Murang’a University KUCCPS admission letters download, Portal login
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Moi forces Academy- Nairobi School’s KCSE 2024 Verified Results Analysis & Grade Count
Moi forces Academy- Nairobi School’s KCSE 2024 Verified Results Analysis & Grade Count
Moi forces Academy SCHOOL’S KCSE RESULTS ANALYSIS & GRADES COUNT- 2024
Moi forces Academy – Nairobi recorded impressive results in the KCSE 2025 exams. Here is the school’s official results as released by the Kenya National Examinations Council, Knec, on January Thursday 9th, 2024 at Mitihani House in Nairobi.
| GRADE | CANDIDATES’ COUNT |
| A (PLAIN) | 11 |
| A- (MINUS) | 51 |
| B+ (PLUS) | 99 |
| B (PLAIN) | 119 |
| B- (MINUS) | 83 |
| C+ (PLUS) | 35 |
| C (PLAIN) | 7 |
| C- (MINUS) | 2 |
| D+ (PLUS) | 0 |
| D (PLAIN) | 0 |
| D- (MINUS) | 0 |
| E | 0 |
| X | 0 |
| Y | 0 |
| U | 0 |
| P | 0 |
| W | 0 |
| TOTAL | 407 |
| MEAN POINTS | 9.071 |
| SCHOOL MEAN | B (plain) |
| CANDIDATES WITH C+ & ABOVE | 398 |
| UNIVERSITY PASS % | % |
5 Advantages of Using BTC to Pay Rent
You’re about to complete your last semester at school and you have no idea what you are going to do after that. You’ve applied to dozens of job postings but haven’t gotten any callbacks, and your savings account has dwindled down to almost nothing. Luckily, one of your roommates has the solution – he pays his rent with Bitcoin! There are plenty of advantages to paying rent with Bitcoin and here are some of the main ones. Check these trading tips from cloud based AI trading platforms.
Introduction
Bitcoin is increasing in popularity with landlords who want to accept rent payment without having to go through a third party, like PayPal. Before you try it out on your own, here are a few advantages of using bitcoin instead. Security: Bitcoin is as secure as other digital payment systems. Rather than deal with credit cards that leave customers exposed on multiple fronts, bitcoin provides a secure way for renters and landlords to exchange funds without having their identities compromised by those they’re transacting business with. Flexibility: Since transactions aren’t routed through a third-party processor, it’s easier for both parties involved in making a transaction happen when bitcoin is used.
Instant Transactions
There’s nothing quite as frustrating as paying for something, like rent, and waiting days for it to appear in your account. This process can take days with traditional payment methods, but Bitcoin is instantly settled. Anyone who owns Bitcoin can send it anywhere in the world at any time—there’s no need for a third party like PayPal or Venmo involved with your transactions. If you have some extra Bitcoin lying around, you can use it to pay your rent quickly and without fuss.
Convenience
One of the great advantages to using Bitcoin as a currency is that you can purchase it at nearly any store around town. Want to pay your landlord with Bitcoin? No problem! Just go pick up some at your local convenience store, and you’re good-to-go. If you live in a more remote area, don’t fret—you can still buy cryptocurrency online with a few clicks and have it delivered right to your home. Convenience stores aren’t just limited to bitcoins, though—many other currencies like PayPal cash or gift cards are accepted there as well.
Security
The massive price swings in cryptocurrencies have made headlines around the world. But bitcoin and other digital currencies aren’t just an investment opportunity. They’re also a secure and anonymous way to pay rent. As long as you can access your virtual wallet, you can spend cryptocurrency just like any other currency. A growing number of companies even offer discounts when you pay with cryptocurrency. And because blockchain transfers are processed almost instantly, there’s no waiting period between paying your landlord.
Lower Fees
It’s always better to save money than spend it, and paying rent in Bitcoin is a great way to do that. While credit cards and other payment methods typically charge fees between 2% and 5% per transaction, accepting bitcoin is free. By lowering your costs on rent payments, you can invest more into other aspects of your business or personal life. And remember: There are no minimum transaction amounts! You can send just enough to pay your landlord each month (assuming they accept BTC).
Improved Privacy
Landlords want to know you’ll pay your rent, but they don’t need your bank account info. Landlords can only see how much bitcoin was sent (by scanning a QR code, for example) but will have no idea where it came from or where it’s going next. The result is significantly improved privacy when compared to paying rent with a credit card or debit card. You also may not need to share any information about yourself at all if you pay in cryptocurrency. Whereas landlords are increasingly requiring people use their Social Security numbers.
Conclusion
When you live in an area like San Francisco, paying rent in Bitcoin can save you a substantial amount of money. The property management service will charge you around 1.6 percent for each payment made with a credit card. It means if your rent is $1,200 a month, it would cost you more than $18 just to use plastic. Moreover, credit card payments usually come with an additional fee for making international transactions (typically 0.5 percent). Your landlord may also impose a convenience fee for paying by any method other than cash or check.
How to Log in to Kenya Methodist University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Universities have Students Portals that enable students to get many services online at their convenience. To access the Student Portal, one must be a duly registered student. Once admitted to university, a student is given the Students Portal Log in credentials; Registration Numbers and Password.
To Log onto the Kenya Methodist University Students Portal, use the link; https://portal2.kemu.ac.ke/
Here is a list of some of the common services that students get in the Students Portal, Once Logged in:
- Financials that include information on:
- Fees Statement
- Print Statement
- Proforma Invoice
- Fees Structure
- Receipts
- Academics tab providing information and services on: 1. Time Table 2. Registration for Units 3. List of Registered Units 4. List of Attempted Unit(s) 5. Exam Card 6. Provisional Results 7. Provisional Results / Year
- Hostel Booking; Here you can reserve a room even when you are on recess.
- Password Resetting; In case you forget your Log in Password, you can easily reset it by using this tab.
KEMU UNIVERSITY EDUCATION COURSES
The university offers a wide range of education courses in its Faculty of Education.School Of Education And Social Sciences
-
- Bachelor of Education (Early Childhood and Development)
- Mean grade C+ (Plus) at KCSE and at least C+ in each of the two teaching subjects,
- 2 principal passes at A’Level and 1 subsidiary in relevant subjects,
- Diploma in Education (May be exempted in relevant units).
- P1 teachers must have scored C+ at KCSE to qualify.
Also read:
- Kisii University Courses, Requirements, Fees, Student Portals and how to apply
- Kenya Methodist University, kemu, Education and other Courses, Requirements, Fees, Student Portals and how to apply
- Kibabii University Courses, Requirements, Fees, Student Portals and how to apply
- Karatina University Courses, Requirements, Fees, Student Portals and how to apply
- Kabaraki University Courses, Requirements, Fees, Student Portals and how to apply
- Education courses offered at Jaramogi Oginga Odinga, JOOUST, University:Requirements, Fees, Student Portals and how to apply
- UUiversities that offer education courses, teaching combinations, offered, requirements and how to apply for Chuka university courses
- CLUSTER SUBJECT 1 ENG
- CLUSTER SUBJECT 2 MAT A / MAT B / BIO / PHY / CHE / BIO / GSC
- CLUSTER SUBJECT 3 BIO / CHE / PHY / BIO / GSC / HAG / GEO / CRE / IRE / HRE
- CLUSTER SUBJECT 4 KIS / BIO / PHY / CHE / BIO / GSC / HSC / ARD / AGR / WW / MW / BC / PM / ECT / DRD / AVT / CMP / FRE / GER / ARB / KSL / MUC / BST NOTE: A subject may only be considered ONCE in this section
- SUBJECT 1: ENG; C
- SUBJECT 2: MAT A / MAT B; C
- SUBJECT 3: BIO / PHY / CHE / PSC / BSC / BIO / GSC: C+
- Mean grade C+ (plus) at KCSE and at least C+ in each of the two teaching subjects chosen,
- 2 Principal passes at A’Leveland1 Subsidiary in relevant subjects,
- Diploma in Education.
- P1teachers must have scored a mean grade of C+ at KCSE with at least C+ in two teaching subjects chosen.
- Mean grade of C+(Plus) at KCSE with at least C (Plain) in Mathematics and C+ in each of the two teaching subjects or 2 Principal passes and 1 Subsidiary pass at A’ Level in Mathematics,
- Physics, Chemistry and Biology or Diploma in Education.
- Undergraduate Programmes: KCSE C+ (plus) or equivalent qualifications
- Postgraduates Programmes: Masters: At least a Bachelor’s degree; 2nd class (upper division) or its equivalent from a recognized University
- Diploma Programmes: KCSE C (plain) or its equivalent qualifications
- Certificate Programmes: KCSE C- (minus) or its equivalent qualifications
- Under Graduate Application Form
- Post Graduate Application Form
- PhD Education Application Form
- PhD Business Administration Application Form
In line with the Mission and Objectives of Kenya Methodist University, there has been a review of the FEEs Structure, to reflect a more favorable opportunity
Click here for Government Sponsored Students Fee Structure
Click Here for Self Sponsored Students Fee Structure
Privately Sponsored Students Account Numbers
| Bank | Account Numbers | Branch |
| Consolidated Bank | 10071200000122 | Meru |
| Equity Bank | 0140290923812 | Meru |
| Cooperative Bank | 01129020131200 | Meru |
| Barclays Bank | 030131055757 | Meru |
| Kenya Commercial Bank | 1113539364 | Meru |
| National Bank | 01021009876700 | Mombasa |
| Family Bank | 063000022033 | Meru |
| Chase Bank | 0082071993001 | Riverside |
| Standard Chartered Bank | 10102863422800 | Meru |
| UBA Bank | 55010160006068 | Westlands |
Government Sponsored Students Account Numbers
Tution Fees Account
| Bank | Account Number | Branch |
| Kenya Commercial Bank | 1198953438 | Meru |
Accommodation
| Bank | Account Number | Branch |
| Kenya Commercial Bank | 1198954116 | Meru |
Important links:
KUCCPS APPROVED PROGRAMMES ON OFFER AT KEMU
One of the tallest Netball player, perhaps! Meet Nuba, the 20 year old, 6.7 feet tall, Sudanese who plays for Uganda
20 year old Mary Cholhok Nuba, a south Sudanese Migrant to Uganda, stands at 6 feet 7 inches. During the recently concluded World university Netball Championships held at Makerere University in Uganda, Nuba scored a chunk of the goals (including the winning goal) as Uganda overcame hot favourites, south Africa, 44-43 in a pulsating final. Nuba has previously played for the current Federation of East Africa Secondary Schools Sports Association, FEASSSA, champions St. Mary’s Kitende from Uganda.
See images of the towering netball player, who dwarfed opponents due to her domineering height, during the just concluded World university Netball Championships, in Uganda. (Images Courtesy of Ismail Kezaala):
Photo-shoot: Mary Cholhok Nuba, in action.
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Amazing! Ugandan Football sponsored by over 20 Companies/ Brands.
Kuccps latest answers on placement questions
KENYA UNIVERSITIES AND COLLEGES CENTRAL PLACEMENT SERVICE
FREQUENTLY ASKED QUESTIONS
ABOUT KUCCPS
- What is the main function of KUCCPS?
The main functions of the Kenya Universities and Colleges Central Placement Service (KUCCPS) are to coordinate the selection of secondary school graduates for enrolment to universities and colleges under Government sponsorship. It is also mandated to develop career guidance programmes for the benefit of students, collect and retain data relating to student placement to universities and colleges and advise the Government on matters relating to student placement.
