.
  • The lab should have small windows’ provision for ventilation.
  • Video cameras should be on to monitor the activities of the personnel and intruders.

 

  1. Fire

Alarms should be in place as discussed earlier. Automatic detection of smoke and electrocuting system should be provided for. In the computer room, there should be hand held Co2 and BCF extinguishers. The personnel should be given evacuation training in the event of the fire break out.

  1. Flooding

Computer labs should never be sited in basements where they are vulnerable to floods. No water pipes should be placed under, over or in the computer rooms. This is because water is likely to destroy equipment, programs and data in the lab.

  1. Power

The computer room should have independent power supply, stable and adequate with shrouded panic off button. Problems with power supply come in three main forms:

  • Supply interruption – is caused by a number of factors that include transformer failure, cutting of supply lines by accident, by people, lightening and so on.

 

  • Spike – this is a voltage level imposed onto the supply by interface source such as switches, electro-mechanical devices and so on.

The problem caused by spikes is generally loss of data as soon as power is removed. Disk files also get corrupted when store cycles are interrupted by removal of power.

 

  • Voltage Frequency Variation – this is variation or fluctuation in the voltage frequency of electricity supply. Such fluctuations normally do not have effect since in most computers, there are power supply units that are designed to adequately cope with any small fluctuations

Problems caused by voltage frequency variations is generally loss of users in the sense that terminal links get broken in those parts of a network whose power is interrupted or destroyed. So this problem is normally experienced when computers are networked.

When designing a computer lab, it is important to have a stand by generator, large batteries or other uninterrupted power supply (UPS) units so that in the event of power failure, the data is not lost, or users disconnected or disk media damaged etc.

 

  • Dust/Dump Proof

Disk storage media and processor require a high level of cleanliness and standard temperature in order to maintain the data stored and of course for power to adequately function.

The lab should therefore have a positive pressure, suitable building materials to reduce dust, special floor covering to reduce the dumpness and so on.

 

  • Lighting

The computer lab should have adequate lighting. This lighting should be large enough to minimize reflections and glare on the part of the user. There should also be a provision for emergency lighting.

 

  • Standard Furniture

The furniture used in the lab, that is the table on which the machine is placed should be stable and firm with enough room under for the user’s legs and clearance to allow posture changes. The surface of desk should be spacious enough to allow flexible arrangements of items, it should be glare free.

The chair should be adjustable as to allow different personnel of different heights to use the desk.

 

  • Fire Fighting Equipment

Provision for the fighting equipment in the lab is vital. Fire extinguishers like hand held BCF and Co2 extinguishers should never miss.

Supply equipment should always be located in visible places for staffs. More important is the adequate training of how to handle such equipment and precaution techniques for the personnel.

 

  • POSSIBLE CAUSES OF LOSS OF PROGRAMS AND DATA

 

Loss of programs and data to the organization results in loss of information that may not be put in monetary value. Some of the causes include:

 

  • Power Supply

Power supply problem result in two forms:

 

  • Power supply interruption – is one form which can be caused by transformer failure, cutting of supply lines, by accident, by people, lightening and the like, inadvertent switching off of the machine also could interrupt power supply.
  • Spike – is the second form of power supply problem, this is a situation where a voltage level is imposed onto the supply by interference source such as switches, electromechanical devices and so on.

 

All these forms of power problems especially supply interruption and spikes result in damage to disk heads which often crush when power is suddenly removed. This will mean loss of data since it will be hard to read or write to such a disk. Spikes often result in serious loss of data since RAM being volatile losses data immediately power supply is cut off.

Disk files also get crumpled when stores are interrupted by removal of power.

 

  • Virus

A virus is a peace of software (program) that replicates itself without the user intending it or noticing it. Viruses often affect our computers having been brought about by hardware/software engineers who move from one computer to another carrying out demonstrations or through external infected disks, which are brought into the lab. Such disks are often infected with boot sector virus (boot sector is the first partition of the hard disk/floppy). When it (infected disk) is put into the drive, it will be loaded into memory. The disk is now infected since the memory to which it must be loaded first is now infected.

A virus usually has many effects for example replication where a virus divides itself repeatedly thus spoiling the data on the screen/memory/or disk.

Viruses have so many effects they cause to data/information and to the user. What we need to note here is simply the fact that viruses will change or modify the data that was stored to take a different format that is never useful to the operator.

 

  • Accidental Erasure

It is possible that the user without him wanting it, could erroneously erase data. This usually comes about for instance while using a delete command say in Ms – Dos(next chapter), one happens to delete a whole directory while the intention was to delete a single file in the directory. As will happen, one uses a disk command like disk copy without identifying the source diskette from the destination disk. If the two are mixed, then it is possible to wipe the contents of the source disks erroneously.

 

  • Crashing Disks

Disk heads, as mentioned earlier, often crush when there is sudden power supply disconnection. Data is often lost since reading from one disk and writing to them is not possible. This means that data in that disk was lost.

 

  • Poor Storage of Disks

We said that the disks require very high levels of cleanliness above any other. Dusts will clog the disk head. That causes a problem in reading and writing to the disk. Storing disks in dump places and very dry places have effects on the disks, surface will either become too delicate or fold away from its shape. All these minimize the reading and writing processes to data in the disk.

 

  • Unauthorized Access

Only authorized personnel should always be allowed into the lab. It is possible that hackers could gain access to the room and “steal” data/information, which could be tampered with in some way or even a virus infected into the system.

Also unauthorized persons could perform some fraud with the data for say personal gain at the expense of the organization. A hacker could gain access to for example change an existing invoice to reflect a higher or lower bill, clear an invoice, etc.

  • PRECAUTIONS

 

The following precautions should be put in place to avert the possible loss of data through the risks identified above.

 

  • a) Power Failure

Power failure is a risk to data in the organizations. Precautions to be taken include:

  1. Regular Saving of Documents/Files

The user of the system should always ensure that the work is saved as regularly as possible, say after every 5 to 10 minutes. Some application will always do this automatically for the user. If you don’t save your work periodically, then any power interruption/spike will mean all the work you did will be lost.

  1. Use of UPS

UPS in short for Uninterrupted Power Supply. This is a simple device that consists of suitable sized strapped across the input supply. Its size is dependent upon the capacity of the system it is required to support and for how long. This method can be interrupt driven from a simple hardware dictation circuit which automatically locks the user out as soon as an interruption is detected and all data is automatically stored and also safely packed before the system is switched off.

  1. Use of Batteries and Generators

Standby generator systems together with large batteries are necessary to sustain the continuity of computer facilities in such organizations as hospitals, military installations, factories and some offices. In the event of power interruption, what happens is that the system is first maintained by the battery while the generator is started up.

  • Virus

The following precautions should be adhered to so as to guard against virus:

  1. Write Protection Disks

Every floppy 3½ disk contains a physical write protect tab on the left hand corner that slides down to indicate its “on”. When the disk is write protected, it means you cannot be able to write anything or change a word in it, you can only read! This will protect you against virus since it cannot allow any external data of any form!

 

  1. Restriction of Disk Movement

Strict procedures should always be put in place and adhered to by all IT staff. Such software will ask the user to “repair” hard disks and floppies as well as the boot sector from viruses. Such a procedure should be for the sake of data integrity, no disk from the organization should leave the computer room and at the same time any external disk should not be used in the system unless “sheep dipping” is carried out. The term simply means scanning the disk for viruses first before being used.

 

  1. Disable Disk Drives

Another viable alternative to virus protection would be to physically remove all the disk drives once the normal working hours are over. This should be done by the technical staff only. When this is done, it means that even if you had your disk to use you cannot because the disk drive to let you read and write to the disk is not there. This will help protect the organization against boor sector virus and the like.