2. What is the difference between KUCCPS and HELB?
KUCCPS is a student placement agency while the Higher Education Loans Board (HELB) is a student- funding agency. While KUCCPS selects applicants for admission to universities and colleges for Government sponsorship, HELB provides Government loans and bursaries to the students once enrolled.
3. Does KUCCPS provide services at Huduma Centres?
KUCCPS services are available at the following Huduma Centres: Nairobi (GPO and Makadara), Eldoret, Meru, Nyeri, Kisumu, Kakamega, Nakuru, Kitui, Garissa and Mombasa.
4. How can I contact KUCCPS?
KUCCPS offices are located at ACK Garden House on 1st Ngong Avenue in Community Area, Nairobi. You may also contact us through the telephone lines 020 5137400, 0734879662 and 0723954927, or by email to info@kuccps.ac.ke. Our official social media channels are @KUCCPS_Official (Twitter) and @The.Placement.Service (Facebook).
PLACEMENT PROCESS
5. How do I log in to my student portal?
To log in to the Student’s Portal, go to your browser and type the address students.kuccps.net. It will open into a login page. Click the Login tab and enter your correct KCSE index number, KCSE examination year and a password. The password is either your KCPE index number or birth certificate number. The login page is accessible via the Placement Service website.
Another option is to log in through the KUCCPS Mobile App, which can be downloaded from Google Play Store free of charge. You will need your KCSE Index Number, KCSE Year and Password to log in.
6. What is the difference between cut-off points and weighted cluster points?
Weighted cluster points are a KCSE examination graduate’s computed performance in four subjects required for admission to a given degree programme against that of the best candidates in the particular KCSE examination year. It is based on cluster subject requirements and the overall performance of a candidate. The points are computed to three decimal places to reduce chances of applicants tying on points. Cut-off points are the weighted cluster points of the last competitively placed student in a given degree programme.
- Where can I find the list of the institutions under the Government sponsorship programme?
The list is available on the Student’s Portal accessible through the Placement Service website www.kuccps. ac.ke.
- When does the course application cycle begin for current KCSE candidates?
The application cycle begins during the third term when KCSE examination candidates choose courses with guidance from their teachers. This stage is referred to as the Centre/School Application.
- Can non-Kenyan citizens apply for placement?
One has to be a Kenyan citizen to be eligible for placement. Government policy limits government sponsorship to citizens.
10. What is the meaning of “revision of choices”?
Revision of choices means to change the courses that an applicant submitted for consideration. KCSE examination candidates apply for courses in school. After their results are out, they get a chance to align their choices with their performance and new career interests. Students who miss the school application can apply during the revision of choices.
11. How many courses can I apply for?
One can apply for a maximum of six choices for degree courses and four for diploma, certificate and artisan programmes. ?
12. How will I get to know when the application is open?
The Placement Service advertises placement application and publishes notices in mainstream mass media and its official digital communication channels. The official digital channels are:
- Facebook: @The.Placement.Service
- Twitter: @KUCCPS_Official
- YouTube: Placement Service
13. How much is the application fee?
The minimum placement processing fee payable during application is Ksh500. The cumulative maximum is Ksh1,500. The actual fee depends on the application stage; Ksh500 is charged for school application and Ksh1,000 for revision of choices. For revision of choices, the payment is done once and the transaction code from the first revision application is used in all subsequent revision of choices.
14. I paid to the wrong account. How can I get my money back?
Kindly provide the transaction details and a reversal will be initiated. Please note that reversals take between three and seven days.
15. How can I know the institution where I have been placed?
The Placement Service will publish the placement details for successful applicants in their individual Student’s Portals. Additionally, applicants who provided mobile phone contacts may be informed through SMS.
16. Are previous years’ KCSE candidates eligible for placement if they did not benefit during their time?
Yes but only for TVET placement.
17. How many subjects do you consider for cluster point calculation?
The seven subjects examined by KNEC are considered in the calculation of applicants’ weighted cluster points.
18. Where can I get the subject requirements for various courses?
The information is available on the Student’s Portal under the “Programmes” and “Downloads” tabs.
19. Can IGCSE graduates apply for Government sponsorship placement to universities and colleges?
The placement of Government-sponsored students is for those who have followed the KCSE system, which is the Government-prescribed system of education in Kenya, and have sat and obtained results in the KCSE examination.
20. Does satisfying minimum requirements for a programme guarantee one to get that programme?
Securing a course depends on the competitiveness of an applicant (compared to other applicants for the same programme) and the number of available vacancies (programme capacity).
21. When will KUCCPS announce the placement outcome/results?
The release of the placement process outcome will happen after the completion of application processing. The exact date will be communicated through mass media.
22. Where do placed students obtain their admission letters?
The respective institutions where students have been placed are responsible for issuing admission letters and other joining instructions.
23. Does KUCCPS place students to private universities?
KUCCPS places Government-sponsored students to most private universities besides public universities. The full list of all eligible institutions are available on the Student’s Portal.
24. What happens if one misses the School Application?
Applicants who miss school application can submit their choices during the revision of choices.
25. I did the KCSE examination many years ago but I have never gone to college. Can KUCCPS place me in a degree programme?
That is not possible. Placement to degree programmes is meant for eligible fresh secondary school graduates (those who did the KCSE examination in the immediate year preceding the selection). However, you can apply for TVET courses.
- What is inter-institutional transfer?
This is an opportunity given to applicants to apply to be transferred from the institution that they were placed in to another subject to meeting the requirements. The transfer processing fee is Ksh 1,000.
27. How many times can one request for an inter-institution transfer?
Applicants can transfer only once.
28. When will the system open for inter-institutional transfer application?
The system opens for a specific period following the announcement of the release of the placement outcome. Keep checking the Placement Service website and official digital platforms for updates.
29. How long does the inter-institution transfer process take?
After submission of duly completed inter-institution transfer application and endorsement by the two concerned universities/colleges, the final processing takes up to 14 working days.
30. What are the requirements for inter-institution transfer?
An applicant must satisfy the minimum requirements for the programme they wish to change to (where applicable). The applicant must also meet the cut-off points for the specific programme in their desired destination institution. They should also give reasons in support of their transfer applications. In addition, the heads of the respective institutions must endorse the transfer application.
31. How can an institution invite KUCCPS for career events?
To invite KUCCPS for a career event in your institution, send an official invitation at least three weeks to the event. The Placement Service offers career guidance in schools free of charge.
32. Does KUCCPS sponsor students in TVET institutions?
KUCCPS does not sponsor students but selects students for Government sponsorship to universities and colleges. The Government supports the students admitted through the KUCCPS process by sending capitation (funding) to the respective TVET institutions.
33. If I get a placement to a private university, will I benefit from Government sponsorship?
Yes. If KUCCPS places you to a private university, you will be a Government-sponsored student similar to those taken to public universities. Therefore, you will enjoy the same tuition subsidies as students placed in public universities.
34. What is the difference between Government sponsorship and HELB loan?
When you are on Government sponsorship, the government provides funds (capitation) directly to your university or college to subsidise your fees, while HELB offers loans to students, which the students have to pay back after completion of their studies.
35. How will the government funding get to me when I join college?
The funding will be in form of subsidised tuition through funds (capitation) remitted directly to your institution. In addition, students may apply for loans and bursaries from HELB.
Latest KASSU Jet KCSE Exam Papers, Pre-Mocks, Post Mocks With Answers Free
KASSU Jet KCSE Exam Papers, Pre-Mocks, Post Mocks With Answers Free
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Application for admission to Diploma Teacher Training Colleges 2021; Intake, requirements and how to apply
All applicants wishing to be considered for admission to Diploma Teacher Training Colleges are invited to apply for the diploma in primary and childhood development teacher education course.
REGISTRATION FORMS AND APPLICATION PROCEDURE
Registration forms are now available and can be downloaded from the Ministry of Education’s website, www.education.go.ke.
Hard copies are available in the County Directors of Education (CDEs) offices. Duly filled registration forms should be submitted to Sub County Directors of Education Offices from Tuesday 23rd February to 7th March, 2021 by the applicants in person.
Those with special needs are also encouraged to apply.
Candidates are advised to register in only one Centre double registration will lead to automatic disqualification
REQUIREMENTS FOR REGISTRATION
The following are the recommended admission requirements for the Diploma in Primary and Early Childhood Development Teacher Education in Kenya.
a) Diploma in Primary Teacher Education (Grade 1-6) entry grade is KCSE Mean Grade
of C (Plain) or its equivalent with a C in the following cluster subjects.
i. English and Kiswahili;
ii. Mathematics;
iii. Humanities (Any);
iv. Sciences (Any).
b) For candidates with disabilities the minimum entry grade is C- (Minus) and a C-
(Minus) in the cluster of subjects stated above.
c) The duration of the course shall be three (3) years in accordance with the approved
Curriculum designs.
d) The Trainees shall be required to cover the recommended hours for coursework, required hours for practicum and pass the assessments as directed by Kenya National Examination Council (KNEC).
e) The Teacher Trainee shall undertake three months micro-teaching course which is a
pre-requisite for teaching practice.
The new Diploma in Primary Education (DPTE) Course duration
The duration for the diploma training shall be three years, according to the approved curriculum designs.
Specialization areas in the new Diploma in Primary Education (DPTE) Course duration
The teachers’ trainees will only specialise in three subject areas, having attained a minimum KCSE grade of C (Plain) in the learning areas they wish to focus on.
The areas for specialisation have been grouped into four clusters, but teachers will only pick one subject per category for specialty.
Candidates shall specialise from the first year in at least three learning areas preferably from any one of the four clusters.
Cluster one subjects in the new Diploma in Primary Education (DPTE) Course
- Kenya Sign Language
- Indigenous Languages
- Foreign Languages (German, French, Arabic and Mandarin (Chinese).
Cluster two subjects in the new Diploma in Primary Education (DPTE) Course
- Mathematics
- Home Science
- Agriculture
- Science and Technology
Cluster three subjects in the new Diploma in Primary Education (DPTE) Course
- Social Studies
- Religious Education (CRE, HRE, IRE)
Cluster four subjects in the new Diploma in Primary Education (DPTE) Course
- Art and Craft
- Music
Mandatory subjects in the new Diploma in Primary Education (DPTE) Course
- English
- Kiswahili,
- Physical and Health Education (PHE)
- Kenya sign language for hearing impaired.
Mandatory Learning areas in the new Diploma in Primary Education (DPTE) Course
The mandatory learning areas will build on the knowledge, skills, and attitudes of the young teacher for effective lesson delivery.
Evaluation criteria in the new Diploma in Primary Education (DPTE) Course
Those who will be approved to teach in schools will have completed the required hours for coursework and passed the stipulated assessment as directed by the Kenya National Examinations Council, Knec.
They will also be required to have completed the required hours for the practicum and passed the stipulated assessment as directed by Knec.
There shall be three months micro-teaching undertaken as a course and will be a pre requisite for teaching practice.
During this period, teacher trainees will prepare learning and teaching materials and short lessons, which they will try on their peers for practice and feedback.
Placement of teacher trainees
These trainees upon completion of the course will be registered and employed by the Teachers service commission (TSC) to teach in primary schools across the country.
Remember to check the TSC minimum requirements for teachers before enrolling for any teaching course. Check the requirements in the links below;
- TSC new teacher registration guidelines, requirements and online procedure: Easily get your TSC Number
- New TSC Certificate registration requirements and procedure for ECDE, PTE, Diploma, and Graduate teachers
LIST OF APPROVED TEACHER TRAINING COLLEGES TO OFFER THE NEW DIPLOMA IN PRIMARY TEACHER EDUCATION COURSE.
Here is the list of the approved TTCs:
| S/NO. | NAME OF COLLEGE |
| 1 | MIGORI TTC |
| 2 | ASUMBI TTC |
| 3 | ST. PAUL’S NYABURURU TTC |
| 4 | KENYANYA TTC |
| 5 | BORABU TTC |
| 6 | MURANG’A TTC |
| 7 | KILIMAMBOGO TTC |
| 8 | KAMWENJA TTC |
| 9 | ARBERDERS TTC |
See full list in the document below;
[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/MINISTRY-OF-EDUCATION-APPROVED-COLLEGES-TO-OFFER-DIPLOMA-IN-EDUCATION-COURSE.pdf”]
Read also; Full list of all Teacher Training Colleges, TTCs, in Kenya
Kambiti Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
Kambiti Mixed Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Murang’a South Subcounty in Murang’a County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies. We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: 0722 516201 or 0721276167
Key Details about the school.
Country where found: Kenya.
Region: Central.
County: Murang’a.
Subcounty: Murang’a South Subcounty.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: Kambiti Mixed Secondary School
Sex: Mixed, (Boys’ and Girls’) School.
School Cluster/ Level: Sub-County School whose Classification is C4.
Accomodation Type: Day School.
Knec Code: 10208102
School’s Official Phone Number: 0722 516201 or 0721276167 ;
Email Address. Kambitisecondary@gmail.com
Total Number of Subjects Combinations Offered at the School: 10
Fees paid at Kambiti Mixed Secondary School
Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.
Subject Combinations Offered at Kambiti Mixed Secondary School
View all available subject combinations at this school
SOCIAL SCIENCES
6
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2018
Fasihi ya Kiswahili,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2047
Christian Religious Education,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2025
Business Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2090
Advanced Mathematics,History & Citizenship,Islamic Religious Education
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2021
Advanced Mathematics,Business Studies,Christian Religious Education
3 SubjectsSOCIAL SCIENCES
STEM
4
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1007
Advanced Mathematics,Biology,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1010
Advanced Mathematics,Agriculture,Chemistry
3 SubjectsSTEM
How to get the School’s Knec Results.
To check the school’s Knec results, visit Knec Portal and search for the school by its name.
📍 How to get more Information about the School
For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.
How to Select Grade 10 Subjects and schools
To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.
1. How you can Choose a Career Pathway:
- Identify your interests and potential career aspirations.
- Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
- Confirm your choice to proceed with the pathway.
2. Select Subject Combinations:
- The portal will provide you with a list of subject combinations available within your chosen pathway.
- Choose three subject combinations that align with your interests and strengths.
3. Select Preferred Senior Schools:
- For each subject combination, select four schools from the available clusters.
- This ensures a diverse range of options and equal representation from different categories of schools.
- A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.
LIST OF ALL SENIOR SCHOOLS PER COUNTY.
- West Pokot County Senior Schools.
- Wajir County Senior Schools
- Vihiga County Senior Schools
- Uasin Gishu County Senior Schools
- Turkana County Senior Schools
- Trans-Nzoia County Senior Schools
- Tharaka Nithi County Senior Schools
- Tana River County Senior Schools
- Taita Taveta County Senior Schools
- Siaya County Senior Schools
- Samburu County Senior Schools
- Nyeri County Senior Schools
- Nyandarua County Senior Schools
- Nyamira County Senior Schools
- Narok County Senior Schools
- Nandi County Senior Schools
- Nakuru County Senior Schools
- Nairobi County Senior Schools
- Murang’a County Senior Schools
- Mombasa County Senior Schools
- Migori County Senior Schools
- Meru County Senior Schools
- Marsabit County Senior Schools
- Mandera County Senior Schools
- Makueni County Senior Schools
- Machakos County Senior Schools
- Lamu County Senior Schools
- Laikipia County Senior Schools
- Kwale County Senior Schools
- Kitui County Senior Schools
- Kisumu County Senior Schools
- Kisii County Senior Schools
- Kirinyaga County Senior Schools
- Kilifi County Senior Schools
- Kiambu County Senior Schools
- Kericho County Senior Schools
- Kakamega County Senior Schools
- Kajiado County Senior Schools
- Isiolo County Senior Schools
- Homa Bay County Senior Schools
- Garissa County Senior Schools
- Embu County Senior Schools
- Elgeyo-Marakwet County Senior Schools
- Busia County Senior Schools
- Bungoma County Senior Schools
- Baringo County Senior Schools
- List of all Senior Schools in Bomet County
- Nyamira County best, top secondary schools; Indepth analysis
-
List of best performing Extra County schools in Kitui County
ALL NATIONAL SCHOOLS IN KENYA
New list of all National Schools in North-Eastern Region {CBE Senior Schools}
New list of all National Schools in Nairobi Region {CBE Senior Schools}
List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects
Nkubu High School: National School’s Full Details
Meru School : National School’s Full Details
New list of all National Schools in Eastern Region {CBE Senior Schools}
New list of all National Schools in Central Region {CBE Senior Schools}
Kaaga Girls High School : National School’s Full Details
St. Mary’s Girls High School Igoji : National School’s Full Details
Moyale Boys Secondary School : National School’s Full Details
Moi Girls High School Marsabit: National School’s Full Details
New list of all National Schools in Rift-valley Region {CBE Senior Schools}
New list of all National Schools in Nyanza Region {CBE Senior Schools}
Moi Girls’ Secondary School-Mandera: National School’s Full Details
New list of all National Schools in Coast Region {CBE Senior Schools}
Mandera Secondary School : National School’s Full Details
Matiliku Secondary School : National School’s Full Details
Mukaa Boys’ High School: National School’s Full Details
New List of All National Schools Per Region {For all 8 Regions}
New list of all National Schools in Western Region {CBE Senior Schools}
Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster
List of all the Boys’ national schools in Kenya; New list, their contacts, enrollment plus locations
New List of all Boys’ National Schools under CBC, CBE Curriculum
Mama Ngina Girls High School, the only girls’ national school in Mombasa County, relocated to ultra modern facilities
Chewoyet National School; full details, KCSE Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code
New List of all Girls’ National Schools under CBC, CBE Curriculum
New List of all National Schools under CBC, CBE Curriculum
List of all National Schools in Kenya; Location, Knec Code and Type
New List of all Mixed National Schools under CBC, CBE Curriculum
ALL EXTRA COUNTY SCHOOLS IN KENYA
List of best performing, top, extra county schools in Nakuru County
Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category
Extra County Secondary Schools in Narok County; School KNEC Code, Type, Cluster, and Category
List of all Best Extra County High Schools in Kenya- Knec Code, Category, Cluster
Best and top extra county secondary schools in Nyeri county
Extra County Secondary Schools in Laikipia County; School KNEC Code, Type, Cluster, and Category
Best, top, Extra County Schools in Kirinyaga County
List of best performing Extra County schools in Machakos County
Nyeri County Best National, Extra County Secondary Schools
List of best Extra County secondary schools in Elgeyo Marakwet County
How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News
List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster
List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type
ALL SENIOR SCHOOLS IN KENYA.
Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ngatho Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kyaume Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Iembeni Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Muti Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Thungururu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gititu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ngelelya Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Swani Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ithanga High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mwanawikio Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Matunda Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kanderendu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Karega Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Wamahiga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mutunguru Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kigumo Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Marumi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mugumoini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mununga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mathareini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kinyona Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mairi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Makomboki Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Muthithi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Matu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mwarano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mariira Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ikumbi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gikigie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Thamara Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ndugamano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Njora Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Nguku Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ack Kahumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kamukabi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Turuturu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Njiiri Boys Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiugu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Karinga Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Githima Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiaguthu Boys School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kianderi Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mukumu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mukangu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Karingu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gathinja Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kamaguta Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gitare Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Dr. Gitau Matharite Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mirichu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiumba Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gitie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Theri Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Koimbi Boys High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gatara Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gitura Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Murarandia Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kianderi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kahuhia Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kahuro Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kahatia Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Yamugwe Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kirogo Boy’s High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kaganda High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
STANDARD 8 SCIENCE SCHEMES OF WORK TERM 1-3
SCIENCE SCHEMES OF WORK
STANDARD EIGHT
TERM I
REFERENCES:
- SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
- SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
- PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
- PRIMARY SCIENCE TEACHERS GUIDE BOOK 8 JKF PUBLISHERS
- UNDERSTANDING SCIENCE PUPILS BOOK8 PUBLISHERS
Science schemes of work for standard _8______TERM___1____YEAR________
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | TEACHER’S ACTIVITIES | EARNER’S ACTIVITIES | RESOURCES | REFERENCES | ASSESSMENT | REMARKS |
| 1 | REPORTING AND PREPARATION | |||||||||
|
2
3
4 |
1 | Reproduction in human beings | Fertilization in human beings | By the end of this lesson the learner should be able to explain fertilization in human beings | • Identifying essential parts
• Explaining the role of sperms and ova in fertilization • Discussion |
• Identifying essential parts
• Explaining the role of sperms and ova in fertilization • Discussion |
Photographs- – charts on
the reproductive system chart of reproductive system |
Ps Pbk8 Pg2-10
PSTG bk8Pg2-6 SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg3-4 US TG8Pg1-5 |
Drawing and labelling diagrams | |
| 2 | Foetal development The zygote | By the end of this lesson the learner should be able to explain development of foetus in zygote stage | • Identifying parts
• Explaining the role of sperms and ova in fertilization • Discussing the |
• Identifying parts
• Explaining the role of sperms and ova in fertilization • Discussing the |