 

 

 

  1. Anti Virus Software

Software are available in the market today that help to disinfect diskettes (disks) and of course the main memory from the virus infection. Since new viruses come up often, it is always recommended that such software installed into your system should be regularly updated or a newer more powerful one installed. Such software is often easy to use once installed.

Examples of such software include: Norton Anti-virus, Dr. Solomon Anti-virus Tool Kit, F-Prot Professional etc. Such software will scan and ask the user to “repair” hard disks and floppies as well as the boot sector from viruses.

 

  • Accidental Erasure

When a file, document, software is accidentally erased, it is possible that you can put in place some recovery procedures provided for in the form of utilities by the operating software. Depending on the operating system in use, and the application software, the user can be able to undelete an “already deleted file” or document by simply evoking the utility. If the data was lost as a result of formatting a disk, a utility to unformat the same could be provided. These utilities will therefore help to recover such accidental lost data.

Another precaution to put in place would always be to use backup copies of the information lost. A backup copy is simply the alternative copy that was made of the information contained in a particular disk. This as the explanation states will help the organization to continue working without any hitches.

Another option is to use fireproof safes (heat-resistant safes). Heat is a threat to backup copies made on diskettes. Diskettes tend to fold under excessive heat. To avoid the loss of data in this way, it is recommended that such disks be kept in heat resistant safe always.

 

  • Crashing Disks

Power interruption, we said, causes the disk heads to crash. This causes a problem in reading and writing to the same disks. A precaution here would be to use backup copies of the same disks in the event of such a crash.

To avoid such a crash, it would be important to observe precautions for power failure.

 

  • Poor Storage and Handling Disks

Disks are very sensitive storage media and a lot of care needs to be taken to ensure that the data/information stored in them is safe and that the disk can be read and written to. Most floppy disks are covered by plastic material which react easily to excessive temperatures like direct sunlight or very cold dump situations. Therefore, to preserve the disks, keep them away from sunlight as this is likely to cover the plastic envelope covering the disk which will ultimately affect reading and writing; keep them away from water which would make the disk surface dump and hence affect the storage layers (sectors, tracks and cylinders) where data is stored.

Disks should also be kept away from dust environment, as those again will make the disk drive heads. This will cause loss of data if the disk heads cannot read and write.

The mode of storage to these magnetic disks is by magnetism of the positive and the negative charges of the data to be stored. If disks are kept next to magnets, it is possible that the demagnetization of this sequence could be altered. This will of course destroy the data stored in the disk.

 

  • Unauthorized Access

Access to the computer room should be a privilege. Only those personnel working there should be allowed in. when access to the lab is not restricted, then it becomes easy for hackers to gain access to the system and hence destroy or “steal” information. Fraudulent activities by the employees on information like leaking confidential information to rivals for payment is also possible. Other intruders could also gain access to the system and hence destroy or carry out ridiculous acts like literally stealing the equipment.

Some files attributes should also be put in place to avert access to data stored.  For example, the use of passwords should be encouraged; data encryption method should also be adopted.

Passwords could be a number(s) or a word that is only known to one person or some “trusted” personnel in a department or a sector that will enable the user to gain access to the system or a particular document or file.  The use of passwords will ensure that only those people who know the password could gain access to those files in the system. Passwords if to be used, should always be changed periodically in case it has been leaked to someone who is not authorized to know it.

Data encryption is a way of writing a particular information using a given grid that could only be deciphered by you or a group of personnel authorized to for example: to encrypt the following statement in a 5 x 4 grid (i.e a row is 5 and a column is 4 letters) would be:

The statement: MEET ME TONIGHT AT 8

                 MEET .

ME . TO

NIGHT

. AT . 8

The statement to be stored as data is MMN.EEIAE.GTTTH..OT8

 

The statement LICENCED TO KILL could be encrypted as

LCOLIE..CDK.E.I.NTL. in a 5 x 4 grid i.e.

LICEN

LICENCED.T

O.KILL

NB: Note that a word to be encrypted in full as you move along the row. Separate each space by a dot. To read, read the first letter in the first column and move down the column. Each dot is a space.

 

  • SUMMARY

 

  • Factors to consider when designing a computer lab are the following: Dimension, accessibility, sitting of equipment, health and safety of personnel, lighting, power supply, physical security and noise.

 

  • Strict rules to the lab concerning behaviour as outlined should be observed.

 

  • For safety precautions on the lab, the following should always be considered: Fire fighting equipment, standard furniture, proper lighting, dust/dump-proof lab, proper installations, stale power supply and burglarproof doors.

 

  • Possible causes of data loss and programs are the following: power failure, viruses, accidental erasure, erasing of disks, poor storage and handling of disks and unauthorized access by hackers and other intruders.

 

  • The following are precautions to be taken in the event of data loss from such risks mentioned.
    • Use UPS, large batteries and generators in the event of power failure.
    • Use of anti virus software, write protecting disks.
    • Movement restrictions.
    • Disabling disk drives to protect against viruses or accidental erasure.
    • Use of undeleted and unformatted utilities.
    • Use of backup copies and heat resistant safes.
    • Disks should be stored away from water, fire or excessive temperatures and away from magnets and should be kept in dust free environments.
    • Use of passwords and encryption methods to protect files against unauthorized access by people.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • QUESTIONS

 

  1. List factors to consider while designing a computer lab.

 

  1. What points would be observed in the computer lab as far as behaviour of personnel is concerned?

 

  1. Handling of materials and equipment in the lab is vital. Discuss.

 

  1. What safety precautions and practices should be put into place in a computer lab?

 

  1. What are desirable and possible causes of data loss in an organization?

 

  1. List and discuss the factors to be put in place as recovery measures to the above data threats to an organization.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 4

 

OPERATING SYSTEMS

 

This chapter will introduce the student to what operating terms are, the functions and types. It will also serve to explain how disk Operating System (DOS) organizes information. The student is expected to use some DOS commands for file and disk management and be able to list external and internal DOS commands at the end of the chapter.

 

  • Definition of the term Operating System.
  • Functions of Operating System.
  • Types of Operating Systems.
  • How DOS organizes information.
  • List of DOS commands.
  • File Management Commands.
  • Disk Management Commands.

 

 

 

  • DEFINITION OF THE TERM:

‘OPERATING SYSTEM’

 

Operating System as defined earlier, is a set of programs available within the system software that standardizes the way a computer’s resources are made available to the user and to applications software.

 

 

  • FUNCTIONS OF AN OPERATING SYSTEM

 

The following functions are identified as common to all Operating Systems:

 

  • Memory Management

An Operating System allocates memory to itself and to its resident system programs, sets aside areas of application programs and user partitions, arranges the input and output buffers (areas on RAM where input data and output data are temporarily stored) and reserves storage for specialized purposes.

 

  • Input/Output (I/O) Management

The Operating System controls reading of data coming in from the various input devices into the memory and writing of data to output devices such as printers.

The Operating System will ensure that each time the user types in commands those inputs are accepted into the memory, and if the latter is busy the it holds the same temporarily on buffers until the memory is free and also does the same to output data awaiting to be displayed on the monitor or to be sent to the printer if the same are busy.

 

  • Resource Allocation

Operating System load programs into the computer memory and starts them running after receiving instructions from the user, at the same time, operating systems must have ability to divide resources available to different users, memory and of course the peripherals to different processors going on at the same time so that none of the users gets “stuck” or “deadlocked” during the operation for lack of a computer resource.

  • Error Handling

Any Operating System must have the ability to handle errors in the computer system be it hardware or software faults and be able to provide routines to correct these errors.

 

  • Provision for User Interface

Any Operating System should have the ability to receive commands from the user and respond to them accordingly.

 

  • Interrupt Handling

An interruption could be caused by software errors, mechanical faults of a machine or by the operator by pressing the Break key for example which halts the system. The operating system should always be able to handle such interrupts without causing any malfunctions as a result.

 

  • TYPES OF OPERATING SYSTEMS

 

There are majorly two types of Operating Systems that we will discuss in this section.