– Photographs – charts on
the reproductive system
|
Ps Pbk8 Pg
PSTG bk8Pg SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg2-4 US TG8Pg1-5 |
Written exercise | |||
| 3 | Foetal development
The embryo |
By the end of this lesson the learner should be able to discuss and explain development of foetus in embryo stage | • Identifying
• Explaining • Discussing the |
• Identifying
• Explaining • Discussing the |
Photographs and charts on
the reproductive system
|
Ps Pbk8 Pg
PSTG bk8Pg SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg2-4 US TG8Pg1-3 |
Filling in blank spaces | |||
| 4-5 | Development of the foetus
|
By the end of this lesson the learner should be able to explain development of foetus in last stage (foetus) | – Explanation
– Discussion – Observation – – |
– Explanation
– Discussion – Observation – – |
– Chart
– Photographs – Diagrams from the book |
Ps Pbk8 Pg2-10
PSTG bk8Pg2-6 SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg3-4 US TG8Pg1-3 |
Oral exercise | |||
| 1-2 | The process of birth | By the end of this lesson the learner should be able to explain and describe the process of birth. | – Description
– Demonstration – Discussion
|
– Description
– Demonstration – Discussion
|
chart of reproductive system
– Photographs Diagrams from the b |
Ps Pbk8 Pg2-10
PSTG bk8Pg2-6 SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg3-4 US TG8Pg1-3 |
Drawing and labelling diagrams | |||
| 3 | The process of birth | By the end of this lesson the learner should be able to explain and describe the process of birth. | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
– chart
Diagrams from the book |
Ps Pbk8 Pg2-10
PSTG bk8Pg2-6 SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg3-4 US TG8Pg1-3 |
Written exercise | |||
| 4 | The process of birth | By the end of this lesson the learner should be able to explain and describe the process of birth. | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
– chart
– Photographs Diagrams from the book chart of reproductive system |
Ps Pbk8 Pg2-10
PSTG bk8Pg2-6 SCIA – 8 pg 2-6 TG – 8 pg 2 US PB 8Pg35-40 US TG8Pg17 |
Filling in blank spaces | |||
| 5 | The Excretory system | The skin | By the end of this lesson the learner should be able to identify the skin as an excretory organ | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
– Photographs
Diagrams from the book chart of reproductive system |
Ps Pbk8 Pg10-15
PSTG bk8Pg6-8 SCIA – 8 pg 8-12 TG – 8 pg 2-7 US PB 8Pg5-8 US TG8Pg17 |
Oral exercise | ||
| 1 | The skin | By the end of this lesson the learner should be able to name the waste products the skin helps to remove | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
Diagrams from the book
– Skin – hide |
Ps Pbk8 Pg10-15
PSTG bk8Pg6-8 SCIA – 8 pg 8-12 TG – 8 pg 2-7 US PB 8Pg5-8 US TG8Pg1-5 |
Drawing and labelling diagrams | |||
| 2 | The skin | By the end of this lesson the learner should be able to identify parts of the skin | – Description
– Drawing – Note taking – Explanation – Observation |
– Description
– Drawing – Note taking – Explanation – Observation |
– chart
– Photographs Diagrams from the book – hide |
Ps Pbk8 Pg10-15
PSTG bk8Pg6-8 SCIA – 8 pg 8-12 TG – 8 pg 2-7 US PB 8Pg5-9 US TG8Pg7 |
Written exercise | |||
| 3-5 | The kidneys | By the end of this lesson the learner should be able to identify the kidney as an excretory | – Description
– Demonstration – Discussion – Explanation Observation |
– Description
– Demonstration – Discussion – Explanation Observation |
– chart
– Photographs Diagrams from the book |
Ps Pbk8 Pg10-15
PSTG bk8Pg6-8 SCIA – 8 pg 8-12 TG – 8 pg 2-7 US PB 8Pg35-40 US TG8Pg17 |
Filling in blank spaces | |||
| 5 | 1 | By the end of this lesson the learner should be able to name the waste products it helps to remove. | – Description
– Demonstration – Discussion – Drawing – Note taking
|
– Description
– Demonstration – Discussion – Drawing – Note taking
|
– Diagrams from the book – Picture |
Ps Pbk8 Pg10-15
PSTG bk8Pg6-8 SCIA – 8 pg 8-12 TG – 8 pg 2-7 US PB 8Pg5-9 US TG8Pg7 |
Oral exercise | |||
| 2 | By the end of this lesson the learner should be able to identify the external appearance of kidney. | – Description
– Demonstration – Drawing – Note taking Observation |
– Description
– Demonstration – Drawing – Note taking Observation |
– Diagrams from the book
Picture |
Ps Pbk8 Pg10-15
PSTG bk8Pg6-8 SCIA – 8 pg 8-12 TG – 8 pg 2-7 US PB 8Pg8-12 US TG8Pg7-9 |
Drawing and labelling diagrams | ||||
|
6
7 |
3-5 | Health education | Meaning of STD’S | By the end of this lesson the learner should be able to explain the meaning of sexually transmitted disease | – Description
– Demonstration – Discussion – Explanation Observation |
– Description
– Demonstration – Discussion – Explanation Observation |
– Diagrams from the book
Pictures |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg13-14 US TG8Pg11 |
Written exercise | |
| 1 | By the end of this lesson the learner should be able to give examples of sexually transmitted disease | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
– Diagrams from the book
Pictures |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg13-14 US TG8Pg12 |
Filling in blank spaces | ||||
| 2 | Gonorrhoea | By the end of this lesson the learner should be able to name causes of gonorrhoea and discuss the preventive measure | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
– Diagrams from the book
– Pictures |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 |
Oral exercise | |||
| 3-4 | Chancroid | By the end of this lesson the learner should be able to name causes of Chancroid and discuss the preventive measure | – Description
– Demonstration – Discussion – Explanation – Observation |
– Description
– Demonstration – Discussion – Explanation – Observation |
– Diagrams from the book
– Pictures |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg15- US TG8Pg12 |
Drawing and labelling diagrams | |||
| 5 | Sexually transmitted diseases
Syphilis |
By the end of this lesson the learner should be able to name causes of syphilis and discuss the preventive measure | – Description
– Demonstration – Discussion – Drawing – Note taking |
– Description
– Demonstration – Discussion – Drawing – Note taking |
– Diagrams from the book
– Pictures |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg5-4 US TG8Pg12 |
Written exercise | |||
| 1 | Sexually transmitted diseases | By the end of this lesson the learner should be able to discuss preventive measures for sexually transmitted infections | – Description
– Drawing – Note taking – Explanation – Observation |
– Description
– Drawing – Note taking – Explanation – Observation |
– Diagrams from the book
– Picture |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 |
Filling in blank spaces | |||
| 2-3 | Control of HIV/ AIDS | By the end of this lesson the learner should be able to identify control measures of HIV/ AIDS | – Description
– Demonstration – Discussion – Drawing – Note taking |
– Description
– Demonstration – Discussion – Drawing – Note taking |
– Diagrams from the book
– Pictures – Posters |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg13-14 US TG8Pg13 |
Oral exercise | |||
| 4 | By the end of this lesson the learner should be able to identify control measures of HIV/ AIDS | – Description
– Demonstration – Discussion – Drawing – Note taking |
– Description
– Demonstration – Discussion – Drawing – Note taking |
– Diagrams from the book
– Pictures – Posters |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg15-17 US TG8Pg12 |
Drawing and labelling diagrams | ||||
| 5 | Mass education and the media | By the end of this lesson the learner should be able to identify control measures of HIV/ AIDS | – Demonstration
– Discussion – Drawing – Note taking |
– Demonstration
– Discussion – Drawing – Note taking |
– Diagrams from the book
– Pictures – Posters |
Ps Pbk8 Pg15-18
PSTG bk8Pg8-11 SCIA – 8 pg 12-15 TG – 8 pg 10-12 US PB 8Pg15-18 US TG8Pg13 |
Written exercise | |||
| 1 | Plants | Adaptation of plants | By the end of this lesson the learner should be able to observe adaptive features of plants | – Drawing
– Nature walk – Note taking – Discussion |
– Drawing
– Nature walk – Note taking – Discussion |
– Diagrams from the book
– Picture |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg15-16 US TG8Pg16 |
Filling in blank spaces | ||
| 8 | 2 | Adaptation of plants
Dry area |
By the end of this lesson the learner should be able to explain how plants are adapted to dry area. | – Excursion
– Demonstration – Discussion – Explanation – Observation |
– Excursion
– Demonstration – Discussion – Explanation – Observation |
– Diagrams from the book
– Pictures – Cactus |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg15-16 US TG8Pg14 |
Oral exercise | ||
| 3-4 | Adaptation of plants
Wet area |
By the end of this lesson the learner should be able to explain how plants are adapted to wet environment. | – excursion
– Demonstration – Discussion – Explanation – Observation |
– excursion
– Demonstration – Discussion – Explanation – Observation |
– Diagrams from the book
– Pictures – Arrow root |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 |
Drawing and labelling diagrams | |||
|
9 |
5 | Adaptation of plants | By the end of this lesson the learner should be able to describe different ways in which plants defend themselves | – Drawing
– Note taking – Description – Demonstration – Discussion – Explanation |
– Drawing
– Note taking – Description – Demonstration – Discussion – Explanation |
– Diagrams from the book
– Pictures
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg15-18 US TG8Pg14 |
Written exercise | ||
| 1 | Signs of unhealthy crops | By the end of this lesson the learner should be able to identify signs of unhealthy plants | – Drawing
– Note taking – Description – Demonstration – Discussion – Explanation |
– Drawing
– Note taking – Description – Demonstration – Discussion – Explanation |
– Diagrams from the book
– Pictures – unhealthy plant |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg15-17 US TG8Pg17 |
Filling in blank spaces | |||
| 2 | Effect of crop diseases | By the end of this lesson the learner should be able to observe effects of crop diseases in their habits around the school compound. | – Description
– Demonstration – Discussion – Explanation |
– Description
– Demonstration – Discussion – Explanation |
– Diagrams from the book
– Pictures unhealthy plant |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | |||
| 3 | Animals | Feeding habits | By the end of this lesson the learner should be able to identify the different feeding habit of animals in the school environment | – Drawing
– Note taking – Description – Demonstration |
– Drawing
– Note taking – Description – Demonstration |
– Diagrams from the book
– Pictures – cow |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 4-5 | Feeding habit
herbivore |
By the end of this lesson the learner should be able to describe the characteristics of herbivores and their feeding habit | – Description
– Demonstration – Discussion – Explanation |
– Description
– Demonstration – Discussion – Explanation |
Excursion
Hide/skin Real animals Pictures Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | |||
| 10 | 1 | Carnivores | By the end of this lesson the learner should be able to explain the feeding habits of carnivores | – Drawing
– Note taking – Description – Demonstration |
– Drawing
– Note taking – Description – Demonstration |
Excursion
Pictures Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | ||
| 2 | Omnivores | By the end of this lesson the learner should be able to explain the feeding habits of omnivores | – Drawing
– Note taking – Description – Demonstration |
– Drawing
– Note taking – Description – Demonstration |
Hide/skin
Pictures Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | |||
| 3 | Adaptation of beaks for feeding | By the end of this lesson the learner should be able to explain how grain eater beaks are adapted to their feeding habitats | – Drawing
– Note taking – Description – Demonstration |
– Drawing
– Note taking – Description – Demonstration |
Real animals
Pictures Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 4 | Adaptation of beaks for feeding | By the end of this lesson the learner should be able to explain how filter feeder beaks are adapted to their feeding habitats | – Description
– Demonstration – Discussion – Explanation – drawing |
– Description
– Demonstration – Discussion – Explanation – drawing |
Pictures
Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | |||
| 5 | Adaptation of beaks for feeding | By the end of this lesson the learner should be able to explain how fresh eater beaks are adapted to their feeding habitats | – Description
– Demonstration – Discussion – Explanation drawing |
– Description
– Demonstration – Discussion – Explanation drawing |
Pictures
Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | |||
| 1 | Adaptation of beaks for feeding | By the end of this lesson the learner should be able to explain how nectar eater beaks are adapted to their feeding habitats | – Description
– Demonstration – Discussion – Explanation – drawing |
– Description
– Demonstration – Discussion – Explanation – drawing |
Pictures
Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | |||
|
11
12
|
2 | Adaptation of animals to movement | By the end of this lesson the learner should be able to explain how flying animals are adapted to their way of moving. | – Description
– Demonstration – Discussion – Explanation
|
– Description
– Demonstration – Discussion – Explanation
|
Excursion
Pictures Photograph Drawing |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 3 | By the end of this lesson the learner should be able to explain how swimming animals are adapted to their way of moving. | – Description
– Demonstration – Discussion – Explanation – drawing |
– Description
– Demonstration – Discussion – Explanation – drawing |
Pictures
Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | ||||
| 4-5 | By the end of this lesson the learner should be able to explain how hopping and leaping animals are adapted to their way of moving. | – Description
– Demonstration – Discussion – Explanation – drawing |
– Description
– Demonstration – Discussion – Explanation – drawing |
Pictures
Photograph Drawing |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | ||||
| 1 | Livestock diseases | By the end of this lesson the learner should be able to identify signs of ill health in livestock. | – Description
– Demonstration – Discussion – Explanation – drawing |
– Description
– Demonstration – Discussion – Explanation – drawing |
Hide/skin
Pictures Photograph Drawing |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Oral exercise | |||
| 2 | Effects of diseases on livestock | By the end of this lesson the learner should be able to state the effect of ill health on livestock. | – Drawing
– Note taking – Description – Demonstration – Discussion – Explanation
|
– Drawing
– Note taking – Description – Demonstration – Discussion – Explanation
|
Excursion
Hide/skin Real animals |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 13 | – REVISION
|
|||||||||
| 14 | EXAMINATIONS | |||||||||
| – | – | |||||||||
Science schemes of work
STANDARD EIGHT 2014
TERM II
REFERENCES:
- SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
- SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
- PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
- PRIMARY SCIENCE TEACHERS GUIDE BOOK 8 JKF PUBLISHERS
- UNDERSTANDING SCIENCE PUPILS BOOK8 PUBLISHERS
| WEKE | LSN | TOPIC | SUB TOPIC | OBJECTIVES | TEACHER’S ACTIVITIES | LEARNER’S ACTIVITIES | RESOURCES | REFERENCES | ASSESSMENT | REMARKS |
| 1 | REPORTING AND PREPARATION | |||||||||
| 2 | Water | Hard and soft water | By the end of this lesson the learner should be able to
(i) define hard and soft water
|
– Drawing
– Note taking – Description – Demonstration – Discussion – Explanation
|
– Drawing
– Note taking – Description – Demonstration – Discussion – Explanation
|
Water
Salt Source of heat Soap |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 2 | Hard and soft water | By the end of this lesson the learner should be able to
(ii) State the differences between hard and soft water. |
– Description
– Demonstration – Discussion – Explanation – |
– Description
– Demonstration – Discussion – Explanation – |
Water
Salt Source of heat Soap |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Written exercise | |||
| 3 | Advantages of hard and soft water | By the end of this lesson the learner should be able to describe the advantages hard and soft water. | – Description
– Demonstration – Discussion – Explanation – |
– Description
– Demonstration – Discussion – Explanation – |
Water
Salt Source of heat Soap |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Filling in blank spaces | |||
| 4-5 | disadvantages of hard and soft water | By the end of this lesson the learner should be able to describe the disadvantages of hard and soft water. | – Description
– Demonstration – Discussion – Explanation
|
– Description
– Demonstration – Discussion – Explanation
|
Water
Salt Source of heat Soap |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Oral exercise | |||
| 3 | 1 | Softening hard water | By the end of this lesson the learner should be able to soften hard water by boiling | – Description
– Demonstration – Discussion – Explanation
|
– Description
– Demonstration – Discussion – Explanation
|
Water
Salt Source of heat Soap |
Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 US PB 8Pg35-40 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 3
|
1 | ENVIRONMENT | SOIL pollution | By the end of this lesson the learner should be explain the meaning of soil pollution | – Description
– Demonstration – Discussion – Explanation Question and answer |
Soil | Ps Pbk8 Pg30-42
PSTG bk8Pg18-26 SCIA – 8 pg 28-40 TG – 8 pg 19-27 |
||
| 2 | Effect of soil pollution | By the end of this lesson the learner should be able to explain and describe the effect of soil pollution on plants | – Description
– Drawing – Discussion – Explanation Question and answer |
Soil
Charts Diagram from the book
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 3-4 | Effect of soil pollution | By the end of this lesson the learner should be able to explain and describe the effect of soil pollution on animals | – Description
– Drawing – Discussion – Explanation
|
Soil
Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | |||
| 5 | Conservation | By the end of this lesson the learner should be able to explain the meaning of soil conservation | – Description
– Drawing – Discussion – Explanation
|
Soil
Charts Diagram from the book
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | |||
| 4 | 1 | By the end of this lesson the learner should be able to describe soil conservation method. | – Description
– Drawing – Discussion – Explanation
|
Charts
Diagram from the book
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | |||
| 2 | By the end of this lesson the learner should be able to describe soil conservation method. | – Description
– Drawing – Discussion – Explanation – note taking |
Soil
Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | ||||
|
|
3-4 | Air pollution | By the end of this lesson the learner should be able to describe ways in which air is polluted | – Description
– Drawing – Discussion – Explanation note taking |
Soil
Charts Diagram from the book
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | ||
| 5 | By the end of this lesson the learner should be able to describe ways in which air is polluted | – Listening
– Drawing – Discussion – Explanation note taking |
Soot
Soil dust Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | ||||
| 5 | 1 | Effect of air pollution | By the end of this lesson the learner should be able to explain the effect of air pollution on plants. | – Description
– Drawing – Discussion – Explanation |
Soot
Soil dust Charts Diagram from the book
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | ||
| 2-3 | Effect of air pollution | By the end of this lesson the learner should be able to explain the effect of air pollution on animals | – Demonstration
– Drawing – Discussion – Explanation – note taking |
Soot
Soil dust Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 4-5 | Effect of air pollution | By the end of this lesson the learner should be able to explain the effect of air pollution on non-living things | – Demonstration
– Drawing – Discussion – Explanation note taking |
Soot
Soil dust Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | |||
| 6
|
1 | Controlling of air pollution | By the end of this lesson the learner should be able to explain ways of controlling air pollution | – Demonstration
– Drawing – Discussion – Explanation – note taking |
Soot
Soil dust Charts Diagram from the book
|
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | ||
| 2-3 | Controlling of air pollution | By the end of this lesson the learner should be able to explain ways of controlling air pollution | – Demonstration
– Drawing – Discussion – Explanation note taking |
Soot
Soil dust Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | |||
| 4-5 | Maintaining and use of resources | By the end of this lesson the learner should be able to appreciate the need to maintain and use environment wisely | – Demonstration
– Drawing – Discussion – Explanation note taking |
Soot
Soil dust Charts Diagram from the book – |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 7 | 1 | Maintaining and use of resources | By the end of this lesson the learner should be able to appreciate the need to maintain and use environment wisely | – Demonstration
– Drawing – Discussion – Explanation – Observation |
Soot
Soil dust Charts Diagram from the book – |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | ||
| 2-3 | Maintaining and use of resources | By the end of this lesson the learner should be able to appreciate the need to maintain and use environment wisely | – Drawing
– Discussion – Explanation Observation |
Soot
Soil dust Excursion |
Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Filling in blank spaces | |||
|
8
9 |
4-5 | FOOD AND NUTRITION | Nutrition requirement | By the end of this lesson the learner should be able to explain and identify special group of people | – Demonstration
– Drawing – Discussion – Explanation – Nature walk |
– Different types of food | Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Oral exercise | |
| MID TERM EXAMINATION | |||||||||
| 1 | Pregnant mother | By the end of this lesson the learner should be able to identify nutrition requirements for pregnant mother | – Drawing
– Discussion – Explanation Nature walk |
Different types of food | Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | |||
| 2-3 | Lactating mother | By the end of this lesson the learner should be able to identify nutrition requirements for lactating mother | – Drawing
– Discussion – Explanation – Question and answer |
Different types of food | Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
||||
| Lactating mother | By the end of this lesson the learner should be able to identify nutrition requirements for lactating mother | Different types of food | |||||||
| 10
11 |
1-2 | infants | By the end of this lesson the learner should be able to identify nutrition requirements for infants | – Drawing
– Discussion – Explanation Question and answer |
Different types of food | Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 3 | infants | By the end of this lesson the learner should be able to identify nutrition requirements for infants | – Drawing
– Discussion – Explanation – Question and answer |
Different types of food | Ps Pbk8 Pg18-30
PSTG bk8Pg11-18 SCIA – 8 pg 17-28 TG – 8 pg 12-19 US PB 8Pg25-30 US TG8Pg17 |
Written exercise | |||
| 4-5 | Breast milk | By the end of this lesson the learner should be able to identify nutrition value of breast milk | – Drawing
– Discussion – Explanation Question and answer |
Different types of food | Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Filling in blank spaces | |||
| 1 | People with HIV/AIDS | By the end of this lesson the learner should be able to identify nutrition requirements for people with HIV/AIDS | – Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Oral exercise | |||
| 2-3 | People with HIV/AIDS | By the end of this lesson the learner should be able to identify nutrition requirements for people with HIV/AIDS | – Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 4 | A | People with HIV/AIDS | By the end of this lesson the learner should be able to identify nutrition requirements for people with HIV/AIDS | – Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Written exercise | ||
| 5 | Softening hard water | By the end of this lesson the learner should be able to soften hard water by boiling | – Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Filling in blank spaces | |||
| 12 | 1 | Water | Hard and soft water | By the end of this lesson the learner should be able to
(i) |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book |
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Oral exercise | |
| 2 | |||||||||
| 13 | REVISION | ||||||||
| 14 | EXAMINATION | ||||||||
SCIENCE SCHEMES OF WORK
STANDARD EIGHT 2014
TERM III
REFERENCES:
- SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
- SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
- PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
- PRIMARY SCIENCE TEACHERS GUIDE BOOK 8 JKF PUBLISHERS
- UNDERSTANDING SCIENCE PUPILS BOOK8 PUBLISHERS
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | TEACHER’S ACTIVITIES | LEARNER’S ACTIVITIES | REFERENCES | RESOURCES | ASSESSMENT | REMARKS |
| 1 | REPORTING AND PREPARATION | |||||||||
| 2 | 1 | Food poisoning | Food poisoning | By the end of this lesson the learner should be able to state the causes of food poisoning | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Different types of food
Charts Diagram from the book |
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Written exercise | |
| 2-3 | By the end of this lesson the learner should be able to state the causes of food poisoning chemical | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Different types of food
Charts Diagram from the book
|
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Filling in blank spaces | ||||
| 4 | By the end of this lesson the learner should be able to state the causes of food poisoning ,micro-organism | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Different types of food | Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Oral exercise | ||||