 

  • Single User System

In this type of Operating System, only one user can use the machine at a time, load one program at a time in the main memory and process only that one program. Most of the small microcomputers employ single user systems. Examples are Ms-DOS, Pc-DOS and Windows.

 

  • Multi User System

This system as the name suggests is for multi user, as opposed to the single user system. This system is employed by larger microcomputers and minicomputers. More than one program can be loaded into the main memory by different users and processed at the same time in an interactive manner. Examples of such an operating system are UNIX and Windows NT.

 

  • FILE MANAGEMENT

 

Medium of storage employed by most microcomputers is often disk. Data that is stored on disks are often held in a file. The latter is often referred to as a group of related records. The records may hold data about customers, employees of the organization and names of students in a school and the like depending on the organizations.

Therefore, the file as a group of program instructions is actually a computer program. When files are stored on such storage media, then the term “file” refers to anything stored on the medium, be it a program or data file.

 

  • File and Directories

The work of the Operating System is to keep or maintain a directory of the address of the files on disk. Each file on the storage media is assigned a name called filename (one word). The directory is a list of filenames and the disk addresses at which the file may be found. When the user refers to a particular filename, it causes the operating system to consult its directory of filenames, locate the address of the required file and make it ready for use.

Let us have a look at a directory listing of files of a system disk using Ms DOS. All of the files in this directory are programs. A system disk is so called because it contains the directory system. We shall list directory for system drive A:

Volume in drive A: has no label.

Directory of A:

COMMAND     COM   18107 13-12-97    13.00PM

SYS  COM         7407     13-12-97           13.00PM

DIRECTORY    COM  1307  13-12-97      13.00PM

FIND    EXE     1278     13-12-97           13.00PM

4 FILE(S)          142890BYTES FREE

 

What the list shows:

  • the name of the file e.g. COMMAND
  • Filename extension e.g. COM
  • The number of bytes contained in this file
  • Date and time on which it was printed into the directory.
  • The total figure at the bottom of this directory listing show the number of bytes remaining for storing other files.

MS-DOS has certain rules for formation of filenames for example;

-75-

A filename must not exceed 8 characters in length and in some cases requires filename extensions, which is 3- character in addition to the filename. In the above example, COM and EXE are extensions. Although not visible, there is usually a full stop between the filename and the extension e.g. Diskcopy.COM is the complete name for the above file. The user has to type in the computer name of the file including the period in order to effectively use some file maintenance utilities like copying or deleting. Filename extensions usually indicate the type of file for example “COM” and “EXE” above will refer to program files.

 

  • Directory Hierarchy

Files stored on a disk can always be organized into subdirectories. Directory hierarchy refers to a “tree” like structure formed by directory – subdirectories – files. For example, we could have a directory called KENYA with subdirectories of towns NAIROBI, MOMBASA, NAKURU and files of Estates within each town, e.g. Hurlinghum, Nyali and Milimani. The figure below shows the directory hierarchy.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fig. 4.4.2

 

To be able to specify which file to open, the user has to specify to the operating system the data path or path to that file. For example, to open a filename Milimani, the following path must be specified: Kenya\Nakuru\Milimani.

A path is often defined as a logical, sequential list of directories and subdirectories leading to a filename. The names of directories and subdirectories are separated from each other by determinates which could be a backslash(\) or a hyphen (-) or a slash (/) depending on the Ms-Dos version in use.

The directory names have extension DIR wheras the files have TXT. The directory named Kenya under which the subdirectories Nakuru, Mombasa and Nairobi are stored is called root directory.

 

  • Volume Lables and Directories

A labels is a name given to a disk to enable you identify the contents from those of other disks when it’s off-line in that if it’s not mounted on a drive.

Since the use could have multiple disk drives on-line (mounted) at one time, the operating system must have a way of determining when disks are actually mounted on the driver. To do this, we use volume labels or volume directory, which simply a name assigned to each disk used in the computer installation. The difference between volume labels identifies a storage medium as physical unit while the latter two identify data stored on disk. Suppose we gave a volume label country to the hierarchy above, the complete name for reaching Milimani file will be:

COUNTRY\KENYA\NAKURU\MILIMANI

 

The operating system will ensure that disk on a volume label Country is located first if it is the one mounted, before it searches for the actual file in the specific directories.

 

  • Tab Control

Computers and their operating systems can perform a great number of different tasks, not just one job as say a stand-alone word processor or a calculator. Therefore, the user of the system must be prepared to tell the operating system what particular task to perform at the moment.

When the computer system is complete, usually the application program is what the user communicates with the program when a particular task is desired. When the application program finishes, it is no longer a part of the system.

The user therefore must communicate with the operating systems to tell it what to do next. He or she does this through the use of what we call OS’s Tab Control Language or TCL. TCL consists of a number of operating system commands also called system commands that control the operating system.

How does one know that the application program has finished its work and it is no longer loaded by the operating system? The operating system will display that by displaying its prompt; it could be a character or two that will signal the user it awaits further system commands.

The MS-DOS Operating System, uses the prompt C:\> or C>. The “C” in the prompt indicates the disk drive in which the operating system will look for any files referred to by the next TCL instructions. The disk drive attached to the system are usually identified by letters of the alphabet through a system with four drives could have drive identifiers A: through D. Any reference to a drive must include the colon in the drive identifier. The drive identifier displayed by the dos prompt is known as a logged drive, the default drive or the active drive.

 

  • MS-DOS COMMANDS

Using system commands is quite easy. It is a matter of knowing the right commands key, key it in and press enter key for the command to be accepted. System commands help us to manage our files and directories for example; we can copy a file from one disk to another, delete files or change names. We can also manage our disks for example to format a disk, label a disk or copy disks.

 

The Syntax of a Dos Command

A Dos command usually has a command name (i.e the system command the user intends to use) and an argument which is information required by the command. An argument used with a Dos command will indicate the disk drive on the file to be used by the command

Example:     COPY ANN 1  TO  ANN 2

The command has a command name COPY. The arguments are ANN 1 and ANN 2.  This command copies a file known as ANN 1. The new copy is named ANN 2.

N/B:   ANN 1 and ANN 2 are arguments and are separated from each other by a blank space. They are also separated from the command name by a blank space.

 

  • Running a Program

It is important to note that a Dos Command represents a program. A command name is just like a file name of any other program. To be able to run a program using Dos, first the operating has to be loaded. Loading the operating system is simply switching on the computer, it will open a program loaded in ROM to check if the operating system is loaded in drive A or any other and load, other wise it will load from the hard disk.

To run a program with filename extension COM, BAT, TXT, simply enter its filename without the extension for example to a Basic Program simply enter BASIC. Its filename is BASIC.COM.

When you want to execute a program that is not stored on a disk in the logged drive, the first thing would be to change the logged drive to the disk containing the program. For example, suppose you wanted to run a program with the filename MILO.EXE which is on the disk in drive B:, and the logged drive is A:, to specify the drive on which Dos should look for the program, proceed with the filename with the drive identified with no blank in between the colon and the filename.

B:MILO

 

  • FILE MANAGEMENT COMMANDS

 

  • Changing the Logged Drive

To change the logged drive from the active one, simply enter the letter of the alphabet for the new drive at the prompt of the active drive followed by the colons and then press Enter key.

For example, if the active drive is C:\>, simply type A: at the prompt and press Enter.

C:\>           A:\>

A:\>    or    A:\>

 

  • Determining the Contents of a Diskette

To determine the contents of your disk, Dos provides a program command DIR (Directory) that will display the files stored in your disk with the exception of the hidden files.

The files are usually listed one per line with their filenames, filename extension, size and the date and time they were last saved.