| 5 | Food poisoning | By the end of this lesson the learner should be able to discuss ways of prevention food poisoning | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Different types of food | Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 3 | 1 | Food poisoning | By the end of this lesson the learner should be able to discuss the prevention of food poisoning | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Different types of food
Charts Diagram from the book
|
Ps Pbk8 Pg48-60
PSTG bk8Pg11-118 SCIA – 8 pg 117-128 TG – 8 pg 52-59 US PB 8Pg4049 US TG8Pg17 |
Written exercise | ||
| 2 | Energy | Meaning of energy | By the end of this lesson the learner should be able to state the meaning of energy | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 3 | Meaning of energy | By the end of this lesson the learner should be able to discuss the situations in which energy is used. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Written exercise | |||
| 4-5 | Meaning of energy | By the end of this lesson the learner should be able to discuss the situations in which energy is used | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Filling in blank spaces | |||
| 1-2 | Types of energy
light energy |
By the end of this lesson the learner should be able to describe and discuss light energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book
|
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Oral exercise | |||
| 4 | 3 | Types of energy
Heat energy |
By the end of this lesson the learner should be able to describe and discuss heat energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book Source of heat |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Drawing and labelling diagrams | ||
|
5
5
6
|
4 | chemical energy | By the end of this lesson the learner should be able to describe and discuss chemical energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book Cells |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Written exercise | ||
| 5 | Sound energy | By the end of this lesson the learner should be able to describe and discuss sound energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book Drums |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Filling in blank spaces | |||
| 1-2 | By the end of this lesson the learner should be able to describe sound and chemical energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book Batteries |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Oral exercise | ||||
| 3 | Electrical energy | By the end of this lesson the learner should be able to describe electrical energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book Magnet |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 4 | magnetic energy | By the end of this lesson the learner should be able to describe magnetic energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts
Diagram from the book Magnet |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Written exercise | |||
| 5 | Energy transformations | By the end of this lesson the learner should be able to describe energy transformations in an electric circuit | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts on energy transformation
Diagram from the book |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Filling in blank spaces | |||
| 1 | Energy transformations | By the end of this lesson the learner should be able to describe energy transformations in food | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts on energy transformation
Diagram from the book |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Oral exercise | |||
| 2-3 | Energy transformations | By the end of this lesson the learner should be able to describe energy transformations in burning fuel | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts on energy transformation
Diagram from the book |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 4 | Energy transformations | By the end of this lesson the learner should be able to describe energy transformations in a radio | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Charts on energy transformation
Diagram from the book |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 5 | Energy transformations | By the end of this lesson the learner should be able to describe energy transformations in a simple electromagnet | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts on energy transformation Diagram from the book |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Written exercise | |||
| 7 | MID TERM EXAMINATIONS | |||||||||
|
8
9
10
|
1 | Energy conservation | By the end of this lesson the learner should be able to state the methods of conserving energy. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts on energy conservation |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Filling in blank spaces | ||
| 2 | Energy conservation | By the end of this lesson the learner should be able to explain how to conserve energy by using energy sparingly | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Oral exercise | |||
| 3 | Energy conservation | By the end of this lesson the learner should be able to explain how to conserve energy by using energy efficient devices | – Drawing
– Discussion – Explanation – Question and answer |
– Drawing
– Discussion – Explanation – Question and answer |
Model
Charts |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Drawing and labelling diagrams | |||
| 4-5 | Energy conservation | By the end of this lesson the learner should be able to explain how to conserve energy by using renewable energy | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts |
Ps Pbk8 Pg120-153
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg53-60 US TG8Pg17 |
Written exercise | |||
| 1 | MAKING WORK EASIER Simple machines | The inclined plane | By the end of this lesson the learner should be able to investigate how inclined planes make work easier. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts |
Ps Pbk8 Pg160-170
PSTGbk8Pg11-118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 2-3 | The inclined plane
Ladder |
By the end of this lesson the learner should be able to investigate how ladder make work easier | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts Ladder |
Ps Pbk8 Pg160-170
PSTGbk8Pg111118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
Written exercise | |||
| 4 | The inclined plane
Road winding up |
By the end of this lesson the learner should be able to investigate how road winding up hill make work easier | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts Road winding up |
Ps Pbk8 Pg160-170
PSTGbk8Pg111118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
Filling in blank spaces | |||
| 5 | The inclined plane
Staircase |
By the end of this lesson the learner should be able to investigate how staircases make work easier. | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts Staircases |
Ps Pbk8 Pg160-170
PSTGbk8Pg111118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
Oral exercise | |||
| 1 | Single fixed pulley | The single fixed pulley | By the end of this lesson the learner should be able to investigate how a single fixed pulley makes work easier | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts Flag post |
Ps Pbk8 Pg160-170
PSTGbk8Pg111118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
Drawing and labelling diagrams | ||
| 2-3 | The single fixed pulley | By the end of this lesson the learner should be able to investigate how a single fixed pulley makes work easier | – Drawing
– Discussion – Explanation Question and answer |
– Drawing
– Discussion – Explanation Question and answer |
Model
Charts Flag post |
Ps Pbk8 Pg160-170
PSTGbk8Pg111118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
Written exercise | |||
| 4-5 | The single fixed pulley | By the end of this lesson the learner should be able to investigate how a single fixed pulley makes work easier | – Drawing
– Discussion – Explanation – Question and answer |
– Drawing
– Discussion – Explanation – Question and answer |
Model
Charts Flag post |
Ps Pbk8 Pg160-170
PSTGbk8Pg111118 SCIA 8 pg 137-148 TG – 8 pg 92-99 US PB 8Pg125-130 US TG8Pg17 |
||||
| 11 | 1-5 | REVISION | ||||||||
| 12 | EXAMINATIONS | |||||||||
| 13 | MARKING EXAMINATIONS | |||||||||
Kuccps portal open for application by KCSE 2020 candidates (See simplified guide)
The Kenya Universities and Colleges Central Placement Service (KUCCPS) has opened its portal for the KCSE 2020 students to revise the courses they selected through their schools. Those who never applied for KUCCPS placement at school level can also make their first applications during this window.
According to the placement agency, the application portal opened on Monday, May 24, 2021, and will close on June 11, 2021.
All the 143,149 candidates who scored the minimum university entry grade of (C+, plus and above) will secure a slot in both private and public universities under the government-sponsored programme.
See also; How to apply for Kuccps placement 2021/2022 (Simplified guide)
The candidates with C+ (plus) and above will now jostle for the available vacancies and courses in universities. Of these; 893 scored A (plain), 6,420 had A- (minus) while, 14,427 garnered grade B+ (plus). Others were: 25,207 (B plain), 38,194 (B- minus) and 57,999 (C+ plus).
CS George Magoha says the TVET system and Universities have places for all the 747,171 candidates who sat for the 2020 KCSE exams.
Other KCSE 2020 candidates, who will not make it for the degree courses, will be placed in colleges and TVET institutions.
The Kuccps student portal was opened following a directive by Education Cabinet Secretary Professor George Magoha.
“I am pleased to note that KUCCPS is ready to proceed with university and college placement for the 2020 KCSE candidates. Accordingly, I wish to announce that the Revision of Choices for Placement to Degree, Diploma, Artisan and Craft Courses will commence today (Monday, May 24th 2021),” said CS Magoha.
Magoha further announced that the Universities, Colleges and TVETs will admit the students in the 2021/2022 academic year; beginning September 2021.
“All applicants will know the universities and colleges they have been selected to by the end of July 2021. This will enable our higher education institutions to admit the students in the new academic year beginning September 2021,” Magoha added.
“All applicants will know the universities and colleges they have been selected to by the end of July 2021. This will enable our higher education institutions to admit the students in the new academic year beginning September 2021. The students and their parents will also have ample time to prepare adequately.”
You may also like; Kuccps placement results out (How to check Kuccps placement results 2021-2022)
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Bachelor of Education Science Degree Course (Kuccps 2021-20222 cluster points cutoff, Course Codes & Subject Requirements)
The Kenya Universities and Colleges Central Placement Service, KUCCPS, has released new cutoff points to be used in admitting KCSE students to universities and Colleges during the 2021/2022 selection and admission process. Various universities have revised their cluster points cutoffs upwards.
According to KUCCPS, the column with 2019 cutoff points for various degree, certificate and diploma programmes will be used to select the students to universities and colleges (see table below).
Before proceeding to undertake a teaching Course it is important to check if you meet the minimum Teachers Service Commission (TSC) requirements for registration and recruitment of teachers. The posts below will be of great assistance;
-
Current TSC requirements for education (teaching) courses/programmes in Kenya
-
TSC recruitment of post primary/ secondary schools teachers; the guidelines, requirements and the recruitment process
Factors to consider before choosing an education course
Before settling on any teaching combination, it is necessary for you to do a thorough background research and consultations. Some of the main considerations that you must consider include:
- Cluster points requirements: Various universities have different cluster points requirements for the same course. Therefore, before settling on a university to join for the teaching course, check its minimum cluster requirements in the table below.
- Subject requirements: Apart from cluster requirements, the education degree choices have different subject requirements. Check the latest subject requirements for Bachelor of Education Science and Arts Courses in the table below.
- Ease of employment upon graduation: Some subject combinations are currently flooded. If you qualify for a teaching combination that is less flooded, then you should rather take it immediately.
- Available Capacity: It is also important to know the course capacities per university. This will enable you make an informed decision on the university to join.
Kuccps subject requirements
| S/N | Degree Course | English requirement | Maths Requirement | Teaching Subjects |
| 1 | Education Science | ENG – C (PLAIN) | MAT A/MAT B – C (PLAIN) | C+ in TWO Teaching subjects |
| 2 | Education Arts | ENG – C (PLAIN) | MAT A/MAT B – D+ | C+ in TWO Teaching subjects |
The new cluster points requirements for the Bachelor of Education Science Degree Course per university
PRESBYTERIAN UNIVERSITY OF EAST requires the least cluster points for the Bachelor of Education Science Degree Course. This university requires just 24.549 points. On the other hand, KENYATTA UNIVERSITY requires the highest cluster points at 37.8.