If you have many files than can be displayed on the screen, then Dos passes them so fast over the screen that you cannot be able to read or identify a particular program. There are two solutions to that program:

 

  • /P (Pause) Switch

To see the files with all the relevant information i.e. filename, filename extension, size and date and time, then /P switch does the work. The files will be shown one screen at a time and tests the user to see the files with instructions to “press any key to continue…” The format is DIR/P <ENTER>

 

  • /W (Wide) Switch

This command will display filenames and their extension only for the entire directory at once. They will be displayed in rows five files wide. The format is DIR/W <enter>.

 

To see only a particular file on Disk

Simply use the filename of that file as the argument, thus:

         DIR B:FILENAME.TXT

 

In this case, Dos will display the particular information about that file or tell you that it is not on disk.

 

To see Directory files with similar extensions.

If your files have the following extensions; BAS for Basic Programming files, DBS for Database files, to see their directory of all the Basic programming files, enter:

DIR*.BAS  or       DIR/P.BAS   or    DIR/W*.BAS

The asterisk is called a wild card. What it means is that you “substitute the position with any characters.” For instance in the command DIR*.BAS will list all the files with the .BAS extension.

 

Directory of files with similar names and different extensions

Suppose your filenames are the same but have different extensions, all that you need to do is:

         DIR Same.*

All files called “Same” will be displayed.

Suppose you decided to identify your files as Same 1, Same 2 and so on, and therefore you wanted to only display a filename Same but with specific extension DBF, you would enter:

         DIR Same*.DBF

To see all same files you would enter:

         DIR Same*.*

 

The asterisk wildcard is a many character wild card. It fills out a filename or extension from its position to the end of the name in the above EXE file, the asterisk is the fifth, sixth, seventh and eighth character if they exist in the filename beginning with SAME.

Another wild card used in the Dos command if? It is usually called a one character wild card. When it appears in a command, you can substitute it with one character e.g.

DIR ?AME*.DBF, will substitute ? with any character as long as the next line i.e AME is part of that filename.  So if it is a command, like DIR SAME*??? Would be the same as DIRD SAME*.* when the three questions marks in the former stand fir three character.

 

  • Changing Directories

Let us go back to the example we gave with root directory KENYA. Suppose you wanted to make Hurlinghum your current directory, you simply need to enter to command:

CD C:\NAIROBI\HURLINGHAM. <ENTER>

If you are already in C: as the logical drive, you do not need to enter it again, simply type: CD. If you wanted to move up one level of the directory i.e. to Nairobi, type:

CD.. <ENTER>

 

Suppose you were to go straight to the root directory i.e. KENYA, all you need to type in at the prompt is:

CD\ <ENTER>

If you want to see the subdirectory of a current directory, type DIR. <ENTER>.

 

For example if you have made Nakuru your current directory, to see subdirectory like Milimani simply enter the latter command!

 

  • Making Directories

Suppose you wanted to make a subdirectory of your current directory Nakuru, what you need to do is enter that command MD (Make Directory) and the name you intend to call the subdirectory, thus:

MD LANGA <ENTER>

If towards creating the directory named LANGA you want to work in it, simply use the CD command to place yourself in it, thus:

CD LANGA <ENTER>

 

  • Removing Directories

To remove a directory, first ensure that the directory to be removed is empty. You can empty a directory by using DEL command after making back-up copies of the same.

To effect the command to remove a directory like NYALI, ensure you place yourself in MOMBASA directory first, thus:

CD MOMBASA <ENTER>

RD NYALI <ENTER>

  • Copying a File

It is often necessary to make a copy of a file. All important files should always be copied so as to guard yourself against the loss of data. Data loss often occurs if you accidentally erase a file, Power goes off before you save your files, store data under an incorrect name, do physical damages to a diskette.

When you copy a file to protect against loss of data we say you are backing up a file. The copy command requires 2 parameters/arguments to accomplish the task. It is a resident command.

  • The first argument is the name of the file to be copied.
  • The second argument is the filename for the copy. If the file is not on the logged drive, then drive identification must be included.

 

  • Copying from the same Drive

Thus: Copy SAME1.DBF  ZAME2.DBF

 

The above command will copy file named SAME1 on the same drive and give it a new name ZAME2.DBF. it is important to note that if you are copying within the same drive, then the new file must have a different name.

 

  • Copying from one Drive to another

To copy a file from one drive to another giving it the same name. Enter:

COPY SAME1.DBF B:

New file name is not necessary on the target drive (B:) since it is the same as that of the source drive.

 

  • Copying a range of Files.

To copy a range of files, we employ wildcards for example:

Copy same*.*B will copy all files on the logged drive that start with same  onto the diskette in drive b: irrespective of filename extension.

To copy the entire contents of drive A: to B, we can use the following command:

COPY A:*.*B:

N/B:   Ensure that the destination diskette is formatted before the operation is started since this command COPY doesn’t copy formatting information as does DISKCOPY command (4.7.4).

 

  • Renaming Files

For the sake of clarity, the user can rename an old file with a new name. The command is RENAME or simply REN. The format of this resident DOS command is:

At the prompt of the logged drive containing the disk with the old filename type:

RENAME OLDNAME.TXT   NEWNAME.TXT

This DOS internal command will not allow you to change a file name to one already existing in the diskette.

Notice the single space left between the arguments themselves and between Dos command and the argument oldname.

The use of wildcard is important here as they could help rename a wide range of files, for instance:

RENAME SAME*.DBF  SAME*.WPF

This will change all the filename extensions of all the SAME  files to Word Processing Files (WPF). To rename a file on a different drive, you would do this:

RENAME B: SAME.DBF  ZAME.DBF to rename a file in B:

 

 

 

  • Deleting Files

Two Dos commands available for deleting files are DEL and ERASE. The format is:

DEL ZAME.DBF <ENTER>

This will delete only a file named ZAME. To delete the entire directory of ZAME (that is plus the subdirectories), enter:

DEL *.* <ENTER>

That is if you are placed inside the directory ZAME.

 

  • To Display the Contents of a File

To be able to simply display the contents of a file on the monitor. The command type is provided. The format is:

TYPE  Filename.EXT

Indicate the filename that is plus extension if you intend to display the contents on the screen. NB: You can press CTRL + S to stop the contents on the screen from passing too fast for you.

 

  • To print the Contents of a File

If you need a hard copy of the contents of a file, then enter the format below:

TYPE Filename.EXT>PRN

 

N/B: You could also use the command PRESS CTRL + P which will sent everything on the CRT to the printer. To stop printing pre CTRL + P again.

 

  • DISK MANAGEMENT COMMANDS

 

Under Disk Management commands, we will examine the following commands:

  • Formatting a Floppy Disk
  • Inserting a Floppy Disk
  • Copying disks
  • Adding Dos to a formatted disk

 

  • Formatting a Diskette

Formatting is a process of preparing new diskettes for data storage. The system command is FOMART.

What formatting does: it organizes the disk so Dos can store data, keep track of them and retrieve them from disk. It also ensures that there are no defective areas on the new disk. If at all the defective areas are found, FORMAT will mark them so Dos does not store data in them.

Formatting usually takes two ways: A disk can be formatted to include Dos or not. Disks that include the operating system or Dos are called system disks or boot disk or command disk and can be used to start the computer (or load the operating system). Disks that do not have the operating system stored in them have more room to store data than the former.

 

Procedure:

  • To Format a non system or data disk

Simply enter FORMAT followed by a drive identification if the new disk is not to be in the logged drive i.e.

FORMAT or FORMAT B:

This command will prompt Dos to load format program and display the following message:

INSERT NEW DISKETTE FOR DRIVE A: and strike any key when ready. In the file case or

INSERT NEW DISKETTE FOR DRIVE B: and strike any key when ready in the second case.

Simply put the new diskette in the indicated drive and press any key. Dos will display:

Formatting …

After a few minutes, Dos repeats

 

Formatting……Format Complete

362496 bytes total disk space

362496 bytes available on disk

Format another (Y/N)

 

To which you will answer “Y” or “N” press Y if you want to format another otherwise press N key from the keyboard.