Posts with related information
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How to check Kuccps placement for KCSE 2020 candidates (Simplified procedure)
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How to check KUCCPS 2021/2022 placement results and admission letters for 2020 KCSE candidates, all applicants
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How to check kuccps degree and diploma placement for the 2021
-
Kuccps 2020 placement results through SMS and online
Check the table below for the latest Bachelor of Education Science Degree Course cut off points per university 2021/2022;
| S/N | PROG CODE | INSTITUTION NAME | PROGRAMME NAME | CUTOFF 2019 | CUTOFF 2018 | CUTOFF 2017 | CUTOFF 2016 | CUTOFF 2015 | CUTOFF 2014 | CUTOFF 2013 |
| 1 | 1196137 | PRESBYTERIAN UNIVERSITY OF EAST | BACHELOR OF EDUCATION (SCIENCE) | 24.549 | 24.619 | – | 23.4 | 23 | – | – |
| 2 | 1475137 | TANGAZA UNIVERSITY COLLEGE | BACHELOR OF EDUCATION (SCIENCE) | 24.978 | 25.057 | – | 23.627 | 0.419 | – | – |
| 3 | 1495137 | LUKENYA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 25.122 | 25.092 | – | 26.204 | – | – | – |
| 4 | 1096137 | GARISSA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 25.54 | 25.229 | – | 24.674 | 23 | – | 35.302 |
| 5 | 1600137 | ALUPE UNIVERSITY COLLEGE | BACHELOR OF EDUCATION (SCIENCE) | 26.677 | 24.132 | 26.221 | 24.823 | – | – | – |
| 6 | 1685137 | THARAKA UNIVERSITY COLLEGE | BACHELOR OF EDUCATION (SCIENCE) | 27.878 | 25.683 | – | – | – | – | – |
| 7 | 1091137 | TAITA TAVETA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 28.137 | 24.225 | – | – | – | – | – |
| 8 | 1079137 | KIRINYAGA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) PHYSICS, CHEMISTRY, BIOLOGY, MATHEMATICS, AND COMPUTER STUDIES) | 28.829 | – | – | – | – | – | – |
| 9 | 1515137 | TOM MBOYA UNIVERSITY COLLEGE | BACHELOR OF EDUCATION (SCIENCE, WITH IT) | 29.328 | 25.668 | 24.378 | 24.751 | 32.01 | – | – |
| 10 | 1166137 | SOUTH EASTERN KENYA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 30.28 | 28.176 | 25.151 | 30.531 | 30.046 | 36.097 | 35.131 |
| 11 | 1077137 | KENYA METHODIST UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 30.549 | 22.873 | – | 22.593 | 30.09 | – | – |
| 12 | 1073137 | RONGO UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 30.95 | 26.986 | 25.172 | 29.408 | 30.801 | 35.889 | 34.621 |
| 13 | 1181137 | UNIVERSITY OF EASTERN AFRICA, | BACHELOR OF EDUCATION (SCIENCE) | 30.951 | 25.63 | – | 23.001 | – | – | – |
| 14 | 1480137 | CATHOLIC UNIVERSITY OF EAST | BACHELOR OF EDUCATION (SCIENCE) | 31.322 | 28.235 | 24.866 | 24.15 | 30.35 | – | – |
| 15 | 1093137 | UNIVERSITY OF EMBU | BACHELOR OF EDUCATION (SCIENCE) | 31.813 | 28.608 | 24.699 | 29.591 | 28.38 | 35.213 | 32.734 |
| 16 | 1053137 | JARAMOGI OGINGA ODINGA | BACHELOR OF EDUCATION(SCIENCE WITH IT) | 32.414 | 30.071 | 27.817 | 27.012 | 33.26 | 25 | 40.32 |
| 17 | 1108137 | KIBABII UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 32.742 | 30.496 | 28.041 | 30.744 | 27.49 | 35.65 | 31.72 |
| 18 | 1246137 | MURANGA UNIVERSITY OF | BACHELOR OF EDUCATION (SCIENCE) | 32.777 | 29.14 | 27.599 | 23.705 | – | – | – |
| 19 | 1117137 | PWANI UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 32.829 | 30.385 | 28.773 | 30.547 | 34.54 | 26.71 | 41.91 |
| 20 | 1165137 | MAASAI MARA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 33.186 | 30.596 | 24.413 | 31.328 | 31.979 | 36.31 | 33.29 |
| 21 | 1118137 | UNIVERSITY OF KABIANGA | BACHELOR OF EDUCATION (SCIENCE) | 33.544 | 30.917 | 25.999 | 32.325 | 31.192 | 37.393 | 35.222 |
| 22 | 1240137 | MERU UNIVERSITY OF SCIENCE AND | BACHELOR OF EDUCATION (SCIENCE) | 33.553 | 30.262 | 25.658 | 31.439 | 26.04 | 36.09 | 32.12 |
| 23 | 1087137 | KISII UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 33.565 | 30.74 | 26.723 | 31.91 | 30.744 | 37.556 | 35.547 |
| 24 | 1176137 | LAIKIPIA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 33.814 | 31.346 | 28.162 | 32.887 | 31.811 | 37.376 | 34.916 |
| 25 | 1244137 | KARATINA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 33.863 | 31.68 | 29.145 | 32.456 | 31.268 | 36.812 | 35.21 |
| 26 | 1170137 | MACHAKOS UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 33.885 | 31.56 | 30.272 | 29.941 | 32.342 | 35.6 | 31 |
| 27 | 1114137 | UNIVERSITY OF ELDORET | BACHELOR OF EDUCATION (SCIENCE) | 34.52 | 32.235 | 28.841 | 32.107 | 35.56 | 28.56 | 42.66 |
| 28 | 1279137 | MOUNT KENYA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 34.755 | 32.332 | 29.302 | 28.802 | 30.67 | – | – |
| 29 | 1061137 | KABARAK UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 34.757 | 32.102 | 29.702 | 29.921 | 30.75 | – | – |
| 30 | 1082137 | MASINDE MULIRO UNIVERSITY OF | BACHELOR OF EDUCATION (SCIENCE) | 34.961 | 32.713 | 28.774 | 33.032 | 33.99 | 37.57 | 35.76 |
| 32 | 1105137 | CHUKA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 35.439 | 33.426 | 31.271 | 32.344 | 35.32 | 28.99 | 39.982 |
| 33 | 1229137 | MASENO UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE, WITH IT) | 35.768 | 33.475 | 31.124 | 34.682 | 35.28 | 38.84 | 36.94 |
| 34 | 1253137 | MOI UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 36.325 | 34.564 | 32.477 | 35.42 | 36.87 | 39.86 | 37.96 |
| 35 | 1057137 | EGERTON UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 36.557 | 34.8 | 33.069 | 34.875 | 37.87 | 32.02 | 42.7 |
| 36 | 1263137 | UNIVERSITY OF NAIROBI | BACHELOR OF EDUCATION (SCIENCE) | 37.409 | 35.354 | 33.739 | 36.705 | 39.34 | 33.9 | 44.27 |
| 37 | 1111137 | KENYATTA UNIVERSITY | BACHELOR OF EDUCATION (SCIENCE) | 37.8 | 35.966 | 34.996 | 37.024 | 39.05 | 35.14 | 43.67 |
St. Ann’s Musoli Girls High School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary
St. Ann’s Musoli Girls High School is a Girls’ only boarding school located in Isulu Location in Ikolomani Constituency, in Kakamega County; within the Western Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.
For all details about other schools in Kenya, please visit the link below;
MUSOLI GIRLS HIGH SCHOOL’S KCSE RESULTS
Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.
One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/. This one requires the school’s log in credentials.
Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.
MUSOLI GIRLS HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT
The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.
Here is a list of the KCSE 2019 best 10 schools in Kakamega County:
| Pos in County | School | KCSE 2019 Mean | County | Pos Nationally |
| 1 | Kakamega High | 7.7 | Kakamega | 111 |
| 2 | Booker Academy | 7.508 | Kakamega | 120 |
| 3 | Butere Girls High | 7.452 | Kakamega | 129 |
| 4 | St Peters Mumias | 7.332 | Kakamega | 138 |
| 5 | St Peter’s Boys Mumias | 7.322 | Kakamega | 141 |
| 6 | Mabole Boys | 7.118 | Kakamega | 156 |
| 7 | St Mary’s Girls Mumias | 7.007 | Kakamega | 171 |
| 8 | St Peters Seminary | 7.000 | Kakamega | 172 |
| 8 | Eshibinga High | 6.9635 | Kakamega | 181 |
| 10 | Shikunga High | 6.842 | Kakamega | 187 |
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MUSOLI GIRLS HIGH SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE
In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:
- SCHOOL’S NAME: St. Ann’s Musoli Girls High School
- SCHOOL’S TYPE: Girls’ only boarding school
- SCHOOL’S CATEGORY: Extra County school.
- SCHOOL’S LEVEL: Secondary
- SCHOOL’S KNEC CODE: 37615004
- SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
- SCHOOL’S PHONE CONTACT:
- SCHOOL’S POSTAL ADDRESS: P.O. Box 756, Kakamega
- SCHOOL’S EMAIL ADDRESS:
- SCHOOL’S WEBSITE:
MUSOLI GIRLS HIGH SCHOOL’S BRIEF HISTORY
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
- KUCCPS News Portal
- TSC News Portal
- Universities and Colleges News Portal
- Helb News Portal
- KNEC News Portal
- KSSSA News Portal
- Schools News Portal
- Free Teaching Resources and Revision Materials
MUSOLI GIRLS HIGH SCHOOL’S VISION
MUSOLI GIRLS HIGH SCHOOL’S MISSION
MUSOLI GIRLS HIGH SCHOOL’S MOTTO
MUSOLI GIRLS HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS
Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.
You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.
Also read;
- Best Performing Boys’ Secondary schools per county
- Best performing mixed schools per county
- Best performing Girls’ Secondary schools per county
- Full list of all top and best [performing Boys’ Secondary schools per county
- Best performing County schools per county
- Best performing Extra County Schools per county
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE
- All TSC services online portals and how to log in
- Complete guide to the new TSC TPAD portal
- TSC: Full details on the newly established grades for teachers
- TSC: Designation codes for all teacher job groups
- TSC Grades and qualifications/ requirements for various administrative positions in schools
- TSC: Details on the current all 36 Teacher job groups/ grades
- TSC: Requirements, appointment and responsibilities of Principals
- All what you need to know and carry to a TSC teacher recruitment interview
- TSC: Requirements, responsibilities and appointment of Deputy Principals
- TSC: Full payment rates for teachers, officials, attending CBC training
- New, latest TSC Teachers recruitment guidelines
- TSC: Wealth declaration guide for teachers, staff
- A TSC teacher’s payslip details and how to get yours online
- TSC posting, employment, letters for newly recruited teachers
- TSC adds another new teacher registration, employment requirement; read the details
- All TSC online services: the TSC website, online services and how to easily access them
- New list of TSC County Directors
- Updated TSC recruitment guidelines for teachers
- TSC: Process of handing-taking over by new school heads and other administrators
- New academic and professional requirements for registration of teachers
- How to check the status of TSC number application online
- Get the latest TSC news on these official Social Media links (Facebook, Twitter, WhatsApp, Telegram and online)
- How to apply online for the vacant administrative positions at the Teachers Service Commission-tsc
- TSC: Most marketable subject combinations
- TSC: Revised, new, service charter
- TSC: Download all the TSC forms, circulars, regulations and Memos here
- TSC: How to easily get the retirement, pension, benefits
- TSC: Full process of interdicting, disciplining and dismissing teachers
- New, updated, list of offences that can lead to a teacher’s removal from the TSC register
- TSC: All teachers’ leaves explained
- TSC: List of all allowances paid to teachers and to get them
- Latest Career Progression Guidelines, CPG, for teachers
- TSC: Answers to all the Frequently asked questions by teachers
- TSC: A list of all the TSC contacts
- TSC: How a teacher should claim the medical expenses costs from TSC
- TSC: How to best apply for a teacher transfer
- How to easily apply for a TSC number
- Applying for a TSC number? This is all you need to know.
- All what you are required to have in order to apply for a TSC number
For all details about other schools in Kenya, please visit the link below;
MUSOLI GIRLS HIGH SCHOOL’S PHOTO GALLERY
Planning to pay the school a visit? Below are some of the lovely scenes you will experience.
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SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION
For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:
SPONSORED IMPORTANT LINKS:
- Guide to KMTC Courses, requirements, contacts, fees, duration and how to apply
- Kenyatta University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Technical and Vocational Education Training-tvets-institutions in Vihiga County Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Jaramogi Oginga Odinga University Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- Egerton University Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- KCA University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Kenya Highlands University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Kibabii University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Kirinyaga University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Laikipia University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Lukenya University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Maasai Mara University Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- Management University of Africa Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Maseno University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Mount Kenya University (MKU) Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Meru University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Multimedia University Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- Pan Africa Christian University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Pioneer International University Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- RAF International University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Riara University Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- Tom Mboya University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Turkana University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Catholic University of Eastern Africa (CUEA) Courses, requirements, contacts, fees, duration, portals, website and how to apply
- UMMA University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- Baraton University Courses, requirements, contacts, fees, duration, portals, website and how to apply
- University of Eldoret Courses, requirements, contacts, fees, duration, portals, website and how to apply
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- University of Embu Courses, requirements, contacts, fees, duration, portals, website and how to apply
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2022 East Africa Schools Games, FEASSSA, in Arusha Tanzania- Draws, Pools, Fixtures and Results
| 2022 Country Teams’ Entries | |||||||||
| S/No | Discipline | Tz | Ug | Ke | Rw | Bu | S.Sud | Entries | Proposed order of play |
| 1 | Soccer Boys | 3 | 4 | 2 | 1 | 10 | Two pools, semis | ||
| 2 | Soccer Girls | 2 | 4 | 2 | 1 | 9 | Two pools, semis | ||
| 3 | BB 5×5 Boys | 3 | 3 | 2 | 1 | 9 | Two pools, semis | ||
| 4 | BB 5×5 Girls | 2 | 4 | 2 | 1 | 9 | Two pools, semis | ||
| 5 | BB 3×3 Boys | 2 | 2 | 2 | 0 | 6 | Round robin with a final | ||
| 6 | BB 3×3 Girls | 2 | 3 | 2 | 0 | 7 | Round robin with a final | ||
| 7 | VB Boys | 2 | 3 | 2 | 1 | 8 | Two pools, semis | ||
| 8 | VB Girls | 2 | 2 | 2 | 1 | 7 | Two pools, semis | ||
| 9 | Handball Boys | 2 | 2 | 2 | 2 | 8 | Two pools, semis | ||
| 10 | Handball Girls | 2 | 2 | 2 | 1 | 7 | Two pools, semis | ||
| 11 | Hockey Boys | 1 | 3 | 2 | 0 | 6 | Round robin with a final | ||
| 12 | Hockey Girls | 0 | 2 | 2 | 0 | 4 | Round robin with a final | ||
| 13 | Rugby 7s | 1 | 3 | 2 | 0 | 6 | Round robin with a final | ||
| 14 | Rugby 15s | 1 | 3 | 0 | 0 | 4 | Round robin with a final | ||
| 15 | Netball | 2 | 4 | 2 | 0 | 8 | Two pools, semis | ||
| 16 | Athletics Boys | 1 | 1 | 1 | 1 | 4 | |||
| 17 | Athletics Girlys | 1 | 1 | 1 | 1 | 4 | |||
| 18 | Swimming Boys | 1 | 1 | 1 | 0 | 3 | |||
| 19 | Swimming Girls | 1 | 1 | 1 | 0 | 3 | |||
| 20 | TT Boys | 1 | 2 | 1 | 1 | 5 | |||
| 21 | TT Girls | 1 | 3 | 1 | 1 | 6 | |||
| 22 | Badminton Boys | 1 | 2 | 1 | 0 | 4 | |||
| 23 | Badminton Girls | 1 | 2 | 1 | 0 | 4 | |||
| Handball Boys | Round Robin games | ||||||||
| Pool A | Pool B | ||||||||
| 1 | Kilombero SS – Tz 1 | ES Kigoma – Rw 1 | Baskeball 3×3 Boys | ||||||
| 2 | Gombe SS -Ug 2 | Maweni – Tz 2 | 1 | Nsumba SS Tz 2 | |||||
| 3 | Hospital Hill -Ke 1 | Kamito – Ke 2 | 2 | Buddo SS -Ug 1 | |||||
| 4 | Adegi – Rw 2 | Dynamic SS- Ug 1 | 3 | Hope HS, Bbira -Ug 2 | |||||
| 4 | Stafford Boys HS – Ke 1 | ||||||||
| Handball Girls | 5 | Juhudi SS – Tz 1 | |||||||
| 1 | St. Joseph’s High , Kitale- Ke 2 | Kibuli SS – Ug 2 | |||||||
| 2 | Kawanda SS – Ug 1 | Kiziguro – Rw 1 | |||||||
| 3 | Kilombero SS – Tz 1 | Moi Kamusinga -Ke 1 | Baskeball 3×3 Girls | ||||||
| 4 | Katoro – Tz 2 | 1 | Buddo SS – Ug 2 | ||||||
| 2 | Kibasila SS- T2 | ||||||||
| Volleyball Boys | 3 | Buruburu Girls – K1 | |||||||
| 1 | Nsumba SS – Tz 1 | Namwela – Ke 2 | 4 | St. Mary’s , Kitende -Ug 1 | |||||
| 2 | Buremba SS – Ug 3 | ESSA Nyarugunga – Rw 1 | 5 | Nabisunsa Girls -U3 | |||||
| 3 | Manugongo Voc. – Ug 2 | Standard High, Zzana- Ug 1 | 6 | Orkeeswa SS – T1 | |||||
| 4 | Cheptil – Ke 1 | Bombamzinga SS – Tz 2 | |||||||
| Volleyball Girls | Hockey Boys | ||||||||
| 1 | Kajunjumele SS – Tz 2 | Katikamu SDA – Ug 2 | 1 | F.S. Kamusinga – Ke 2 | |||||
| 2 | IPRC Kigali – Rw 1 | Kwanthanze – Ke 1 | 2 | St. Antony’s, Kitale – Ke 1 | |||||
| 3 | Kaseson – Ke 2 | Mkalapa SS – Tz 1 | 3 | Mbarara HS – Ug 3 | |||||
| 4 | St. Elizabeth, Mbarara – Ug 1 | Hilton HS – Ug 3 | 4 | Arusha Meru Inl Sch.Tz 1 | |||||
| 5 | Ntare School -Ug 2 | ||||||||
| Basketball 5×5 Boys | 6 | Kakungulu Memorial -Ug 1 | |||||||
| 1 | Aggrey – Ke 1 | Juhudi SS – Tz 1 | |||||||
| 2 | Buddo SS – Ug 1 | Lycee De Kigali- Rw 1 | Hockey Girls | ||||||
| 3 | Nsumba SS – Tz 2 | Dagoretti High – Ke 2 | 1 | Mt. St. Mary’s, Namagunga – Ug 2 | |||||
| 4 | Trust St. Patrick’s – Tz 3 | Bethel Covenant – Ug 2 | 2 | St. Mary’s, Tachasis – Ke 1 | |||||
| 5 | St. Cyprian, Kyabakadde – Ug 3 | 3 | Trans Nzoia Mixed – Ke 2 | ||||||
| 4 | Kakungulu Memorial – Ug 1 | ||||||||
| Basketball 5×5 Girls | |||||||||
| 1 | Kaya Tiwi -Ke 1 | Orkeeswa SS – Tz 1 | Rugby 7s | ||||||
| 2 | Kibasila SS – Tz 2 | Lycee De Kigali – Rw 1 | 1 | Jinja SS – Ug 2 | |||||
| 3 | St. Mary’s, Kitende -Ug 1 | Nabisunsa Girls – Ug 3 | 2 | Hanna Intl – Ug 1 | |||||
| 4 | Buddo SS – Ug 4 | St. Noa Girls SS – Ug 2 | 3 | Ke 1 | |||||
| 5 | Olympic – Ke 2 | 4 | Ntare School – Ug 3 | ||||||
| 5 | Elerai SS – Tz 1 | ||||||||
| Netball | 6 | Ke 2 | |||||||
| 1 | Katoro SS – Tz 2 | St. Noa Girls SS – Ug 2 | |||||||
| 2 | Kobala – Ke 1 | Vwawa SS – Tz 1 | Rugby 15s | ||||||
| 3 | Madina Islamic SS – Ug 4 | Buddo SS – Ug 3 | 1 | Makerere College Sch. – Ug 3 | |||||
| 4 | St. Mary’s, Kitende -Ug 1 | Bumala AC- Ke 2 | 2 | Elerai SS – Tz 1 | |||||
| 3 | Namilyango College – Ug 1 | ||||||||
| Soccer Boys | 4 | Kings College, Buddo – Ug 2 | |||||||
| 1 | Kiwira Coal Mines SS -Tz 1 | Katoro SS – Tz 2 | |||||||
| 2 | Highway Sec.- Ke 2 | Ebwali -Ke 1 | Table Tennis Boys | Table Tennis Girls | |||||
| 3 | ES Gasiza – Rw 1 | St. Mary’s, Kitende -Ug 1 | Morogoro SS – Tz 1 | Rahaleo – Tz 1 | |||||
| 4 | St. Andrews, Kaggwa – Ug 2 | Buddo SS – Ug 4 | Kibuli SS – Ug 1 | Mbogo Mixed -Ug 1 | |||||
| 5 | Kibuli SS – Ug 3 | Trust St. Patrick’s -Tz 3 | St. Andrews College -Ug 2 | Mbogo HS – Ug 2 | |||||
| Rw 1 | Mbogo College -Ug 3 | ||||||||
| Soccer Girls | Ke 1 | Rw 1 | |||||||
| 1 | St. Noa Girls SS – Ug 1 | Dagoretti Mixed – Ke 2 | Ke 1 | ||||||
| 2 | Wiyeta – Ke 1 | Kawempe Muslim -Ug 2 | |||||||
| 3 | Isevya SS – Tz 2 | IP Mukarange – Rw 1 | Badminton Boys | Badminton Girls | |||||
| 4 | Amus College Sch. – Ug 4 | Alliance SS – Tz 1 | Jeffrey SS – Tz 1 | Jeffrey SS – Tz 2 | |||||
| 5 | Sacred Heart, Gulu – Ug 3 | Kibuli SS – Ug 1 | Mbogo HS – Ug 1 | ||||||
| kakungulu Memorial – Ug 2 | Nabisunsa Girls – Ug 2 | ||||||||
| Athletics Boys | Athletics Girls | Ke 1 | Ke 1 | ||||||
| Tanzania | Tanzania | ||||||||
| Kenya | Kenya | Lawn Tennis Boys | Lawn Tennis Girls | ||||||
| Uganda | Uganda | Kibuli SS – Ug 1 | Kibuli SS – Ug 1 | ||||||
| Rwanda | Rwanda | Ntare School – Ug 2 | Mary Hill HS – Ug 2 | ||||||
| Namilyango College -Ug 3 | Mt. St. Mary’s, Namagunga – Ug 3 | ||||||||
| Swimming Boys | Swimming Girls | Sokoni 2 SS – Tz 1 | Sokoni 2 SS – Tz 1 | ||||||
| Tanzania | Tanzania | Ke 1 | Ke 1 | ||||||
| Kenya | Kenya | ||||||||
| Uganda | Uganda | ||||||||
| PRIMARY SCHOOLS’ COMPETITION | |||||||||
| Soccer Boys | Soccer Girls | ||||||||
| 1 | Rays of Grace PS – Ug 1 | Mbombo UMEA -Ug 1 | |||||||
| 2 | Kiyungi PS -Tz 2 | Mwisenge – Tz 2 | |||||||
| 3 | Paorhinra N&PS – Ug 2 | Alliance PS – Tz 1 | |||||||
| 4 | Kibonde Maji PS – Tz 1 | Habanom Quality PS – Ug 2 | |||||||
| Volleyball Boys | Volleyball Girls | ||||||||
| 1 | Samaritan PS – Ug 1 | Sabasaba PS -Tz 2 | |||||||
| 2 | Sabasaba PS -Tz 1 | Samaritan PS – Ug 1 | |||||||
| 3 | Mpanda PS – Tz 2 | Mkalapa PS – T1 | |||||||
| Netball | |||||||||
| 1 | Nakirebe PS – Ug 2 | ||||||||
| 2 | Heritage of St. Stephen PS – Ug 1 | ||||||||
| 3 | Osterbay PS -Tz 2 | ||||||||
| 4 | Mtoni PS -Tz 1 | ||||||||
| Goal Ball Boys | Goal Ball Girls | ||||||||
| Tanzania 1 | Tanzania 1 | ||||||||
| St. Francis Sch. For the Deaf, Madera |
St. Francis Sch. For the Deaf, Madera |
||||||||
| Format of Play | |||||||||
| 4 teams | 5 Teams | 6 teams | |||||||
| 2 vs 1 | 1 vs 5 | 2 vs 1 | |||||||
| 3 vs 4 | 2 vs 3 | 3 vs 6 | |||||||
| 4 vs 2 | 4 vs 5 | 4 vs 5 | |||||||
| 1v s 3 | 3 vs 1 | 3 vs 4 | |||||||
| 4 vs 1 | 5 vs 2 | 6 vs 1 | |||||||
| 2 vs 3 | 1 vs 4 | 2 vs 3 | |||||||
| 3 vs 4 | 6 vs 4 | ||||||||
| 2 vs 1 | 1 vs 5 | ||||||||
| 2 vs 4 | 4 vs 1 | ||||||||
| 3 vs 5 | 5 vs 3 | ||||||||
| 6 vs 2 | |||||||||
| 5 vs 6 | |||||||||
| 4 vs 2 | |||||||||
Huduma number card collection link
Get your Huduma Card registration status and delivery address confirmation.
The purpose of this initiative is to create and manage a central master population database which will be the ‘single source of truth’ on a person’s identity.
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