 

  • Formatting a disk so that it includes the systems.

Simply follow the above procedures with addition of letter S for system thus:

FORMAT /S or FORMAT/S B:

 

The messages displayed are the same as the ones above with addition of the ones indicating that system transferred and how much space it required.

A disk with the system includes some hidden files the names of which do not appear when you look at the contents of the disk, and a file called COOMAND.COM. These files form the resident portion of Dos.

 

  • Adding Dos to a Formatted Diskette

Adding Dos to a formatted diskette is a two-step process:

  • With the target diskette in B: and a system disk in the logged driver, copy the hidden files to the diskette with the SYS command:

SYS B:

SYS is a non-resident program (or transmit) i.e. it is not kept in RAM. It generates the following messages:

SYETEM TRANSFERRED

  • After the above process, copy COMMAND.COM from your system disk t the disk you are modifying by entering

COPY COMMAND.COM B:

NB:    you can   add Dos to any diskette as long as there is enough space to store the three files. If a disk already has hidden files and you try to use SYS command to place them on the disk anyway, you will get an error message indicting that there is no room on the disk for the system. The only way to replace the hidden files once installed is only by formatting the disk again.

 

  • Labeling a Disk

A volume name is used to identify disks just as you identify them by writing identification information on a label placed on the disk envelope. The volume name however, is recorded on the disk itself and can be checked by the operating system to ensure that the correct disk has been installed in the disk drive.

Volume label (11 characters; ENTER for None)? MYDISKETTE

362496 bytes total disk space

362496 bytes used by the system

321536 bytes available on disk

Format another (Y/N)

A>

NB:    Always have some formatted disks with you because some application programs will not give the leeway to format a disk while working on it.

 

  • Copying Disks

There is a utility called Diskcopy that is often provided for in most versions of Ms-Dos and Pc-Dos. What this utility does is that it copies the entire contents of the source disk to the destination disk. It also transfers the operating system and formats the destination document as well.

What this utility does not do is to check for errors in the destination disk and mark them so that data is not stored in by the Dos. While using the diskcopy command, care must always be taken to clearly identify which disk contains data (i.e. the source disk) and which disk is empty (i.e. the destination disk). If this is not done, then it is possible to wipe out everything on the source disk because you inadvertently copied the contents of a blank disk to the data disk you intended to reproduce.

 

Procedure:

The format for DISKCOPY includes two parameters:

  • Source Drive and
  • Destination Drive.

To be able to execute the command, enter the following:

DISKCOPY A:B:

 

This command will copy the contents of the entire drive A: to the one in drive B:.

NB:    Everything on the disk in B:, the destination drive, will be destroyed by the operation. After the command, Dos will prompt you to insert the disks.

You can as well specify DISKCOPY B:A: if you intend to copy from drive B: to drive A:.

This method is often effective for disks that are full, otherwise we would use the command:

COPY A:*.*B:

To copy all the files in drive A: with any extension to a disk in drive B. this command as opposed to diskcopy, will always check for faulty areas on the destination drive and mark them so that no data is kept in them.

 

  • SUMMARY

 

  • An Operating System is a set of program “housed” within the system software that standardizes the way the computer’s resources are made available for the user to applications software.

 

  • The functions of an operating system are the following: Memory management, Input/Output management, Resource allocation, Error handling, Provision for user interface, Interrupt handling, File management and Job control.

 

  • Operating Systems could be single user of multi user. Ms-Dos commands can be divided into File Management Commands and Disk Management Some Dos commands are internal (or resident) and some are external (non-resident or transient) which means they have to be logged first before they can be used.

 

  • Examples of file management commands are: Deleting, copying and renaming files, viewing, changing and creating directories. Examples of Disk Management commands are: Copying disks, labeling disks and formatting disks.

 

  • Resident Dos commands include: DIR, COPY and DISKCOPY, RENAME.

 

  • Non-resident Dos commands include: FORMAT, SYS.

 

 

 

  • QUESTIONS

 

  1. Define the term Operating System.

 

  1. State and discuss functions of an Operating System.

 

  1. What are the two types of Operating Systems? Explain.

 

  1. List commands under the following headings:
    • File management;
    • Disk management;

 

  1. What is the syntax of a Dos command?

 

  1. List some of the internal and external Dos commands that you know.

 

  1. What will the following Dos commands do?
    • COPY DATA1 DATA2
    • COPY DATA1 B:
    • MD DATA3
    • RENAME OLDNAME.TXT NEWNAME.TXT

 

  1. What is a Wildcard? Differentiate between Wildcard and Asterisk(*) and (?).

 

  1. Explain what the following Dos Commands will do:
    • COPY DATA *.*A:
    • DISKCOPY A:B:
    • DEL DATA*.DBF
    • ERASE ?ATA*.*
    • TYPE DATA*.*
    • TYPE DATA*.DBF>PRN
  2. (i) What is formatting? Why is it important

 

(ii)         How would you format a Diskette? How can you include an Operating System to a formatted diskette?

 

  • What are the two ways of Adding Dos to a formatted disk?

 

  • Write down the command for Adding Volume Label to Disk.

Grade 5 exam papers plus marking schemes

Here is a collection of Grade 5 CBC Notes. Download these notes and other Competency Based Curriculum (CBC) resources for all learning areas.TES FREE DOWNLOADS.

FREE GRADE 5 CBC NOTES FOR CRE

FREE GRADE 5 CBC NOTES FOR MUSIC ACTIVITIES

FREE GRADE 5 CBC NOTES FOR PHYSICAL EDUCATION

FREE GRADE 5 CBC NOTES FOR SCIENCE AND TECHNOLOGY

FREE GRADE 5 CBC NOTES FOR ART AND CRAFT

FREE GRADE 5 CBC NOTES FOR SOCIAL STUDIES

FREE GRADE 5 CBC NOTES FOR RELIGIOUS EDUCATION.

Kiswahili Grade 6 CBC Free Schemes of Work

AZIMIO LA KAZI YA KISWAHILI GREDI 6 MUHULA 3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NAME

 
 

TSC NO.

 
 

SCHOOL

 

 

 

Wiki Kipindi Mada kuu Mada ndogo Matokeo maalum yanayotarajiwa Shughuli za ujifunzaji Maswali dadasi Nyenzo Mapendekezo ya tathmini Maoni
1 1 Wanyama wa Majini Sarufi; Mnyambuliko wa vitenzi: Kauli ya kutendeana Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua vitenzi vya kauli ya kutendeana katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi.

b)      Kunyambua vitenzi katika jedwali kutoka kauli ya kutenda hadi katika kauli ya kutendeana.

c)       Kutunga na kuandika sentensi akivitumia vitenzi vya kauli ya kutendeana.

d)      Kuchangamkia matumizi ya kauli ya kutendeana katika mawasiliano.

Mwanafunzi aweze kutambua vitenzi vya kauli ya kutendeana katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi

 

Mwanafunzi aweze kunyambua vitenzi katika jedwali kutoka kauli ya kutenda hadi katika kauli ya kutendeana

 

Wanafunzi wakiwa katika vikundi kutunga na kuandika sentensi akivitumia vitenzi vya kauli ya kutendeana.

Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuzileta maana mbalimbali? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 139-141

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  2 Wanyama wa Majini Kauli ya kutendesha Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua vitenzi vya kauli ya kutendesha katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi.

b)      Kunyambua vitenzi katika jedwali katika kauli ya kutendesha

c)       Kutunga na kuandika sentensi katika kauli ya kutendesha

d)      Kuchangamkia matumizi ya kauli ya kutendesha katika mawasiliano.

Mwanafunzi aweze kutambua vitenzi vya kauli ya kutendesha katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi

 

Mwanafunzi aweze kunyambua vitenzi katika jedwali katika kauli ya kutendesha

 

Mwanafunzi aweze kutunga na kuandika sentensi katika kauli ya kutendesha

Kauli ya kutendesha inahusu nini? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 142-144

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Wanyama wa Majini Kauli ya kutendua Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua vitenzi vya kauli ya kutendua katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi.

b)      Kunyambua vitenzi katika jedwali katika kauli ya kutendua

c)       Kutunga na kuandika sentensi katika kauli ya kutendua

d)      Kuchangamkia matumizi ya kauli ya kutendua katika mawasiliano.

Mwanafunzi aweze kutambua vitenzi vya kauli ya kutendua katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi

 

Mwanafunzi aweze kunyambua vitenzi katika jedwali katika kauli ya kutendua.

 

Wanafunzi wakiwa katika vikundi kutunga na kuandika sentensi katika kauli ya kutendua

Je, mmegundua nini kuhusu kauli ya kutendua? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 145-147

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Afya ya Akili Kusikiliza na Kuzungumza; Mazungumzo ya kimuktadha Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusikiliza mazungumzo kati ya mwalimu na mwanafunzi katika kitabu cha mwanafunzi.

b)      Kutambua muktadha wa mazungumzo katika kitabu cha mwanafunzi.

c)       Kuigiza mazungumzo

ya muktadha wowote rasmi.

Mwanafunzi aweze kusikiliza mazungumzo kati ya mwalimu na mwanafunzi katika kitabu cha mwanafunzi

 

Mwanafunzi aweze kutambua muktadha wa mazungumzo katika kitabu cha mwanafunzi.

 

Mwanafunzi aweze kuigiza mazungumzo

Je, ni wapi katika shughuli za kila siku watu huitumia lugha rasmi na lugha isiyo rasmi? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 148-151

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 

 

        d) Kufurahia matumizi ya lugha rasmi. ya muktadha wowote rasmi   Vifaa vya kidijitali    
2 1 Afya ya Akili Kusoma kwa mapana; Matini Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma matini, ‘Kusudi na Unga wa Ajabu’

b)      Kutambua msamiati mpya uliotumika katika matini.

c)       Kufurahia matumizi ya kidijitali anaposoma matini mbalimbali.

Wanafunzi wakiwa wawili waweze kusoma matini, ‘Kusudi na Unga wa Ajabu’

 

Mwanafunzi aweze kutambua msamiati mpya uliotumika katika matini

Je, ni habari zipi unazopenda kuzisoma kwenye vyanzo mbalimbali vya matini? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 151-153

 

Kapu maneno Kamusi

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  2 Afya ya Akili Kuandika insha; Insha ya maelezo Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua insha ya maelezo katika matini mbalimbali.

b)      Kueleza mambo ya kuzingatia katika uandishi wa insha ya maelezo.

c)       Kujadiliana na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha.

d)      Kuchangamkia utunzi mzuri w insha ili kuimarisha uandishi.

Mwanafunzi aweze kutambua insha ya maelezo katika matini mbalimbali.

 

Mwanafunzi aweze kueleza mambo ya kuzingatia katika uandishi wa insha ya maelezo.

 

Mwanafunzi aweze kujadiliana na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha.

Je, ni mada gani zinazoweza kuandikiwa insha ya maelezo?

 

Je, insha nzuri ya maelezo ina muundo gani?

Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 154-157

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Afya ya Akili Kuandika insha; Insha ya maelezo Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua vifungu vya maelezo vilivyoandikwa kwenye vitabu au tarakilishi wakiwa katika vikundi.

b)      Kusoma insha ya maelezo, ‘Faida za Afya ya Akili’

c)       Kufurahia kuandika insha ya maelezo.

Mwanafunzi aweze kutambua vifungu vya maelezo vilivyoandikwa kwenye vitabu au tarakilishi wakiwa katika vikundi

 

Mwanafunzi aweze kusoma insha ya maelezo, ‘Faida za Afya ya Akili’

Je, ni mawazo yapi yanayojitokeza katika insha ya maelezo mlioisoma? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 154-157

 

Kapu maneno Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Afya ya Akili Sarufi; Vinyume vya vivumishi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutaja vivumishi ambavyo anaweza kutaja vinyume vyake.

b)      Kutunga na kuandika sentensi akivitumia vinyume vya vivumishi.

c)       Kuonea fahari matumizi ya vinyume vya vivumishi.

Wakiwa katika vikundi wanafunzi waweze kutaja vivumishi ambavyo anaweza kutaja vinyume vyake

 

 

Mwanafunzi aweze kutunga na kuandika sentensi akivitumia vinyume vya vivumishi.

Je, umegundua nini kuhusu vinyume vya vivumishi? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 157-159

 

Kapu maneno Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
3 1 Kukabiliana na Ugaidi Kusikiliza na Kuzungumza; Sitiari za tabia Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kueleza maana ya neno sitiari.

b)      Kutaja viumbe wanaowajua na kueleza tabia zinazowafanya wajulikane.

c)       Kusoma kifungu, ‘Ushauri wa Nyanya’

d)      Kutambua Sitiari za tabia katika sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi.

e)       Kuchangamkia matumizi ya sitiari

Mwanafunzi aweze kueleza maana ya neno sitiari.

 

Mwanafunzi aweze kutaja viumbe wanaowajua na kueleza tabia zinazowafanya wajulikane

 

Mwanafunzi aweze kusoma kifungu, ‘Ushauri wa Nyanya’

 

Mwanafunzi aweze kutambua Sitiari za tabia katika sentensi zilizoandikwa ubaoni au katika kitabu cha

mwanafunzi.

Je, ni maneno gani ambayo mnaweza kuyatumia kukilinganisha kitu na kingine kwa njia ya moja kwa moja? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 161-163

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 

 

                   
  2 Kukabiliana na Ugaidi Kusoma kwa mapana; Matini za kidijitali Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kujadiliana namna mnaweza kuyafikia na kuyasoma matini yaliyohifadhiwa katika kifaa cha kidijitali.

b)      Kujadiliana kuhusu majina ya misimu.

c)       Kusakura matini inayohusu misimu kwenye mtandao akitumia kipakalishi au simu.

d)      Kufurahia matumizi ya kidijitali anaposoma matini mbalimbali.

Wanafunzi wakiwa katika vikundi waweze kujadiliana namna mnaweza kuyafikia na kuyasoma matini yaliyohifadhiwa katika kifaa cha kidijitali

 

Mwanafunzi aweze kujadiliana kuhusu majina ya misimu.

 

Mwanafunzi aweze kusakura matini inayohusu misimu kwenye mtandao akitumia kipakalishi au simu

Ni hatua gani za kiusalama mnazozingatia mnapotafuta habari mtandaoni? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 164-165

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Kukabiliana na Ugaidi Kusoma kwa mapana; Matini za kidijitali Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma matini, ‘Tabuleti ya Najuta’

b)      Kutambua msamiati mpya alioisoma.

c)       Kuchangamkia hatua za kiusalama anaposoma matini za kidijitali

Mwanafunzi aweze kusoma matini, ‘Tabuleti ya Najuta’

 

Mwanafunzi aweze kutambua msamiati mpya alioisoma.

Je, mnazikumbuka habari gani mlizisoma mtandaoni? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 165-167

 

Kapu maneno Kamusi

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Kukabiliana na Ugaidi Kuandika insha; Insha za masimulizi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kueleza sifa za insha ya masimulizi.

b)      Kutambua insha ya masimulizi kwa kuzingatia muundo na kurejelea vielezo vya insha zilizoandikwa kwenye matini. mbalimbali.

c)       Kuchangamkia utunzi mzuri mwenye ujumbe mahususi.

Mwanafunzi aweze kueleza sifa za insha ya masimulizi.

 

Mwanafunzi aweze kutambua insha ya masimulizi kwa kuzingatia muundo na kurejelea vielezo vya insha zilizoandikwa kwenye matini. mbalimbali

Insha ya masimulizi ina sifa gani? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 167-168

 

Kapu maneno Mabango Kamusi Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
4 1 Kukabiliana na Ugaidi Kuandika insha; Insha za masimulizi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma insha, ‘Safari ya kesho hupangwa leo’

b)      Kujadili kuhusu uhusiano wa vidokezo na maudhui ya insha alioisoma.

c)       Kuchangamkia utunzi mzuri wa insha ya masimulizi ili kukuza ubunifu wake.

Mwanafunzi aweze kusoma insha, ‘Sarufi ya kesho hupangwa leo’

 

Mwanafunzi aweze kujadili kuhusu uhusiano wa vidokezo na maudhui ya insha alioisoma.

Je, unazingatia mambo gani ili kuandika insha nzuri ya masimulizi? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 168-170

 

Kapu maneno Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  2 Kukabiliana na Ugaidi Kuandika insha; Insha za masimulizi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kujadiliana kuhusu kisa chochote kinachohusu Ugaidi ambacho amewahi kukisikia.

b)      Kuandika insha ya masimulizi kuhusu kisa hicho.

c)       Kuonea fahari umuhimu wa insha za masimulizi.

Mwanafunzi aweze kujadiliana kuhusu kisa chochote kinachohusu Ugaidi ambacho amewahi kukisikia

 

Mwanafunzi aweze kuandika insha ya masimulizi kuhusu kisa hicho

Insha ya masimulizi inahusu nini? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 170-171

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Kukabiliana na Ugaidi Sarufi; Matumizi ya lugha: Hali ya

masharti -nge

Kufikia mwisho wa kipindi, mwanafunzi aweze: Wanafunzi wakiwa katika vikundi waweze kutambua viambishi Je, mnaeleza vipi iwapo hamkulifanya

jambo fulani

Moran; Stadi za Kiswahili Kitabu cha

Mwanafunzi

Kutunga sentensi Kujibu

maswali

 

 

        a)       Kutambua viambishi vya hali ya masharti nge katika sentensi.

b)      Kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti – nge

c)       Kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –nge

d)      Kuchangamkia matumizi ya hali ya masharti -nge

vya hali ya masharti nge katika sentensi

 

Mwanafunzi aweze kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti –nge

 

Mwanafunzi aweze kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –nge

kutokana na Ukosefu wa kitu, jambo au mtu? Gredi ya 6,

Uk. 171-173

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Kukabiliana na Ugaidi Hali ya masharti – ngali Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua kiambishi cha hali ya masharti ngali katika sentensi.

b)      Kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti – ngali

c)       Kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ngali

d)      Kuchangamkia matumizi ya hali ya masharti -ngali

Mwanafunzi aweze kutambua kiambishi cha hali ya masharti ngali katika sentensi

 

Mwanafunzi aweze kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti –ngali wakiwa katika vikundi.

 

Mwanafunzi aweze kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ngali

Je, mmegundua nini kuhusu kiambishi cha hali ya masharti ngali? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 173-175

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
5 1 Kukabiliana na Ugaidi Hali ya masharti -ki Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutambua kiambishi cha hali ya masharti – ki katika sentensi.

b)      Kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti – ki

c)       Kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ki

d)      Kuchangamkia matumizi ya hali ya masharti -ki

Mwanafunzi aweze kutambua kiambishi cha hali ya masharti -ki katika sentensi

 

Mwanafunzi aweze kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti –ki wakiwa katika vikundi.

 

Mwanafunzi aweze kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ki

Kiambishi cha hali ya masharti

–ki ina umuhimu gani?

Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 176-178

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  2 Kukabiliana na Ugaidi Hali ya masharti -ki Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kujadiliana ujumbe anaoweza kuwapasha watu wengine kuhusu usalama.

b)      Kueleza ni somo gani jingine huishughulikia hali ya masharti.

c)       Kutathmini matumizi ya hali ya masharti.

Wanafunzi wakiwa katika vikundi waweze kujadiliana ujumbe anaoweza kuwapasha watu wengine kuhusu usalama

 

Mwanafunzi aweze kueleza ni somo gani jingine huishughulikia hali ya masharti

Ni masomo yapi mengine huzishughulikia hali ya masharti? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 178

 

Kapu maneno Kamusi Majarida Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Ushuru Kusikiliza na Kuzungumza; Kutoa masimulizi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kujadiliana mambo yanayoendelea katika picha zilizopo katika kitabu cha mwanafunzi.

b)      Kushirikiana kubuni na kusimuliza kwa zamu visa mbalimbali.

c)       Kufurahia kuzungumza na kujieleza kwa ufasaha

Wanafunzi wakiwa katika vikundi waweze kujadiliana mambo yanayoendelea katika picha zilizopo katika kitabu cha mwanafunzi.

 

Wanafunzi wakiwa wawili waweze kushirikiana kubuni na kusimuliza kwa zamu visa mbalimbali

Je, ni masimulizi gani mmewhi kuyasikiliza yakisimuliwa? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 179-180

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Ushuru Kusikiliza na Kuzungumza; Kutoa masimulizi Kufikia mwisho wa kipindi mwanafunzi aweze:

a) Kusikiliza

masimulizi, ‘Ukombozi wa Nchi

Mwanafunzi aweze kusikiliza masimulizi, ‘Ukombozi wa Nchi ya

Pepe’ yakisimuliwa na mwalimu

Je, masimulizi ya Ushuru yana umuhimu gani? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Kutunga sentensi Kujibu

maswali Kujaza pengo

 

 

        ya Pepe’ yakisimuliwa na mwalimu.

b)      Kujadili namna mwalimu amezitumia ishara zifaazo ili kuimarisha usimulizi wake.

c)       Kufurahia kutoa masimulizi.

 

Mwanafunzi aweze kujadili namna mwalimu amezitumia ishara zifaazo ili kuimarisha usimulizi wake.

Je, ni mada gani mnazoweza kuzitolea masimulizi? Gredi ya 6,

Uk. 180-181

 

Kapu maneno Mabango Kamusi

Vifaa vya kidijitali

Kuandika tungo

Kazi mradi

 
6 1 Ushuru Kusikiliza na Kuzungumza; Kutoa masimulizi Kufikia mwisho wa kipindi mwanafunzi aweze;

a)       Kutoa masimulizi kuhusu masuala ya kiuchumi na rasilimali.

b)      Kujadili ni masomo yapi mengine huyafundisha masuala ya kiuchumi na rasilimali.

c)       Kuchangamkia kuzungumza na kujieleza kwa ufasaha.

Mwanafunzi aweze kutoa masimulizi kuhusu masuala ya kiuchumi na rasilimali. wakiwa katika vikundi.

 

Wanafunzi waweze kujadili ni masomo yapi mengine huyafundisha masuala ya kiuchumi na rasilimali

Ni masomo yapi mengine huyafundisha masuala ya kiuchumi na rasilimali? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 181-182

 

Kapu maneno Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  2 Ushuru Kusoma kwa ufahamu; Kifungu Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kueleza ni mambo gani yanayowavutia mnapovisoma vifungu vya ufahamu.

b)      Kusoma msamiati wa Ushuru ulioandikwa katika kitabu cha mwanafunzi.

c)       Kuchangamkia kutumia msamiati wa Ushuru.

Wanafunzi wakiwa katika vikundi waweze kueleza ni mambo gani yanayowavutia mnapovisoma vifungu vya ufahamu

 

Mwanafunzi aweze kusoma msamiati wa Ushuru ulioandikwa katika kitabu cha mwanafunzi

Je, ni mambo gani yanayowavutia mnapovisoma vifungu vya ufahamu? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 182

 

Kapu maneno Kamusi Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Ushuru Kusoma kwa ufahamu; Kifungu Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma kifungu, ‘Nguzo ya Ufanisi’

b)      Kutunga maswali kwa zamu kutokana na kifungu.

c)       Kujadiliana maana ya msamiati kutokana na kifungu.

d)      Kutaja faida za kulipa Ushuru

e)       Kutathmini faida za kulipa Ushuru.

Wakiwa wawiliwawili, wanafunzi waweze kusoma kifungu, ‘Nguzo ya Ufanisi’

 

Mwanafunzi aweze kutunga maswali kwa zamu kutokana na kifungu.

 

Wanafunzi wakiwa wawili waweze kujadiliana maana ya msamiati kutokana na kifungu

 

Mwanafunzi aweze kutaja faida za kulipa Ushuru

Je, mnafanya nini ili kujua maana za msamiati uliotumiwa katika vifungu? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 183-185

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Ushuru Kuandika barua; Barua rasmi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kueleza maana ya barua rasmi.

b)      Kutaja na kueleza sehemu mbalimbali za barua rasmi wakiwa katika vikundi.

c)       Kuandika barua rasmi kwa kufuata kanuni zifaazo.

d)      Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.

Mwanafunzi aweze kueleza maana ya barua rasmi.

 

Mwanafunzi aweze kutaja na kueleza sehemu mbalimbali za barua rasmi wakiwa katika vikundi.

 

Mwanafunzi aweze kuandika barua rasmi kwa kufuata kanuni zifaazo.

Unazingatia nini unapoandika barua rasmi? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 185-186

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
7 1 Ushuru Kuandika barua; Barua rasmi Kufikia mwisho wa kipindi, mwanafunzi aweze:

a) Kutambua barua rasmi kwenye vielelezo vya barua

rasmi

Katika vikundi, wanafunzi waweze kutambua barua rasmi kwenye vielelezo vya barua rasmi

zilizochapishwa

Barua rasmi ina umuhimu gani katika mawasiliano? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 186-188

Kutunga sentensi Kujibu maswali Kujaza pengo  

 

        zilizochapishwa kwenye vitabu au magazeti.

b)      Kujadiliana kuhusu umuhimu wa barua rasmi katika mawasiliano.

c)       Kuonea fahari umuhimu wa barua rasmi katika mawasiliano.

kwenye vitabu au magazeti.

 

Wanafunzi waweze kujadiliana kuhusu umuhimu wa barua rasmi katika mawasiliano.

   

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kuandika tungo

Kazi mradi

 
  2 Ushuru Sarufi; Ukanushaji wa maneno: Kiambishi cha hali ya masharti nge Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma sentensi katika kitabu cha mwanafunzi.

b)      Kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi.

c)       Kutambua na kuvipigia mstari viambishi vya hali ya masharti nge.

d)      Kuchangamkia matumizi ya kiambishi cha hali ya masharti nge

Mwanafunzi aweze kusoma sentensi katika kitabu cha mwanafunzi.

 

Mwanafunzi aweze kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi

Mwanafunzi aweze Kutambua na kuvipigia mstari viambishi vya hali ya masharti nge

Je, mnavitumia viambishi gani wakati wa kuvikanusha vitenzi? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 189-191

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Ushuru Kiambishi cha hali ya masharti ngali Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma sentensi katika kitabu cha mwanafunzi.

b)      Kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi.

c)       Kutambua na kuvipigia mstari viambishi vya hali ya masharti ngali.

d)      Kuchangamkia matumizi ya kiambishi cha hali ya masharti ngali.

Mwanafunzi aweze kusoma sentensi katika kitabu cha mwanafunzi.

 

Mwanafunzi aweze kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi

Mwanafunzi aweze Kutambua na kuvipigia mstari viambishi vya hali ya masharti ngali.

Je, umegundua nini kuhusu kiambishi cha hali ya masharti ngali? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 192-194

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Ushuru Kiambishi cha hali ya masharti ki Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma kifungu katika kitabu cha mwanafunzi.

b)      Kusikiliza sentensi zenye viambishi vya masharti ki zikisomwa kupitia kifaa cha kidijitali.

c)       Kutambua na kuvipigia mstari viambishi vya hali ya masharti ki

d)      Kuchangamkia matumizi ya kiambishi cha hali ya masharti ki.

Mwanafunzi aweze kusoma kifungu katika kitabu cha mwanafunzi.

 

Mwanafunzi aweze kusikiliza sentensi zenye viambishi vya masharti ki zikisomwa kupitia kifaa cha kidijitali.

 

Mwanafunzi aweze kutambua na kuvipigia mstari viambishi vya hali ya masharti ki

Je, ni viambishi vya hali ya masharti katika vitenzi vipi? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 1194-197

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
8 1 Ushuru Ukubwa wa nomino zinazoanza kwa kiambishi ki- Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kuandika sentensi na kuzipigia mstari nomino za ukubwa.

b)      Kutambua ukubwa wa nomino zinazoanza kwa kiambishi ki- katika sentensi.

c)       Kuonea fahari matumizi ya ukubwa wa nomino zinazoanza kwa kiambishi ki-

Mwanafunzi aweze kuandika sentensi na kuzipigia mstari nomino za ukubwa

 

Mwanafunzi aweze kutambua ukubwa wa nomino zinazoanza kwa kiambishi ki- katika sentensi.

Je, mmegundua nini kuhusu viambishi vya nomino? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 197-199

 

Kapu maneno Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 

 

  2 Ushuru Udogo wa nomino zinazoanza kwa kiambishi ki- Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kuandika sentensi na kuzipigia mstari nomino za udogo.

b)      Kutambua udogo wa nomino zinazoanza kwa kiambishi ki- katika sentensi.

c)       Kuonea fahari matumizi ya udogo wa nomino zinazoanza kwa kiambishi ki-

Mwanafunzi aweze kuandika sentensi na kuzipigia mstari nomino za udogo

 

Mwanafunzi aweze kutambua udogo wa nomino zinazoanza kwa kiambishi ki- katika sentensi.

Je, unajua nomino gani zinazoanza kwa kiambishi ki- katika hali ya udogo? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 199-201

 

Kapu maneno Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  3 Ushuru Ukubwa wa nomino zinazoanza kwa kiambishi ji- Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kutaja nomino zinazoanza kwa kiambishi ji-

b)      Kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi.

c)       Kutambua viambishi vya nomino katika hali ya ukubwa.

d)      Kuonea fahari matumizi ya ukubwa wa nomino zinazoanza kwa kiambishi ji-

Mwanafunzi aweze kutaja nomino zinazoanza kwa kiambishi ji- wakiwa katika vikundi.

 

Wanafunzi wakiwa katika vikundi kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi.

 

Mwanafunzi aweze kutambua viambishi vya nomino katika hali ya ukubwa

Je, unajua nomino gani zinazoanza kwa kiambishi ji-? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 202-204

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
  4 Ushuru Udogo wa nomino zinazoanza kwa kiambishi ji- Kufikia mwisho wa kipindi, mwanafunzi aweze:

a)       Kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi.

b)      Kutambua viambishi vya nomino katika hali ya udogo.

c)       Kuandika sentensi zilizo na nomino za udogo ambazo huanza kwa kiambishi ji- katika hali ya wastani.

d)      Kuonea fahari matumizi ya udogo wa nomino zinazoanza kwa kiambishi ji-

Wanafunzi wakiwa katika vikundi waweze kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi.

 

Mwanafunzi aweze kutambua viambishi vya nomino katika hali ya udogo.

 

Mwanafunzi aweze kuandika sentensi zilizo na nomino za udogo ambazo huanza kwa kiambishi ji- katika hali ya wastani.

Je, unajua nomino gani zinazoanza kwa kiambishi ji- katika hali ya udogo? Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6,

Uk. 204-206

 

Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha

Vifaa vya kidijitali

Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo

Kazi mradi

 
9 TATHMINI YA MWISHO WA MUHULA